对话课评课

2024年幼儿园语言听课评语作为幼儿园老师，对幼儿语言的发展和表达能力的提高非常重视。

在2023年的幼儿园语言听课中，我对孩子们的表现非常满意。

他们在课堂上积极参与，用大胆和丰富的语言表达自己的想法和感受。

以下是____字的幼儿园语言听课评语：第一节课：情景对话本节课中，孩子们展示了出色的情景对话能力。

他们能够根据老师给出的情景和角色扮演，用自然、流利的语言交流。

他们表达出清晰的思路和准确的语法，同时注意使用适当的语调和语速。

他们之间的对话互动也非常积极，彼此尊重、倾听和回应对方的意见。

在接受老师提问的时候，孩子们能够自信地回答问题，并且能够陈述自己的观点并支持自己的观点。

我对孩子们在情景对话中所展示的语言表达能力感到非常满意。

第二节课：口头表达能力在这堂课上，孩子们展示了出色的口头表达能力。

他们能够用简单的句子和正确的语音语调表达自己的意见和感受。

他们在回答老师的问题时，能够简洁明了地表达自己的想法，并能够与同学和老师进行积极的互动对话。

孩子们在这堂课上非常自信地说话，他们的语言流利、流畅，没有结巴和迟疑。

他们的词汇量也令人印象深刻，能够正确使用一些复杂的词汇。

总的来说，孩子们在口头表达能力方面取得了很大的进步。

第三节课：听力理解能力在这堂课上，孩子们展示出了强大的听力理解能力。

他们能够准确地听懂老师的提问，并能够用简单的语言回答问题。

他们能够理解老师所讲的故事情节，并能够回答相关的问题。

他们还能理解一些较为复杂的指令，并能够按照指令完成相应的动作。

孩子们在这堂课上没有表现出注意力不集中的现象，他们能够专心听讲，并能够听懂老师所讲的内容。

我对孩子们所展示出的听力理解能力感到非常满意。

第四节课：书面表达能力在这堂课上，孩子们展示了良好的书面表达能力。

他们能够用简洁、通顺的语言表达出自己的想法和意见。

他们在书写时字迹工整，用词准确，句子连贯。

他们能够注意遣词造句的准确性，并能表达出自己的思维逻辑。

口语交际安慰评课1. 口语交际安慰评课啊，这可太重要了。

就像给受伤的小鸟包扎伤口一样，评课是为了让教学更好地成长。

比如说，有一次我看到一位老师在口语交际课上，学生们都不太敢开口，那场面就像冷掉的火锅，没什么热气。

这时候，评课就该像一把火，给老师一些温暖又有用的建议，像“可以先从简单有趣的话题入手，让孩子们放松下来”，而不是一味地批评。

2. 咱说口语交际安慰评课这事儿。

你想啊，老师上口语交际课就像厨师做菜，想让学生这“食客”满意。

要是课上得不太理想，就像菜有点咸或者淡了。

评课的时候呢？就得像有经验的美食评论家，既能指出问题，又能安慰厨师，说“你这食材选得很新鲜呀，就是调味上再注意点就完美了”。

我就见过一个老师很用心教口语交际，可学生互动不太好，这时候评课就该鼓励老师从互动形式上改进。

3. 口语交际安慰评课哟，这就像是给在黑暗中摸索的人点亮一盏灯。

我记得有个老师上口语交际课，学生们都很迷茫，不知道该怎么表达自己。

这就好比一群小羊在大雾里找不到回家的路。

那评课的人呢？不能只说“你这课上得不好”，得像个引路人，说“你看啊，你前面引导学生观察的部分做得挺好的，就像给小羊们指了个大概方向，接下来呢，可以再给他们一些表达的小模板，就像给小羊们铺上回家的小石子路”。

4. 口语交际安慰评课呀，可不能马虎。

这就如同给花园里的花朵浇水施肥。

有个老师上口语交际课，那气氛沉闷得像一潭死水。

这时候评课的就该像个园丁，说“老师呀，你这片花园里的花骨朵儿都很有潜力呢。

你看你课堂的框架就像花园的围栏，搭得很结实，就是里面的土壤还不够肥沃，咱可以加点有趣的活动进去，让这花朵儿开得更鲜艳”。

5. 口语交际安慰评课，这可是个技术活。

好比给一个刚刚学走路的孩子鼓励。

有一回我看到一个口语交际课，老师讲得很努力，但是学生们参与度不高。

这就像孩子想走路却总是摔倒。

评课的人就得像孩子的家长，说“老师啊，你看你已经给孩子搭好了学步车啦，很稳当。

就是孩子还需要更多的鼓励，咱可以设置一些小奖励，让孩子们更有积极性，就像给孩子一个小糖果，他就会更努力地往前走”。

评课主题：五年级上册口语交际父母之爱评课评课内容：1. 课程目标五年级上册口语交际课程旨在帮助学生提高口语表达能力，了解家庭成员之间的爱和关爱，培养学生对父母的感恩之情。

2. 教材分析本节课的教材以父母之爱为话题，引导学生谈论自己父母的关爱之情，并帮助学生用英语进行简单的口语交际。

教材内容生动有趣，贴近学生生活实际，有利于激发学生的学习兴趣。

3. 教学设计本节课采用了多种教学手段，包括课堂小组讨论、听力练习、口语表达等环节，通过多种方式引导学生参与课堂，提高学习效果。

教师对学生进行了积极引导和激励，营造了良好的学习氛围。

4. 教学过程教学过程中，学生首先进行了听力练习，通过听力材料了解了不同学生对父母之爱的看法。

接着进行了小组讨论，学生积极参与，共享了自己家庭成员之间的故事，增强了学生对父母的感恩之情。

最后进行口语表达练习，学生能够用简单的英语表达自己对父母的爱，实现了本节课的教学目标。

5. 教学反思通过教学观察和学生实际表现，本节课的教学效果良好。

学生积极参与课堂活动，表达了对父母的感激之情，同时也提高了口语表达能力。

教师在教学过程中及时给予了学生良好的指导和鼓励，使学生表现更加出色。

6. 教学建议在今后的教学中，可以通过多样化的教学手段，如游戏、绘画等活动，进一步增强学生对父母之爱的理解，提高学生的口语表达能力。

也应注重培养学生的感恩之情，加强家庭教育的重要性。

五年级上册口语交际父母之爱评课，本节课教学内容生动有趣，教学目标明确，教学设计合理，教学过程积极参与。

通过此次评课，我相信学生在口语表达能力和感恩之情方面都有了一定的提升，希望在未来的教学过程中能够进一步完善教学内容，提高教学效果。

在今后的教学中，我们可以进一步拓展教学内容，引导学生理解父母的爱不仅仅是言语的表达，更多体现在行动上。

通过教学材料的设计和课堂活动的设置，让学生通过自己的亲身经历和感受，更深刻地理解父母的爱和关怀。

我们也可以在课堂上播放一些感人的亲子互动视频，让学生感受到不同家庭的爱的表达方式，从而唤起他们更多的感激之情。

小学六年级英语评课稿篇1这节课教学的成功之处在于，张沛老师对小学六年级的教学原则把握的比较准确，对教材内容熟悉，对学生分析到位。

因此，在教学整体设计上，能通过语境的创设，主题鲜明的活动和多种教学手段的有效结合，在学生学习语言知识的基础上培养学生语言交际的能力。

其主要亮点是:整节课的教学设计基于学生需求，适合六年级学生的年龄和心理特点。

张沛老师利用学生所熟识的名人姚名通过对他的手脚等的描述,引起学生的兴趣。

在复习单词时，教师有意识地让学生注意单词中语音字母的发音，如:eye leg heard 对于六年级的学生而言这是非常必要的，为学生养成整体拼读的能力打下良好的基础。

