听课记录及评价1
Unit1 Making a difference
Step I Warming up
Task 1 (class work) words presentation on the blackboard
genius, inspiration, perspiration, quote, mind, curious, be on fire for, be similar to, fear
Task 2 (group work) competition
T: Who made great contributions to society and science? What great scientists do you know? And what are they famous for?
Ss: Maria Curie radium and polonium
Zhang Heng seismograph.
Charles Darwin The Theory of Evolution
Thomas Alva Edison the light bulb.
Albert Einstein The Theory of Relativity
Task 3 (group work) Learning quotes
T: Who are they on the screen?
Ss: Albert Einstein, Maria Curie, Thomas Alva Edison
T: Whom do you think these quotes are from? Do you know what they mean?
S：I think it is from Edison. It means that if we make great efforts to do sth, we’ll succeed. And no matter how clever he is, a person will fail if he doesn’t try his best. In Chinese, it means 天才就是百分之九十九的汗水加上百分之一的灵感。
S: It is from Einstein. It means if you want to succeed, it’s more important for you to have imagination than knowledge. In Chinese, it means 想象力比知识更重要。
S: It is from Madame Curie. It means there are only things to be understood in the world, while there is nothing to be feared. In Chinese, it means 生活中没有什么可怕的东西，只有需要理解的东西
Step II Listening
Task 1 (individual work) listening
T: Do you know any other scientists? Now let’s do some listening practice on P2. We are going to listen to the descriptions of some famous scientists. Before listening, please read it through quickly. Listen to the tape for the first time to get a general idea, and then try to finish the exercises.
T:What are the key words?
Ss: No. 1 woman, her name is similar to the word curious
No.2 a falling apple, gravity…
No.3 rice, father of modern rice, China
Task 2 (group work) Discussion
T: What do these three great minds have in common?
S: They were on fire for science and spent much time doing research.
T: What are you interested in? What would you like to invent, discover? What would you like to be?
Step III Language point
Undertake (undertook, undertaken)
1.着手做We can undertake the work now.
2.担负起，承担He undertook the leadership of the team.
3.许诺，保证He undertook to pay the money back within six months. (作“许诺，
保证”讲时，其后不接名词或代词作宾语)
本节课是本单元的第一节课，按照一般的说法，本节课教师主要的教学目标是引导学生进入本单元的主题，并对本单元的学习产生兴趣。但本节课的老师在后面用了很长的时间来讲本单元的语法。我认为语法可以穿插在上课之中，或者放在后面讲，很显然本节课老师的理念肯定和我的不一样。初次之外，本节课的教师是以为有着多年教学经验的老老师，整个课堂后面的把握都很合理，而且和同学们的默契也特别好。所以课下我准备好好交流交流。
听课记录及评价2
Unit1 Making a difference （second period)
Step 1. Dictation
Step 2 Warming up
Task 1 (class work) words presentation
represent, branch, debate, there’s no doubt that, I doubt whether, obvious, gravity, agriculture, analysis
Task 2 (group work) discussion and competition
T: How many branches of science do you have to learn?
Ss: maths, biology, physics,chemistry,computer science
T: Why do you think they are important? Work in groups of five. Each group member represents a branch of science, eg biology, maths, chemistry, physics, computer science. Try to find as many reasons as possible.
Branches of science Why?
Biology Essential to protecting the ecological balance and environment;
people can’t live without living things and medicine.
Physics Widely used in many fields, such as medicine, industry and agriculture.
Computer science It is now an indispensable tool in many fields. It can settle all
kinds of problems at a high speed and can help people work
easily.
Step 3 Debating
T: which branch of science is the most important and useful to society? Now each four or five students make a group and have a debate.
A sample:
S1: I think biology is the most important because it is essential to protecting the ecological balance and environment. People can’t live without living things. And it goes hand in hand with our life. If there is no science of biology, there would not be medicine.
S2: Well, maybe, but I think that chemistry is the most important. Because it is the key to the progress of the human being. Besides, it is chemical reaction that produces many new things.
S3: It’s hard to say. There are many physical products. And physics is widely used in many fields, such as medicine, Industry and agriculture. There would be no life without physics.
Step 4 Language points
Debate
V. debate sth (with sb)
We must debate the question with the rest of the members.
Debate wh- to do / wh- +clause
They were debating whether to go to the cinema or to watch TV at home
Debate about/on sth
We debated for over an hour on the advantages and disadvantages of the computer. n. 讨论,争辩,辩论
After much debate, he was chosen captain of the team.
Step 5 Homework
1.prepare for dictation
2.preview reading
Comments: From the activity, we know that the Ss like to take part in the debate, and as I don’t allow the Ss to repeat, each one can have a chance to practice speaking..
这节课是和上节课的老师是同一个。由于上次交流后意识到这位老师的优秀性，我又听了他的下一节课，想看看他怎样把握连贯性，以及多年的教学经验使他的课堂与其他老师的有何不同。听后感觉真的不出我意料。关于语法的问题，老师在这节课中又讲了一点，他解释说关键原因是这单元的语法在整本书中占有重要的地位，所以必须反复强调重点讲。这也使我意识到自己不能固步自封，按照课本上教的来，而要根据具体实际情况的变化而变化。整节课虽然内容比较少，却有一定的难度理解，所以教师也进行了长时间的讲解。
听课记录及评价3
Unit1 Making a difference （second period)
Step 1 Dictation
Step 2 Warming up
Task 1 (class work) words presentation
boundary, scan, phD, observe, match, predict, promising, go by, be engaged to, turn out
Task 2 (class work) leading in
T: Yesterday we learnt some quotes from some scientists. Look at the pictures on the screen. Do you know who the person is?
T: Do you want to know sth more about him? Today we are going to learn a passage about Stephen Hawking. It will tell us Hawking’s determination, thoughts and some theories.
Step 3 Reading
Task 1 (individual work) pre-reading
T: Scan the text to answer the following questions
1 Why did Stephen Hawking need a PhD?
S: Because he wanted a job.
2. When did Hawking become famous
When did Hawking visit Beijing?
S: In 2002, Hawking visited China and spoke to university students in Hang zhou and Beijing.
Task 2 (pair work) imagination and discussion
Suppose: you may not have more than 12 months to live, How would you feel and what would you do? Please discuss with your partner and then give us your answer. Task 3 ( individual work) while- reading
T: As a scientist, what did Hawking think after knowing the bad news? Read the first 3 paragraphs and try to find the answer quickly.
T: Well done. What doe paragraph 4 and 5 tell us? Now read these two paragraphs and get the main idea.
Step 4 Post-reading
Task 1 (pair work) Ture of false questions
T: look at the sentences on the screen. Discuss with your partner and find the sentences in the text to explain why it is ture or false.
Hawking was told that he had an incurable disease when he was just 21 years old.(T) Finally Hawking had to give up PhD and his research(F) .................
Task 2 (group work) words guessing
1. a promising graduate student at one of the top universities in the world.(B)
A.中学毕业生
B. 大学毕业生
C.毕业生.......................
本节课是一节典型的阅读课，教师按照pre-reading, while-reading和
after-reading的步骤来教学，整节课调理清晰，教师提了很多问题来引发同学们的思考，且给了较多的时间来培养同学们自我阅读的习惯。但不足的是教师没有对具体每一段做分析，可能下节课还要讲解吧。最后教师不仅带领同学们做了课本上的几个练习，而且自己还设计了一些，新颖且贴合课本。
听课记录及评价4
Unit2 News media（The first period)
Step 1:
T: 1.Boys and girls, did you have a nice time during
the summer holiday?
2. What did you do most of time?
3. How did you get news ?
4. Do you usually get information and news from TV ?
5.What else can we get news and information from?
internet/newspaper/broadcast/books.etc.
6.What is your favourite way to get news?
Students may offer many possible answers.
T: That is good. All these things are called news media. They let us know what is happening in our own country and also about the world. We can know all the important events . We don’t need go outside to know these events, just s taying at home and watching TV or surfing the internet.
7. Which of the news media above is the most reliable?
TV. Why?
8 .How are the media above different from each other?
9. Do you know how a newspaper is made? What about a magazine?
10. What words will you need to talk about news and the media?
Words:
Feature show(专题片) editor
Truthful reliable press press conference
report reporter review
Update sportswriter prime time mass media
journalist journalism
Lead story circulation deadline edition daily
front page headline
Issue
Step 2: Listening:
As the development of society, we get information and news very directly. Now you are asked To listen carefully to what is said and tick this information you hear in each part.
L et’s deal with some words first
Fire reliable / face nosy
T: Turn to page 10 and do the first exercise.
2: What kind of person is Jim Gray? Why is he no longer working for the company? 3: You have heard two different descriptions of what happened to Jim Gray. Why are they different? Which one do you think is better?
Comments：It is not so interesting to talk about the topic，so the Ss can‘t talk so much.
本节课作为本单元的第一节课应该是引导学生进入单元主题的课，教师很好地把握了这一点，一开始就用了很多问题来引起学生的思考以及兴趣。但我感觉问题过多，后几个感觉有些学生有点不耐烦。接着教师对media做了很好的总结，不仅放慢语速，而且重复了好几遍，这是重点性的话语，这样做很有必要。总体而言，本堂课看似简单，但其实要调动整个班级的兴趣，集中注意力其实并不容易做到，但我的指导老师虽然在问题设置上有点不合适，但整堂课大多数学生还是紧跟她的思路，再者，通过图片，视频等丰富了教学形式。
听课记录及评价5
Unit2 News media（The second period)
T: When players won the first place, what were they asked to do?
