英语English-听课记录表
英语听课记录
英语听课记录1(总5页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--听课记录一：Lesson type: GrammarTeaching objectives: By the end of the lesson, most of the students will be able to…1. Language skills:read the passage and fill in the blanks with modal verbs correctly.2. Language knowledge:understand and use the modal verbs: can, may, must.3. Learning strategies:grasp a language point through summing up the key points in a table.Teaching focus:the understanding of the grammar: modal verbs (can, may, must).Teaching procedure:Step 1 Warming up1. Questions and lead-in: Can Daisy buy a packet of electricity at last (Yes, she can.)2. Brainstorming: Think about as many modal verbs as you can.Step 2 Grammar learning and practicingA. can1. Fill in the table about “can”.2. Make sentences about your special abilities with “I can…”.3. Read the dialogue between Hi and Lo and complete the sentences with “can/ can’t”.B. may1. Read the sentences of “may/ may not”, and fill in the table about “may”.2. Play a game about “may/ may not”.3. Complete the sentences with “may/ may not”.4. Have a role-play using “may/ may not”.C. must1. Read the sentences of “must/ must not”, and fill in the table about “must”.2. (1) Set a scene: Daily saw a doctor and he told her what to do and what not to do. (2) Assign a task: Help Daisy write down the doctor’s instruction with “must/ mustn’t”.3. Play a game about “mustn’t”: What do these sighs mean?4. Make rules with “must n’t” for our class and draw signs.C. Bingo GameStep 3 SummarySum up the grammar.Step 4 HomeworkAssign homework.Advantage and disadvantage:1. Advantages:(1) Great smile on the face.(2) Amiable to the students.2. Disadvantages:(1) Low voice.(2) Fast speed when reading the instructions of the exercise.(3) Unclear instructions.(4) Not funny.(5) Disobedient to the students’ cognitive laws.(6) Poor knowledge of English . the false explanation about“heater”).听课记录二：Lesson type: WritingTeaching objectives: By the end of the lesson, most of the students will be able to…1. Language skills:write a passage on “Cats/ Dogs/ Birds/ …makes the best pet”.2. Language knowledge:(1) understand and grasp the structure of an argumentative.(2) grasp some good expressions in demonstrating one’s opinion such as First, Second, What’s more，etc.3. Learning strategies:Analyze the structure of an argument by finding out its Introduction, Body and Conclusion and the supporting details.Teaching focus:The structure of an argumentative.Teaching procedure:Step 1 Warming up1.Greeting.2.Free talk: What animal do you suggest Tom to buyStep 2 Pre-writing1. Find out the structure of the text learned (Introduction, Body, Conclusion).2. Find out the reason and the supporting details for each paragraph of the body.3. Read another passage and finish the table on P92.4. Summarize the structures and expressions.Step 3 While-writing1. Group work: Discuss and finish the table, then share.2. Individual work: Write a passage on “Cats/ Dogs/ Birds/ …makes the best pet”.Step 4 Post-writing1. Class conferencing2. Pair work: Exchange and correct.Step 5 SummarySum up the structure and expressions of writing.Step 6 HomeworkAssign the homework.Advantage and disadvantage:1. Advantages:(1) Clear structure.(2) Enough interaction with the students.(3) Enough input and output for the students.(4) Amiable to the students.(5) Good oral English.(6) Good basis of English knowledge.2. Disadvantages:(1) Should more smile on the face.(2) Should teacher the students with love.听课记录三：Lesson type: RevisionTeaching objectives: By the end of the lesson, most of the students will be able to…1. Language skills:describe the features of animals such as horse, cat, fish, etc.2. Language knowledge:consolidate the words learned in this unit.3. Affectdevelop the awareness of protecting animals.Teaching focus:the words and features of the animals.Teaching procedure:Step 1 Warming up1. Greeting.2. TPL:(1) Oral instruction: One two three – A B C(2) Reaction: One/ Two/ Three/… - Finger shape(3) Game: Listen and do.3. Sing a song:(1) Set a scene (picture): They are going to Ben’s uncle’s farm.(2) Sing a song: BingoStep 2 Revision1. Let’s spy: What animals can you see (Ss use a piece of paper as a telescope)(1) It has four legs and a long tail: horse.(2) It has a long tail: monkey(3) It has a long nose and big ears: elephant.2. Let’s listen and number.3. Let’s look, read and choose:(1) Set a scene: Suddenly, there is a thunder. The animals hide.(2) Describe: What can you see?*mind map (body): tail(s), leg(s), ear(s), eye(s), mouth(s), nose(s), feet, hair, …(3) Do the exercise: Look, read and choose.(4) Group work: share the answers.4. Let’s sum up:- How many …(s) are there?- There are …/ There is…5. Let’s guess (riddles)(1) cat.