教学活动设计紧紧围绕教学目标。

教学过程在安排上，从感性到理性，从体会到应用，循序渐进，都是围绕着教学目标，从而使教学环节非常清晰。

本节课的教学目标是复习筑固人体的器官和描述器官的特征如long legs等等。

首先教师设计情境，进入主题。

学生通过听教师描述猜东西的方式将学生引入情境中。

然后，通过猜字游戏,图片描述等加强筑固主题。

最后通过学生自己的思考应用学习到的语言。

以上活动的完成，虽然看似简单，但是其过程自然流畅，层次清楚。

教师没有使用过于繁杂的语言和过于热闹的活动，在简洁明快的教学氛围中不仅调动了学生的学习积极性，更使学生在自然的学习过程中提高了语言使用的能力。

本节课还存在着一些值得思考和商榷的地方。

在学习过程中可以考虑为学生提供自评或互评的机会。

如果学生进行评价有困难或不太准确，教师可以给予指导，帮助学生养成用简单语言参与评价的习惯，充分体现了学生自主学习的能力。

小学六年级英语评课稿篇2我评说的是郭老师讲的六年级第二单元第二课时的对话课，这节课是在前一节学过头疼，发烧、牙疼等基本元素后，要把它们融到句子和情境中进行学习和运用。

讲对话课是进行观摩和教研的一种流行趋势，同时也成为了一道亮丽的风景线。

在近几年的教学中，我一直追寻着一种鲜活、轻松的对话教学模式。

Book1 Unit4 We love animals B Let’s Talk评课稿日前，Miss Qin为我们上了一节三年级的对话课，内容为PEP小学英语三年级上册Unit4 B. Let’s talk，主要句型为：What’s that? It’s a …纵观整节课，教师把语言学习与语言运用紧密联系起来，创设了良好的语言环境和充分的语言实践机会，学生在课内学得主动、有趣，达到了较好的效果。

具体看来有以下几个亮点：一、注重知识点的联系，衔接巧妙自然。

课标倡导要注重学习过程，强调学生的体验和参与。

本节课中教师注意前后知识的衔接，让学生循序渐进地体验成功，使课堂教学不仅激发学生的学习兴趣，而且发展了学生的语言能力。

首先，教师在上课一开始就通过sharp eyes和Let’s do进行复习，接着通过Guessing game里的What’s this?过渡到本节课的新内容What’s that?并反复呈现，让学生充分接触新知，并进行相应的操练。

接着，教师又通过PPT出现不同而有趣的动物图片突破本节课的难点“funny”，引得孩子们哄堂大笑。

最后教师用夸张的语言和肢体语言向学生展示了Cool和Great的用法，在这过程中学生的语言和情感都得到了交流，培养了学生听说读的能力，达到了预期的教学目的。

二、整堂课的内容丰富，形式多样。

本堂课的活动设计非常丰富，并且贴近学生生活实际，有学生喜爱的Let’s do，有比赛，有情景表演，还有draw and say等，充分调动了学生参与的积极性和参与热情，使学生有话可说，充分培养了学生的综合运用语言能力。

课堂气氛轻松三、教师教态亲切、利落，教师温柔的说话声使学生在能够在轻松愉快的氛围中感受英语语言，体验英语语言，运用英语语言。

本节课也有值得探讨的地方：1、既然三年级是进行发展性课堂教学模式教学，但是本节课的小组合作学习并没有得到体现。

2、没有注重学生良好的朗读习惯的培养，全班或个体读书的语调都拉得很长。

口语交际评课稿口语交际评课稿篇一：口语交际评课稿评口语交际《说说自己喜欢的小动物》215班闫玉兰今天下午第三节课，四语组全体教师聆听了马芳老师的一节口语交际———说说自己喜欢的小动物。

课堂上交际目标要求明确、突出了小组交际、学生互动与互评。

下面，我就本课谈谈自己的几点感受。

一、设计程序合理，交际要求明确整堂课上，马芳老师的设计非常条理，也非常合理，而且每一步的目标非常明确，例如：一开始，让学生齐读课本上的口语交际的内容，目的是让学生明白此次交际的要求，之后是让学生总结交际要求1、2、3点，并将要求投影到大屏幕上。

二、教师搭建了一个良好的交际平台，激起了学生交际的兴趣马芳老师先让一个学生上台去看电脑中的动物图片，仔细观察，让该生描述动物，但不能说出这是什么动物，其他学生猜。

这一环节，调足了学生交际的兴趣，而且也通过此环节潜移默化的告诉学生要抓住动物的特点进行交际。

三、课堂上体现了学生多向多回互动搭建交际平台，促成学生的多向多回互动，这是口语交际的基本要求。

课堂上当个小组代表讲完时，其他学生能及时针对自己倾听到的内容中的好句子、或不理解的地方予以表扬美或有礼貌地提出疑问，而对方也能大方地进行解释，谦虚地回应对自己的夸。

交际时语言流畅，大方得体。

但是，这堂课中也有一些需改进的地方，比如：小组交际时间短不充分；在学生展示时，教师让所有小组代表一下子全都站在了讲台上，可最后由于时间关系，只有三位代表进行了展示，而其他学生则显得很尴尬。

另外，学生交流的面太大，三位学生所说的内容都已形成了一篇很好的文章，可以当作文课上的范文来使用了，所以，交际的范围适当缩小，只需抓住自己喜爱的动物的一点或是两点就可以了，例如：交流外形的，怎样进食的，淘气可爱的……其他学生可以予以补充。

篇二：口语交际评课小学语文中心教研组教研活动扎实训练稳步提高————口语交际《邀请》评课济南市营市东街小学赵青 2016年9月扎实训练稳步提高本节口语交际课，教师围绕“邀请”这个主题，把新课程理念融于课堂之中，关注学生，关注学情，合理设置课堂教学互动的环节，努力营造宽松的交际氛围，采取有效的步骤，使学生清晰掌握交际方法，并在实践中扎实训练，在积极参与、主动交流中稳步提高表达水平。