S: They were asked to tell how they were feeling at that time.
T: How did they feel? And what did they often say?
S: They were so excited and happy. They often own their success to their coaches and their family.
T: Who interviewed them?
S: Reporters.
T: Yes, good. There are many reporters in the Olympic Games. It is they that report each event of the Olympic Game. Because of them, we can get the news so well. They are reporters for sports. And there are also many reporters for newspaper. When we get each newspaper, have you ever asked yourself how the newspaper is made and how the reporters work on it?
Today we are going to learn a new lesson “ Behind the headlines” Can you explain the meaning of the title “Behind the headlines”?
Suggested answers: cover the event/ write articles/ collect articles/ decide how to …/ print / deliver?
If you are asked to write such an article, how will you write it?
What is a reporter’s job?
( cover an event / write articles / interview people…)
Read the whole text quickly and try to find the following questions:
1. What are Chen Ying and Zhu Lin?
2. How should reporters interview someone according to Chen Ying?
1: What do newspapers and other media do?
2. What do experienced editors and reporters do ?
Do you have any difficulty in understanding the first paragraph?
If you do, please speak out.
It is your turn to raise some questions?
3. What are Chen Ying and Zhu Lin?
4. How does Zhu Lin decide what to write?
5. How should reporters interview someone according to
Chen Ying?
Which of the articles that they have written do you
like best?
Chen Ying: __________________________________________
Zhu Lin : ____________________________________________
If they could write any articles they want, what would
they write about and why?
Zhu Lin: ___________________________________________
About____________________________________
Chen Ying:
______________________________________________
For example: _________________________
The basic task is to _________________________
We shouldn’t ignore________________________________________
What is the main idea of the last paragraph?
T: now you must have known about reports and newspapers better. Let’s have a discussion.
Bb:
More than bring back
Relate to adapt
For once be addicted to
Rather than suffer from
Feature story draw attention to
Cultural relics current affairs
本节课是一节阅读课，教师根据pre-reading,while-reading,after-readng
的步骤来教学，整堂课条理清晰，不失为一堂成功的阅读课。学生好像早已适应
熟悉了教师的这种模式，所以整堂课都配合默契，大多数学生都在尽量跟上老师的节奏。不足的是教师的问题中好像有几个对于学生来说的生单词，所以当教师提出问题后，他们有点不知所措。教师在这个问题上只提问了一个成绩较好的女生，而没有做过多的解释。可能她并没有意识到这个问题。另外其中有一段教师的话语，我感觉过长，在这期间，好多学生好像转移了注意力。
听课记录及评价6
Unit2 News media（The third period)
T: We’re known that newspapers and other media do more than simply record what happens. Experienced editors and reporters make informed decision about events to report, how to report them and why. Can you tell me the reason for their doing that.
S1: S2: ………..
T: Now please open your books Page 13. Look at exercise 1 in it. Complete the sentences with the verbs in the box. Change their forms if necessary.
Grammar:
T: Please look at the sentences from the text. Each of them has the Past Participle as attribute or predicative. Work in pairs and tell if the past participle in it used as attribute or predicative. Do the first one together. Then let them do them individually. T: Who were injured in the fire?
How would we describe the three students?
What may happen to the injured student?
What will people do to the injured students?
Let the students imagine and make a sentence with it.
Difference between –ing and –ed.
Surpring surprised. Excite, encourage, inspire, tire, amaze, frighten, stock.
The changing world, the changed world.
The ground was covered by fallen leaves.
The food cooked by her was delicious.
The problem to be discussed at tomorrow’s meeting is important.
The shopping centred being built was designed by Mr. Wang.
I hate to see letters written in pencils.
The cup is broken. The cup was broken by Tom.
本节课教师主要是根据课本上的顺序来上。可以算是综合课吧！可是又不那么综合。这堂课整体大多都是老师在说，看不出教学目标，学生很少在参与。因此课堂秩序较差，以我听课的经验来说，这应该是一个差班，所以老师并没有表现出上课的激情，也没有努力备课。而这样的结果只能是越来越差。但欣喜的是班上前排的几个女生还是努力在跟上老师的思路，所以我认为老师下次就是为了这几个热心学习的孩子也应该好好备课，好好讲课，努力来改变现状。
听课记录及评价7
Unit 3 Art and architecture（The period 2)
T: Yesterday I told you to think about what furniture you want to decorate your house with, now could you tell me some of them.
S1:
S2:
S3:
T: Generally speaking, people will decorate their houses with these furniture.( present the slide)
Step 2 Listening
T: Today Amy and Danny also want to buy some furniture for their new home. They visit a shop and talk with a shop assistant about their tastes and preferences.Listen to the tape for the first time to tick the things which Amy and Danny want to buy. .( present the slide)
( ) kitchen table ( ) wooden table
( ) something on the wall ( ) heater
( ) double bed ( ) fridge
( ) sofa ( ) classical music
( )comfortable chairs ( ) honey
Listen to tape for the second time to do Ex. 3.
Listen to tape again for Ex 2 and make a conclusion.
Step 3 Dialogue
T: Yesterday we talked about our preferences. Some of you prefer to live in the apartment building, while some of you would rather live in a traditional house. Today A and B also talk about their preferences. Let’s listen to the tape( if your Ss are good enough , you’d better let the books closed) to find out
Which type of house does B prefer? And why?
How about A? .( present the slide)
Read the dialogue(books open) to find out some useful expressions that A and B use to show their preferences. .( present the slide)
To express likes:
I’d rather…
To express dislikes:
I wouldn’t feel happy if…
I’m not very interested in…
Step 4 Speaking( pair work)
Show a pair of pictures. Ask the students to make a dialogue.( present the slide) Which chair do you think suitable for your house?
What kind of house does this picture match? Any reasons?
Homework
Design your dream room.
本节课是一节典型的听说课，教师的主要目的就是引导学生主动说出来，并且锻炼学生听的能力，学会怎样听。但因为临县本身教育落后，高考中又不考听力和口语。教师显然平时对学生这方面的能力锻炼不够，虽然本堂课中教师竭力引导学生，但很少有学生可以说出一些自己的句子，且很多单词的发音都有问题。在听得过程中更是糟糕，播放了好几遍录音，学生也没有得出答案。显然教师上的也很累。但欣喜的是，已经有老师意识到听说的重要性，并开始引导学生。在一开始肯定是很困难的，希望我的指导老师不要放弃，慢慢来，总会有所进步的。
听课记录及评价8
Unit 4 A garden of poems（The period 5)
Step 1: Warming up
1.Greetings.
2.Get some individuals to sing a song or recite a poem they have chosen. Step 2: Word study
I. Word study Part 1.
1.Lead-in: What words have you picked out from the passage? ( Collect their
choices and put those that are related to Word study Part 1 on the
blackboard. )
2.Individual work: Fill in the blank with words.
3.Class work: Those who have finished the task can check the answers
together, telling each other why they choose the words, or what helps them
decide the answer.
II. Word study Part 2.
1.Lead-in: Words or lines of poetry end with the same sound, including a
vowel, are what we call rhyme. Can you give us some words that rhyme?
2.Pair work: One reads the words from the first box, the other gives the
word which rhymes.
3.Class work: Read the words pair by pair according to the rhyme.
Step 3: Grammar
1.Lead-in questions: We know there are many words that rhyme in the poem.
Do all the poems rhyme? (No. ) Who are the most famous poet(s) for the
absence of rhyme ? If a poem is translated into another language, is it still
the same poem?
2.Study the following two sentences on the blackboard based on the lead-in
questions by asking the students to put them into Chinese and say them
another way .
1)Once published, his work became famous for the absence of rhyme at
the end of each line.
2)No matter how well translated, something of the spirit of the original
work is lost.
【Conclusion】The past participle is used as adverbial in the sentence. It
can be changed into the adverbial clause, which has the same meaning.
3.Practice: Part 1—3. (Hold a competition to make the practice interesting
among four groups.—Which group can manage the tasks in the least time
with the fewest mistakes?)
Homework:
1. Workbook P104—105 Grammar.
2. Can you summarize the usage of the past participle after finishing Unit 2—4?
3. Write a short passage with 10 words that you have chosen, preparing to tell your
story next lesson.
Comments: it is difficult for Ss to understand the Past Participle as adv. , so it is necessary to let Ss practice more.
本节课是典型的一节词汇与语法课，但老师教授词汇的方式仍停留在传统的重
复的朗读，没有放到具体的语境中。后面的语法是关于诗歌的。我认为用英文分析诗歌有一定的难度，虽然老师还是讲完了，但努力试图理解的我还是有一点含糊，所以同学们也应该不是很懂吧！教师在最后安排的几个问题比较适当，不仅引起了同学们的思考，而且加深了理解记忆。
听课记录及评价9
Unit 4 A garden of poem
Step 1: Warming up
1.Greetings
2.Some individuals tell their stories loudly to the whole class.
