英语听课记录(完整版)
小学英语听课记录(合集4篇)
小学英语听课记录(合集4篇)听课，是一个学习的过程，在听课的过程中要将一些重要内容记录下来。
以下是为大家整理的学校英语听课记录(合集4篇),欢迎品鉴!学校英语听课记录xx月xx日，有幸到试验学校参与了他们的双语教育研讨活动。
这次正好也是实小的半日开放日活动，很多家长也参加了这次活动。
半天的研讨活动中，老师精彩纷呈的研讨课，家长乐观的参加都给我留下了深刻的印象。
下面是一节一班级的双语班对课：ilovemyfamily一、主持人（两名一班级的同学）宣布活动开头二、小品一生演妈妈，其余小伴侣演各种瓜果蔬菜，鸡鸭鱼肉m:come,come,potato,tomatoss:potato,tomato,nice,nice.m:nice,nice,children,childrens1:good,verygood.ss:nice,nice,mummygood.………三、全班齐唱四、introducemyfamily（协作多媒体照片，同学上台用英语介绍自己的家）thisismyfamily.thisismyfather.myfatherisa…thisismymother.mymotherisa…ilovemyfather.ilovemymother.theyalllove me.五、sayarhymeilovemydad,thisismydad.dad,dad,mydad.ilovemydad.(mummy)六、drawapictureforourparents,sayiloveyoutothem.同学把作好的卡片送给父母七、小品：thegarbageoutsidethewindow八、singasong:themorewegettogether九、flash:merrychristmas老师送同学礼物对于刚接触英语三个多月的同学来说，开展这样一次双语班会实在不简单。
我觉得老师能编排出适合他们的节目，的确也费了一番心思。
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:GreetingsStep2:Teaching aims1.learn animals2.Descriptions: cute,fun,interesting,smart,lazy,beautiful,scary3.tell the reasonStep3:Lead inLet the students say out the pictures:cat,dog,koala,panda,elephant, giraffe,lion,tigerStep4:Play a gameGo to the zoo to get close to the animals.Can you guess? What are they? You can ask like this.For example:----Is it a dog?-----No,it isn’t.-----Is it a giraffe?-----Yes,it is.Step5:Pairwork（practice the dialogue with the pictures 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’s see the pandas first!-- That sounds good!-- OK. Let’s go!Step6:Do 1a(Match and read the dialogue)Step7:Listen 1bStep8:Read 1cStep9：Do the exerciseStep10:Make a conclusion.(Just as the teaching aims)1.Animals2.Descriptions: cute fun interesting smart lazy beautiful scary(a little=kind of very)3. Make a dialogue4. 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 lesson from a piture. (Animals are our friends.We should treat them well.---“Love animals ,Love ourselves!”)Step12:HomeworkRecite the words in this unit and do the exercise book in period 1.重点与难点：1.重点：The words of animals and descriptions(cute,fun,interesting,smart,lazy,beautiful,scary)2.难点：Pairwork（practice the dialogue with the pictures 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Pairwork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。
完整word版)小学英语听课记录10篇
完整word版)小学英语听课记录10篇Date: November 16th。
2010Class: 6th Grade。
Class 3Subject: EnglishTopic: Unit 5 What does she do?XXX:1.Review: The teacher asked the whole class to read the words they learned in Unit 4 in both English and Chinese.2.n: XXX introduced the new topic by saying。
"I teach you English。
So I am a teacher。
I drive cars。
So I am a driver." The teacher then asked the students to find the difference een the words "teach" and "teacher" and "drive" and "driver." The teacher then introduced the sentence pattern "What does she do。
She is。
"3.New Learning:a。
"I sing songs。
I am a singer." The teacher asked the students to XXX word "singer." The teacher then asked the students if they XXX pattern "What does he/she do。
He/she is。
完整版)英语听课记录与评析
完整版)英语听课记录与评析English Listening and XXXXXX Peipei and based on my notes。
I have the following XXX:Strengths:1.The teacher was able to apply the new XXX class。
XXX to spark student interest in learning。
2.XXX beyond the curriculum。
using students' r knowledge and real-time n from the。
The teacher was able to capture the resources generated by XXX-student n。
XXX。
n。
n。
and n did not keep up。
which was the direct cause of the XXX。
3.XXX ns。
allowing them to express their thoughts in English and train their XXX teaching。
which was a great aid to XXX。
4.The teaching design was clear。
following the "four in one" classroom teaching method (n。
n。
practice。
n) and meeting the "nal goals" requirement。
The teaching effect was good。
focusingon basic skills of listening。
speaking。
reading。
and writing。
while using examples to XXX-student n was strong。
教学实践听课记录英语(3篇)
第1篇一、基本信息课程名称：英语综合课程授课教师：张老师授课班级：高二（1）班授课时间：2023年4月10日星期一上午第二节课听课教师：李老师二、教学目标1. 知识目标：通过本节课的学习，学生能够掌握以下词汇：travel、holiday、culture、attraction、destination。
2. 能力目标：学生能够运用所学词汇进行简单的对话，表达自己的旅行计划和喜好。
3. 情感目标：激发学生对英语学习的兴趣，培养学生热爱旅行的情感。
三、教学过程（一）导入（5分钟）张老师以一幅世界地图作为背景，引导学生观察地图，并提出问题：“同学们，你们想不想去世界上的某个地方旅行呢？”学生纷纷举手回答，课堂气氛活跃。
（二）新课讲解（20分钟）1. 词汇教学：张老师首先板书了本节课需要学习的词汇，并逐一解释了每个词汇的意思。
例如，travel意为“旅行”，holiday意为“假期”，attraction意为“吸引人之处”等。