‎‎‎‎小学英语对‎话课评课稿‎篇一：‎小学‎英语四年级‎对话课评课‎稿奏响对‎话课教学的‎“三部曲”‎——新版‎P EP小学‎英语三四年‎级对话教学‎的课例探究‎【摘要】‎【关键词‎】小学英‎语三四年‎级对话课‎课例探究‎为适应低‎年段学生好‎玩、爱演、‎好表现的年‎龄特点，新‎版PEP小‎学三四年级‎英语的对话‎课设计了各‎种真实自然‎的情景，并‎以连环画的‎形式出现。

‎为了使故事‎情节连贯有‎趣，不可避‎免地会出现‎一些非重点‎的新词汇或‎新句型，此‎特点在四年‎级教材尤为‎明显，教学‎难度和学习‎难度都比三‎年级有大幅‎度的增加。

‎无论是起始‎阶段的三年‎级，还是难‎度跨度明显‎的四年级，‎其对话课的‎教学模式还‎是大同小异‎的，笔者通‎过实践教学‎课例，从解‎读教材、处‎理教材、丰‎富教材三个‎方面，谈谈‎P EP小学‎三四年级英‎语对话教学‎。

‎一、‎解读教材—‎—对话课教‎学的基础‎教育部《英‎语课程标准‎》研制组核‎心成员刘兆‎义老师指出‎：英语课程‎标准》研制‎组核心成员‎刘兆义老师‎指出》第1‎0条指出：‎“‎课堂教学要‎尽可能选用‎纯正地道、‎原汁原味、‎体现英语文‎化特色的视‎听材料，给‎学生可理解‎的语言输入‎量，发挥视‎听媒体对小‎学生良好的‎语音语感形‎成的积极作‎用。

”儿童‎绘本画面优‎美、情节简‎单，句型反‎复、语言押‎韵、寓意丰‎富，符合孩‎子的思维特‎点，有利于‎激发学生的‎英语学习兴‎趣，提高课‎堂教学的有‎效性。

因此‎，我们可以‎借助儿童绘‎本这类优秀‎文本资源辅‎助对话课教‎学。

‎切合主‎题且好用的‎绘本资源是‎“可遇不可‎求”的。

在‎王老师的这‎堂课中虽然‎没能遇到好‎的绘本资源‎，但凭借个‎人良好的专‎业素养，创‎编了一个简‎单且生动有‎趣的小故事‎。

在学习故‎事的过程中‎，进一步复‎习巩固了本‎课时的重点‎语言；最后‎，在愉快的‎故事表演中‎，实现了语‎言的有效输‎出。

What can you do说课稿本节课的主要内容是小学英语第五册第四单元的第四课时，要求学生能讲述自己可以做的家务活以及学会询问朋友能做什么。

是一堂以话题为主的情景对话课。

它以听说训练为主线，通过看、听、说、演练、等一系列教学活动，使学生获得最基本的英语听说能力，并在教学中充分激发学生强烈的学习愿望。

这节课达到了预期的教学目的。

1、设计思路。

首先复习在本单元A部分所学的有关家务的词组及句型，然后让他们带着问题听歌达到初步了解本课时将要学习内容的目的，接下来开始教学本课时的词组。

在教学本课时内容时创设了一个情景，按照洗衣服、收衣服、整理床铺，吃饭摆盘子和洗碗的教学顺序将整个教学环节连成一个整体，最后以一首chant达到巩固的目的，也陶冶了学生情操。

教学环节环环相扣，遵循从易到难，由简到繁的认知规律。

此外，多媒体课件简洁明了，中间加入了三个动画短片，即新奇有趣又吸引了学生的注意力。

2、体现了学生的主体地位。

纵观这节课，我设计了大量的活动。

学生参与面较广，充分调动了学生学习英语的积极性。

整节课充分体现了以生为本的教育理念，安排了多样的学生活动，其中有个人、两人、小组的，有教师指导性的，也有需学生独立或合作完成的。

让他们通过小组合作，Pair work学会与他人交流，从而使学生的思维和想像力、协作和创新精神等综合素质得到发展，同时将全班学生分成男女两个小组，以“小组比赛”的方式，充分调动了全体学生的参与积极性。

3、模拟情景，实现了学以致用的教学目标。

我通过创设情景，将学习内容与学生的实际生活相结合，使学生身临其境，从而达到了学以致用的目的。

例如，在新授完新内容后，通过Let’s try让学生及时巩固本课时学习的句型，并扩大了学生的知识面。

在教授完Let’s chant后，我又布置学生回家自编chant，充分将学生的现实生活与教学内容相结合，达到学以致用之目的。

4、存在的不足本节课我利用了活动式的教学方法，倡导了任务型教学，但在整个的教学过程中，还对学生这头放手得不够“松”，还没达到真正去体现了放手，由学生自主学习的效果。

评课稿主题：人教版pep四年级上册Unit 4A 对话评课稿一、概述本评课稿旨在对人教版pep四年级上册Unit 4A中的对话进行全面评价，从对话内容的质量、教学设计和教学效果等方面进行分析和总结。

对话是语言学习的重要组成部分，对学生的语言交际能力和语言表达能力有着重要的促进作用。

对对话进行评价，可以为教师提供改进教学方案、提高教学效果的有益参考。

二、对话内容的质量评价1. 对话内容的贴近实际生活，能引发学生的兴趣和共鸣。

2. 对话中的语言表达准确、生动，符合学生的认知能力和学习水平。

三、教学设计和教学流程评价1. 教师对对话的设计合理，能够引导学生进行简单的模仿和表演。

2. 教学流程紧凑合理，教师引导学生进行实际语言运用的训练，使学生能够在情景中学习和使用语言。

四、教学效果评价1. 学生对对话内容和表达方式有了初步的了解和掌握。

2. 学生在实际生活中能够简单运用对话中的语言进行交际，表达简单的想法和情感。

五、改进建议1. 在对话内容设计上，可以增加一些贴近学生日常生活的话题，激发学生的兴趣。

2. 在教学过程中，可以更多地引导学生进行对话的模仿和实际运用，提高语言交际能力。

六、结语人教版pep四年级上册Unit 4A中的对话，是学生学习英语的重要内容之一。

通过本次评课，我们对对话内容的质量、教学设计和教学效果进行了全面评价，发现了一些问题并提出了改进建议。

相信在教师的努力指导下，学生一定能够更好地掌握对话内容，提高英语语言交际能力。

七、教学方法评价1. 对话教学中使用了多种教学方法，如角色扮演、游戏活动等，使学生在轻松愉快的氛围中学习语言，激发了学生的学习兴趣。

2. 教师在教学中注重启发式教学，在引导学生模仿对话的鼓励他们进行自由发挥，促进口语表达能力的提高。

八、对话内容的质量评价3. 对话内容具有一定的实用性和可操作性，能够引导学生在日常生活中运用所学的语言进行简单的交际。

4. 对话中的语言表达生动自然，符合学生的认知能力和学习水平，能够引发学生的兴趣和愉悦感。

奏响对话课教学的“三部曲”——新版PEP小学英语三四年级对话教学的课例探究【摘要】【关键词】小学英语三四年级对话课课例探究为适应低年段学生好玩、爱演、好表现的年龄特点，新版PEP小学三四年级英语的对话课设计了各种真实自然的情景，并以连环画的形式出现。

