初三英语听课记录

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On Wednesday, April 11th morning, I came to the six peak middle school in anzhen town to attend the third grade English teaching and research activity. The members of the English teaching and research section of the town center attended the event and the third grade English teacher in the town. This event first heard a Jay peak six school teachers Zhu Jiehong junior class teaching, then, we carry out a positive research and discussion activities, finally, had Yanming director of English review work done some work deployment. The following is the class lecture records and post listening impressions. Teaching procedure 1. read aloud before class, review the words 2., Greetings, What's, the, weather, like, today, Sunny., and then review other words that represent the weather. Cloudy, rainy, sunny, windy, fine, etc., and then inspire students to say some other words that represent the weather: warm, cold, cool, hot, etc., inspired by teacher and student questions and answers. The teacher asked: "What's the weather will be if it's rainy like", and then the student replied, "It'll be wet. 3., by It's, a, fine, day., review the expressions of exclamatory sentences.". How, fine, day, is, the, when this sentence, students expressed problems, the teacher in time through What a fine it is day inspired, and eventually let students speak smoothly

The following sentence: "How, fine, it, is!" then asked, "how do you praise a person?" Draw the following words: clever, smart, careful, hard, hard-working, and He is a said: after the hard-working student. I'll learn from him. 4. Lesson 60 read the text, through a slide, talk about the pictures (feel content; in this process, the teacher Chinese teaching too much. First of all, what do we see in the picture? Sentences like this can be organized directly in english. The teacher presents the story through the slide, in the story present, the infiltration language knowledge, the form is very good. It would be nice to ask for some more purposeful and effective questions about pictures Then, the teacher continued to draw out the pictures and topics. The, dog, is, our, best, We, should, friend., take, good, care, of, it.. Can these two words be linked together? Let the students say: The dog is our best friend and we should take good care of it. 5. and check the last composition into the business of junior college liters review questions written in this one link, let the students do the teacher, read and modify the composition, they talk about good and bad to the bottom where, how to modify. 6. lectures read essays and thoughts opinions of the overall feeling: Zhu teachers in the classroom teaching shows a basic teaching skills and rich teaching experience, and demonstrate the teaching

characteristics of teachers love students, good at giving systematic guidance etc.. Especially in the process of introducing knowledge, attaches great importance to enlighten students' thinking, and in the process to improve the students' imagination and good language knowledge and skills. Thoughts and suggestions: 1. written language output is part of the process. It is not a passive language input, but a positive active output. It can be said that written expression is the

most difficult one for the third grade students. 2., thinking: how to improve students writing or writing ability?

I think: first, we should give the students enough correct language input; second, we should set up written composition classes. In the composition class, the teacher demonstrates himself and writes with his students. For example, in the process of looking at the picture, you can better inspire students how to see pictures, how to say pictures. (so that it can be better to the core of the students' thinking.) When the map is fully trained, written expression is carried out. Third, pay attention to the grasp of the main points.

Such as correct tenses, proper choice of characters, long and short sentences, conjunctions, etc.. Fourth, students excellent writing, demonstration, poor error analysis. When revising a composition, we need to consider what standards we have revised What are the dominant and implicit criteria? At the same time, we can also carry out teaching activities with a special emphasis on the written expression in the examination standard. 3., from the point of view of the teaching process, the individual feels that each link is small and the task is clear. However, the consistency between the objectives of each small task and the big task still needs to be strengthened. 4., about the output of spoken language, there is a teaching activity can consider: that is, before class give students 6-8 words or phrases, let them use these words to tell an English story. Then, you can show the students three minutes before the beginning of each class. To some extent, the input of students' language will be helpful. 5. from this class in the material composition, after a problem: that is the question at the sight

of injustice, draw a sword and render help. This is not an English knowledge problem. When we need to consider is: at the sight of injustice when, how to draw a sword and render help, help? He knew what was happening. He threw the bottle hard and quickly to the man. We should help people in trouble. But how? Maybe, on this topic, you can use English to carry out more in-depth discussion (output). After

********************************************** April 11th class, listening to lectures, records and opinions timely made up capriccio. But because of the problem of the network, it has been successfully completed today. It's not easy, but it's worth it. Because, in the heart comfortable. Ha ha ha ha。 Miss