2. 句型练习：张老师带领学生进行了句型练习，如：“Where do you want to travel?”（你想去哪里旅行？）“I want to travel to Japan.”（我想去日本旅行。
）通过练习，学生掌握了基本的旅行对话句型。
3. 语法讲解：张老师针对旅行话题，讲解了时态和语态的使用。
例如，一般现在时用于描述习惯性动作或一般事实，过去时用于描述过去发生的动作或状态。
（三）课堂活动（15分钟）1. 小组讨论：张老师将学生分成四人一组，要求他们讨论自己假期的旅行计划，并用英语表达出来。
2. 角色扮演：学生分成两组，一组扮演旅行者，另一组扮演导游。
旅行者向导游询问旅行路线、景点等信息，导游用英语回答。
（四）总结与作业布置（5分钟）张老师对本节课的内容进行了总结，并布置了以下作业：1. 请用英语写一篇关于自己假期的旅行计划的短文。
2. 收集五个关于旅行的英语短句，并翻译成中文。
英语教研活动听课记录(3篇)
第1篇Date: March 15, 2023Subject: English Language TeachingClassroom: Grade 8, Class 3Teacher: Ms. LiuObserver: Mr. ZhangIntroduction:The purpose of this English research and development activity is to observe and evaluate the teaching methods and strategies employed by Ms. Liu in her Grade 8 English class. The focus of this observation is to assess the effectiveness of her approach in engaging students, promoting language skills, and fostering critical thinking.Observation Details:I. Introduction to the Lesson (5 minutes)- Activity: Ms. Liu began the lesson by greeting the students and reviewing the previous day's vocabulary. She used a simple question-and-answer session to ensure that students were familiar with the new words introduced.- Teaching Strategy: Ms. Liu utilized a warm-up activity to create a conducive learning environment. She encouraged active participation from students, which helped in reinforcing their vocabulary knowledge.II. Main Content Delivery (30 minutes)- Activity: The main content of the lesson revolved around a reading passage about environmental conservation. Ms. Liu used a gradual release of responsibility approach to guide students through the text.- Teaching Strategy:- Comprehension Check: Ms. Liu started by asking questions about the title and main idea of the passage. This helped students activate their prior knowledge and make predictions about the content.- Skimming and Scanning: She then directed students to skim the passage for specific information, such as the names of different environmental issues and the solutions proposed.- Detailed Reading: Ms. Liu guided students through a detailed reading of the passage, stopping at key points to discuss the text and answer questions.- Group Discussion: To promote critical thinking, Ms. Liu divided the class into small groups and asked them to discuss their thoughts on the environmental issues presented in the passage. Each group was then invited to share their findings with the class.III. Language Practice (15 minutes)- Activity: After discussing the passage, Ms. Liu engaged the students in a language practice activity. She introduced a role-play scenario based on the environmental issues discussed.- Teaching Strategy:- Pair Work: Students were paired up and given a script to practice. This allowed them to use the target language in a real-life context.- Feedback: Ms. Liu walked around the classroom, providing individual feedback and encouraging students to use the correct vocabulary and sentence structures.IV. Conclusion and Homework (5 minutes)- Activity: Ms. Liu concluded the lesson by summarizing the key points discussed and reinforcing the importance of environmental conservation.- Teaching Strategy: She also assigned a homework task that required students to write a short essay on how they can contribute to environmental protection in their daily lives.Evaluation:Strengths:- Engagement: Ms. Liu successfully engaged the students throughout the lesson. Her use of interactive activities and group discussions encouraged active participation.- Differentiation: She catered to different learning styles by using a variety of teaching methods, such as questioning, skimming, scanning, and group work.- Language Skills: The lesson effectively promoted the development of reading, speaking, and writing skills. The role-play activity provided a practical application of the target language.Areas for Improvement:- Vocabulary Repetition: While Ms. Liu introduced new vocabulary, she could have provided more opportunities for repetition and practice to reinforce learning.- Assessment: The lesson did not include a formal assessment of student understanding. Incorporating a quick quiz or exit ticket could help gauge the students' comprehension of the lesson material.