为了使故事情节连贯有趣，不可避免地会出现一些非重点的新词汇或新句型，此特点在四年级教材尤为明显，教学难度和学习难度都比三年级有大幅度的增加。

无论是起始阶段的三年级，还是难度跨度明显的四年级，其对话课的教学模式还是大同小异的，笔者通过实践教学课例，从解读教材、处理教材、丰富教材三个方面，谈谈PEP小学三四年级英语对话教学。

一、解读教材——对话课教学的基础教育部《英语课程标准》研制组核心成员刘兆义老师指出：“新版人教版英语教材从美术设计来看，教材图画更加美观、印刷更加精美，更加利于老师操作；从内容上来看，降低了难度，面向大多数的学生，更加贴近了学生的生活，更加贴近了少年儿童的认知特点；从教师的教学方式上来看，融入了11年的教学改革成果；从教育部来看，新教材无论是从文字内容、要求上都更加的规范更加的重视学生的思想品德教育，注重表现和融入中华名族的文化元素。

”面对这样的教材，为了能把其中各种资源有效地利用起来，就需要教师们对教材进行认真仔细地解读。

1、明确教学目标、把准教学重难点。

·对话教学的重点是培养学生单元的重点句型和表达法进行口头表达的能力，教学重点是“说”；·要从课本走向学生的生活实际，鼓励真实、自然的表达；·准确性与流利性兼顾。

二、处理教材——对话课教学的关键1、铺垫扎实，输出自然为了能更好地呈现教材的知识点、操练巩固主要句型、及综合语言运用，王老师设计了一系列学习活动，如课前“击掌说单词”放松心态→课堂伊始“Clap clap clap”拍手说单词、复习旧知→感受名词单复数形式的变化→说唱chant歌谣“Howmany？”→走进老师创设的Happy Birthday真实情境，通过朋友送礼物、妈妈买礼物等活动巧妙地将本课时两个句型融合在一起。

课程名称：阅读交流课授课教师：XXX评课人：XXX首先，我要对XXX老师的阅读交流课表示由衷的赞赏。

这堂课不仅仅是一堂阅读课，更是一堂关于如何理解和解读文本，如何通过阅读提升自我，如何与他人进行有效的交流和讨论的课程。

课程开始，XXX老师首先引导学生们进行了一次快速的阅读，然后提出了一些关于文本的问题，引导学生们深入思考。

这种引导式的教学方式，让学生们在学习的过程中，不仅仅是被动地接受知识，而是主动地去思考，去探索，去发现。

这种方式不仅能够提高学生们的学习兴趣，也能够提高他们的思考能力和解决问题的能力。

接下来，XXX老师组织了一次小组讨论。

在讨论过程中，学生们积极发言，热烈讨论，每个人都有机会表达自己的观点和想法。

XXX老师在旁边适时地给予指导和帮助，让学生们能够更好地理解和掌握文本的内容。

这种小组讨论的方式，让学生们有机会听到不同的观点，开阔自己的视野，提高自己的交流和表达能力。

在课程的最后，XXX老师进行了一次总结。

他/她强调了阅读的重要性，鼓励学生们要多读书，多思考，多交流。

他/她还提醒学生们，阅读不仅仅是为了获取知识，更重要的是要学会理解和解读文本，要学会通过阅读提升自我。

总的来说，这堂阅读交流课是一堂非常成功的课程。

XXX老师的教学方式既新颖又有效，既注重知识的传授，又注重能力的培养。

他/她的教学理念和方法，值得我们学习和借鉴。

然而，也有一些小的建议。

比如，在小组讨论的过程中，有些学生的表现比较被动，可能是因为他们对文本的理解还不够深入，或者是不擅长表达自己的观点。

因此，我建议XXX 老师在组织小组讨论的时候，可以适当地调整一下小组的构成，让那些表现被动的学生能够有更多的机会参与到讨论中来。

另外，我也建议XXX老师在课堂上多使用一些多媒体教学工具，比如PPT、视频等，这样不仅可以丰富课堂教学的形式，也可以提高学生们的学习兴趣。

总的来说，这是一堂非常优秀的阅读交流课，XXX老师的教学方法和理念值得我们学习和借鉴。

白话外交评课稿【1 】
程旭
一.我以为靳先生的这节白话外交课从教授教养目的的设定和教授教养手腕的应用来看是不错的.重要有以下几个特色：
1.教授教养目的的设定准确.周全.恰当,对教授教养有很强的导向性.周先生能紧扣本节白话外交文本设计教授教养目的,并很好地完成了教授教养义务.
2.教授教养环节的设计具有层次性.在设计上,教师没有将白话外交的话题局限于统一认知层面的重复轮回,而是经由过程灵巧自如的调控,将话题不竭引向深刻,表现了白话外交才能练习的层次性.先创设情境导入再观赏故事,情景测验测验劝告,扮演,进修名人等起到了很好的后果.
3.运动设计表现了凋谢性.表示在小组运动的凋谢,教师让学生自由选择扮演的脚色并营造畅所欲言.畅所欲言的交换语境;还表示在教室评价的凋谢,真正施展教室即时评价的促进与鼓励功效.
4.教室交换的互动性.教室上有生生.师生等不合情势的互动,也有个别.集体.个别与集体等不合层面的互动,将白话外交课“平等对话”.“互动生成”的特色吐露无遗.
当然人无完人课也如斯.我低劣地以为本节课的导入可以更出色些,无形中为本节课设下铺垫后果会更好.教室评价的主体应是学生,本节课中的周先生有鹊巢鸠占之嫌.
二.我以为白话外交创设情境的办法有：
1.用说话创设情境.靳先生在上课伊始说本身重要放心本身上不好课让学生勉励从而让学生学会了初步表达.同时对本节课起到了铺垫的感化.
2.用多媒体创设情境.靳先生用一位学生不克不及获得成功而泄气的视频让学生试着勉励,从而明确勉励的办法,收到了很好的后果.
3.用各类运动创设情境.让学生做导演,做演员扮演让学生在愉悦的气氛中学到常识.
4.也可用声音创设情境,用儿歌创设情境,用玩具或动画片创设情境等
第1页，共1页。