3.Get some individuals to sing a song or recite a poem they have chosen. Step 2: Preparation for writing
I. Read the poem Silent in the house and discuss the following questions in groups.
1.What is the poem about?
2.What images do you see in your mind?
3.What feelings does the poem give to you?
4.What do you think of the poem? (Do you like it? Why? )
Silent in the house
By Emily Bronte
Come, the wind may never again
Blow as now it blows for us;
And the stars may never again
shine as now they shine;
Long before October returns,
Seas of blood will have parted us;
And you must crush the love in your heart,
and I the love in mine.
II. While collecting their answers to the above questions, write down the
useful expressions that can be used to write a poem review on the
blackboard. These will be something like the following: The poem is short./
The language it used is simple./It sounds as if…/ It is not easy to
understand…/ remind me of …/ a very good image to give us the feeling
that…/ Although the poem is short, it is very moving. / I like the poem
because …
III. Conclusions:
1.the outline of a poem review( SBP32 Part
2.)
2.some useful expressions that can be used to write a poem review ( See the
above.)
Step 3: Writing
1.Get them to discuss in pairs how to write a poem review on Silent in the
house.
2.Start writing the poem review individually.
3.Show the sample writing and read it through with the class if necessary.
Homework: 1.Write a review on the poem they have chosen to recite.
2. Choose a program that has something to do with this unit, rehearse it in
pairs, groups or individually, and prepare to act it on in the English
Poem Festival.
本节课是一节综合科，依旧是关于诗歌的。我认为内容还是有难度且本节课的内容也比较多，但好的是教师巧妙地引导学生理解诗歌，从一些浅显的方面入手，再加上和中国诗歌的比较对照，不至于使课堂太枯燥无味。再加之，教师本身是以为经验丰富的老师，讲解诗歌时也充分融入了自己的感情，使学生对整首诗歌在情感上也有了更深层次的理解。由于学生都是初次接触诗歌，都有一定的陌生，所以希望这次之后，教师可以给学生提供更多接触诗歌的机会。
听课记录及评价10
Unit 4 A garden of poem
Step 1: Warming up
1.Greetings
2.Get the students to exchange the information they have got about famous
poets with their partners first. Get some individuals to report to the class.
3.Get one or two individuals to sing their favourite English song.
Step 2 Listening
SBP25, Listening.
1.After the first listening, do Exercise 1. ( Read the instructions and make sure
they know all the words listed and remind them of the librarian’s words from
the tape.)
2.After the second listening, finish the following multiple choice.
Step 3:Speaking
I.Pre-speaking
1.When did Du Fu/ Li Bai/ George Gordon Byron live?
2.W hat’s the topic of his/her poems?
3.What special feelings does his/her poem show?
4.Are you interested in his/her poems?
5.Which one do you want to read?
6.Listen to the example dialogue and tell what the speaker’s favorite poem is
and why.
7.Collect the useful expressions used to talk about intention from the class.
II. While-speaking
Get them to talk about their tastes and preferences of poems and poets, using the expressions in the box of P27.
Homework:
1. Write a short passage based on Listening and Speaking in the class to show their tastes of poems or tell how much you have known about English poetry so far.
2. Choose a short poem from the library or the Internet and recite it, preparing to act it out in the following periods while studying this unit.
这是一节听说课，虽然教师在教学过程中看起来各部分都有。但可以明显地感觉到教师并不注重这两方面能力的训练。这是一位老教师，可能受以前高考不考这两部分的影响。可对于英语学习者来说，真正的重点和难点才是这部分。
我相信以后英语的发展趋势也可能会在高考中添加这部分。所以希望老师这么精心的准备不是在应付，如果加入老师的感情和热情地话，我相信肯定是一堂成功的课。
听课记录及评价11
Unit 5 The British Isles
Step 1: Lead in
Teacher plays the video clip from “Robinson Crusoe” and asks the students “Have you ever seen this film?”
“Who wrote the story?”
“Do you know something about Daniel Defoe?”
Teacher explains:
(About the author: Daniel Defoe, the son of a butcher, was born in London in 1660 and died in 1731.He attended Morton’s Academy, a school for Dissenters at Newington Green with the intension of becoming a minister, but he changed his mind and became a hosiery merchant instead. He was once a journalist and was employed by a Troy government official as a spy. And was sent to prison several times for his political works. He wrote many books all his life, among which Robinson Crusoe is the most famous one.)
From the passage we read in the previous lesson, we’ve known something about the British Isles, the United Kingdom and Ireland. Now we all know England is a good place to travel to. Today we will read a passage about Daniel Defoe’s visit to Salisbury in southern England. What did he see there? What places did he visit? Let’s read the passage and you will find the answers to the questions above.
Step 2: Reading
Ok, let’s see what Daniel Defoe writes about Salisbury. Read the passage and try to find the main idea of each paragraph.
Para.1: The landscape near the city.
Question: what did he see all round the city of Salisbury?
He saw six hundred thousand sheep fed within six miles of Salisbury.
(Teacher presents a video clip of sheep fed on the grass.)
Para.2: Historical relics around the city.
Question: Here in this paragraph Daniel Defoe gave us one example----the cathedral. What is the cathedral famous for? What does he think of it? The answer is the last sentence of this paragraph.
(Play the video and let the students enjoy it. While playing, the teacher explains it. About the video: The video clip shows both the exterior and interior of the cathedral. Walking into the cathedral we get the chance to experience the typical scene of western church: music is playing and people praying in the church. )
Para.3 What we can see in the city.
(The teacher presents a picture of the location of Salisbury and illustrates it, especially the two rivers.)
Para.4: The people, their life, work and culture.
Question: What are the two important kinds of produce and trade?
How’s people’s life there?
Para.5: The wider landscape around the city.
(The teacher plays the video about the wider landscape around the city.
About the video: It shows small streets and people in the streets, the everyday life of the British people.)
Step 3 Extension
1. More to know about life in Britain
2. Let the students say something about the British Isles as far as they know.
Step 4 Homework:
Now you know how to describe a city’s landscape, the people and their lives after reading this passage. And today’s homework:
1. Choose any place you know or you like and write a short passage about it.
2. With the help of the Internet, try to collect as much information as possible and make a PowerPoint presentation in the next period.
这是一节阅读课，也是涉及英国文化与历史的课。其中关于宗教的部分有一定的复杂性，教师为了让学生们较容易理解，利用了视频，播放了一段高中生应该感兴趣的视频。课堂一开始很好地调动了大家的积极性。这对于文化类的课堂是至关重要的。只要学生进入这个文化体系，就会发现她越来越有趣的。很显然，教师对这一问题理解很深刻。接着教师又运用了多种提问的方式，更多地让学生参与到课堂中，相信上完本课，同学们肯定对英国文化产生了极大的兴趣。所以，本课当之无愧为一堂成功的文化阅读课。
听课记录及评价12
Unit 6 Life in the future
The third and forth periods Reading
Step 1 Warming up
T: yesterday somebody said that no one could predict what might happen in the future. But the new technology used in different fields can help us predict what life will be like in the near future. Let’s look at the modern life in some different fields.
Slide 1: what do you think of the modern transportation?(fast)
Slide 2: How do people do business? (By computers)
Slide 3: How can you communicate with your friends? (by cellphone,QQ)
Slide 4: What’s the fashionable way to keep fit?(go to the gymnasium)
Slide 5: What can help people learn something new? (computer)
T: In which fields do you think life will change?
Ss: communication, language, work, houses, business, transportation, human body, education,etc.
T: Among them which are mentioned in the text Life in the future?
Ss: transportation, business, health and medicine, education and knowledge.
Step 2 Scanning
Discuss the questions below with your partner and then scan the text to find out in which paragraph you can find answers to the questions.
1.How will people shop in the future?
2.How will people travel in thefuture?
3.What will schools be like in the future?
4.What will the future be like in general?
Step 3 Careful reading
Transportation:
What’s the trend of the future transportation?(It is becoming cleaner, faster, and safer.) Compared with the past, what is the most important thing in future transportation? (No pollution is the most important thing)
Why will the maglev train be popular in the future?
What’s the problem in the transp ortation now?
Business:
What will become more and more popular in the future business?What can people do in the malls in the future?How will people pay for their purchases?
Is there any place in Wenzhou where people can use smart cards instead of cash? Health and medicine:
What makes it possible for people to enjoy a longer life?
Education and knowledge:
How will the schools of the future be different from what they are today?
Which one do you prefer?How will the way we view learning and knowledge change? Conclusion:
What should we do to make sure we will have a bright future?
Step 4 post-reading
True or faulse
1. Public transportation is already well developed in most areas of China.
2. Scientists are developing new fuels and engines that are environmentally friendly.
3.People can combine shopping with fun in the future.
4 E-commerce will not be so popular as it is not very safe.
5. We will still prefer using cash instead of cards in the future.
6.In the future distance education will play an important part.
Step 5 Discussion
Is it possible that real classrooms will disappear in the future? Why or why not? Despite the advantages of E-commerce, are there any disadvantages of it?