- Technology Integration: Although Ms. Liu did not use technology extensively, incorporating multimedia resources, such as videos or interactive online activities, could enhance student engagement and understanding.Conclusion:Ms. Liu's English lesson was well-structured and effectively utilized various teaching strategies to engage students and promote language skills. Her ability to differentiate instruction and encourage active participation is commendable. With a few adjustments, such as increasing vocabulary repetition and incorporating more technology, her teaching could be further enhanced. Overall, this observation provides valuableinsights into the effectiveness of Ms. Liu's teaching methods and offers suggestions for potential improvements.第2篇Date: March 15, 2023Time: 9:00 AM - 11:00 AMLocation: Primary School of XYZ DistrictSubject: EnglishTeacher: Ms. Wang LiObserver: Mr. Zhang HuaClass: Grade 6, Class 1Number of Students: 40Objective of the Lesson:The main objective of the lesson was to enhance the students' reading comprehension skills and vocabulary expansion through a short story reading activity. Additionally, the teacher aimed to promote interactive learning and critical thinking among the students.Preparation:- The classroom was well-prepared with a blackboard, a laptop, and a projector.- The teacher had prepared handouts with the story, vocabulary lists, and comprehension questions.- The teacher had also prepared a list of discussion questions to engage the students in critical thinking.Introduction (5 minutes):- Ms. Wang began the lesson by greeting the students and reviewing the previous lesson's vocabulary.- She then introduced the new story, "The Magic Tree," by briefly summarizing the main plot and characters.Reading Activity (15 minutes):- The teacher distributed handouts containing the story and asked the students to read it silently for the first five minutes.- After the initial reading, she invited students to share their understanding of the story.- Ms. Wang encouraged active participation and ensured that every student had the opportunity to speak.Vocabulary Expansion (10 minutes):- The teacher highlighted key vocabulary from the story, using the whiteboard to display definitions and usage examples.- Students were asked to form small groups and create sentences using the new vocabulary words.- Each group presented their sentences to the class, and Ms. Wang provided feedback and corrections.Comprehension Questions (10 minutes):- The teacher displayed a set of comprehension questions on the projector.- Students worked individually to answer the questions, and then shared their answers with their peers.- Ms. Wang facilitated a whole-class discussion to ensure that all students understood the questions and the story.Interactive Learning (10 minutes):- To promote interactive learning, Ms. Wang divided the class into two groups.- Each group was given a different section of the story to act out in a tableau vivant.- The groups presented their tableaus to the class, and the teacher encouraged the other students to guess the story section being depicted.Critical Thinking (10 minutes):- The teacher presented a set of discussion questions related to the story's themes and moral lessons.- Students were asked to discuss these questions in pairs, and then share their thoughts with the class.- Ms. Wang facilitated the discussion, ensuring that all voices were heard and that the students' ideas were respected.Conclusion (5 minutes):- Ms. Wang summarized the key points of the lesson and reviewed the new vocabulary.- She reminded the students to practice the new vocabulary words at home and encouraged them to read the story again for better understanding.Observation Notes:- Teacher's Performance:- Ms. Wang was well-prepared and organized throughout the lesson.- She effectively managed the classroom, maintaining a positive and engaging atmosphere.- Her use of interactive activities and group work promoted active participation among the students.- She provided clear instructions and feedback, ensuring that the students understood the lesson objectives.- Student Engagement:- The students were highly engaged throughout the lesson, showing enthusiasm and interest in the activities.- There was a good balance of individual and group work, allowing every student to participate.- The students actively contributed to discussions and were able to articulate their thoughts clearly.