沟通心理课评课记录聆听了金老师执教的课程整合课《学会沟通》，令我耳目一新，大受裨益。

现对这一教学案例从个人的角度做简要评析：（一）、教学中敢于让学生交流、讨论。

引导学生学会正确处理和父母之间发生矛盾的方法，作为子女，如何学会与父母沟通，从而了解父母的想法，理解父母，体谅父母，尽量化解矛盾。

在突破重点的过程中，本堂课采用“师生对话、生生对话、小组交流、学生表演小品”等多种形式，引发学生内在的共鸣。

通过创设情景教学，产生了学生情感上的共鸣，解决了教学上的这一重点。

教学活动中，让家长来信进课堂，再现了“家长”和学生互动的沟通形式，以此来增强学生情感体验和互动效果，突破怎样与父母沟通，理解、尊重父母这一教学难点。

（二）、全课恰当运用了多媒体辅助教学，在富有情趣的动画、轻松愉悦的音乐、生动活泼的氛围中，让学生展示自己的智慧，使预设与生成在学生自主-合作-探究的过程中实现和谐的统一，较好地实现了教学目标。

从孩子的心理特点和认知程度上分析，五年级这个年龄段的学生对于很多事情有了自己的想法，特别是与自己的父母在学习、生活等诸多方面意见不统一时，却没有选择和父母坐下来好好的谈一谈，从而容易冲动，产生矛盾。

这种家庭矛盾不及时解决，将会影响孩子的个性成长。

同时也影响孩子将来社会化角色的健全发展。

（三）、创设宽松、民主的心理环境。

启发式的教学方法在本课始终得到了体现。

在本堂课中主要通过让学生参与新的学习和探索过程，充分调动学生和老师一起探究、一起交流，学生动手动脑相结合。

确保了每个学生参与学习，真正体现了“互动式”的教学方法，有效地培养了学生的创造性思维，收到了良好的效果。

有一本好的剧本，有一位好的导演，但缺少好的演员是这堂课比较遗憾的地方。

整堂课听下来，学生的发言、表演都表现出说话不流利、不大方。

如果在这点上能完善点，那肯定是一堂成功的案例。

In a nature park B Let’s talk评课稿河北丰宁第二小学张晓敏本节课是小学英语PEP教材五年级下册Blet’s talk一节对话课教学。

本节课主要贯彻落实以言语交际为中心，从兴趣和情境出发，联系以前学过的知识，通过情景创设、对话表演、扩展听读等一系列活动，复习旧知，巩固新知，从而进一步培养学生的言语交际能力。

一、新旧结合设计听说活动。

在复习说中，创设参观学校情景，让学生联系以前学过的知识，在给出Key information的情况下，进行对话创编，不仅复习了旧知，为新知的学习也做了很好的铺垫。

二、层层递进开展听说活动。

1、本节课知识角度紧紧围绕重点句型“Are there any …？Yes,there are. No,there aren’t. ”以此为中心，开展一系列听、说、读、写活动。

情景紧扣自然公园，使得在非常连贯的情境中，传递着热爱大自然的情感。

在知识，情景，情感三条主线的清晰牵引下，整节课显得浑然一体，流畅自然。

2、在新授说之前，让学生带着问题观看原文视频，由于学生长期以来养成了提前预习的良好习惯，因此在课文反馈时，大部分学生都能绘声绘色的表演出来。

而后又辅助一份与课文有关的听力材料，有了以上两个语言材料支撑，学生在新授说时表现都很精彩。

3、结合说是跨越式中的重中之重，是在复习说和新授说的基础上进行横向和纵向的拓展说。

因此在综合说之前，我提供了3篇城市和乡村生活的拓展听读材料，目的是让学生在不同的情景之下，利用所学知识，联系以前学过的知识，进一步培养学生在新情景中综合运用语言进行交际的能力。

三、利用情节性很长的篇章语境设计听说活动。

本节课我扩展听、读、做了三篇故事，故事的难度逐渐增强，处理方式也有所不同，前二篇学生在听完故事后，进行回答问题。

最后一篇故事只做简单处理，做为课下的家庭作业。

这样设计的目的是：通过多媒体资源的使用，最大限度的扩大学生的语言输入量，提供学生听、说的平台，忆起学生已有的知识联系，让学生在一定的时间内有效的开展听和说的练习。