Step 6 Revision
Step 7 Homework
Word study: Exercises 1 and 2 on page 45
本节课教师本身设置很好，教学目标明确，教学过程合理。但课堂效果并不好，一方面可能是女生本身对科技不感兴趣的原因，而班里又女生比较多。教师在备课之时并没有注意到这个问题。另一方面是马上就放假了，同学们的注意力不集中，上课都在窃窃私语。因此，如此好的一节课在这个时间段上有点浪费了老师的良苦用心，精心准备。
听课记录及评价13
Unit 8 First Aid
Step 1 warming up
What words can you think of when you talk about accidents and first aid ? Accident first aid ( drown, bleed, choke, burn/catch fire, cut, electrical, wound,
unconscious, ambulance )
Pair work
Look at the pictures on Page 57
1.What would you do in these situations ?
2.What could we do to prevent these accidents ?
Drowning
Check to see if he/she is breathing, Try to start his/her breathing
Never swim in deep water.
Traffic accident
Call for a doctor or an ambulance, Never pull her out of the car
Find enough people to lift the car safely and take her to hospital at once.
Look at both side when crossing the street.
Burns
Call 119 first and tell them the exact
Address on the phone.
If someone is badly burnt, we should call 120 to ask for an ambulance.
Never play with fire. Be careful with gas. Make sure that all the electric wires are safe.
Bleeding
Try to stop the bleeding, Press a handkerchief onto the bleeding point and hold it there.
Hold up the part of body which is bleeding if possible.
Cuts
Go to the hospital at once . Never pull it out of the cut.
If the cut is not serious, we can wash the area of cut, dry it and cover it with a piece of dry and clean cloth.
Choking
Make him/her spit by patting her/him on the back..
To avoid this, we shouldn’t talk or laugh when eating.
Step 2 Listening
Pre-listening: Look at the pictures on Page 58
When are they ?
What do you guess has happened to the boy and the girl ?
Now read the requirements quickly and find out what to do .
While-listening: listen to the tape and finish the exercises on P58.
1.Listen to the tape. What happened to each child ?
Child 1:_____________________________ Child
2 :_______________________________
2.Listen to the tape again and answer the questions.
Child 1 child 2
When did it happen ? Was any first aid given? If so what was given ?
3.Listen to the nurse’s questions in the first dialogue and write them down..
1)Can __________________________?
2)What’s ________________________?
3)What did you do ________________?
4)Does __________________________?
Post-listening :
Look at the pictures
1 . What would you do in these situations ?
2.What could we do to prevent these accidents ?
Period 2 Speaking
Nowaday, there are a lot of unexpected accidents. What would you do in such situations?
Task 1 . Discussion:
What should you do if you find ……
1) a person fall off the second floor ?
2) a person who has stopped breathing ?
3) a person whose leg is bleeding ?
What things at home can be dangerous ?
electrical equipment knives Electric fires hot water Poisons windows ladders
Task 2. Discussion:
这是本单元的第一节课，主要是引导学生进入本单元的主题。因临县处于黄土高原地区，显然同学们对沙尘暴、泥石流等在这个区域经常发生的自然灾害很熟悉。而对于一些地震、台风等仅仅可能是从电视上看到的一些知识。老师很巧妙地把这部分的内容加大，让同学们更多地了解自己所不知道的，同时为了加强实际应用，老师还让同学们在课堂上实地演练，虽让有点拖延了课堂时间，我感觉还是很有必要的。
听课记录及评价14
Unit 9 Saving the earth
Step 1 Warming up
1. Greetings
2. Talk about the pictures Present the students a series of pictures to assure them how serious the pollution is
and ask them some questions about these pictures.
Q1: What can you see in these pictures? How does it happen?
Q2: What causes the problem?
Q3: What are the biggest problems facing the earth? Why do you think so?
Q4: Have you ever done something bad to the environment?
Q5: Can you give me more examples that happened in people's daily life and is bad for the environment?
Step 2 Listening
1. Lead in
More and more people are realizing the damage that is being done the environment and learning more and more harm that the environment is doing to our human inhabit. People are celebrating International Earth Day, when varieties of activities are held so that more people will be involved in environment protection.
2. While-listening
Listen to Part 1 and answer the questions.
1)Why is she giving this speech?
2)What does she think the most serious problem is?
3)What does she say that we should do about it?
4)What do you think she will say next?
Listen to Part 2 and fill in the blanks with what Ss hear.
Step 3 Speaking
1. Talking about what Ss can see in the picture.
Q1: What is being piled in the picture 1?
Q2: What can coal be used for?
Q3: What is being giving off from the workshop?
Q4: What is being polluted?
Every coin has two sides. It is true with coal, which is a valuable resource that can be used to produce energy, but it can also cause serious pollution.
2.Group work: A debate Coal is/isn’t a valuable resource.
本节课可以算是一节综合科。可以看出教师的理念是让学生多多参与课堂，所以教师设置的众多的问题来引导学生回答。但遗憾的是没有调动大多数学生，举手回答的知识限于几个同学。后面教师又运用了视频图片来引起大家的注意力。
听课记录及评价15
Unit 9 Saving the earth
Period 6
1. Check the answer to Exercise 1 at Page 77.
2. The Present participle & the past participle
T: Look at the 2 sentences on the blackboard.
This is a moving story.
The boy is deeply moved by the story.
Can you tell the difference between “moving”& “moved”?