(2) dog(3) Show a video: dogs are human’s friends.9. Let’s describe(1) Group work:a. fish: It’s … It’s … It has a short … It has two small eyes.b. chicken: It’s … It’s … It has … It has …c.duck: It’s … It’s … It has … It has …(2) Do the exercise: Read and choose.10. Let’s sum up:- 描述一个时：It has…- 描述两个时：They have…11. Let’s look, say and guess(1) Individual work(2) Pair work: Share and guess.12. Expansion:(1) Pictures of other animals.(2) Video about a pet.(3) Summary Aimals are our friends.Step 3 Self-assessment1. Group work: Discuss and finish the table, then share.2. Individual work: Write a passage on “Cats/ Dogs/ Birds/ …makes the best pet”.Step 4 HomeworkDraw and tell.Advantage and disadvantage:1. Advantages:(1) Funny.(2) Colorful pictures.(3) Good exercise.(4) Good preparation for each part (from language input to output)(5) Strong love for the students.(6) Young heart and positive attitude,2. Disadvantages:Poor oral English.。
英语English_听课记录表
听课记录表听课人：王佳欣单位：重庆师范大学时间2013 年11月17 日星期四上午第二节地点璧山中学任课教师张老师课题名称Unit4 A Night the Earth Didn’tSleep班级高一（4）班高中一年级英语下册Unit 4 A Night the Earth Didn’t Sleep?听课记录教学过程：StepⅠ.pre-readingAsk the students read the text loudly in 10 minutesAsk students a QuestionQuestion：Have you known some words about disasters?And show them some pictures about natural disasters.Show the key vocabulary words on the screenRead these words and make students repeat twice timesThe key vocabulary words are follows：tsunami 海啸flood 洪水drought 干旱mudflow 泥石流hurricanes 飓风earthquake 地震Ask students a questionQuestion: how many several terrible earthquakes do you know in the world? And The teacher guide the students to talk about WenChuan Earthquake tolead to the topic.StepⅡ.1aT:please look at the TVs in the illustration.In picture a ,we can see a person playing baseball.It is a sports show.Now you can name the other kinds of TV shows by yourselvesMake a students read these words loudlyAt the same time ，write them on the blackboardStepⅢ.1bCall students attention to the words and smiling and frowning faces in the box.Play the recording the first time.Students only listenPlay the recording again.Students listen and write the letters of a TV show In each blank.Then.Check the answersAnswers:1.b2.a3.c4.d5.eTapescript:Jack: What do you think of soap operas,Mark?Mark: I don’t like them .Jack: What do you think of game shows ?Mark: I love themJack: What do you think of sitcoms?Mark: sitcoms?Mmm.I don’t mind them .Jack: What do you think of sports shows ?Mark: I like themJack: What do you think of talk shows ?Mark: talk shows ?I can’t stand them.StepⅣ.1cAllow students one minute to read the TV shows in 1a again .Invite a pair of students to read the sample conversation to the class .T:Please work in pairs .One student asks the question "What do you think of talk shows/sitcom ……"Get students to work in pairs .Ask several pairs to share their conversation with the class .StepⅤ.SummaryT:In this class ,we’ve learned names of some TV shows first ,which are talk Show,soap opera ,sports show ,sitcom and game show .Then we’ve done much Listening and oral practice using the target language What do you think of sitcoms? I love them .StepⅥ.HomeworkT:After class ,recite the spelling of the key words and the conversation in 1cStepⅦ.Blackboard Design。
英语听课记录（完整版）
听课记录听课对象：七（四）班英语黄老师Unit5：Why do you like koalas?Section A: 1a—1c 主要内容：Step1:Greetin gsStep2:Teachin g aims1.learn animals2.Descrip t ions: cute,fun,interest ing,smart,lazy,beautif u l,scary3.tell the reasonStep3:Lead inLet the student s say out the picture s:cat,dog,koala,panda,elephan t, giraffe,lion,tigerStep4:Play a gameGo to the zoo to get close to the animals.Can you guess? What are they? Y ou can ask like this.For example:----Is it a dog?-----No,it isn’t.-----Is it a giraffe?-----Y es,it is.Step5:Pairwork（practic e the dialogu e with the picture s on the blackboard）--What animals do you like?-- I like pandas.-- Why do you like pandas?-- Because they are cute. How about you?-- I like pandas, too.-- Oh ,let’sseethepandasfirst!-- That soundsgood!-- OK.Let’sgo!Step6:Do 1a(Match and read the dialogu e)Step7:Listen1bStep8:Read 1cStep9：Do the exercis eStep10:Make a conclus ion.(Just as the teachin g aims)1.Animals2.Descrip t ions:cute fun interesting smart lazy beautif ul scary(a little=k ind of very)3. Make a dialogu e4. 重点语法：▲why----because▲let + V原形▲kind of= a little有点儿▲a kind of 一种▲kinds of 多种多样的Step11:Learn more meaning from this lessonfrom a piture. (Animals are our friends.W e shouldtreat them well.---“Love animals ,Love ourselv es!”)Step12:HomeworkRecitethe words in this unit and do the exercis e book in period 1.重点与难点：1.重点：The words of animals and descrip t ions (cute,fun,interesting,smart,lazy,beautif ul,scary)2.难点：Pairwork（practic e the dialogu e with the picture s on the blackboard评：这堂课的教学中黄老师用的教法有：1.使用多媒体；2.制作有关动物的卡片；3.用Pairwo rk的方法来练习对话，从而进一步的掌握动物和描述动物的形容词；4.练习题紧跟，及时巩固本节所学知识点。