小学六年级英语对话课评课稿范文全文共6篇示例，供读者参考篇1An English Dialogue Lesson CritiqueWow, what an interesting English dialogue lesson we had today! I really enjoyed it and learned a lot. Let me tell you all about it.To start off, Ms. Johnson had us get into pairs and practice greeting each other using different phrases like "What's up?", "How's it going?", and "How are you doing today?" We had to respond too, like "I'm great, thanks for asking!" or "Not too bad, yourself?" It was a bit awkward at first, but after going back and forth a few times, it started to feel more natural.Next, Ms. Johnson put a funny video up on the smartboard of two people meeting on the street and having a conversation. Even though I didn't understand everything they were saying, I could pick up on the friendly tones and body language. Ms. Johnson paused the video occasionally to point out phrases like "Long time no see!" and "It's been ages!" When people say stuff like that, it just means they haven't seen each other in a while.After watching the video, we did a roleplaying activity. Ms. Johnson put us into new pairs and gave us each a card with a different persona, like a chef, an athlete, a musician, etc. We had to pretend to be those people and make up a conversation where we ran into each other on the street after not seeing one another for years. My partner Eric was supposed to be a famous baseball player and I was a world-renowned chef. Here's part of how our conversation went:Me: "Alex? Alex Jones? Wow, is that really you?! I can't believe it!"Eric: "Chef Ramirez! How have you been? It's been way too long!"Me: "It sure has! The last time I saw you, you were just a rookie playing minor league ball. Look at you now - a huge sports star!Eric: "And you've really made a name for yourself too with your restaurants all over the world. We'll have to get together for a meal sometime, my treat."Me: "You know I'd love that! We've got so much to catch up on..."I thought Eric and I did a pretty good job with that. Ms. Johnson complimented us on using lots of great expressions from the video and really getting into our roles. Some other pairs were hilarious too, like the one where a famous singer ran into her childhood best friend who was now a zookeeper. Their accents and over-the-top body language had the whole class cracking up.For the last main activity, Ms. Johnson split us into small groups and had us practice making plans to get together, like:"Are you free this weekend?""Actually, I'm visiting my grandparents on Saturday, but I'm wide open on Sunday.""Perfect, why don't we catch a movie on Sunday afternoon?""Sounds good to me! What did you want to see?"We had to use phrases like "What about..." and "How about..." to suggest different places and times. My group decided we were going to get frozen yogurt after school on Friday. We even acted out ordering at the yogurt shop and everything!Overall, this was one of the funnest, most engaging English lessons we've had. Getting to practice real conversationalphrases and scenarios really made the language feel useful and alive, instead of just words in a textbook. The roleplays pushed us to be creative and natural with our English too. I'm sure those greeting, meeting up, and making plans dialogues will really stick with me. An awesome class all around - two thumbs up!篇2Dialogue Lesson CritiqueLast week, we had a really cool English dialogue lesson in class! Ms. Roberts told us we were going to practice having conversations, and I was so excited. Speaking English and roleplaying is my favorite thing to do.We started off by reviewing some common phrases for greeting people, like "Hello, how are you?" and "It's nice to meet you." Ms. Roberts had us pair up and take turns greeting our partners using different expressions. I got paired with my friend Jake, so that was fun.Next, Ms. Roberts put us into new pairs and gave us each a different scenario to act out. My scenario was ordering food at a restaurant. The boy I was paired with, Thomas, had to be the server and I was the customer. We didn't get any scripts, so we had to make up all the lines ourselves!At first, I was a little nervous since I didn't have anything written down to follow. But then I remembered how my family always orders food when we go out, so I just pretended like I was at a real restaurant. I greeted Thomas politely and asked for a menu. When he pretended to hand me one, I looked it over and said "Hmm, I think I'll have the chicken tenders with french fries please. And can I get a Sprite to drink?"Thomas did a great job too. He asked me in English if I wanted any appetizers and dessert. I told him no thanks, just my meal was fine. He said "Okay, let me repeat your order..." and summed it all up correctly. Then we switched roles and he got to order from me. It was really engaging practicing those basic conversations.After a little while, Ms. Roberts had us switch scenarios. I got to be a clerk at a clothing store, and Jake came up to be my customer. He asked me if we had any shirts on sale, and I replied "Why yes sir, all our polos are 30% off this week!" We kept it going from there with him asking about sizes, colors, prices and me suggesting different items.Some of the other scenarios the class did were ordering movie tickets, making a doctor's appointment, and asking for directions around town. It was awesome applying all thevocabulary and grammar we've learned so far this year. I feel a lot more confident now about speaking English in basic situations.The best part was at the end when Ms. Roberts let kids volunteer to come up and perform their dialogue in front of the class. Jake and I went first to act out the clothing store scenario again. I did get a little flustered because I kept accidentally mixing up "shirt" and "skirt"! But Jake helped me out and we played it off as a joke.A few other pairs did their restaurant or directions scenarios too. Carlos and Emma were hilarious when they were super overdramatic as the server and customer at their "fancy" restaurant. The class was cracking up! Even Ms. Roberts was laughing at their exaggerated performances.Overall, it was such a fun and interactive lesson. I loved getting to use my English in a creative way instead of just reading from a book or answering questions. The realistic scenarios made it feel super practical too. Conversations and dialogues can be kind of intimidating, but doing this role-play activity helped make it more comfortable.My only suggestion for improving it would maybe be providing example dialogues first before having us create thewhole thing from scratch. Some kids struggled a bit coming up with all the lines spontaneously at first. Having a model to follow and then putting our own spin on it could be a good strategy. But other than that, it was an awesome way to get speaking practice!I really hope we get to do more interactive dialogue lessons like this. They make learning English feel useful and applicable to real life. Pretty soon I'll be able to order my own food, shop for clothes, and get directions around town without any problem at all. Gotta keep practicing those conversations!篇3A Critique of Ms. Johnson's Dialogue LessonI really enjoyed Ms. Johnson's dialogue lesson today in English class. She always makes learning fun and interactive. Instead of just lecturing at us, she gets the whole class involved through activities and role-playing. Today's lesson was all about practicing natural conversations and dialogues.It started off with Ms. Johnson putting us into pairs. She gave each pair a different scenario like ordering food at a restaurant, buying tickets for a movie, or making plans with afriend for the weekend. Our job was to improvise a dialogue for that situation.My partner was Sam and we had to pretend we were ordering at a fast food restaurant. "Hi, welcome to McDonald's, may I take your order?" I said in my best employee voice. Sam replied "Yes, I'll have a Big Mac meal with a Coke please." We went back and forth like that making up the conversation as we went along.After a few minutes, Ms. Johnson stopped us and had a couple pairs perform their dialogues for the class. It was really funny hearing the different situations people came up with. Jessica and Emma were arguing about which movie to see. "But I don't want to watch another superhero movie!" Jessica whined in their skit.Once a few pairs showed their skits, Ms. Johnson points out some of the good dialogue techniques they used like:• Asking follow-up questions ("Would you like fries with that?")• Informal language and filler words ("Umm" "Well" "You know")• Tone of voice and body languageShe reminded us that real conversation isn't just trading formal statements back and forth. There are pauses, interruptions, and language that adds emotion and personality.Then we had to go back with our partners and revise our dialogues to make them sound more natural and conversational based on Ms. Johnson's tips. Sam and I added more "umms" and "likes" and made more asides to each other.The best part was next when Ms. Johnson had us swap partners and scenarios. I got paired with Kaylee and we were given the situation of two friends deciding what to do over summer vacation. We really hammed it up arguing back and forth about the merits of going camping versus staying in the city.After doing a few rounds of improvising dialogues, I feel Like I have a much better sense of how to write scenes that capture how people actually talk in real life. The assignments was challenging but super engaging.Rather than just lecturing about dialogue writing skills, Ms. Johnson had us actively practice it through role-playing and multiple revisions. I gained practical experience with techniques like:• Using facial expressions and gestures• Interjecting sudden tangents• Replying with just short respons es like "Yeah" "Nah" etc.• Asking for clarification ("What do you mean?")By doing it myself instead of just listening, the tips really stuck in my mind. I'm sure putting more realism into my dialogue writing will help make my creative stories feel much more vivid and natural from now on.Overall it was an awesome lesson that frames typically dry topics like dialogue writing in an exciting way. Ms. Johnson's classes are never boring because she has us learn through playing, interacting, and really immersing ourselves in the material. I feel much more confident about my dialogue writing abilities after today's practice session. Can't wait for her next creative lesson!