S: Yes. The present participle “moving”expresses an action that happens around the same time as the main verb with an active meaning while the past participle “moved”expresses an action that is completed with an passive meaning. Am I right?
T: Yes, quite right? Please open your books at Page 78. Look at Ex. 2. Read the sentences and fill in the blanks with the proper forms of the words.
Step 2: Grammar - Ellipsis
T: Look at the 2 sentences on the blackboard.
Upon arrival, my uncle hugged Pompy and (?) tried to give him courage.
Then came a smell of sulphur, and then (?) flames.
Read them and decide which words were left out at each place of the question marks. S: I think in the 1st sentence the subject “he or my uncle”was left out.
S: In the 2nd sentence I think “came”should be at the place of the question mark. T: You are right. In modern English there is a tendency to omit or leave out some words in a sentence for the sake of conciseness. The omission is called “Ellipsis”, and a sentence containing such an elliptical sentence. A word or words in a sentence
can be omitted only on condition that the omission would not cause the sentence to be understood in more than one way to be unclear meaning or wrong. We must keep in mind that we should not omit words necessary for clearness. Are you clear about that? Now I’d like to some more about “Ellipsis”.
1. 简单句中的省略
1) 省略主语祈使句中主语通常省略；其它省略主语多限于少数现成的说法。
(1) (I) Thank you for your help.
(2) (I) See you tomorrow. ..................................................
本节课是语法课，教师的方法还是很传统的。教师把语法点写在黑板上，学生抄在笔记本上，然后教师又大概做了解释，并要求学生背诵。这种方法虽然比较快速，但是它的弊端-效率不高也一样被大家所知。目前很多学校的老师都仍旧采用这种方法，我的指导老师说新的教学方法对于教育稍落后的地区来说很难普及，同学们也很难适应，在学校待了一个多月，我也深深地理解了这种无奈，但我还是准备有机会试着按我们学校教的方法讲一次。
师范生实习应该如何写好听课记录 一、听课记录的基本要点 听课记录包括两个主要方面：一是教学实录；二是教学评点。 1、教学实录包括： （1）听课时间、学科、班级、执教者、课题、第几课时等； （2）教学过程。包括教学环节和教学内容，以及教学时采用的方法（多以记板书为主）； （3）各个教学环节的时间安排； （4）学生活动情况； （5）教学效果。 教学实录通常有下面三种形式：一种是简录，简要记录教学步骤、方法、板书等；二种是详录，比较详细地把教学步骤记下来；三种是记实。 2、教学评点 听课者对本节课教学的优缺点的初步分析与评估，以及提出的建议。包括： （1）教材处理与教学思路、目标； （2）教学重点、难点、关键； （3）课堂结构设计； （4）教学方法的选择； （5）教学手段的运用； （6）教学基本功； （7）教学思想； （8）其他。 写教学评点可以采取两种形式：一种是间评，把师生双边活动后所产生的反馈感应，随时记录下来；二种是总评，就是对间评综合分析后所形成的意见或建议记在记录本上。待课后与执教者互相交流，取长补短。 这里值得提出来的是，在做听课记录时许多人偏于记课堂实录，而不做评点。甚至相当一部分人，记录的内容多是教者板书什么就记什么，成了讲授者的“板书”，此外别无它记。显然这种听课记录其价值是不大的。好的听课记录应是实录与评点兼顾，特别是做好课堂评点往往比实录更重要。 二、进入听课现场，记录听课重点 （略） 三、课堂听课评价 课堂听课评价以定性描述为主。从教学目标、教学内容、教学方法和手段、教学结构、学生参与情况和学习效果等几方面阐明这节课的得失，既要有观点，又要有依据，要体现这节课的“质”，为了突出重点，一般不作面面俱到的评价，而是选择比较有意义的、有典型性的方面作点评。评价还要从建议的角度，指出可供选择的改进做法。 通过听课进行课堂研讨活动，对提高和促进教师的业务水平和个人素质是十分重要的。而如何写好听课记录既是评课的一手资料，也是进行教学研究的依据。写好听课记录可从以下几个方面入手： 一、记时间分配。在听课过程中，对各部分的教学步骤分别占用多长时间要做好记录。因为通过时间记录可以判定该堂课的时间分配是否合理，是否能突出教学重点内容，完
2020高中英语教师年度个人总结范文（精选5篇） 高中英语教师个人总结 1 今年我担任高三班的英语教学，最后一学期，时间较短，任务重。这一学期来，本人认真研究学生，关注学生，研究课标，梳理知识结构，有计划地落实复习任务，顺利完成教育教学任务。现将本学期教学工作总结如下： 一、分析学情 经过高二一年的教学，已基本摸清学生的学习基础，更好的“因材施教”，针对不同的学生，指导和要求也不一样。其中69班为理科特色班，学生普遍英语基础较好，但也有极少数同学英语有严重的偏科现象，针对这一情况，我采用统抓整体，配合单个辅导的原则。68班为理科平行班，针对平行班的学情，我采取的是狠抓基础，稳打稳抓。 二、研究《考试说明》和高考考纲，把教学计划落到实处 1、认真学习课标及《考试说明》，落实教学目标、培养学生能力，研究高考命卷的方向。 2、认真研究高考。今年为湖南新课改高考的第一年，任何东西都是新的，认真研究20____年的考纲和考试说明，了解20____年的高考要求。同时还认真分析了近几年高考英语试卷，结合新课改的要求，把握高考英语命题方向，特别是高考新题型，做到心中有数。注意收集高考信息，使高三英语复习不偏离方向，把有限的时间用在刀刃上。 3、精选试题，以高考经典题为重心，尽量避免“题海战”。
4、备课组统一备课、资源共享，切实提高复习效率。同时认真分析湖南高考样卷，把握高考试题的方向和难度。 三、大量练习促进学生对基础知识的巩固和能力的提高 1、课本复习是学生能力提高的关键。 从开学之初即对课本知识点认真归纳和总结，通过练习的形式进行学习反馈。 2、作好听力训练是提高成绩的保障。 学生在周一，周四下午6：40到7：00的时间统一进行听力训练。考前一周每天让学生听一套历年高考听力试题，进一步提高学生的听力解题能力。 3、扩大阅读，培养英语阅读能力。 要想英语取得好成绩，课外阅读必不可少。我搜集了大量的高考经典的文章，同时，我采取了每天利用课前七分钟让学生做一篇阅读理解的训练方法，极大的提高了学生的阅读能力。 4、认真批阅学生英语作文，推荐学生优秀作品。 本学期搜集大量的历年高考优秀作文，整理各类作文的范文和模板，供学生背诵和模仿。同时，对每一位学生英语作文进行面批和指导，提高他们的书面表达能力，鼓舞了学生的英语学习积极性。 四、加强学习，提升自身素质 积极到外校听课、评课，听讲座，虚心向同行学习；与教研组的老师讨论教育教学方法，博采众长，提高教学水平。多看课外书籍，培养多种兴趣爱好，不断扩宽知识面，为教学内容注入新鲜血液。
实习生听课记录 1.班级: 时间： 2014-10-13 授课人： 2.科目： 数学 课题： 简单的幂函数 3.主要教学内容 一、引入新课 1 、通过回顾所熟悉的一些函数 一次函数 y x =; 反比例函1y x -= ; 二次函数2y x =） 2 、归纳列举的函数的共同点 分别是指数为1，-1,2，底数为x 的函数 3 、得出幂函数的函数表达式 一般地，形如y x α=（x ∈R ）的函数称为幂孙函数，其中x 是自变量， α是常数.如11 234 ,,y x y x y x -===等都是幂函数，幂函数与指数函数，对数函数一样，都是基本初等函数. 4、归纳幂函数满足的性质 满足：系数为1，底数为x ，指数为常数 5、练习巩固 y=(m-1)x^(m^2-2m+1)为幂函数，求m 的值？ 二、通过画图像来讨论幂函数的特点 （1）y x = （2）12 y x = （3）2y x = （4）1y x -= （5）3y x = 用描点法在同一坐标系内画出以上五个函数图像， 通过观察图像，可以看出 （1）所有的幂函数在（0，+∞）都有定义， 并且图象都过点（1，1）； （2）x ＞0时，幂函数的图象都通过原点， 并且在[0，+∞]上，是增函数 （3）α＜0时，幂函数的图象在区间（0，+
∞）上是减函数. （4）对称性（原点对称，轴对称） 关于y 轴对称：2y x = α是偶数时，关于y 轴对称 关于原点对称：y x = 1y x -= 3y x = α是奇数时，图像关于原点对称。 三、奇函数和偶函数 由幂函数抽象得到函数的奇、偶函数的概念 奇函数：①图像关于原点对称的函数叫做奇函数 思考：y=x+1/x 是不是奇函数(是，对勾函数关于原点对称) ②用代数法判断f(-x)=-f(x) 偶函数：①图像关于y 轴对称 ②f(-x)=f(x) -x 对应的函数值与x 对应的函数值相等 四、课堂巩固与练习 例题1：判断下列函数是奇函数还是偶函数 1：y=x^4+2 偶函数 2:y=x+1/x 奇函数 3:y=-2x^5(-3＜x ≤3) 非奇非偶 *判断奇偶性的三步骤： ①求定义域也关于原点对称 ②化简 ③f(-x)=-f(x) f(x)=f(-x) 例题2：y=kx+b(k ≠0) b=0时，为奇函数 y=ax^2+bx+c(a ≠0) 对称轴为0，即b=0时为偶函数 五：评议和感悟 评议：讲解循序渐进，用词精炼，由浅入深，由易到难
高中英语听课心得体会 高中英语听课心得体会 我们得到了一些心得体会以后，可以通过写心得体会的方式将其记录下来，这样就可以通过不断总结，丰富我们的思想。心得体会你想好怎么写了吗？下面是帮大家整理的高中英语听课心得体会，供大家参考借鉴，希望可以帮助到有需要的朋友。 高中英语听课心得体会篇1 一、教师自身的良好素质是上好一堂课的重要前提和基本保证。 在听课中，我发现优秀的教师都有几个共同特点： 1、口语流利，发音准确。只有做到这一点，才能保证孩子对课程的理解，才能保证孩子学到正确的知识，地道的语言； 2、善于利用多媒体等多种手段辅助教学，使孩子接触到的知识更立体，更直观，更生动； 3、教态亲切，表情丰富，在课堂上能轻松，活泼，潇洒地进行授课，富有艺术性； 4、有扎实的英语基础知识作为后盾，词汇丰富，课堂充实。 二、调动学生积极性，让学生真正成为课堂的主人。 这是新课标的重要特点，也是素质教育的要求。通过听课我发现教师的教学理念都发生了转变，都树立了“以学生为主体”的教学理念。把整个课堂还给了学生，注重学生能力的培养，注重主体参与，教学中互动模式多样，多采用小组竞赛的模式或创造一个语境，让学