英语学习情况记录表格模板
本周
学习
概况
课堂纪律
如：周一上课表现很好很认真；
周二上课说话；
周五上课玩东西；
作业情况
记录每次是否按时交作业
听写情况
记录每次听写情况，全对，或错了几个单词几个句子，或作弊偷看
测验情况
记录测验分数
课后学
习情况
（自己填
写）
听录音
记录星期几听了哪页内容和时间，如：周二听P28-31，35分钟
读背课文
如：周三背诵P29对话，周四读P30短文
默写单词
如：周二默写P29单词，周三默写P30短文
课外学习
如：做课外练习册，听英文歌，看英文原声电影，英语课外阅读，讲英文小故事等
本周自
我评价
对本周自己学习英语整体评价，写出做得好及不好的地方
备注1
（受老师批评或表扬记录）：随堂记录（包括成为冠军组成员）
备注2
（老师评定等级）：A级/B级/C级/D级
优良合格不合格
外语口语培训听课记录
外语口语培训听课记录日期：[日期]授课内容- 课程名称：[课程名称]- 授课老师：[授课老师姓名]课程内容概要在本次课程中，我们研究了以下主要内容：- [主要内容1]- [主要内容2]- [主要内容3]研究收获在参与本次课程的过程中，我获得了以下收获：- [收获1]- [收获2]- [收获3]需要加强的方面经过本次课程的研究，我认识到以下方面我需要进一步加强：- [需要加强的方面1]- [需要加强的方面2]- [需要加强的方面3]下次课程展望在接下来的课程中，我期待能够进一步提升我的[某个技能/知识]，并且在口语表达上有更大的突破。
---English TranslationListening Class Report for Foreign Language Oral TrainingDate: [Date]Course Information- Course Name: [Course Name]- Instructor: [Instructor's Name]Summary of Course ContentIn this lesson, we covered the following main topics:- [Main Topic 1]- [Main Topic 2]- [Main Topic 3]During the course, I gained the following insights and knowledge: Areas of ImprovementBased on my experience in this course, I identified the following areas where I need to improve:- [Area of Improvement 1]- [Area of Improvement 2]- [Area of Improvement 3]Outlook for the Next Class。
小学三年级英语课听课记录整理版
小学三年级英语课听课记录整理版前言本文档为小学三年级英语课听课记录的整理版。
记录了学生在英语课上的听课内容和研究收获，旨在帮助学生巩固知识和提高听力技能。
第一课：单词认读内容- 本节课主要研究了一些日常生活中常用的英语单词。
- 老师通过图片和示范，让学生们逐个认读单词，并鼓励他们进行模仿。
研究收获- 学生掌握了一些基本的英语单词，并能够正确地发音。
- 学生们通过模仿和反复练，提高了自己的听力和口语表达能力。
第二课：简单对话内容- 本节课研究了如何进行简单的英语对话。
- 学生们分组进行对话练，互相提问和回答问题，加强了英语口语交流能力。
研究收获- 学生通过与同学的对话练，提高了自己的表达和倾听能力。
- 学生们对一些日常生活中常用的对话进行了研究和掌握。
第三课：阅读理解内容- 本节课研究了如何进行简单的阅读理解。
- 学生们通过阅读短文，回答问题，培养了自己的阅读和理解能力。
研究收获- 学生通过阅读短文，锻炼了自己的阅读理解能力。
- 学生们学会了从文章中寻找关键信息来回答问题，提高了自己的阅读效率和准确性。
第四课：听力训练内容- 本节课研究了通过听力训练来提高自己的听力技巧。
- 学生们在老师的引导下，仔细听音频材料，并完成相应的听力练。
研究收获- 学生们通过大量的听力训练，提高了对英语听力材料的理解能力。
- 学生们学会了辨别不同的语音语调，加强了与外国人进行语言交流的信心。
总结通过记录和整理这些听课内容，我们可以看到学生们在英语课上的研究收获和进步。
他们通过研究单词、对话和阅读，以及听力训练，不仅提高了英语能力，还增强了自己的自信心和英语研究动力。
相信在以后的研究中，他们会更加努力，取得更好的成绩。
以上为小学三年级英语课听课记录的整理版。
希望这份文档对学生们的学习有所帮助。
四年级上册英语第二单元听课记录
四年级上册英语第二单元听课记录English:In the second unit of the fourth-grade English textbook, students learned about various activities they can do during different seasons. The unit begins with vocabulary related to the four seasons: spring, summer, autumn, and winter. Students are introduced to weather-related vocabulary words such as sunny, rainy, windy, and snowy. They also learn about activities commonly associated with each season, such as flying kites in spring, swimming in summer, collecting leaves in autumn, and building snowmen in winter. Throughout the unit, students engage in listening exercises where they listen to descriptions of different activities and match them with the appropriate season. These activities not only help students expand their vocabulary but also deepen their understanding of how weather and seasons influence daily activities. Additionally, the unit incorporates speaking and writing activities where students describe their favorite activities in each season, enabling them to practice expressing themselves in English. By the end of the unit, students are expected to have a better grasp of seasonal vocabulary and be able to confidently talk about activities they enjoy during each season.Translated content:在四年级英语课本的第二单元中，学生学习了关于不同季节可以进行的各种活动。
英语听课记录
听课记录一：Lesson type: WritingTeaching objectives:By the end of this lesson, students will be able to…1. Language skills:1) Speaking: talk about what pollutions the earth has, why there are pollutions on earth and how to protect the earth;2) Writing: write an article on How to protect the earth using expressions they have learnt in this lesson.2. Language knowledge:1) Vocabulary: identify some new words and expressions: pollute, pollution, fewer and fewer, waste, stop doing sth., less, save, link words(and, then, when…)2) Topic: discuss daily and environmental pollution by using expressions from the text.3. Affect:Be aware of the importance of environmental protection and express their opinions on environmental pollution.4. Learning strategies:Improve writing evaluating fellow student’s work.Teaching focus:Help students to use the phrases and expression to write the article.Teaching procedure:Step 1: Lead in1. Greet the students.2. Ask the students and help them to recall what they have learnt in the last lesson.3. Show pictures of the beautiful earth and the polluted earth, ask the students why the earth is dirty now, and lead in one of the problems “pollution”.Step 2: Presentation1. Ask the students what problems do the earth has (problems) and what bad things do students do to the earth (reasons).2. Show