Xie Pan is a young history teacher in our school. She herself didn't teach English, but because of the need of school work, this semester he obeyed the arrangement of the school, and took the English Teaching of the first two classes. In March 9th, it was Friday, and in the morning, I went to listen to an English lesson with pam. The following is a lecture record and a review of the class. The first lecture records Hunan first lecture records Tian teacher: Xie Pan students: first class (3): Module 2 Spring Festival teaching content teaching time: March 9, 2007 morning before the first class 1. 2. 3. 4. Do you on like Festival What kinds of festivals do? You know in China Which festival do you like? Best? Why? What does your family usually do to get ready for Spring Festival?

Teaching procedure Before class Read the words in Module 2 During 1. class: 2. Read 3. the words and expressions in Module Have a dictation of the words 2 in Module 2 Ask and answer: Do you like festivals What kinds of festivals do? You know in China Which festival do you like? Best? Why? What does your family

usually do to get ready for Spring Festival work Divide the? 4. Group students into nine groups and the topic for them to discuss is: What does your family do to get ready for Spring Festival?

5., 6., 7., 8., 9.

Talk, about, the, pictures., Match, phrases, and, the, pictures., Listen, and, read., Finish, Part, the,, Choose,, the, correct, answer., Homework

Comments on the lesson: 1, the class forward the classroom, advance written on the blackboard related content, for classroom teaching smoothly laid the foundation, and can effectively save time; 2, teaching links design arrangement clear, transition nature.

3, it can effectively carry out group activities in combination with the characteristics of school group sharing teaching method and English teaching. Such as the class into nine groups, discuss What does your family usually share do to get ready for Spring Festival? In the middle school students can actively participate in this link, and can fully utilize the language knowledge of English expression; 4, rational use of teaching resources to do better. For example, wall charts. Teachers can organize students to carry out talk, about, the, pictures teaching activities. 5, each teaching link, when carrying out teaching activities, can clearly and accurately explain the teaching task. Such as packet sharing activities is the task of Talk about what your family usually does to get ready for Spring Festival. and Listen and Match's mission is to listen

to the recording materials, the phrase Listen and read crossed; again, the task is to answer the following questions. What are Lingling and her family doing What are the? Boys doing? What is Lingling doing What is Lingling s mother? "Doing? Recommendations: 1, each link time is worth considering for example the review stage. The teacher basically organizes the student collective reads aloud, the teacher raises the tune to read with the form, then organizes the student to carry on dictation. The whole process is finished at 7:50. In other words, from 7:40 to 7:50, the review stage took ten minutes. With his first two days of classroom teaching of thinking, that is part of routine review stage of each lesson, should unremittingly; review stage of the content selection should be targeted, combined with new teaching content; time allocation review links should not dominate; review the form should be various. Not necessarily reading and dictation every time. For example, after the beginning of the teaching activities, the teacher organizes questions and answers about festivals, and carries out group sharing activities, and organizes them to share after the grouping activities are finished. In this process, students can use the collective strength of group discussions, boldly use English expression, and make a good foreshadowing for the next stage of teaching, and the effect is good. In the process, the teacher can effectively answer the blackboard writing of the students to facilitate the introduction of new teaching. At the same time, in the process of sharing, they can answer questions in groups and carry out evaluation activities in a timely manner. Time or time for attention?. The end of the session is 8:05. Also as follows: the first link on the eighth page, Match the pictures and the phrases, ends at 8:14. From the above links, Listen and read, an important part of classroom

instruction, now has only 10 minutes to go. And that's obviously not enough. 2, teaching chart is a very effective teaching. But the use is not enough. Whether the chart "hanging" or talk about the pictures, there is still great space for; 3, teachers in classroom English teaching, but proper English more, less chinese. Meanwhile, pay attention to your pronunciation and intonation. Such as: pronunciation of festival and so on. And as we listen, listen and repeat. OK or not? Again, let's listen to this dialogue and underline the phrases you hear. OK or not? Similar to this content, teachers can completely organize in english. 4, blackboard writing and design, you can also strive for excellence. For example, layout design, such as the case of the letter L. 5, language knowledge specific exercises can be increased appropriately?. As for the content of the ongoing process - not only is the design of the activities within the textbook reasonable, but there are also relevant content in workbook. Teachers can make better use of existing content and carry out teaching activities. Lecture notes on the first day of the course -- Lecture Notes by instructor Xie Wei, lecture teacher Xie Wei -- Lecture attendance time: Dec. 8.