生展开联想，激起了学生们对英语学习的兴趣，营造了宽松，民主，和谐的教与学的氛围，让学生真正成为了课堂的主人。 三、课前互动是一个很关键的环节。 在这次听课中我发现课前老师和学生互动的较好的，课堂都比较成功，老师们大多数从自身的生活着手，利用歌曲、说唱或着做一些小游戏来活跃课堂气氛，尤其是一些年轻的老师能说会唱，肢体语言丰富，很得学生们的喜欢。 四、课题的引入与各教学环节之间的衔接是课程设计的重点。 我认为大多数的老师在这一点上做得很到位。首先，上课前与学生做互动式就有意引入音乐这个话题，课程开始后，从单词的讲解，到听力练习，再到对话讨论，一环扣一环可以说衔接得非常自然，学生们都能很好的理解和跟进，思维没有断点。并且他在每一环节和环节之间的过渡中都在反复应用本节课的语法重点，孩子们很自然的完成了接触，理解，使用的一系列过程。很多老师还打破常规，大胆创新，改变课本原有的思路，另辟捷径，取得了较好的效果。 通过这次听课，我开阔了眼界，看到了自己的不足，让我深切的体会到了紧迫感，认识到了自己的局限。同时我对自己也提出了许多问题去思考，怎样让自己的语言更优美？怎样让学生喜欢上课？怎样培养学生的能力？相信通过自己的不断努力，一定能拉近距离，不断进步。 高中英语听课心得体会篇2 此次学校组织高中英语教师听课学习活动，我作为高一的英语老
__________________________________________________ 高三英语阅读课之观课感受 通过观看吴老师的示范课，我收获匪浅。吴老师的本堂课可以说是一节非常成功的英语课，她自然而流畅地完成了教学任务。教学基本功扎实,对课堂教学和教学的研究比较深入。这节课为学生提供了足够的时间进行阅读、分析、思考和讨论，注重了教学内容的思想性、知识性和欣赏性，开阔了学生的视野，并对近年来的高考推理判断题真题进行剖析，注重学生解题能力的培养提升，对学生的自主学习和终身发展具有重大的积极意义。 本节课有以下几个特点：： 1.巧妙导入，做好前测 前测是科学设计、有效教学的基础，用好前测，教师既能了解学生的现有发展水平，又能使学生客观认识自己的知识储备情况，这对整体的阅读教学具有重大意义。吴老师能巧妙设题，lead-in以学生熟知的运动员引出话题，并借助词汇云图预测文章内容，紧接着以一篇有抢手话题的时文作为阅读文本，让学生绘制思维导图，理清文本5W1H要素，然后逐步引出阅读问题。 2.精心设计，培养阅读能力。 在文本阅读时，吴老师在Discusion1设计了6个问题，由浅及深，耐心引导学生进行讨论并总结答案。在Discussion2中设置了关乎作者的情感态度的题目，并对高考英语阅读推理判断题的四种题型进行分析指导，巧妙利用语义场、关键词、主题句或排除法等解答题目，有效地对学生的阅读推理思维能力进行了训练，内化高考阅读解题能力。本节课结构严谨，环环相扣，过渡自然。讲与练时间搭配合理，教师活动与学生活动时间分配与教学目的和要求一致．。 3.教师主导，学生主体 吴老师的课堂教学始终贯穿以学生为主体，教师为主导的新课程理念。在老师的指导和感染下，学生不断地习得并使用语言，积极合作，认真讨论，勤动脑和动口，体现了新课程使学生在合作中提升语言思维能力的理念，有效的完成了本堂课的教学任务。 4.教师的专业素质高，基本功扎实 整节课都使用英语组织教学，语言规范简洁，教态亲切自然，能熟练运用现代化教学手段进行教学，应变和调控课堂的能力较强。师生的双边活动配合默契，课堂气氛宽松平等，教学中充分发挥了教师的主导作用和学生的主体作用。 5.教学效果好 本节课教学效率高，课堂容量适中，学生思维活跃。注重在教学过程中加强对学生学习方法的培养，学习策略的渗透，情感的培养，真正朝着学生发展方向努力。 总之，这节阅读课的教学，方法有创新，信息量适度，目标达成率高，教学效果好，是一堂值得我们学习借鉴的成功的示范课。 收集于网络，如有侵权请联系管理员删除
听课记录 听课人：林芸莹，谢玉贞，吴美辉，李敏，谢静雪，邱燕珠 听课地点：梅师附小 听课时间：第七周星期三 听课目的：了解小学的基本情况，了解学习班主任工作的职责，了解少先队活动情况，了解小学课堂和课后其他工作情况，更好地学好专业知识，巩固专业思想。 学校梅师附小班级四学科英语 课题My friend 第一节执教人叶梅 课堂记录听课意见 1. 早读：学生齐读上一单元的课文、单词 2. 回顾：1）let’s do. 出示课件录像：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. 老师描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：出示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，之后让学生描述他的同桌 5. 再用图片引入新的单词thin、strong、quiet，再让学生描述他的同学 6. let’s find out: 老师先描述一个人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: 老师出示了4张同学熟知的明星图片，让他们分组讨论几分钟，最后让一个同学描述其他同学猜他描述的是谁？ 8. let’s sing: 播放音像（P37），sing after it. 早读有助于学生记忆之前学习内容，起到温故知新的作用。但个别单词的读音得注意一下，例如book、math、English等 利用音像资料进行课程回顾，生动有趣，很大程度地提高学生对之前学过内容的记忆力。 形象具体，非常符合英语初学者的情况 将6个单词分为两个部分来讲，比较符合小学生的记忆规律，进行游戏有利于增强学生的记忆力。但两个游戏相似。略显单调。 先进行一次老师的口头描述再播放录音，能是学生更好地适应，捕捉朗读内容。 用学生们熟悉的人来引起他们的兴趣，很管用。 用童真童趣的歌曲来总结这节课所学的内容，让人记忆深刻。
篇一：幼儿园实习总结与听课记录 聊城大学 教育科学学院教育实习材料及成绩评定表 专业班级 实习生姓名 实习学校 实习时间 教育见习记录一 课程名称猴子学样指导教师周盼盼训练技能绘本训练时间 3.28 教育见习记录二 课程名称寻找空气指导教师林佳训练技能科学训练时间 3.11 教育见习记录三 课程名称 ao的认读指导教师周怀丽训练技能拼音训练时间 3.21 篇二：听课记录_见习总结 瑞金路幼儿园听课记录 听课地点：瑞金路幼儿园听课日期：5.13 听课人：安永霞 tx100716 tx1012 鼓楼特殊教育学校听课记录表 听课地点：鼓楼特殊教育学校听课日期：5.13 听课人：安永霞 tx100716 tx1012 篇三：快乐幼儿园听课记录表 快乐幼儿园听课记录表 快乐幼儿园听课记录表 快乐幼儿园听课记录表
快乐幼儿园听课记录表 快乐幼儿园听课记录表 篇四：听课记录,见习总结 瑞金路幼儿园听课记录 听课地点：瑞金路幼儿园听课日期：5.13 听课人：安永霞 tx100716 tx1012 鼓楼特殊教育学校听课记录表 听课地点：鼓楼特殊教育学校听课日期：5.13 听课人：安永霞 tx100716 tx1012 篇五：幼儿园听课记录范文 幼儿园听课评课记录听课、评课是教师在日常教学活动中经常性的不可缺少的教研活动，是促进教学观念更新、教学经验交流、教学方法探讨、教学艺术展示、研究成果汇报、教学水平提高等的重要途径和主要手段。听课、评课过程，是教师在互动中获取经验、自我提高的过程。因此，听课、评课是教师研究课堂教学，提高业务能力最有效途径。 第一个问题：教师该如何听课 一、听课前应准备什么 盲目性是效率的大敌，听课也是如此，教师盲目进行听课与有所准备去听课，效果大不一样，那么，听课前应做好如下准备工作。 （1）熟悉教材，了解这节课编者的意图，弄清新旧知识的内在联系，熟知教学内容的重难点。 （2）明确这节课教学的三维目标，听课时只有明确了教学目标，才能看出教师教学的完成情况。 （3）针对这节课在头脑中设计出课堂教学初步方案。粗线条地勾勒出大体的教学框架，为评课提供一个参照体系。 （4）听课前要回忆自己是否教过这节课内容，有什么困惑与问题。再回忆是否听过这节课。 二、听课时应记录什么 听课记录是重要的教学研讨资料，是教学指导与评价的依据，它应该反映课堂教学的原貌，使听课者依据听课记录，通过合理想像与弥补，在头脑中再现教学实况。应关注如下几个方面： （一）要关注教学环节设计。即情境创设→新课的导入→新知识的探究→新知识的巩固、应用与拓展等。能够做到随机应变，灵活调整，调控课堂，达到激活课堂的目的。各环节如何控制时间，完成每
小学英语听课记录10篇 听课记录1 学校：XXX小学 时间: 20XX年XX月XX日 地点： 科目：英语年级： 6年级3班 课题：Unit 5 What does she do? 授课教师： 授课过程： 一． Review 全班学生一起读第四单元单词，一遍英语一遍汉语。 二． Lead-in I teach you English. So I am a teacher. I drive cars. So I am a driver. 由已学单词 teach teacher 引出新课，让学生发现这些单词之 drive driver 间的区别与练习。引出句型What does she do? She is… 三． Presentation 1. I sing songs. I am a singer.引导学生说出这句话的意思，引出singer 的意思，再问学生知道哪些歌手，并练习句型 What does he/she do? He/she is … 2. I write stories. I am a writer. 相同方法呈现 writer领读 3. Review第四单元已学的TV reporter，套用句型，what does she do? He/She is a TV reporter. 4. 由梅兰芳引出男演员 actor，领读。并强调 an actor. He is an actor. 5. 由男演员引出女演员actress, 领读。 6. 由齐白石引出artist，an artist,领读。He is an artist. 7. 讲解句型 What + does/do + 主语 + do? 主语 + be + a/an + 职业名词. 四． Practice and Consolidation 同桌用句型练习对话，最好找两组站起来对话。 五． Homework 写出六个单词的原型，抄写单词5遍英语5遍汉语，用句型造一个句子。 板书设计 teach teacher singer writer TV reporter drive driver write writer actor actress artist What + does/do + 主语 + do? 主语 + be + a/an + 职业名词.
( 心得体会 ) 单位：_________________________ 姓名：_________________________ 日期：_________________________ 精品文档 / Word文档 / 文字可改 高中英语教师听课学习心得体 会(2021新版) Experience refers to the application of what has been learned to practice, the reflection of the content of learning through practice and the recorded words.