篇4English Lesson CritiqueHey there! Today I want to tell you about my English class and what I thought of the lesson. Our teacher, Miss Johnson, isusually really great at making things fun and easy to understand. But I have to be honest, today's class was just kind of...meh.It all started when Miss Johnson came in and said we were going to practice dialogues. She put us into pairs and gave each pair a little scenario to act out, like ordering food at a restaurant or asking for directions. The idea itself wasn't bad, but the execution could have been better.First issue - the scenarios were pretty boring and repetitive.A lot of them were just basic conversations you could find in any textbook. I wish she had made them more engaging and relevant to our lives as 6th graders. Maybe some scenarios about planning a birthday party, asking your parents for a new video game, or even just casual chatting with friends after school. That would have made it a lot more interesting to practice.Secondly, we didn't really get much instruction or examples before being told to just "go act it out." Some model dialogues or key phrases to use would have been really helpful, especially for the shyer kids in class. I could tell a bunch of my classmates were just kind of frozen and unsure of what to do.The other big problem was the timing. We only had like 5 minutes per pair to prepare and perform our skit. That's way too rushed! We barely had time to think through what we wanted tosay. Some pairs just ended up stumbling through and essentially winging it, which defeated the whole purpose of preparing a dialogue.I think it would have been better to give us a solid 10-15 minutes to map out our conversations in our pairs, using phrases we've learned and adding our own personal touches. That way each performance would be higher quality. And Miss Johnson could have even made it a mini writing assignment by having us turn in our drafted dialogues for feedback.Speaking of feedback, that was another issue - we didn't get much constructive criticism beyond just "Good job" or "Well done." Those little vapid comments don't really help us improve.I wish Miss Johnson had given some specific praise on what made certain dialogues effective, as well as some areas we could work on like pronunciation, expanding vocabulary, mastering grammar concepts, etc. Without that focused feedback, it felt like the activity didn't have a strong purpose besides just killing time.The only remotely redeeming part of the lesson was when a few volunteer pairs did get to perform their skits for the class. This allowed the rest of us to hear creative examples of dialogues.Although even then, most of the performances were just ok since we hadn't properly prepped. Some weren't even fully in English!All in all, the dialogue practice felt fairly aimless and lacked a clear set of objectives and guidelines for us students. It had the potential to be an engaging and productive exercise, but instead it ended up being a bit of a time-filler flop. A little more purposeful planning and direction from Miss Johnson could have gone a long way.If I could re-do this lesson, I would suggest:More relevant, creative scenario prompts for ourage/interestsWatching some model examples first to understand expectationsWay more time to draft out our dialogues (15-20 mins) and option to write them outBreaks for peer feedback while preparing our skitsSpecific praise and critiques from the teacher as we presentShort whole-class re-caps after each performance to highlight strong examplesWith some tweaks and intentionality, dialogue practice could actually be an awesome way for us to get comfy speaking more natural, conversational English. But as it played out today, it didn't quite hit the mark. Here's hoping next class has a bit more pizazz! An engaged student is a learning student after all.篇5English Dialogue Lesson Observation ReportLast week, we had a really fun English class that focused on dialogues. Miss Johnson, our teacher, always makes learning English super engaging and interactive. For this lesson, she had us practice conversational skills through role-playing different scenarios.The lesson kicked off with Miss Johnson reminding us how important it is to communicate clearly and effectively. She said good dialogue helps us express our thoughts, understand others better, and strengthen our relationships. Then she shared the learning targets for the day – using proper greetings, asking and answering questions politely, and keeping a conversation going smoothly.To get us warmed up, Miss Johnson did a fun icebreaker activity. She put us in pairs and gave each pair a bizarre situationlike "you just saw a giant frog on the playground" or "your friend showed up to school wearing a space suit." Our job was to improvise a short dialogue based on that weird situation. It was hilarious listening to the crazy conversations my classmates came up with!After the icebreaker, Miss Johnson taught us some useful expressions and sentence starters for different parts of a conversation. For greetings, we learned phrases like "It's great to see you!" and "How have you been?" For asking questions politely, she taught us to say "Could you tell me..." or "I was wondering if..." And to keep a dialogue moving, we picked up transition words like "Actually..." "By the way..." and "Oh, I almost forgot..."Then it was time for the main activity – role-playing dialogues! Miss Johnson put us in groups of 3-4 and assigned each group a real-life scenario like ordering food at a restaurant, shopping for clothes, or making plans with friends for the weekend. My group had to act out a dialogue between parents and kids deciding on a family vacation destination.We had around 10 minutes to plan and practice our skit. Miss Johnson reminded us to use all the conversational techniques we had learned – proper greetings, polite questions,transition words, and so on. She also encouraged us to be creative and try to make our dialogues realistic but fun.When it was our turn to perform, I played the role of the dad while my friends Chloe and Thomas were the kids. We started with a cheerful "Hi everyone, welcome home!" Then Chloe said "Hey mom and dad, can I ask you guys something?" When we all agreed, she continued "I was wondering if we could go somewhere fun for vacation this summer?"From there, our dialogue kept bouncing back and forth as we negotiated vacation plans. Thomas chimed in "Actually, I really want to go to the beach!" But I responded "By the way, what did you think about that dude ranch we visited a few years ago?" We went back and forth like that, throwing in lots of questions, suggestions, and transition phrases.In the end, we decided to compromise – one week at the beach, then a few days at the dude ranch. We celebrated with high-fives and Chloe said "Oh, I can't wait for our awesome vacation!" Our class cracked up at our enthusiastic performance.All the other groups also did a fantastic job with theirrole-plays. Miss Johnson complimented us on using our new conversational skills so well. She was really impressed with our creativity in making the dialogues engaging and realistic.To wrap up, Miss Johnson had us reflect on what we learned. We discussed how dialogues are not just about the words, but also about body language, tone, and keeping things natural and conversational. Having good dialogue skills will help us communicate more effectively in English.Overall, it was such a productive and enjoyable lesson. I feel much more confident now in my ability to have realback-and-forth conversations in English. Roleplaying allowed us to practice dialogues in a low-pressure, fun environment. And Miss Johnson's insights and prompts along the way really helped reinforce the key techniques. I'm already looking forward to our next dialogue practice activity!篇6Grade 6 English Dialogue Lesson CritiqueToday in English class, we did a really fun dialogue activity! Ms. Roberts said we were going to practice conversational English through role-playing. I love doing that kind of stuff because it makes learning English way more interesting than just reading from our textbooks.First, Ms. Roberts put us into pairs and gave each pair a different scenario that we had to act out. My partner was Jessicaand our scenario was that I was a server at a restaurant and she was a customer. Some of the other scenarios were things like shopping at a clothing store, calling to make a doctor's appointment, or ordering food at a fast food place.Before we started acting, Ms. Roberts went over some useful phrases and vocabulary words for each situation. For the restaurant one, she taught us how to greet customers politely, take their order, ask about substitutions or special requests, and all that kind of stuff. She made sure we knew words like "appetizer", "entree", "beverage", and "dessert". We also learned how to say if we were out of certain items and how to offer alternatives.Once we had gone over the key language, it was time to perform our role-plays in front of the class! Jessica and I went first since ours was the restaurant scenario. I tried to get into character as much as I could, greeting Jessica warmly and showing her to her "table" (which was just a desk we moved into the center of the classroom).I said "Good evening, welcome to Chez Claude! My name is Sam and I'll be your server tonight. Can I start you off with something to drink?" Jessica asked for a glass of water, no lemon. Then I had to recite the specials and take her food order. She dida great job of asking questions about ingredients and making substitutions. Like she asked if the burger came with fries or a salad, and if she could sub in a baked potato instead.When it was all over, Ms. Roberts asked the rest of the class to give us feedback on what we did well and what we could improve. A couple people said I spoke a little too quickly at times, and that I needed to slow down between phrases to make it easier to understand. But overall Jessica and I got positive reviews!After we went, we got to watch the other pairs do theirrole-plays too. It was really entertaining to see everyone acting out such different scenarios. The group doing the doctor's office scene was hilarious – the "patient" was being so overdramatic about her fake illness. I loved seeing my friends' creative sides come out.What I liked best about this lesson was how interactive and engaging it was. Instead of just repeating after the teacher or doing workbook pages, we actually got to use the language we were learning in a real-ish situation. Role-playing made me feel way more comfortable attempting full conversations in English.Ms. Roberts is always encouraging us to not be afraid of making mistakes too. She says that's the best way to get betterat a new language – through trying and practicing, even if you mess up sometimes. So I didn't feel any pressure to be perfect when Jessica and I were acting. I could focus on using the right words and phrases without stressing about little errors.The only part of the lesson I didn't love was when we had to evaluate each other at the end. I know it's good practice to give constructive criticism, but I felt kinda awkward openly pointing out what my friends did wrong, even just minor things. A few people got their feelings a little hurt when others made comments about their accents or grammar. Next time, maybe we could just share positive feedback as a class and Ms. Roberts could privately go over what we need to improve.Other than that, though, I really enjoyed this role-play activity and I hope we get to do more like it soon! It proved that learning English conversation can actually be super fun and funny – not just boring drills and memorization. I'm slowly getting more confident speaking out loud in my second language. An interactive lesson like this one is way more effective than just lectures or worksheets. Two thumbs up!。