- Materials and Resources:- The materials and resources used were appropriate and well-prepared.- The use of the projector and handouts facilitated the learning process.- Suggestions for Improvement:- To further enhance the students' reading skills, Ms. Wang could incorporate more guided reading activities and provide individualized support.- The teacher could also consider incorporating more varied assessment methods to evaluate the students' comprehension and vocabulary retention.Overall Evaluation:This English lesson was well-planned and executed. Ms. Wang effectively engaged the students in various activities, promoting both reading comprehension and critical thinking skills. The students demonstrated a good understanding of the story and the new vocabulary. The lesson was a success and provided valuable insights into the effectiveness of interactive and collaborative learning strategies in the English classroom.第3篇Date: [Insert Date]Location: [Insert Venue]Subject: English Language TeachingParticipants: [List of Participants]Facilitator: [Name of the Teacher]Observer: [Your Name]---Introduction:The English教研活动 aimed to enhance the teaching and learning of the English language by providing a platform for teachers to observe, discuss, and reflect on different teaching methods and strategies. Today's session focused on a lesson delivered by [Name of the Teacher], which was observed and documented by [Your Name].---Lesson Overview:The lesson was conducted in a primary school classroom with students aged 10-12. The topic of the lesson was "My Favourite Animal," and it aimed to improve students' speaking and listening skills through various activities.Lesson Objectives:1. To enable students to express their opinions about their favourite animal.2. To enhance students' listening skills by listening to a story about an animal.3. To encourage students to use new vocabulary related to animals in a sentence.Materials Used:- Projector and screen- Whiteboard and markers- Vocabulary cards- Storybook: "The Story of the Monkey"- flashcards---Lesson Implementation:1. Warm-up Activity (10 minutes):- [Name of the Teacher] started the lesson with a warm-up activity to engage the students. She asked the students to think about their favourite animal and write it down on a whiteboard. This activity helped to create a familiar context and sparked the students' interest.2. Vocabulary Introduction (15 minutes):- The teacher introduced new vocabulary related to animals using flashcards. Each card had an animal name and its English translation. The teacher used pictures and gestures to help the students understand the meanings of the words.- Students were encouraged to repeat the words after the teacher, which helped them to remember them better.3. Listening Activity (20 minutes):- [Name of the Teacher] read a story titled "The Story of the Monkey" from a storybook. The story was about a monkey who lived in the jungle and made friends with other animals.- The teacher paused at certain points in the story to ask questions, ensuring that the students were following along and understanding the content.4. Discussion and Sharing (15 minutes):- After listening to the story, the teacher asked the students to share their thoughts about the story. She asked them questions like:- What was their favourite part of the story?- Which animal in the story did they like the most?- Why did they like that animal?- This activity encouraged the students to use the new vocabulary in a meaningful context.5. Group Activity (20 minutes):- The teacher divided the class into small groups and asked each group to create a poster about their favourite animal. They had to use the vocabulary they had learned and include a sentence describing their animal.- This activity allowed the students to practice their speakingskills and collaborate with their peers.6. Conclusion (10 minutes):- [Name of the Teacher] concluded the lesson by asking each group to present their poster to the class. The students were encouraged to ask questions and make comments.- The teacher then summarized the lesson and reminded the students of the new vocabulary they had learned.---Observations and Reflections:- Strengths:- The teacher effectively used a variety of teaching methods to engage the students and cater to different learning styles.