2006 lecture teacher: Wei Yun class: Class 1 (8) class content: Module 8, Unit 1, Tom, always, likes, parties. teaching process:

1, the class started greeting up. 2, stand 3, collective endorsement over collective reading again 4, look at the blackboard, through the chart showing the words always, often, Daming Sunday Monday Tuesday Wednesday Thursday Friday Saturday tick tick tick tick tick tick tick Always by Q & A, under the training pattern of Do you have breakfast column in

the morning Yes? I, usually have breakfast in the morning. How often do you have breakfast in the morning No I never have? Breakfast in the morning. oral practice, then the teacher writing on the blackboard above sentence, students pair work, all read, again practice, students read the dialogue content 5, the teacher shows some birthday gifts, and to introduce the basic situation the students in English. My birthday is in...... My friends and family usually give me some birthday presents. When is your birthday then asked the students? Do you usually get birthday presents from your friends? 6, and students together for 1 Unit Part One. Match the pictures with words. (birthday, card, present, party, cake) 7, listening activities. Sam + + + + + + + + 1234 Wang Dong Tony tick tick tick tick tick tick tick tick tick tick Usually Betty * * * * Often Lingling * * * * * * * never

8, listen to another dialogue, clear the task. Answer the following two questions. When, Tony, is, s, birthday, When, do, they, usually, play,, basketball, 9, after checking the answers to the above questions, organize the students to read aloud. 10, 11, 12, 13, 1, class opinion: relationship between English teachers 2, good teachers and students is the emotional foundation of students' English learning, classroom discipline and control ability of the 3 habits is the guarantee of success in learning 4, before class preparation is the basis of successful teaching (careful preparation, teaching carefully design, well before the 5 class blackboard design students are good ways to answer questions of the fourth part is right and wrong. Read the original sentence first, then give your own judgement. It s true/false., however, there should be a better way to determine whether the answer is correct or not. 6.

Instructional design: in class, the teacher answers questions and answers by chart, helps students review always, usually, often, never., and then drills sentences. Then write the sentences on the blackboard. It's better to feel the exercise sentences written on the blackboard sooner. 7, listening comprehension should be defined as the main purpose of listening comprehension. What is listening or listening. Once we have defined our goal, then we can have a clear object in the process of listening and avoid light. Without wasting too much time. Read the dialogue, the following sentences. Practice reading aloud further. But the reading time is obviously not enough. The whole class will read the dialogue in groups. Practice reading again.

8, the blackboard writing course prepared well, can solve the inconvenience caused by no multimedia. However, the design of writing on the blackboard should first make clear the purpose of writing on the blackboard. Not everything is written on the blackboard. It should be the main point and the essence of a lesson. By now, helping the students memorize and master the use. Second, the layout of blackboard writing should be clear and beautiful, and the writing standard. 9. After the students have finished listening to the text dialogue, the teacher organizes the students to read the text. In this part, some students close their books, listen and read aloud, while others open books, listen and read aloud. From this point of view,

Students' instructions and tasks are not clear enough, which leads to a variety of learning responses. How do you take notes while listening to activities 10, 11? "I see only one person taking notes."". When students read the exercises, they feel

that they do not have enough time to practice, so when the students are reading the characters, the effect is not good. After reading aloud,

The teacher makes comments while reading in groups. "Which group reads better?" asked the Chinese Then give the teacher's judgment. The first, second, fourth groups are better, the third groups are relatively quiet. "Is it very tired?"" If so, how can you keep the students from getting tired?