高中英语教师听课学习心得体会(2021新 版) 此次学校组织高中英语教师听课学习活动，我作为高一的英语老师，在这一行人之中，在参加了这次活动，我受益很多，从其他老师那学到很多不同的英语的教学方法，所以就谈一下我的听课学习体会。 我一共去了两堂英语课的听课学习，第一堂是我高一年级很受欢迎的英语老师的课，在这节课中，从这位老师那体会到，教英语不能只限于书中的内容，还要给学生们扩展学习内容。这个老师给我演示了在课堂中与学生的互动是有必要的。我记得我教英语的时候，就是简单的问个问题，让学生们回答就行里面，就只追求答案，不求题目的解答过程。这一对比，才发现我教学时有这么多的缺点。
再有xx老师跟我们说，与学生必须要进行互动，而且还是强烈的互动，不然学生们只是知道答案，但是不知道问题的最终要点在哪，这是不行的。从她的一个上课中，我知道了在与学生进行问答环节时，我必须要让学生自己去寻找问题中蕴含的知识点，并且还要让他们自己进行解题，这样才是最好的学习方式，会让他们在解题过程中就把知识点学会，是很大的获利的。我从这个老师这里学到了这一个经验，以后我也会加强这方面的教学。 第二堂英语课是高三老师上的，我进去听了一场，我才发现我上课有很多局限，我总是在课上把自己当主体，总是用自己的思维去教英语，没有想到让学生成为主体，他们才能够在上课的时候发挥自己的最大学习能力，这是我没有想到的，果然还是经验太少了的缘故。在这高三课堂上，这个高三的英语老师是有着十几年的英语一个教学经验的。她在课上给我们展示了什么叫学生自主学生英语的情形。高三因为有了高一和高二英语的基础，所以在上高三英语课时，老师是完全信任他们自己的，已经开始把课堂教给他们自己了，在加上也是很重要的一个阶段了，所以老师在这上面就是起
小学英语听课记录(精选多篇) xx月xx日，有幸到实验小学参加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，许多家长也参与了这次活动。半天的研讨活动中，教师精彩纷呈的研讨课，家长积极的参与都给我留下了深刻的印象。下面是一节一年级的双语班对课： i love my family 一、主持人宣布活动开始 二、小品 一生演妈妈，其余小朋友演各种瓜果蔬菜，鸡鸭鱼肉 m: come, come, potato, tomato ss: potato, tomato, nice, nice. m: nice, nice, children, children
s1: good, very good. ss: nice, nice, mummy good. ……… 三、全班齐唱 四、introduce my family this is my family. this is my father. my father is a … this is my mother. my mother is a… i love my father. i love my mother. they all love me. 五、say a rhyme i love my dad, this is my dad. dad, dad, my dad. i love my dad. 六、draw a picture for our parents, say i love you to them. 学生把作好的卡片送给父母 七、小品：the garbage outside the window 八、sing a song: the more we get together 九、flash: merry christmas 教师送学生礼物 对于刚接触英语三个多月的学生
课程名称C程序设计 授课教师刘斌授课对象常大软件1、2班 教学重点、难点重点：1、三种循环语句的使用2、三种循环的比较难点：1、循环的嵌套使用2、使用循环结构设计程序 听课记录while语句 while语句用来实现“当型”循环结构。 格式为：while (表达式) 非0 语句 do-while语句 do-while循环语句，用来实现“直到型”循环结构。 格式：do 语句 while（表达式）； for语句 格式：for (表达式1；表达式2；表达式3) 语句 执行过程： ①先计算表达式1的值。 ②再计算表达式2的值，若其值为真，则执行循环体一次；否则跳 转第⑤步。 ③然后计算表达式3的值。 ④回转上面第②步。 ⑤结束循环，执行for语句下面一个语句。 综合 评议 见习生签名：日期：年月日
课程名称C程序设计 授课教师刘斌授课对象常大软件1、2班 教学重点、难点重点：1、三种循环语句的使用2、三种循环的比较难点：1、循环的嵌套使用2、使用循环结构设计程序 听课记录 break语句 格式：break; 功能：该语句可以使程序运行时中途跳出循环体，即强制结束循环，接着执行循环下面的语句。 continue语句 格式：continue; 功能：结束本次循环，即跳出循环体中下面尚未执行的语句，接着进行下一次是否执行循环的判定。 几种循环的比较 1. 三种循环都可以用来出来处理同一问题，一般情况下它们可以互相代 替。 2. while和do-while循环，只在while后面指定循环条件，在循环体中应 包含使循环趋于结束的语句（如i++,或i=i+1等）。 for循环可以在表达式3中包含使循环趋于结束的操作，甚至可以将循环体中的操作全部放到表达式3中。因此for语句的功能更强，凡用while循环 能完成，用for循环都能实现。 3. 对于循环变量赋初值，while语句和do-while语句一般是在进入循环 结构之前完成，而for语句一般是在循环语句表达式1中现实变量的赋值。 4. while语句和for语句都是先测试循环控制表达式，后执行循环语句， do-while语句则是先执行循环语句，后测试循环控制表达式。 5. while循环、do-while循环和for循环，可以用break语句跳出循环， 用continue语句结束本次循环。 综合 评议 见习生签名：日期：年月日
高中英语听课记录范文 假如你是高中英语的新老师，去听其它老师的课堂学习时，我们的听课笔记如何 记录？下面是学习啦小编给大家整理了高中英语听课记录模板，供大家参阅! 高中英语听课记录范文1 一、首先于老师设置了Presentation 环节，让学生上台通过PPT展现欧洲城市。两个组各派一名学生代表上台展现他们组的PPT. 同时于蕾老师让台下的学生在观看PPT 的时候做好笔记。 二、第一位学生呈现PPT后，于蕾老师带着学生一起回顾PPT内容，并把回顾 的内容的关键词写在黑板上，如：place，tourist attraction, building, celebrity ; 对于 第二位学生的PPT，于蕾老师带着学生总结出了关键词，如：location, population, climate, festivals. 三、于蕾老师引导学生在介绍城市时可以包括的内容有： history, culture, customs, landscape. 四、于蕾老师让学生进行小组讨论，重新组织城市介绍内容，选择关键点和介绍 顺序。同时请学生表达她们的想法。 五、于蕾老师给学生准备了Pre-writing的内容。拓展气候、地域、人口等方面的英语表达，一方面拓展了学生的词汇，另一方面帮助学生更好地理解句型。 六、接着于蕾老师给了学生一篇写作范文，通过分析欣赏范文，带动学生一起总 结欧洲城市介绍话题的写作要点。 于蕾老师的发音很清晰，跟学生互动很自然，课堂设计很有逻辑性， 在与学生互动和教学设计方面有很多值得我们学习的地方。 高中英语听课记录范文2 本周，英语科组对高二课堂教学情况进行了检查。高二年级有七个班，共有五位 英语老师。从听课情况看出，老师们都能精心备课，用心上课。具体反馈如下：首先，集体备课，教学同步。高二备课组的英语老师们在集体备课、统一教学进 度方面做得比较好。这周是本学期第十周，教学进度统一在选修7第四单元的教学。 其次，因材施教，各取所需。高二英语老师在集体备课的同时，注重在不同的班 用不同的教学方法传授相同的知识。本单元的课题是Sharing，谈及有关与人分享、 助人为乐的话题。在基础较好的四班，钟华老师上了一节口语写作课，启发学生发散
听课记录1 上课老师：于蕾老师 讲课内容：Book 3 Moduel 1 中的Period 6-----Task & Writing & Self-assesment。 一、 二、首先于老师设置了Presentation 环节，让学生上台通过 PPT展现欧洲城市。两个组各派一名学生代表上台展现他们组的PPT. 同时于蕾老师让台下的学生在观看PPT 的时候做好笔记。 三、第一位学生呈现PPT后，于蕾老师带着学生一起回顾 PPT内容，并把回顾的内容的关键词写在黑板上，如：place，tourist attraction, building, celebrity ; 对于第二位学生的PPT，于蕾老师带着学生总结出了关键词，如：location, population, climate, festivals. 四、于蕾老师引导学生在介绍城市时可以包括的内容有： history, culture, customs, landscape. 五、 六、于蕾老师让学生进行小组讨论，重新组织城市介绍内 容，选择关键点和介绍顺序。同时请学生表达她们的想法。 七、于蕾老师给学生准备了Pre-writing的内容。拓展气候、 地域、人口等方面的英语表达，一方面拓展了学生的词汇，另一方面帮助学生更好地理解句型。 八、
九、接着于蕾老师给了学生一篇写作范文，通过分析欣赏范 文，带动学生一起总结欧洲城市介绍话题的写作要点。 于蕾老师的发音很清晰，跟学生互动很自然，课堂设计很有逻辑性，在与学生互动和教学设计方面有很多值得我们学习的地方。 听课记录2 上课老师：杨洁老师 上课内容：Festivals 一、 二、杨老师通过图片展示引出中秋节、端午节、圣诞节、清明节等 节日，在介绍每个节日后杨老师都会跟学生互动并让学生谈谈自己对节日的了解以及看法。 三、 四、杨老师把关键词展现在PPT上，并安排任务，即让学生用关键 词造句，杨老师让学生小组讨论。 五、杨老师让学生进行听力训练，并让学生带着任务去听，提出的 任务是：Listen and find out what Christmas things are mentioned.