- The warm-up activity was well-designed and helped to create a positive learning atmosphere.- The teacher's questioning skills were commendable; she asked open-ended questions that encouraged critical thinking and reflection.- The group activity allowed the students to practice their speaking skills and collaborate effectively.- Areas for Improvement:- The teacher could have provided more time for students to practice speaking in pairs or small groups, as this would have further improved their speaking skills.- Some students seemed to struggle with the new vocabulary, and the teacher could have provided more support by using simpler language or additional examples.- The teacher could have used more interactive technology, such as interactive whiteboards or educational apps, to enhance the learning experience.---Conclusion:The English教研活动 provided valuable insights into the effectiveness of different teaching strategies. The observed lesson demonstrated the teacher's ability to engage students and foster a positive learning environment. By incorporating some of the suggested improvements, the teacher can further enhance the learning experience for her students. The activity was a great success and served as an excellent opportunity for teachers to learn from each other and share best practices.。
(完整版)八年级英语听课记录
(完整版)八年级英语听课记录第一节：主题-阅读理解技巧主要内容- 讲师介绍了阅读理解的重要性和技巧。
- 分享了一些有效的阅读理解策略，如预测问题、划关键字、注意连词等。
- 提醒学生注意细节、抓住文章的中心思想，并通过实例进行讲解。
- 强调阅读过程中的时间管理和积极思考的重要性。
研究收获- 了解到了一些有助于提高阅读理解能力的技巧和策略。
- 学会了如何在读文章时快速预测问题，以便更好地关注文章细节。
- 意识到了积极思考和集中注意力对阅读理解的重要性。
- 理解到了阅读理解是一项需要不断练和提升的技能。
第二节：主题-写作技巧主要内容- 讲师介绍了写作的基本结构和技巧，如引言、主体段落和结论等。
- 分享了一些有效的写作策略，如提出观点、给出例证、使用合适的过渡词等。
- 强调写作过程中的逻辑思维和清晰表达的重要性，并通过实例进行讲解。
- 提醒学生注意写作时的时间管理和合理组织各段落。
研究收获- 了解到了一些有助于提高写作能力的技巧和策略。
- 学会了如何合理组织文章结构，使其逻辑清晰。
- 理解到了写作中的观点提出和例证给出的重要性。
- 意识到了时间管理和思维清晰表达对写作的重要性。
第三节：主题-口语表达技巧主要内容- 讲师介绍了有效的口语表达技巧，如流利地表达观点、使用恰当的表达方式等。
- 分享了一些提高口语能力的方法，如多听多说、模仿优秀的口语表达等。
- 强调口语表达中的自信和积极思维的重要性，并通过实例进行讲解。
- 提醒学生注意口语练的机会和时间安排。
研究收获- 了解到了一些有助于提高口语表达能力的技巧和策略。
- 学会了如何流利地表达自己的观点，避免口吃和语法错误。
- 意识到了自信和积极思维对口语表达的重要性。
- 理解到了口语表达需要不断练和提升的重要性。
总结这次听课让我收获良多。
通过研究阅读理解技巧、写作技巧和口语表达技巧，我提高了自己的英语能力。
我将会持续练和巩固所学的技巧，以便在英语研究中更加自如和有效地表达自己。
三年级英语听课记录20篇
三年级英语听课记录
听课记录是一种记录听课过程的文档，通常包括听课的时间、地点、课程名称、授课教师、听课教师等信息，以及听课过程中的记录和感受等。
以下是一个可能的三年级英语听课记录的示例：
听课记录：三年级英语课
时间： 2023年6月12日上午9:00-10:30
地点：三年级教室
课程名称：三年级英语
授课教师：张老师
听课教师：李老师
课堂记录：
1. 教学目标：张老师明确了本节课的教学目标是让学生掌握基本英语问候语和自我介绍的表达方式。
2. 教学过程：
* 张老师通过歌曲和游戏引入课程，激发学生的学习兴趣。
* 通过图片和示范，引导学生模仿并练习英语问候语。
* 学生分组进行自我介绍对话练习，鼓励学生大胆开口。
* 利用多媒体资源，播放英语短片，让学生接触真实语境。
3. 课堂互动：张老师经常与学生进行互动，鼓励他们回答问题和参与讨论，课堂氛围较为活跃。
4. 教学评价：张老师及时给予学生正面的反馈和指导，对学生的学习情况进行跟踪和记录。
5. 教学难点处理：当学生在发音和表达上遇到困难时，张老师耐心纠正，并引导学生通过模仿和实践来改进。
感受与建议：
* 张老师的课堂组织能力较强，能够很好地吸引学生的注意力。
* 建议张老师在今后的教学中，更多地利用生活中的实际情境来帮助学生理解和运用英语。
* 学生的参与度较高，但部分学生在发音和语法方面仍需加强练习。
小学英语听课记录三篇
小学英语听课记录精选三篇教学中,要把指导朗读作为理解课文的主要手段,贯穿在教学的始终。
以下是我整理的学校英语听课记录精选三篇，欢迎阅读与保藏。
学校英语听课记录篇1《学校英语对话教学的讨论》试验课题试验课听课记录2021年11月21日T：现在老师想问问大家，Whatdoyoulike?你们最喜爱吃什么？T：大家猜猜老师最喜爱什么？T：Ilikehamburgers.T：说到这里，老师都要流口水了。
不过，我们的另外两个好伴侣Mike 和Sarah已经迫不及待地要大吃一顿了.出示课件:(A部分的Let`stalk)第一组对话：Ilikehamburgers.Ilikehotdogs.T:Mike喜爱吃……Sarah喜爱吃……Whataboutyou?T:OK,now,readafterit.（读两遍）自主练习。
T：Whatdoyoulike?你喜爱吃什么？指名同学回答。
T：Continue.连续看。
其次组对话：Hereyouare.Hotdogsandhamburgers.T:好了，香喷喷的汉堡包和热狗最终来了，让我们再一次看看服务员阿姨是怎么说的？T：Whocaeadit?Haveatry!T:Ok,让我们一起读。
T：老师也很喜欢.Hotdogsandhamburgers.不过，Mike特别能吃，他觉得汉堡包和热狗还不够，我们看看，他又点了些什么？出示第三组对话：IlikeFrenchfries.Metoo.T:Ok,nowwhocaeadit?Haveatry!找同学试读，老师加以订正。
T:哪一组情愿读给大家听一听。
Haveatry!找两组同学试读。
T：Ilikehamburgers.假如你也喜爱hamburgers，用同样的方法操练chicken、bread、cake、hotdogs.出示第四组对话：Ok,havesomeFrenchfries.Thankyou.T：好了，现在我们可以张开大嘴，开吃了。
小学英语新课标听课记录
小学英语新课标听课记录听课日期：2024年4月20日课程名称：小学英语新课标示范课授课教师：李明授课班级：三年级（2）班授课主题：家庭成员的英文表达课程流程：1. 导入（5分钟）- 李老师以一首简单的英文歌曲《Family Fingers》作为课程的开始，激发学生的兴趣。
- 通过歌曲中的歌词，引导学生回顾家庭成员的英文单词。
2. 新课呈现（10分钟）- 李老师使用PPT展示家庭成员的图片，并逐一教授相关英文单词：father, mother, brother, sister, grandfather, grandmother等。
- 通过图片与单词的结合，帮助学生形成直观的记忆。
3. 词汇练习（10分钟）- 学生分组进行词汇接龙游戏，每组轮流说出家庭成员的英文单词。
- 李老师在旁指导，纠正发音，并鼓励学生积极参与。
4. 句型操练（15分钟）- 李老师教授句型："Who is he/she? He/She is my..." 并引导学生用句型描述家庭成员。
- 学生两人一组，互相问答，练习句型。
5. 角色扮演（10分钟）- 学生分角色扮演家庭成员，进行对话练习。
- 李老师提供情景提示，如家庭聚会、节日庆祝等，让学生在实际语境中运用所学知识。
6. 课堂小结（5分钟）- 李老师总结本节课的重点词汇和句型，强调家庭成员在日常生活中的重要性。
- 鼓励学生在家中与家人用英语进行简单交流，以巩固所学。
7. 作业布置- 让学生绘制一张家庭成员的英文海报，并在下节课上进行展示。