One

英语听课记录

1. 通过不同形式让学生学习，记住并运用Dan词，让单词放在具体语境中运用，达到学以Zhi用目的，争取课堂上能让更多的学生掌握所Xue，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Tang，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Cong整体上达到巩固效果。

Shi用建议：个别短语容易混淆，有些单词用法Bi较多，要根据新课标要求选择性的让学生记Zhu。同时，要充分调动组内互助的热情，培养Xue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De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Ting取大意到听取细节，逐步深入，在训练学生Ting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Yang了学生写的能力，练习得比较全面，而且增Qiang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Sheng的能力。不足之处：

Ben课的环节比较多，容量比较大，有些环节之Jian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Shi读单词，再通过跟录音模仿读，让学生自我Jiu正读错或不准确的发音，然后通过小组互助De方式和老师个别纠错的方式逐步进行，有助Yu面向全体学生，特别是部分后进生群体，学Xi效果尤其明显。

2. 借助图片识词，拼读规则识词，依据构Ci规律识词，语境诗词等多种识词方式，学生Xing成了有效的学习策略，能更加轻松地开展学Xi。

3. 把生词和短语融入到设计的语篇语境中Xue习，学生在具体的语境中加强了对单词的理Jie记忆。借助思维导图的帮助复述短文，思路Qing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Zuo好提前预习工作。

2. 所涉及的每个环节，要以多媒体直观呈Xian的形式逐一展示给学生，这样才能高效率、Gao质量地完成学习任务。

3. 大多数环节要通过小组合作交流、互动De形式开展更有效。

1. 预习环节的词组和句子都是本节课的重Yao语言知识，学生掌握的很好，为本课的学习Da下了良好的基础，该部分预习内容可以帮助Xue生更有目的性的预习。同时通过检测学生的Yu习效果，教师可以更有针对性地教，学生可Yi更有针对性的学。

2. 听后活动为学生们创设了较为真实的语Yong环境，使学生们体会到所学的语言是真实可Yong的。通过对话的练习和对听力的复数让学生Dui本课主要句型掌握的很透彻。

3. 翻译探究设计合理，能很好地阐述本课De重难点。通过学生的学习和小组间的探讨让Xue生在掌握知识的同时，进一步增强了自身的Xue习能力，培养了同学之间的交流和合作能力。

4. 当堂检测及时检测了学生的学习效果，Tong过检测，学生对本课的主要知识掌握应用的Hen好。

不足之处：

Nong村学生的听力稍微差，有时对语言的反应还Ruo，要加强口语和听力的练习。

Zhe节课属于任务型教学，整节课老师与学生关Xi融洽，互相配合，默契度非常之高。老师引Dao学生积极参与教学活动，完成教学任务。老Shi熟悉新课标标准，面向全体同学，在达到要Qiu的基础上，让不同学生有不同发展，同时也Yi学生为中心，整节课利用活动引导学生进行Tan讨学习，让学生积极主动的配合课程。

Zhe节课属于任务型教学，这节课属于任务型教Xue，整节课流程流畅，任务直接斜街非常好，Xue生清晰明白老师的教学流程，学习任务。可Jian老师的教学设计的科学性，也看出老师的教Xue专业素质高。

Chu了时间上的不完美，这次课给人感觉时间过De很快，因为整节课有活动在支撑，自始至终De活动教学，梯度有序的学习过程，自始至终De形成性评价，有效的奖励，学生积极参与展Shi，培养创新思维能力的积极尝试，整合教材Zi源和自编资源，这也体现特级教师的教师魅Li，让人不禁佩服赵老师。

小学英语听课记录

听课记录

Ting课人：林芸莹，谢玉贞，吴美辉，李敏，谢Jing雪，邱燕珠听课地点：梅师附小听课时Jian：第七周星期三听课目的：了解小学的基Ben情况，了解学习班主任工作的职责，了Jie少先队活动情况，了解小学课堂和课后其Ta工作情况，更好地学好专业知识，巩固专Ye思想。学校课题梅师附小 My friend 课堂记录 1. 早读：学生齐Du上一单元的课文、单词班级四第一节学科执教人英语叶梅听课意见早Du有助于学生记忆之前学习内容，起到温故Zhi新的作用。但个别单词的读音得注意 Yi 下，例如 book 、 math 、 English 等利用音像资料Jin行课程回顾，生动有趣，很大程度地提Gao学生对之前学过内容的记忆力。