六年级口语交际即兴发言评课稿学生要具有日常口语交际的基本能力，在各种交际活动中，学会倾听，学会表达与交流，初步学会文明地进行人际沟通和社会交往，发展合作精神。

张睿老师的这节口语交际是围绕“商量”这个主题设计的。

张老师依据课程目标要求、学段的要求制定明确、具体、合理的教学目标，能在单位时间内，引导学生积极主动参与到教学活动中，圆满完成预定的教学目标。

教学环节的设计，从课前的亲切对话，课上的情境表演，让学生亲身经历了一个怎样与人“商量”的过程，让学生体会到彼此建立在文明、和谐、相互理解下得“商量”是一件多么愉快的事情。

让学生在老师不断给予的肯定中逐步掌握了与人商量时的技巧好方法。

本节口语交际体现了以下特点：一、精心设计教学情境，选择贴近学生生活的交际话题。

二、注重交际的互动性。

口语交际的核心是“交际”，强调的是人与人之间的沟通与交流，只有在双方互动的情况下，才有真正意义上的交流。

本节课设计了单向说——双向说——多项说，让学生在互动中完成交际，达到目标。

三、注重评价。

我们学校本学期的课堂教学，重点侧重于培养学生的倾听、表达、评价与合作能力，张老师无论是在课前与学生的亲切交流还是课上与学生的真诚互动，都淋漓尽致的体现了她对孩子们倾听、表达、评价与合作能力的培养。

不足之处：因为教师是借班上课，对学生情况了解不足，达不到人人参与。

再有，语文是实践性很强的课程，本节课的知识完全可以把小课堂与生活这个大课堂链接起来，给孩子布置一个让孩子们回家与家长“商量”的口语交际作业，这样既可以把课内知识得到很好的应用，又能为孩子和家长架起一座理解与沟通的桥梁。

最后，感谢这次教研活动，为我们的口语交际课堂教学提供了一次探索交流的机会，怎样将新课程理念落到课堂教学中去，真正提升口语交际能力，我们任重道远。

冀教版六年级下册英语听课评课稿冀教版六年级下册英语听课评课稿篇1听孙老师给我们带来的，PEP六年级上Unit 4 I have a pen pal。

Part A。

Let’s talk。

这是一堂对话课。

孙老师的课清新踏实，整体来看流畅有序，一步一步都走得有条不紊。

开头，孙老师就以著名的“Jasmine Flower”这首一歌导入，并教授这一新词。

这篇课文篇幅较长，为了让学生掌握整体对话，孙老师非常注重运用多种形式练习。

从听入手，培养学生抓住关键信息的能力。

在培养学生理解能力方面，孙老师设计了一个tick or cross 的环节，让学生从文中找出线索并巩固对话。

整体来说，孙老师以语言运用为落脚点，注重调动所有学生的学习热情和积极性。

英语学习的最终目的是为交际服务的，课上老师多次运用师生对话，生生对话等多种形式以培养学生英语交流能力。

后来听了孙老师对于这节课的说课，有一点印象深刻，她说她教的这个班级在现实中确实在与瑞士的一个小学五年级一个班的学生一对一进行书信来往，这与这个单元的主题”Pen Pal”相符合。

并且在这趟课上孙老师也巧妙地将这一现实融入到课堂中，看得出对于这一点，学生的兴趣非常大。

这次听课除了让我看到很多老师课上的风采，也让我了解到他们的努力。

因为很多老师已经结婚生子，每天除了要忙学校的事情，学生的事情还要忙家里的事，孩子的事，事情非常多，但他们依然能够把这份工作做得如此精彩，实在令人佩服。

冀教版六年级下册英语听课评课稿篇2今天听了王老师执教的Unit3 A Let’s talk，我认为本节课的优点有以下几点：1、教学目标明确，定位准确，强调重点，突出难点。

整个教学过程都围绕本课的教学目标展开，过渡自然，环环相扣。

2、新课标倡导将语言知识转化为语言技能，让生多开口说英语。

本节课王老师创设情境，让生在真实的语境中运用语言，不但给学生结合自身实际情况操练语言的机会，也让学生在众人面前展示了自己的能力。

小学信息技术《使用好软件之间对话》听评课记录记录概述本次听评课记录是关于小学信息技术课程中的《使用好软件之间对话》的内容。

该课程旨在帮助小学生正确使用软件，并进行有效的口头沟通。

课程内容- 课程名称：使用好软件之间对话- 课程目标：正确使用软件并进行有效的口头沟通- 课程时长：60分钟- 授课老师：姓名- 参与学生：X名小学生课程要点1. 课程介绍：老师向学生们介绍了使用好软件的重要性以及如何进行有效的口头沟通。

2. 好软件演示：老师使用投影仪向学生们展示了几款好软件的界面和功能，并详细介绍了它们的用途。

3. 应用讨论：老师鼓励学生们积极参与讨论，分享自己使用过的好软件，并介绍它们的特点和优势。

4. 问题解答：学生们提出了一些关于软件使用和口头沟通的问题，老师进行了详细解答，并给予了相关建议。

5. 实践活动：学生们在老师的指导下进行了一些与软件使用和口头沟通相关的实践活动，加深了对课程内容的理解和掌握。

学生表现学生们在本次课程中表现积极，积极参与讨论和实践活动。

他们展示了良好的沟通能力和对软件使用的兴趣。

他们对课堂所学内容表现出良好的理解和掌握，并能够运用到实际场景中。

教学反思本次课程的设计能够有效地培养学生们正确使用软件和进行良好口头沟通的能力。

然而，在今后的教学中，需要更加注重学生的互动和实践，以进一步提升他们的研究效果和应用能力。

结束语小学信息技术课程中的《使用好软件之间对话》是一堂富有启发性的课程。

通过正确使用软件和良好口头沟通，学生们可以更好地应用所学知识，并提升自己的学习效果。

这样的课程对学生们的个人发展和未来的学习有着重要的影响。