new words and phrases relevant to these questions.Step 3: Discussion1. Ask the students to discuss in groups what they can do to protect the earth (solutions).2. Ask the students to share their thoughts.Step 4: SummarySum up the solutions by showing pictures and phrases, preparing students for writing.Step 5: Writing1. Show the writing task and give a writing pattern to the students.2. Ask students to take out notebooks to write.Step 6: Evaluation1. Introduce the Evaluation Form in which there are rules of giving points.2. Ask the students to exchange their articles with their partners and check each other’s.3. Pick up some students to show their articles through OHP, ask them to read out the articles.4. Evaluate the articles with the whole class according to the Evaluation Form. (Class Conferencing)Step 7: SummarySum up the key words and phrases in this writing class.Step 8: Assignment1. Finish the exercise on the paper.2. Recite the words.Advantage and disadvantage:1. Advantages:1) Use English throughout the lesson;2) Give positive responses to students;3) Carry out the procedures both clearly and coherently;4) Have a good control of time;5) Give out the instructions in a brief and clear way;6) The writing part is closely related to life;7) The pictures of the slide are approachable in daily life;8) The words, phrases and sentences mentioned are useful for writing.2. Disadvantages:1) Lack of smile;2) Ignore students’ creativity in writing;3) The writing form should not be given to students at the very beginning, which limits students’ expression.听课记录二：Lesson type: GrammarTeaching objectives:By the end of this lesson, students will be able to…1. Language Knowledge:Grammar:1) know the meaning of the comparative of adjectives;2) understand the usage of the comparative of adjectives.2. Language skills:1) use the comparative of adjectives to compare two or more persons and objects;2) use language through discovering language and learning language;3. Affect:1) develop team spirit;.2) develop the awareness of helping each other.Teaching focus:Help students to discover language, learn language and use language. Teaching procedure:Step 1: Warming up and lead-in1. Listen to a song, fill the blanks and guess the title of the song.2. Pair work: discuss and check the answers quickly.3. Lead in the Grammar, The comparative of adjectives.Step 2: Discovering language1. Group work: write down two sentences with the comparative of adjectives from the text quickly and speak out the features of the sentences.2. Pick up several groups to show their sentences; whole class read them loudly.3. Circle the features (bigger, smaller, better…), ask students to tell what it is (Ss: The comparative of adjectives).Step 3: Learning languageTask 1:1. Show a picture of Grace, ask students to describe her (Ss: …/T write down the adjectives on blackboard).2. Ask the students how to change these adjectives into comparative forms (Ss: …/T write down the comparative forms on blackboard).Task 2: Work out the rules1. Look at the adjectives and their comparative forms (according to 5 rules), try do find out the rules.2. Show the rules of the comparative forms in a table (systematized), ask students to fill the table and write downexamples for each rule (time limit, T: giving stars as prizes); ask different students to show their answers.Task 3:1. Finish the exercise from P39 to P40 (time limit, T: ask the slowest students to show their answers); pair work: discuss and check the answers;2. Whole class read it through.Step 4: Using language1. Show pictures of iphone5 and iphone6 with their detailed information (Height/ Width/ Depth/ Weight/ Price) and a photo ofa family.2. Pair work: ask students to introduce these two phones (giving tips for adjectives that can be used; can imitate the dialogue on P39).3. Role play: act out the dialogue.Step 5: SummarySum up the grammar - the comparative of adjectives (T: What we have learnt today Ss: Grammar. T: What grammar Ss: The comparative of adjectives).2. Ask students to take out notebooks to write.Step 6: AssignmentHomework.Advantage and disadvantage:1. Advantages:1) Use Task-bases Approach and Inductive Approach to teach the grammar;2) Focus on the basic principles of the grammar, avoid knowledge extension while teaching grammar;3) Apply the grammar to practical use;4) Give positive responses to students who behave well (by giving out stars);5) Have funny ways to refresh students’spirit and help them focus their minds (by clapping hands, this has already been a habit throughout their English learning);6) The teaching plan and procedures are clear, logical and natural;7) Carry out the teaching procedures smoothly;8) The instructions are brief, clear and powerful.9) The procedures move so quickly that leave no time for students to wander.2. Disadvantages:The procedures move much too quickly which is demanding for students especially the low-level students.