听课反思：本节课的教学内容紧扣新课标要求，注重学生语言实际运用能力的培养。
李老师的教学方法多样，能够充分调动学生的积极性，课堂氛围活跃。
在词汇和句型的教授上，李老师注重发音的准确性和语言的实际应用。
角色扮演环节尤其有效，让学生在轻松愉快的氛围中学习英语。
建议在今后的教学中，可以增加更多与学生生活实际相关的教学内容，以提高学生的学习兴趣和语言运用能力。
大学英语听课记录（共5篇）
大学英语听课记录（共5篇）第一篇：大学英语听课记录课堂设计Section A(3 periods): A Test of True Love1st---2nd periods: Pre-reading activities(theme-related questions for warming up;)While-reading activities(cultural notes;useful words and expressions;difficult sentences)rd3period: While-reading activities(text structure;main ideas)Post-reading activities(comprehension questions;exercises) 具体内容1.Pre-reading Activities1)Check the homeworkTopics1.What do you think very important in someone whom you will love?(For example, do you care very much about his/her appearance?)2.Have you ever seen a movie or read a novel about love that moved you deeply?3.What kind of love do you expect in your life?2.While-reading Activities1)Use questions as a means of clarifying the organization of this passage.Check the Ss’ understanding of the text with following questions1.Why was John Blandford staying in Grand Central Station in New York?He was waiting to see a woman who had filled a special place in his life for the past thirteen months.2.How did John getconnected to the woman?3.How was John’s first response to the woman different from that of his friends?4.What had the woman, Hollis Meynell, done in the past thirteen months?She had faithfully written to John.Even when his letters did not arrive, she wrote anyway, without decrease.5.How did he feel as long as he received her letters?6.When he asked her for a photo, what did she do?7.Did Hollis Meynell come to the station as they had arranged?Yes, but she had asked a lady well over forty to wear the rose on her coat.8.Why did Hollis Meynell want to test John Blandford?2)Language Points:1.without fail:(Line 6)① when you tell sb to do sth without fail, you are telling them that they must do it;with complete certainty 务必，一定② always 总是，必定I want you here by two o’clock without fail.我要你两点钟务必来到这里。
英语听课记录及评析三篇
英语听课记录及评析1听课人：xx授课教师李xx授课班级高一（1）班教学内容： unit 4 earthquakes period 4 listening课堂记录step 1 revision1. check the homework exercises.2. ask some students to make sentences with attributive clauses.step 2 warming uptell the students: as we all know, earthquakes are disasters to everyone. but why do earthquakes happen? can we avoid or at least reduce the loss caused by earthquakes? can we foretell earthquakes? now we will do some listening and the listening text will tell us the answers.step 3 listening (on page 62 in the workbook)1. look through the part listening on page 62 and guess what the listening material may be about. then listen to the tape for the first time to see whether their guessing is right or not.2. read the following statements and listen to the tape for the second time. then decide whether they are true or false.check the answers and try to correct the statements which are false.3. listen to the tape again and then answer the questions and complete the following sentences.part 1:1)why do earthquakes happen?2)why do california, china and japan have a lot of earthquakes?part 2:1)do not built______________.2)make sure you build______________.3)you must______________._____________ buildings will fall down and_____________ ones may______________.a few minutes later, check the answers with the whole class.4. discuss this question in small groups: why do some earthquakes kill more people than others?5. reading and retellingshow the students the listening text and let them read it. then ask them to retell the cause of earthquakes and the ways of reducing losses from earthquakes.step 4 listening task(on page 66 in the workbook)turn to page 66. look at the pictures and discuss what the might have learned.1. in four let the students discuss what would be the best way to protect oneself if there was an earthquake.2. ask one member of the group to give their ideas to the class.3. let the class 出现恶意脚本uate each group’s idea and see if they agree. if they do, write the idea on the board. collect the ideas all the groups have contributed.4. ask the students to choose the three that they think are the most useful if an earthquake comes.5. listen to the tape for the first time and see if the ideas on the tape are the same. discuss why the plans on the tape are different from