2. 回顾：1）let’s do. 出示Ke件录像：tall, tall, make yourself tall.\short, short, make yourself short.\big, big, make your eyes big.\small, small, make your eyes small.\long, long, make your arms long.\ short, short, make your arms short. 师生一起随录像做动作。 2）let’s guess. a. 老师Miao述一种动物让学生猜：it’s small. It has two long ears. What is it? (rabbit) b. 老师出示课件图片让学生描述： describe money 3. 引入：出Shi图片让学生说说他有什么特征，再引出新单词 4. 带读 friend、long hair、short hair，之后让Xue生描述他的同桌 5. 再用图片引入新De单词 thin、strong、quiet，再让学生描述他的同学 6. let’s find out: 老师先描述一个Ren的外貌特点让学生找出他的图片：my friend is john, he has short hair and bid eyes. He is tall. Who is it? 之后播放录音（课本 P28），让学生找出对应的图片。 7. play a game: 老师出示Liao 4 张同学熟知的明星图片，让他们分Zu讨论几分钟，最后让一个同学描述其他同学Cai他描述的是谁？ 8. let’s sing: 播放音像（P37），sing after it.

Xing象具体，非常符合英语初学者的情况 Jiang 6 个单词分为两个部分来讲，比较Fu合小学生的记忆规律，进行游戏有利于Zeng强学生的记忆力。但两个游戏相似。略Xian单调。先进行一次老师的口头描述再播Fang录音，能是学生更好地适应，捕捉朗读Nei容。用学生们熟悉的人来引起他们的兴Qu，很管用。用童真童趣的歌曲来总结这 Jie课所学的内容，让人记忆深刻。

9. Homework: copy the new work four times. describe your friend to your parents. 课题 What’s your favorite food? 课堂记录 1. Hui顾：1）描述一种食物，让学生猜。 2) 问学生今天上什么课，回顾 do you like it 句型 3）出示蔬菜的图Pian，提问学生单词并要求拼读，纠正个别学Sheng的读音，之后集体朗读。 4）出示肉类的Tu片，同样提问学生再集体朗读。 2. 引Chu：承接之前的回顾，问学生：what would yo

u like for lunch? 再自Ran而然的让同学们集中注意力听录音， try to think what do Anny and john have for lunch. 3. let’s try：播放录音让学生回答问题 4. let’s talk：先让学生听录音，试着找出 Sarah 和 Mike 的午餐，再Rang学生翻开课本 P29，让学生跟读，反复Duo次。最后全班分角色朗读。 5. talk and match: 在这环节，老Shi进行了一个小游戏，两人为一小组，每个Ren有十张写有食物的卡片，互相抽取提问回 Da，并使用句型 what do you have for lunch\I have…\what about you。最后Kan看谁手中的卡片多。 6. look and compare：比较两个句型的不同： What would you like for lunch\I’d like… What do you have for lunch\I have… 之后再Dai读这两个句子。 7. summary：Zong结这节课学的句型 8. 课后：介绍了一Xie中国传统食物以及其起源，并让学生课后Qu寻找一些西方的食物，比较中西饮食文化的Bu同。课后评议第二节

Zuo业的量适中，符合学生实际的学习能力。执教人罗东听课意见通过提问的方Shi，很好的检验了学生是否认真的复习了Shang 节课所学的内容。

Bu停地反复，符合小学生的记忆规律

He理地使用了道具，不仅使学生应用到所Xue的句型，同时也很好地复习了上节课所Xue的单词。通过对比方便记忆。

Yin起学生的兴趣，让其课后自主学习。

Jin天我们到梅师附小见习，听取了两位英语教Shi的课既有共同点，同时又各有千秋。一、创设情境，激发兴趣两位教师的导入设计Liao不同的情境，引起了学生的求知兴趣。叶老Shi带领学生随着童真童趣的音乐对以及生动Xing象动物图片对之前所学的内容进行了回顾。再运用事先准备好的人物图片进入新内容的Xue习。罗老师先是和学生在自由交谈对之前Suo学的食物单词进行了巩固，接着询问学生午Can吃什么，引入 what would you like for lunch 的Ju型。恰到好处。引人入胜的教学情境，使Xue生很快进入了学习状态。二、运用多媒体Jiao学，突出重点，突破难点两位教师根据不Tong的教学目标设计了不同的课件内容，化抽象Wei具体、直观展示所学知识，让学生在愉悦De氛围中得到新知识的训练，形象而直观地突破了教学难点，突出了英语教学以听、说、Du为主的能力培养，使学生能快速地记忆单Ci，进入情景进行对话练习。三、结合生活Shi际，运用所学内容两位教师的课程内容与Sheng活实际紧密相连，达到了英语教学口语化的Mu的。