听课记录三：Lesson type: GrammarTeaching objectives:By the end of this lesson, students will be able to…1. Language Knowledge:Grammar:1) know the meaning of the comparative of adjectives;2) understand the usage of the comparative of adjectives.2. Language skills:1) use the comparative of adjectives to compare two or more persons and objects;2) use language through discovering language and learning language;3. Affect:1) develop team spirit;.2) develop the awareness of helping each other.Teaching focus:Help students to discover language, learn language and use language. Teaching procedure:Step 1: Warming up and lead-in1. Show pictures of some of students in this class, ask the students “Who is taller/who is happier/who is thinner/who is morehard-working, xx or xx respectively.2. Show the sentences “xx is taller/shorter/happier/more hard-working than xx” all together, circle the key parts of the sentences, ask the students what it is (lead in the grammar-the comparative of adjectives).Step 2: Look and answer (work out the simple rules)1. Show pictures of two pairs of objects with two adjectives on it, ask students to fill the blank like “Which is ____, the red flower or yellow one (big, beautiful)”, then show the complete sentences as answers.2. Read all the sentences and work out the rules. (Rules: To form the comparative of adjectives, we often add er to short adjectives and use more with long adjectives. We often use than after the comparative of adjectives.)3. Circle the features (bigger, smaller, better…), ask students to tell what it is (Ss: The comparative of adjectives).Step 3:Task 1: Finish the exercise and work out the rules (handout)1. Finish the exercise (e.g. 1. fat: My friend is ___ than me.)2. Look at the answers, tell the rules (specific rules).Task 2: Group work1. Look around the meeting room and find out as many adjectivesas you can to describe it. (Ss: …/ T: write down the adjectives on blackboard)2. Let’s compare our classroom with the meeting room (showinga picture of the student s’ classroom/ T: Whose classroom is it ), give an example to the students: The meeting room is larger than our classroom.3. Ask group representatives to show their answers.4. Show all the sentences and draw forth the sentence structure of the comparative (A+be+形容词比较级+than+B.), ask students to take notes.Task 3: Discuss and write-Which is your favourite, Mi4 or iphone6 1. Show pictures of Mi4 and iphone5 with their detailed information (Price/ Appearance/ Function/ Popularity).2. Discuss and find some adjectives to describe the two kinds of mobile phones.3. Ask students to show their answers.4. Writing: Compare the two mobile phones and tell us your choice.I like ____ better because it is ____ than ____. Secondly, it is ____ than ____. Thirdly, ____________. Finally, ____________.5. Pick up some students to read out their articles.Step 4: SummarySum up the grammar - the comparative of adjectives by showing somesentences and re-show the simple rules. (Rules: To form the comparative of adjectives, we often add er to short adjectives and use more with long adjectives. We often use than after the comparative of adjectives.).Step 5: Assignment1. Recite the words.2. Recite the text.Advantage and disadvantage:1. Advantages:1) Use Task-based and Inductive Approach to teach the grammar;2) Focus on the basic principles of the grammar;3) Apply the grammar to practical use;6) The teaching plan and procedures are clear, logical and natural;7) Carry out the teaching procedures smoothly;8) The instructions are brief, clear and powerful.2. Disadvantage: lack of smile.。
外研社英语听课记录
外研社英语听课记录Today, I had the opportunity to observe an English class at the Foreign Language Teaching and Research Press. The class I observed was for a group of intermediate level students.The class started with a warm-up activity where the teacher asked the students to talk about their weekend activities. This was a great way to get the students speaking in English right from the start of the class. The teacher then moved on to the day's topic, which was about environmental issues. She used a variety of visual aids, such as pictures and videos, to engage the students and generate discussion.After introducing the topic, the teacher divided the students into small groups and gave them a task to discuss a specific environmental issue and come up with possible solutions. This group work encouraged the students to collaborate and communicate in English. The teacher moved around the class, monitoring the groups and offering guidance when needed.Following the group discussion, the teacher brought the class back together and asked each group to share their ideas with the whole class. This allowed for a wider range of ideas to be discussed and gave the students an opportunity to practice speaking in front of the class.The class ended with a vocabulary activity related to the topic, where the students were asked to match environmental terms with their definitions. This helped to reinforce the new vocabulary they had learned during the class.Overall, I was impressed with the teacher's ability to create a dynamic and interactive learning environment. The use of visual aids, group work, and vocabulary activities kept the students engaged and actively participating throughout the class.