the ones suggested by the class.6. now make the earthquake plan. then listen to the tape for the second time to improve the earthquake plan.step 5 listening(on page 31 in using language)1. tell the students: we are going to listen to a story told by a man who was a survivor of the great san francisco earthquake of 1906.2. go through the sentences in exercise 2, then listen to the tape for the first time, and try to tell whether the statements are true or false.3. go through the questions in exercise 3, then listen to the tape for the second time and answer the questions.4. tell the students: while listening to the tape, you should not only pay attention to the contents, but also the pronunciation and intonation.5. reading and retellingshow the students the listening text and let them read it. then ask them to retell it. step 6 homework1. finish off the workbook exercises.2. read the listening texts again and try to retell them.听课评析本堂课是该单元教学的第四部分——听力教学。
九年级英语听课记录模板范文
九年级英语听课记录模板范文一、基本信息。
1. 听课日期：[具体日期]2. 听课教师：[教师姓名]3. 授课教师：[教师姓名]4. 授课班级：九年级[X]班。
5. 授课内容：[单元名称及课题]二、教学过程。
（一）导入（Lead - in）1. 方式。
- 教师通过播放一段与本节课话题相关的短视频（[视频主题]）来导入新课，视频时长约为[X]分钟。
视频内容生动有趣，展示了[视频主要情节或场景]，成功吸引了学生的注意力。
- 在播放视频之后，教师提出了几个简单的问题，如“What can you see in the video?”“How do you feel about it?”，引导学生回顾视频内容并表达自己的看法。
2. 效果。
- 学生们积极参与回答问题，课堂气氛活跃起来。
大部分学生能够准确回答教师的问题，并且表现出对本节课内容的浓厚兴趣。
（二）知识讲解（Knowledge Explanation）1. 词汇教学。
- 教师展示了本节课的重点词汇，采用了图片、例句相结合的方式进行讲解。
例如，在讲解单词“[单词1]”时，教师先展示了一张[与单词意义相关的图片]，然后给出了一个例句“[包含该单词的例句]”，并对例句进行了详细的翻译和分析。
- 教师引导学生通过读音规则来记忆单词的拼写，并且让学生进行了单词的跟读和拼写练习。
在练习过程中，教师巡视课堂，及时纠正学生的发音和拼写错误。
2. 语法教学。
- 针对本节课的重点语法[语法点名称]，教师首先通过一个简单的英语句子引出了该语法点，然后对语法规则进行了详细的讲解。
教师使用了黑板板书，将语法结构清晰地呈现出来，如：[写出语法结构示例]。
- 为了帮助学生更好地理解和掌握该语法点，教师列举了多个例句，让学生观察和分析例句中的语法结构，并进行小组讨论。
在小组讨论之后，教师邀请了几个小组代表发言，分享他们的讨论结果。
教师对学生的回答进行了点评和补充，进一步加深了学生对语法点的理解。
七年级英语听课记录范文
七年级英语听课记录范文一、听课基本信息。
1. 听课日期：[具体日期]2. 听课教师：[教师姓名]3. 授课教师：[授课教师姓名]4. 授课班级：七年级[X]班。
5. 授课内容：Unit [X]，Section A。
二、教学过程。
（一）导入（Lead - in）（5分钟）1. 授课教师通过展示一些与本单元话题相关的图片（如家庭成员的照片），并提问学生：“What can you see in these pictures?”引导学生用简单的英语单词回答，如“father”“mother”“sister”等。
2. 接着，教师播放了一段简短的视频，视频内容是一个家庭聚会的场景，里面有家庭成员之间的互动对话。
播放完视频后，教师提问：“How many people are there in this family? Who are they?”让学生回忆视频内容并作答。
点评：- 导入方式生动有趣，图片和视频能够吸引学生的注意力，迅速将学生带入到英语学习的氛围中。
- 问题设置简单且具有引导性，适合七年级学生的英语水平，能够让学生轻松开口回答，为后面的学习做好铺垫。
（二）知识呈现（Presentation）（15分钟）1. 教师在黑板上写出本单元的重点单词，如“grandfather”“grandmother”“parent”“brother”“uncle”“aunt”等，一边写一边大声朗读单词，让学生跟读。
2. 针对每个单词，教师都给出了相应的例句，例如：“My grandfather is very kind.”“Her grandmother likes reading books.”并通过简单的动作和表情帮助学生理解例句的含义。
3. 接着，教师利用多媒体展示了一个家族树（family tree）的图片，在家族树的各个分支上标注出刚刚学过的单词，然后指着家族树向学生介绍家庭成员之间的关系，如：“Your father and mother are your parents.”“Your father'sbrother is your uncle.”点评：- 单词教学方法多样，既有跟读又有例句展示，并且结合动作和表情，能够让学生更好地掌握单词的发音和用法。
听课记录英语(推荐6篇)
听课记录英语（推荐6篇）听课记录英语第1篇学生对知识的掌握较好，从中可看出热爱上了这门功课，大多同学能围绕教师的提问动脑思考。
授课形式多样，通过讲授讨论朗读等方式，达到了示范课的目的。
教师能在组织旧知识的基础上讲新课，且从旧知到新知的过渡自然，学生积极性也高。
教师能很有耐心地进行个别指导，很有亲和力。
但示范效果不好，其实在这里分组学习会更好。
课前准备充分，充分利用了多媒体教学，为学生创造了良好的语言学习情境，激发了学生的学习热情，调动了学生的学习积极性。
3月6日听了邵XX老师的《美好人生我选择》——直面升学与择业，认为本节课学习内容是与学生生活、学习紧密结合、息息相关的课题，教师授课中有针对性地探讨了学生面临的问题及相应对策，教学中能密切结合校园内及学生身边熟悉的事件开展教学，深入浅出，启发学生进行思考，开展讨论。
教师语言表述清晰、精要、幽默。
建议教师要对学生的分析、提炼、总结问题的能力加强培养，提高要求。
3月8日听了陈XX老师的一堂课，认为本节语法课内容紧扣知识要点，所选内容突出了重点、难点，加深了学生的体会，便于学生理解。
教师语法授课中讲解能注意引导、启发。
在课堂中学生朗读能力培养还略显欠缺，各环节紧凑性还可加强，老师对学生纪律要提高要求。
3月8日听了秦XX老师的《透镜光的折射》一课，认为教师语言表述能力好，课堂讲解层次清晰，注重启发、拓展，教师的基本功扎实，讲解中注重知识的记忆、整理，结合习题在授课中及时巩固，并做到精批精讲，板书相当清晰、规范。
但做为复习课，对学生能力要求可再提高一些，课堂上可适当给予学生互动的空间。
教学重难点突出，板书清晰有条理。
教学步骤设计合理，由浅入深，循序渐进。
教师基本功扎实，知识讲解准确，教学设计合理，始终以学生为主体，自主学习，小组交流讨论，上台交流展示等形式，师生配合默契，取得了较好的学习效果。
听课记录英语第2篇根据四年级学生好奇心浓厚的特点，并根据小学英语中要注意培养学生发散性思维能力，认真观察，注意倾听并能用英语进行简单交流的目的，联系本课特点，从培养的语言能力入手，通过各种方式，运用学生身边的事物，合理地运用语言材料，培养学生的思维与使用英语的能力。
英语说课稿听课记录模板
英语说课稿听课记录模板一、课程基本信息- 课程名称：基础英语- 授课教师：[教师姓名]- 授课班级：[班级名称]- 授课时间：[具体日期和时间]- 授课地点：[教室或在线平台名称]二、教学目标- 知识目标：学生能够掌握本课的词汇和语法结构。
- 技能目标：学生能够运用所学知识进行基本的英语对话。
- 情感目标：激发学生学习英语的兴趣，培养跨文化交流的意识。
三、教学内容1. 词汇学习：[列出本课的词汇]2. 语法点：[列出本课的语法点]3. 句型练习：[列出本课的句型练习]4. 听力训练：[听力材料的简介和训练目标]5. 口语练习：[口语练习的主题和形式]四、教学方法- 启发式教学：通过提问引导学生思考。
- 任务型教学：设计任务让学生在实践中学习。
- 合作学习：鼓励学生小组合作，共同完成学习任务。
五、教学过程1. 导入阶段：通过[具体方法]引入新课内容。
2. 新课呈现：详细讲解新词汇和语法点。
3. 练习阶段：学生进行词汇和句型的练习。
4. 听力训练：播放听力材料，学生完成听力练习。
5. 口语练习：学生进行角色扮演或小组讨论。
6. 总结反馈：教师总结本课要点，学生进行自我反馈。
六、教学媒体与教具- 多媒体课件：包含课程PPT、音频和视频材料。
- 黑板：用于书写关键词汇和语法点。
- 教学卡片：用于词汇和句型的练习。