从熟悉的人物、食物，到日常生活用语，从Sheng活需要出发，使英语知识生活化，口语化。拉近了学生与文本的距离，培养了学生说英Yu的意识，用英语的能力。除此之外，两Wei教师还各自有不同的教学风格。叶老师

De课 1、轻松自如教师教态亲切、自然，Ying语口语流利，给学生创造了良好说的氛围，Shi学生能够在轻松愉快的氛围中感受英语语Yin，体验英语语音。这一点非常好，值得我Xue习。 2、教学扎实叶老师整堂课的思路Fei常清晰，活动扎实有效。在新课教学中围绕Ji个单词展开扎实有效的训练，以游戏、图Pian。歌曲等配合教学，使学生学的很有劲， Ye很扎实。 3、安排合理叶老师对教学内Rong进行了合理地安排，充分考虑了这一阶段Xiao学生的学习能力将 6 个单词拆成两部Fen进行讲解学习。对时间的把握也刚刚好，在Bu置完课后作业后，下课铃正好响起。需Yao探讨的地方： 1、对学生的发音嘴型需加Qiang指导，一些学生的发音不标准，回答问题时Mei 有及时纠正。 2、为了调动学生积极性Rang学生在黑板记下回答的次数，这个出发点是Hao的，但直接导致了整个课堂闹哄哄，和某Xie同学错过老师教学的后果。 3、游戏重复，略显单调。罗老师的课思路清晰，环环Xiang扣。教学目标明确，英语口语流利，备课充Fen，练习方式新颖。本节课讲解句型 what would you have for dinner，罗老师结合学生的实际Sheng活（午餐）激励学生大胆开口说英语，培养Xue生自信心，达到了学以致用的目的，培养Liao语言交际能力，遵循了实用性原则。一点Bu成熟的看法： 1、课堂氛围较为死板，师Sheng互动比较少 2、教学过程中没有注意到细Jie，比如：游戏之前没有讲清楚游戏规则致使学生是很理解总之，我们的英语教学应体Xian出学生的主体性，设计多种多样的活动，教Xue 过程中注意细节的处理和发音的准确性，Ping价机制要公平竞争，照顾到学生的自尊心，确定教学目标时以实际运用为出发点，在学Zhong用，用中学。

初二英语听课记录

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初二英语听课记录

Shi间:2013年3月22日星期五

授课教师:xxx

班级:初二(14)班

授课内容:外研社初二下 Module 6 Unit 1 She said China was very

excitingplace.

本节课虽然没有逐字逐句地详细记录黄老Shi的教学过程，但是，坐在教室，用欣赏的眼Guang看着眼前这位年轻而又充满活力的老师，心Zhong还是有很多的感慨。

给我印象最为深刻的有两点:

第一、黄老师有很强的亲和力，课堂上与Hai子们打成一片，师生关系非常的融洽。

第二、黄老师有着很强的专业素质。从语Yan的角度来看，教师语言标准、地道、流畅、Zi然。这都是我需要努力学习、充实、不断提Gao的。

听了黄老师的课，也让我对两个方面有了Ji会进行更多的思考。这两个方面的内容是板Shu和课件。

一边听课，一边瞎想，一边将所想随手记Liao下来。虽然不是那么的深刻，但是，能让人Qu思考总是好的。

1. 板书

板书，在课堂教学中应该起到非常重要的Zuo用。

首先，从板书安排来看，通常我们会将板Shu设置成为三个部分。

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第一、课堂教学展示区;

第二、课堂随机生成区;

第三、课堂教学评价区。

每个部分都应当有着它独有的作用。

在课堂教学展示区，也许会有简笔画或者Ka片，也许会用要点单词、短语或句子，也许Hui有篇章的要点信息，一个箭头一个符号传达Chu篇章的逻辑关系等等。这些内容将会在课堂Jiao学的全过程发挥着自己的作用。从课题呈现，到操练巩固，再到复习拓展，这一个区域都Jiang是课堂教学重点难点的核心所在。