今天，我有机会观摩了外研社的一堂英语课。
英语听课记录表
三、结课
学生行为：
→2.学生全体站立，齐唱Let’s chant。
→3.提前根据乐学单任务进行练习，课上以同桌为单位进行练习，部分小组进行展示。
→1.学生看课文动画，对课文及其内容进行感知。
→2.学生跟读课文，感受正确的语音语调。
→3.学生自由分角色练习课文，小组展示。
2.小组奖励机制贯穿整节课堂，根据学生的展示表现，进行评分，用不同的分值对学生打分。
3.以课本配套的课文视频，给学生进行示范、带读，给学生创造正确规范的语音语调环境。
4.在学生进行小组练习前给予明确的要求和问题，让学生带着目的去读，知道“怎么读”，而非一头雾水的去读。
5.鼓励学生用学过的形近词来认读生词，真正以学生为课堂的主体，让学生自主学习本科重难点，老师起到引导作用。
同时怎么来读每个句子，每个句子都以学生作为主体，让学生来翻译。
6.仿写句子，结合实际，描写同学。
a.教师给出示范，多次
b.Pairs work:同桌间进行展示交流，教师给予单独提点
C.教师请几组同学展示，并给予点评纠错，根据表现给分
7.回归课文，Pairs work，练习课文朗读，后教师请几组同学展示，并对其表现给小组加相应分数
4.Solve the questions in your group.小组合作交流问题
5.以小组为单位进行提问，后回答解决问题。
单词：如or, right, glasses, shoes
教师引导学生尝试用已经学过的形似词去学新词，请部分学生进行回答。
句子：如A boy or girl?一个男孩还是一个女孩？
教师提前将pairs work布置在乐学卡上，请部分组进行展示，并对学生展示情况进行评价及纠正，根据展示情况给相应小组加分。
英语听课记录
英语听课记录文档编制序号：[KK8UY-LL9IO69-TTO6M3-MTOL89-FTT688]听课记录一：Lesson type: WritingTeaching objectives:By the end of this lesson, students will be able to…1. Language skills:1) Speaking: talk about what pollutions the earth has, why there are pollutions on earth and how to protect the earth;2) Writing: write an article on How to protect the earth using expressions they have learnt in this lesson.2. Language knowledge:1) Vocabulary: identify some new words and expressions: pollute, pollution, fewer and fewer, waste, stop doing sth., less, save, link words(and, then, when…)2) Topic: discuss daily and environmental pollution by using expressions from the text.3. Affect:Be aware of the importance of environmental protection and express their opinions on environmental pollution.4. Learning strategies:Improve writing evaluating fellow student’s work.Teaching focus:Help students to use the phrases and expression to write the article.Teaching procedure:Step 1: Lead in1. Greet the students.2. Ask the students and help them to recall what they havelearnt in the last lesson.3. Show pictures of the beautiful earth and the polluted earth, ask the students why the earth is dirty now, and lead in one of the problems “pollution”.Step 2: Presentation1. Ask the students what problems do the earth has (problems) and what bad things do students do to the earth (reasons).2. Show new words and phrases relevant to these questions.Step 3: Discussion1. Ask the students to discuss in groups what they can do to protect the earth (solutions).2. Ask the students to share their thoughts.Step 4: SummarySum up the solutions by showing pictures and phrases,preparing students for writing.Step 5: Writing1. Show the writing task and give a writing pattern to the students.2. Ask students to take out notebooks to write.Step 6: Evaluation1. Introduce the Evaluation Form in which there are rules of giving points.2. Ask the students to exchange their articles with their partners and check each other’s.3. Pick up some students to show their articles through OHP, ask them to read out the articles.4. Evaluate the articles with the whole class according to the Evaluation Form. (Class Conferencing)Step 7: SummarySum up the key words and phrases in this writing class.Step 8: Assignment1. Finish the exercise on the paper.2. Recite the words.Advantage and disadvantage:1. Advantages:1) Use English throughout the lesson;2) Give positive responses to students;3) Carry out the procedures both clearly and coherently;4) Have a good control of time;5) Give out the instructions in a brief and clear way;6) The writing part is closely related to life;7) The pictures of the slide are approachable in daily life;8) The words, phrases and sentences mentioned are useful for writing.2. Disadvantages:1) Lack of smile;2) Ignore students’ creativity in writing;3) The writing form should not be given to students at the very beginning, which limits students’ expression.