七、课堂互动- 学生提问：鼓励学生在课堂上提出问题。
- 小组讨论：学生分组讨论，分享学习心得。
- 角色扮演：学生通过角色扮演加深对语言点的理解。
八、课后作业- 词汇复习：要求学生复习并记忆本课的词汇。
- 语法练习：完成课后的语法练习题。
- 口语作业：准备下节课的口语练习材料。
九、教学反思- 教学效果：分析本课的教学效果，哪些地方做得好，哪些需要改进。
- 学生反馈：收集学生对本课的反馈，了解他们的学习需求。
- 教学调整：根据反馈调整教学计划和方法。
十、结束语通过本节课的学习，希望同学们能够掌握基础的英语交流技巧，并且在日常生活中积极运用所学知识。
英语听课记录5篇
英语听课记录5篇第一篇：英语听课记录英语听课记录1.通过不同形式让学生学习，记住并运用单词，让单词放在具体语境中运用，达到学以致用目的，争取课堂上能让更多的学生掌握所学，减轻课下学习的负担。
2.积极调动每个学生的学习热情，参与课堂，体验学习的乐趣，感受成功带来的自信。
3.思维导图和短文有机结合，对所学单词从整体上达到巩固效果。
使用建议：个别短语容易混淆，有些单词用法比较多，要根据新课标要求选择性的让学生记住。
同时，要充分调动组内互助的热情，培养学生的自主学习和合作学习的习惯。
1.结合实际进行说的训练，既复习了所学的词汇又巩固了目标语言。
2.本课的听力活动设计的很有层次性，从听取大意到听取细节，逐步深入，在训练学生听力的同时又强化了目标语言，一举两得。
3.听后活动设计多样化，从pair work到role-play 再到group work既重视了说的能力的训练又培养了学生写的能力，练习得比较全面，而且增强了学生的合作意识与集体荣誉感。
其中group work既能兼顾基础又能提升学生的能力。
不足之处：本课的环节比较多，容量比较大，有些环节之间的过渡可能不太自然。
1.在识读、识记单词阶段，先让学生独自试读单词，再通过跟录音模仿读，让学生自我纠正读错或不准确的发音，然后通过小组互助的方式和老师个别纠错的方式逐步进行，有助于面向全体学生，特别是部分后进生群体，学习效果尤其明显。
2.借助图片识词，拼读规则识词，依据构词规律识词，语境诗词等多种识词方式，学生形成了有效的学习策略，能更加轻松地开展学习。
3.把生词和短语融入到设计的语篇语境中学习，学生在具体的语境中加强了对单词的理解记忆。
借助思维导图的帮助复述短文，思路清晰条例，降低了难度，增强了学生的自信心。
使用注意事项：1.本节课的容量较大，因此课前要让学生做好提前预习工作。
2.所涉及的每个环节，要以多媒体直观呈现的形式逐一展示给学生，这样才能高效率、高质量地完成学习任务。
三年级英语听课记录
三年级英语听课记录以下是一份可能的三年级英语听课记录。
请注意，这只是一个示例，实际记录可能会根据课程内容和教学方法有所不同。
课程名称：三年级英语课程时间：45分钟听课日期：XXXX年XX月XX日听课地点：三年级教室授课教师：XXX老师听课人：XXX一、课程开始（5分钟）老师热情地和学生打招呼，并询问他们周末过得如何。
这种互动有助于创造一个友好和轻松的学习环境。
二、单词学习（15分钟）老师通过图片和实物教授了几个新单词，如“cat”，“dog”，“apple”等。
老师让学生参与单词的拼写和发音，确保他们理解并记住这些单词。
三、句型练习（10分钟）老师引导学生使用新学的单词组成简单的句子。
例如，“I have an apple”和“My dog is cute”。
老师让学生反复练习这些句子，以提高他们的口语表达能力。
四、故事阅读（10分钟）老师让学生阅读一个简单的故事，故事中包含了本节课学到的单词。
老师在学生们阅读故事后，对故事内容进行了简单的提问，以检查他们的理解程度。
五、课程结束（5分钟）老师对本节课的学习内容进行了总结，并布置了一些家庭作业，包括复习本节课的单词和句子，以及预习下一节课的内容。
最后，老师感谢学生的参与，并鼓励他们在家里也努力学习英语。
听课总结：本节课的教学目标基本实现，学生对新单词的理解和记忆都较好。
老师的教学方式既有趣又有效，能够吸引学生的注意力。
在句型练习和故事阅读环节，学生的参与度很高，这表明他们对课程内容很感兴趣。
在未来的教学中，建议老师可以更多地使用实物和图片进行教学，以提高学生的学习兴趣和理解能力。
八年级英语听课记录模板范文
八年级英语听课记录模板范文一、基本信息。
1. 听课日期：[具体日期]2. 授课教师：[教师姓名]3. 授课班级：八年级[X]班。
4. 授课内容：[单元名称 - 课题]二、教学目标。
1. 知识与技能目标。
- 学生能够掌握[本节课重点单词、短语、句型等，如：新单词如“pollution”“recycle”，短语“cut down”以及句型“There is/are...”的用法]。
- 能够运用所学知识进行[具体的语言输出活动，如：描述环境问题、提出环保建议等]。
2. 过程与方法目标。
- 通过[具体的教学方法，如：小组讨论、情景教学等]，培养学生的合作学习能力和自主探究能力。
- 在[某种活动，如：听力练习、阅读分析]过程中，提高学生的听力、阅读等语言技能。
3. 情感态度与价值观目标。
- 激发学生对[与课题相关的内容，如：环境保护]的关注，增强学生的环保意识。
三、教学重难点。
1. 教学重点。
- [重点知识内容，如：重点单词、短语和句型的理解与运用]。
- [特定的语言技能或任务，如：能够读懂关于环保措施的文章并获取关键信息]。
2. 教学难点。
- [较难理解或掌握的知识点，如：复杂句型结构的分析或特定语境下词汇的准确使用]。
- [涉及到学生思维转换或跨文化理解的内容，如：理解不同国家的环保理念差异]。
四、教学过程。
（一）导入（Lead - in）1. 导入方式。
- 教师通过展示[具体的导入素材，如：几张环境污染的图片或一段关于环境问题的短视频]，引起学生的注意。
- 提问学生关于图片或视频内容的感受，如：“What can you see in these pictures? How do you feel about it?”2. 导入效果。
- 学生对导入内容表现出较高的兴趣，积极参与回答问题，顺利引出本节课的主题——[课题名称]。
（二）知识讲解（Presentation）1. 单词教学。
- 教师使用[具体的教学方法，如：PPT展示单词图片、单词发音示范]教授新单词。
- 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
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:Greetings
Step2:Teaching aims
1.learn animals
2.Descriptions: cute,fun,interesting,smart,lazy,beautiful,scary
3.tell the reason
Step3:Lead in
Let the students say out the pictures:cat,dog,koala,panda,elephant, giraffe,lion,tiger
Step4:Play a game
Go to the zoo to get close to the animals.Can you guess? What are they? You can ask like this.
For example:----Is it a dog?
-----No,it isn’t.
-----Is it a giraffe?
-----Yes,it is.
Step5:Pairwork
（practice the dialogue with the pictures 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’s see the pandas first!
-- That sounds good!
-- OK. Let’s go!
Step6:Do 1a(Match and read the dialogue)
Step7:Listen 1b
Step8:Read 1c
Step9：Do the exercise
Step10:Make a conclusion.(Just as the teaching aims)
1.Animals
2.Descriptions: cute fun interesting smart lazy beautiful scary(a little=kind of very)
3. Make a dialogue
4. 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 lesson from a piture. (Animals are our friends.We should treat them well.---“Love animals ,Love ourselves!”)
Step12:Homework
Recite the words in this unit and do the exercise book in period 1.
重点与难点：
1.重点：The words of animals and descriptions
(cute,fun,interesting,smart,lazy,beautiful,scary)
2.难点：Pairwork
（practice the dialogue with the pictures 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Pairwork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。
优点如下：1.备课认真，准备充分；2.教法新颖，男女生PK始终；3.让学生去教堂前表演Pairwork；4.师生互动、生生互动。
缺点如下：1.针对男女生PK，课尾最好表扬获胜方；2表示动物的形容词操练不足；3.容量优点大，需要删减；4.老师有点拘谨，紧张，需放开点。