教育教学实习听课记录 实习学校：南京中华中学 指导老师：林老师 听课时间：20xx年9月7日（星期一）下午—六节 听课班级：高一（10）班 课程名称：人教版高中历史必修一 课题：第一单元古代中国的政治制度 第一课夏、商、西周的政治制度 授课教师：林老师 主要内容： 导入：【读】 一、单元导言 古代中国的政治制度 宗法制与分封制相结合专制主义中央集权 夏、商、周秦朝——清前期 （公元前2070年至公元前476年）（公元前221年至1840年） 二、学习目标
讲授新课：【理】 夏朝：创始禹——启，王位世袭制确立 商朝：发展已有一套行政管理制度 古代中国早 期政治制度分封制 的演变西周：臻盛宗法制 礼乐制度 春秋战国：逐渐解体 【思】 一、有关分封制的三个问题 探究一：西周实行分封制的目的是什么？如何让进行分封？受分封者主要是那些人？他们的权利和义务是哪些？ 目的：进行有效的统治，扩大统治区域。 方法和对象： 权利： 义务： 探究二：结合分封制示意图，结合分封制的内容。思考：周天子能否实现分封的目的？分封制固有的问题有哪些？为此，又实行了哪些制度？ 作用： 问题：
制度： 探究三：周天子将“土地和人民”分封给王族、功臣和先代贵族后代的前提是什么？ 前提： 二、有关宗法制的两组问题 探究一：西周实行分封制的目的是什么？又是如何实现的？ 目的： 方法： 探究二：结合课本“西周分封制与宗法制关系示意图”，通过对大宗和小宗的认识，概括宗法制的特点及作用、关系。 特点： 作用： 关系： 三、有关古代中国早期政治制度的特点 探究：结合西周宗法制与分封制的主要内容，概括古代中国早期政治制度的主要特点。 特点：王位世袭制、宗法制 【用】课后作业 完成《学习评价手册》选择题和是非判断题。
Unit 1Friendship [2018·北京卷]假设你是红星中学高三学生李华,你的英国朋友Jim在给你的邮件中提到他对中国文化感兴趣,计划明年来北京上大学。他向你咨询相关信息。请给他回邮件,内容包括: 1.表示欢迎; 2.推荐他上哪所大学; 3.建议他做哪些准备工作。 Dear Jim, Knowing that you have long been interested in Chinese culture and plan to study in Beijing next year, I m writing to offer my recommendation. In my opinion, Beijing Language and Culture University, which enjoys an excellent reputation for its language and culture courses intended for international students, is your right choice. I believe you ll have a most interesting and rewarding experience there. Anyway, studying for a degree in a different culture is never easy. Therefore,you re supposed to learn some basic Chinese before you come.
That way, you can adjust yourself to the life here in Beijing better and sooner. If you need any help,please don t hesitate to contact me. Meanwhile, I truly hope my advice will be of some help to you. Yours, Li Hua 1.文章体裁:应用文——电子邮件。 2.行文逻辑:收到邮件→得知信息→给出建议→结束语。 3.词汇短语:运用了较高级的词汇和短语。如:be interested in doing sth(对做某事感兴趣),be intended for (专门为……设计的),be supposed to (应该),be of some help(有些帮助)等。 4.句式句法:运用了多样化的句式结构。如:①现在分词短语作状语:Knowing that you have long been interested in Chinese culture and plan to study in Beijing next year;②名词性从句: that you have long been interested in Chinese culture and plan to study in Beijing next year;you ll have a most interesting and rewarding experience there;③状语从句: If you need any help等。 Ⅰ.单词荟萃 [基础词汇] 1.n.连续;系列 2.n.窗帘;门帘;幕布
小学英语听课记录【三篇】 导读：本文小学英语听课记录【三篇】，仅供参考，如果觉得很不错，欢迎点评和分享。 听课记录1 学校： 2010年11月16日第三节 科目英语年班级 6年级3班 Unit 5 What does she do 课题 课堂教学过程授课教师 教具 黑板 一．复习 全班学生一起读第四单元单词，一遍英语一遍汉语。
二．引入 I teach you English. So I am a teacher. I drive cars. So I am a driver. 由已学单词 teach teacher 引出新课，让学生发现这些单词之 drive driver 间的区别与练习。引出句型What does she do She is… 三．新授 1. I sing songs. I am a singer.引导学生说出这句话的意思，引出singer 的意思，再问学生知道哪些歌手，并练习句型 What does he/she do He/she is … 2. I write stories. I am a writer. 相同方法呈现 writer领读
3. 复习第四单元已学的TV reporter，套用句型，what does sb do He/She is a TV reporter. 4. 由梅兰芳引出男演员， actor，领读。并强调 an actor. He is an actor. 5. 由男演员引出女演员artress, 领读。 6. 由齐白石引出artist，an artist,领读。He is an artist. 7. 讲解句型 What + does/do + 主语 + do 主语 + be + a/an + 职业名词. 四．互动，应用 同桌用句型练习对话，找两组站起来对话。 五．作业
英语听课记录与评析 本次教研活动我听了赵佩佩老师的一节英语课，根据听课记录我作了如下评析： 一、优点： 1.教师能够把新课改的教学理念运用到教学中，精心设计了本节课， 无论是新课的引入、重难点的把握、教学方法，还是整个教学过程的布局能够凸现学生的主体地位与教师的主导作用。为了激发学生的学习兴趣引入课题采用英语歌曲和积极的师生问候。 2.教学过程流场。教师重视了课外知识的拓展。能利用学生已有的 知识储备（以前学过的知识）来进行教学；能结合实际及时从网络上收集信息，教师能抓住课堂教学中师生互动即时产生的资源。 体现民主的师生关系。但激励、调控、评价没有跟上，这是教学气氛的直接原因。教师不仅要评价，也要让学生参与评价。 3.能通过创设活动，情景引导学生参与课堂教学；能让学生利用 English充分发表自己的见解，训练学生思维及口语能力；能利用多媒体直观教学，对课堂教学起到很好的辅助作用。 4.教学设计思路较清晰，能按“四位一体”课堂教学法 （preparation presentation、practice、production）思路设计并实施教学，课堂教学基本体现“三维目标”要求，教学效果较好，能注重听、说、读、写基本技能训练，又能引用例引发学生思考、讨论，师生互动性强，课堂气氛较活跃；语言节奏控制较好，能利用肢体语言“拉近”师生关系。
二、不足之处： 1. 教材中的活动知识内容可在适当的时候加入教学中，给学有余力的学生学习发展的机会。 2. 教学过程中可根据学生具体情况，来安排教学任务，如一部分学生完成较好、较快、可以帮助其他学生完成，整体效果会更好。教师教学中需要充分发挥教师的激情，去激发、唤醒学生浓厚的学习兴趣。 教学过程中可根据学生完成任务的情况改变学习方法，一部分学生完成较好，可以和其他学生一起互相帮助合作、探究完成，整体效果会更好。 3．讲授过程中，教师语言要规范。 4. 在讲解开始插入图片或动画，可以再次展示开课引课用的风景网页，引导学生模仿逐步学习； 5. 课堂气氛稍显严肃，学生不够活跃，回答老师问题的学生太局限。 6．结束有些仓促，总结、设计展示拓展内容的环节，让学生直观感受到祖国的大好河山。 三、建议： 1. 应多创设问题情景，引发学生思维、讨论、互动，提高课堂教学效果； 2. 应让学生朗读英语语言，以获得亲自体验、感受； 3. 应让学生充分发表自己的意见，多鼓励学生，充分调动学生学习的积极；总之，在传授知识与技能的同时，也要注意过程与方法，
福清西山学校高中部英语教研组教研活动记录教研组长：韩永平时间：2017年2月---7月 英语教研组活动记录 活动时间：2017年2月15日 参加人员：洪顺陈小晶孟翔高欢林杰李小云任卫娇郑玲玲黄江莉万永香朱莎莎张诗意杨润霞叶娜王海波严义华阙晓娟孙敏任小玲 活动地点：会考考务室 主持人：韩永平 活动内容：《英语教研组工作计划》 活动过程： 一、指导思想： 以学校总体教学工作为依据，以提高教研质量和教学质量为目标，加强教育教学研究，不断深化课堂教学改革，全面提高我校英语教研组教研工作水平。 二、工作重点： 本学期英语学科教研工作，要以课程改革为中心，围绕课改完善和深化学科教学常规，以促进教师转变教学观念，促进教师整体素质和学科教学质量的提高。在学科教学中渗透心理健康的教育，以培养学生三种习惯为重点，开展教研组的活动，争取能让每次的教研组活动能够达到研究的目的。每一次参加人员都有收获。 三、具体措施： （一）加强教育理论学习，提高教师理论素养 英语组的活动改变单一的听课和评课形式，增加教研组学习的新内容。本学期要重点学习《普通高中英语新课程标准》。领悟《新课标》中的教学理念，建立全新的教学观念，灵活的课程体系，多元、开放的课程评价标准，重视基础，适应个性需求，关注学生情感，提高学生自主学习能力，为学生构建发展的平台。努力将新观念、新思路渗透到英语课堂教学之中，真正做到理论与实践相结合。明确英语课程在基础教育阶段的基本要求，用这些理念来指导平时的课堂教学，以提高课堂教学效率。真正地开展好活动，让教研组的活动发挥其实际的作用。 （二）狠抓教学常规落实，深化教育教学改革。 1、抓好教研组建设。教研组要在落实常规方面发挥重要作用，要做好常规落实的检查、督促工作。为了进一步抓好"教学常规"的学习和实施工作，组织本教研组年轻教师学习常规，学习校内外先进典型，加强检查督促，使学习常规，实施常规成为全体教师的自觉行动。作业要做到：有发必收，有收必批，有收必评，有布置就有检查。每周进行检查教师备课情况。 2、加强听课力度，本学期每位教师每周必须听一节课，年轻教师听课不少于每周2节。其他教师听课不少于16节课。老师要认真记好听课笔记和建议。课后要及时和授课老师交换建议。以便取长补短。使本教研组全体英语教师共同提高，人人受益。 3、加强集体备课。集体备课是发挥群体优势，提高备课质量的重要途径，也是落实教学常规，提高课堂教学效率的必要措施。为此，教研组要积极组织集体备课，做到有计划、有目标、有实效。要组织每周一次集体备课，研究教