听课记录二：Lesson type: GrammarTeaching objectives:By the end of this lesson, students will be able to…1. Language Knowledge:Grammar:1) know the meaning of the comparative of adjectives;2) understand the usage of the comparative of adjectives.2. Language skills:1) use the comparative of adjectives to compare two or more persons and objects;2) use language through discovering language and learning language;3. Affect:1) develop team spirit;.2) develop the awareness of helping each other.Teaching focus:Help students to discover language, learn language and use language.Teaching procedure:Step 1: Warming up and lead-in1. Listen to a song, fill the blanks and guess the title ofthe song.2. Pair work: discuss and check the answers quickly.3. Lead in the Grammar, The comparative of adjectives.Step 2: Discovering language1. Group work: write down two sentences with the comparativeof adjectives from the text quickly and speak out the features of the sentences.2. Pick up several groups to show their sentences; whole class read them loudly.3. Circle the features (bigger, smaller, better…), ask students to tell what it is (Ss: The comparative of adjectives). Step 3: Learning languageTask 1:1. Show a picture of Grace, ask students to describe her (Ss: …/T write down the adjectives on blackboard).2. Ask the students how to change these adjectives into comparative forms (Ss: …/T write down the comparative forms on blackboard).Task 2: Work out the rules1. Look at the adjectives and their comparative forms (according to 5 rules), try do find out the rules.2. Show the rules of the comparative forms in a table (systematized), ask students to fill the table and write down examples for each rule (time limit, T: giving stars as prizes); ask different students to show their answers.Task 3:1. Finish the exercise from P39 to P40 (time limit, T: ask the slowest students to show their answers); pair work: discuss and check the answers;2. Whole class read it through.Step 4: Using language1. Show pictures of iphone5 and iphone6 with their detailed information (Height/ Width/ Depth/ Weight/ Price) and a photo of a family.2. Pair work: ask students to introduce these two phones (giving tips for adjectives that can be used; can imitate the dialogue on P39).3. Role play: act out the dialogue.Step 5: SummarySum up the grammar - the comparative of adjectives (T: What we have learnt today? Ss: Grammar. T: What grammar? Ss: The comparative of adjectives).2. Ask students to take out notebooks to write.Step 6: AssignmentHomework.Advantage and disadvantage:1. Advantages:1) Use Task-bases Approach and Inductive Approach to teach the grammar;2) Focus on the basic principles of the grammar, avoid knowledge extension while teaching grammar;3) Apply the grammar to practical use;4) Give positive responses to students who behave well (by giving out stars);5) Have funny ways to refresh students’ spirit and help them focus their minds (by clapping hands, this has already been a habit throughout their English learning);6) The teaching plan and procedures are clear, logical and natural;7) Carry out the teaching procedures smoothly;8) The instructions are brief, clear and powerful.* 9) The procedures move so quickly that leave no time for students to wander.2. Disadvantages:The procedures move much too quickly which is demanding for students especially the low-level students.听课记录三：Lesson type: GrammarTeaching objectives:By the end of this lesson, students will be able to…1. Language Knowledge:Grammar:1) know the meaning of the comparative of adjectives;2) understand the usage of the comparative of adjectives.2. Language skills:1) use the comparative of adjectives to compare two or more persons and objects;2) use language through discovering language and learning language;3. Affect:1) develop team spirit;.2) develop the awareness of helping each other.Teaching focus:Help students to discover language, learn language and use language.Teaching procedure:Step 1: Warming up and lead-in1. Show pictures of some of students in this class, ask the students “Who is taller/who is happier/who is thinner/who is more hard-working, xx or xx? respectively.2. Show the sentences “xx is taller/shorter/happier/morehard-working than xx” all together, circle the key parts ofthe sentences, ask the students what it is (lead in the grammar-the comparative of adjectives).Step 2: Look and answer (work out the simple rules)1. Show pictures of two pairs of objects with two adjectiveson it, ask students to fill the blank like “Which is ____, the red flower or yellow one? (big, beautiful)”, then show the complete sentences as answers.2. Read all the sentences and work out the rules. (Rules: To form the comparative of adjectives, we often add er to short adjectives and use more with long adjectives. We often use than after the comparative of adjectives.)3. Circle the features (bigger, smaller, better…), ask students to tell what it is (Ss: The comparative of adjectives). Step 3:Task 1: Finish the exercise and work out the rules (handout)1. Finish the exercise (e.g. 1. fat: My friend is ___ than me.)2. Look at the answers, tell the rules (specific rules).Task 2: Group work1. Look around the meeting room and find out as many adjectives as you can to describe it. (Ss: …/ T: write down the adjectives on blackboard)2. Let’s compare our classroom with the meeting room (showing a picture of the student s’ classroom/ T: Whose classroom is it?), give an example to the students: The meeting room is larger than our classroom.3. Ask group representatives to show their answers.4. Show all the sentences and draw forth the sentence structure of the comparative (A+be+形容词比较级+than+B.), ask students to take notes.Task 3: Discuss and write-Which is your favourite, Mi4 or iphone6?1. Show pictures of Mi4 and iphone5 with their detailed information (Price/ Appearance/ Function/ Popularity).2. Discuss and find some adjectives to describe the two kinds of mobile phones.3. Ask students to show their answers.4. Writing: Compare the two mobile phones and tell us your choice.I like ____ better because it is ____ than ____. Secondly,it is ____ than ____. Thirdly, ____________. Finally,____________.5. Pick up some students to read out their articles.Step 4: SummarySum up the grammar - the comparative of adjectives by showing some sentences and re-show the simple rules. (Rules: To formthe comparative of adjectives, we often add er to short adjectives and use more with long adjectives. We often use than after the comparative of adjectives.).Step 5: Assignment1. Recite the words.2. Recite the text.Advantage and disadvantage:1. Advantages:1) Use Task-based and Inductive Approach to teach the grammar;2) Focus on the basic principles of the grammar;3) Apply the grammar to practical use;6) The teaching plan and procedures are clear, logical and natural;7) Carry out the teaching procedures smoothly;8) The instructions are brief, clear and powerful.2. Disadvantage: lack of smile.。
听课记录
科 目
英语
班 级
校 名
课 题
Unit 5 First aid
类 别
阅读课
课 堂 记 录
听课随记
Qs: What happened in each picture? What kind of first aid should you give?
A snake bite:The person bitten must get to a doctor or hospital at once;
1. Do you think John was silly or brave to get involved in the situation? Give reasons.
2. Would you have done the same as John? Give reasons.
Task
Show the following passages on the screen. Let the Ss read them and then talk about how to do first aid for drowning.
听课记录
授课教师
科 目
英语
班 级
校 名
课 题
English around the world
类 别
阅读课
课 堂 记 录
听课随记
Teaching procedures:
Pre-reading
Lead-in Free talk --questions&task
How much do you know about English?
Post-reading
Retell(Scanning)
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
听课记录表
听课人：单位：
时间20xx 年5月17 日星期五上午第二节地点南充五中
任课教师唐老师课题名称Unit 11 What do you think of
game shows?
班级初一（6）班
人教版初中英语七年级下册Unit 11 What do you think of game shows?听课记录
教学过程：
StepⅠ.Greetings and Revision
Check the homework exercises first.
Ask different students a Question
Question：Have you ever been to any interesting places on your vacation？
And tell them to share their happy experience with the other classmates. StepⅡ.1a
Show the key vocabulary words on Page 65 on the screen by multimedia
Read these words and make students repeat several times
The key vocabulary words are follows：
T:please look at the TVs in the illustration.In picture a ,we can see a person playing baseball.It is a sports show.Now you can name the other kinds of TV shows by yourselves
Make a students read these words loudly
At the same time ，write them on the blackboard
StepⅢ.1b
Call students attention to the words and smiling and frowning faces in the box.
Play the recording the first time.Students only listen
Play the recording again.Students listen and write the letters of a TV show In each blank.
Then.Check the answers
Answers:
1.b
2.a
3.c
4.d
5.e
Tapescript:
Jack: What do you think of soap operas,Mark?
Mark: I don’t like them .
Jack: What do you think of game shows ?
Mark: I love them
Jack: What do you think of sitcoms?
Mark: sitcoms?Mmm.I don’t mind them .
Jack: What do you think of sports shows ?
Mark: I like them
Jack: What do you think of talk shows ?
Mark: talk shows ?I can’t stand them.
StepⅣ.1c
Allow students one minute to read the TV shows in 1a again .
Invite a pair of students to read the sample conversation to the class .
T:Please work in pairs .One student asks the question "What do you think of talk shows/sitcom ……"
Get students to work in pairs .
Ask several pairs to share their conversation with the class .
StepⅤ.Summary
T:In this class ,we’ve learned names of some TV shows first ,which are talk Show,soap opera ,sports show ,sitcom and game show .Then we’ve done much Listening and oral practice using the target language What do you think of sitcoms? I love them .
StepⅥ.Homework
T:After class ,recite the spelling of the key words and the conversation in 1c
StepⅦ.Blackboard Design。