课堂随机生成区。

我们在课堂教学的时候，不应该把整个黑Ban全部让课堂教学展示区所占用，而应该注意“留白”。在留白的地方，当课堂教学随机生Cheng一些知识点的时候，当学生提出一些问题需Yao教师补充说明解释的时候，这一个区域应该Neng够起到非常好的补充作用。

课堂教学评价区。

虽然我们面对的不是天真烂漫的小学生，Dan是，结合初中学生的年龄特点，我们在课堂Jiao学的过程中肯定会开展小组活动，不论是pairwork还是groupwork,我Men在小组活动进行的过程中，都可以根据学生De课堂学习情况进行及时有效地评价。通过板Shu的评价情况，孩子们能够从中找到自信、找Dao不足，找到学习的积极性、找到学习的动力。

从授课老师Kobe的板书情况来看，后Mian两个区域的内容几乎为零，而课堂教学展示Qu的设计相对来说，显得随意性比较强。虽然Jiao师在板书的

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Shi候注意到了粉笔颜色的变化以突出要点难点，但是，书写潦草，规范性不强，布局略显杂Luan，效果不好。

2. 课件

课件，是课堂教学的辅助手段。

用不用课件,不用课件行不行,什么时候Yong课件,怎样用课件,使用课件的目的是什么,这一系列的问题都应当是我们授课老师需要Ren真思考的问题。

从本节课课件的使用情况来看，整体情况Liang好。但是，如果从追求完满的角度来考虑，Wo们依然可以发现一些问题。比如说:课件背Jing画面的选择、屏幕文字的容量、版面的合理She计等方面都有较大提升的空间。

课堂教学的文字内容与课件背景画面没有Ren何的信息联系，让人感觉非常不搭。

屏幕文字容量太大，版面设计不合理。幸Kui教室里用的是大屏幕。如果是我们班级的电Shi屏幕，估计坐在后面的孩子们就会感到非常Chi力，直接影响教学效果。

随堂浅思而记，虽不深刻，但能唤醒自己De大脑，让自己去思考、去提升，不虚此行。

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英语听课记录评语

Zai课堂教学中表现出了扎实的教学基本功和丰Fu的教学经验，并展示出了教师关爱学生、循Xun善诱等方面的教学特点。特别是在知识的引Ru过程中，十分注重启发学生思维，并在这一Guo程中努力提高学生的想象力和益友语言知识De运用能力。

Jiao学环节设计安排清晰明了，过渡自然。 ?Neng结合学校分组分享教学法和英语教学的学科Te点，有效开展分组活动。

Xue生能够积极参与，并能充分运用所学语言知Shi进行英语表达； ?合理运用教学资源方面Zuo得比较好。教师能组织学生开展教学活动。 ?每个教学环节在开展教学活动的时候，能Gou清晰准确地交代教学任务。

Ren真备课，精心进行教学设计，课堂思路清晰，教学目标明确。教师关注问题导入，学生积Ji主动参与，课堂气氛活跃。教师教学目标明Que，教学过程思路清晰，传授知识的量适中，Tu出重点，教学目标达成。加强情感交流，注Zhong教学互动。点评学生把握很好。引人自然、He理，学生容易接受。

Jiao学过程由浅到深，易于学生循序渐进地掌握Zhi识点。将语法点与例句相结合，生动形象，Cong而达到事半功倍的效果。教师的板书思维严Mi，逻辑性强，浅显易懂。便于带动学生的思Wei跟着教师走。教师给学生更多的鼓励，培养Liao学生的学习兴趣。

Shi生互动活跃，从而带动了课堂的学习气氛。Chong分利用教学资源，计算机辅助教学模式，有Xiao的提高了课堂效率。层层深入，逐步加深学Sheng对课文理解。

Xiao组讨论，不仅可以拂去阅读时的沉闷，同时Ke以调动学生积极性，活跃课堂气氛，开阔学Sheng思维，启发学生自主思考问题能力。

Zheng节课有活动在支撑，自始至终的活动教学，Ti度有序的学习过程，自始至终的形成性评价，有效的奖励，学生积极参与展示，培养创新Si维能力的积极尝试，

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