英语课堂教学实录

HOME--全国小学英语课堂教学优秀案例一等奖（课堂实录）一、Warm—up1、Have a greatT: Hello! Boys and girls, I’m glad to meet you here. At first I’ll introduce myself. My first name is Wang, so you can call me Mr .Ss: Wang.T: Ok. Now please show me a hand and say hello to Mr Wang. Hello! Boys and girls.Ss: Hello, Mr Wang.（手放在耳朵边上，做努力听清楚学生回答的样子，让学生明白应该响亮回答）T: Hello! Boys and girls.Ss: Hello, Mr Wang. （手放在耳朵边上，做努力听清楚学生回答的样子，让学生明白应该响亮回答）T: Hello!(老师走向一小组，向一小组的同学打招呼)Ss: Hello, Mr Wang. （手放在耳朵边上，做努力听清楚学生回答的样子，让学生明白应该响亮回答）T: Hello! Boys and girls.（老师走向另一小组，向另一小组的同学打招呼）Ss: Hello, Mr Wang. （手放在耳朵边上，做努力听清楚学生回答的样子，让学生明白应该响亮回答）T: Good!2、 Do the actions.T: Ok, now, this time, look at me. I will stand here and do the actions. Please say it after and let’s see who is the first. Ok？Ss: Ok!T do the actions and Ss say it after.Ss: Get up.T: You are first. One point. Ok!Ss: Brush teeth.T: You’re number 1. Ok. And this one.Ss: Wash face.T: And this one.Ss: Have breakfast.T: And this oneSs: Rollerblade.T: Yes, right. rollerblade. I like sports.Ss: Play basketball.T: Play basketball.Ss: Sing a song.T: And this one. Oh.Ss: Play computer games.T: Yes, you did a good job. It’s right. Now, I wil l play the computer.二、Presentation1、Learn new phraseT: Ok! Wow! It’s a wonderful picture. Is it niceSs: Yes.T; Is it cleanSs: Yes.T: It’s my home. It’s really tidy and clean. Why Because me. I’m very hard working. I’m very hard working.(老师边系围裙边说) Every day, I make the bed. Please wait for me. Ok. It’s so hard to—ok.(老师做出围裙很难系的样子，让学生理解hard的意思) Let’s go. I empty the trash, look, I’m good. I cook meals. Look, the chair is so heavy, but I’m strong , I can move the chair. Now please look at here. (teacher write “ I can” on the blackboard) I can .Ok, now, this one ,look , sweep the floor. (teacher write “ I can sweep the floor” on the blackboard)I can sweep the floor. Ok, good, please read after me. I can sweep the floor.Ss: I can sweep the floor.T: I can sweep the floor.Ss: I can sweep the floor.T: What’s this (T shows his hand and ask)Ss: Hand.T: It’s not hand. It can change the voice. It’s magic. Look, if I put my hand down , you say lowly, lowly, lowly; if I put my hand up, up, up, up, up, up, you read louder, louder, louder. UnderstandSs: yes.T: Ok. I can sweep the floor.(老师用手势表示，让学生由低到高，再由高到低读这个句子10遍)T: Good. Ok. Look here. Ok, I can sweep the floor. Who can sweep the floor You please.S1: I can sweep the floor.T: You ar e helpful at home. This is for you. But put it down. Don’t look at it. Ok, look at this. Ok ？Now , who can wash the dishes Ok, you.S2: I can wash the dishes.T: Do remember. There is it(示意学生用话筒回答)S2:I can wash the dish.T: Good, dishes. Ok, now, dishes.S2: Dishes.T: ok, now, this is for you. And this one. Set the table, set the table, who can set the table You please.S3: I can set the tale.T: I can set the tale .Ok, now, here you are. And this one. You needn’t , you needn’t, needn’t .Ok, here, who can make the bed(手放在耳朵边上，引导学生说出Let me try，激活课堂氛围)Ss: Let me try.(小声)T: You please.S4: I can make the bed.T: I can make the bed. Ok, this is for you..S4: Thank you.T: And this one. Wash clothes, wash clothes.Ss: Let me try. Let me try.（大声）T: please.S5: I can wash clothes.T: Ok, now, here you are.S5: Thank you!T: Oh, just now I cook meals. Ok, you please.S6: I can cook meals.T: Now, here you are. Ok ! this one, this one, water the flowers.Ss: Let me try. Let me try. Let me try. Let me try. Let me try. Let me try.(更大声) T: Ok, there, you please. That boy.S7: I can water the flowers.T: Good, only one, only one. Ok.Ss: Let me try.S8: I can empty the try.T: Trash.S8: Trash.T: Ok, show me a hand and read after me. Trash.S8: Trash.T: Trash.S8: Trash.T: Trash, trash, trashS8: Trash, trash, trashT: Ok, oh, I have no card now. Get them back.2、GuessingT: Now, you can look at it.S1: Yes.T: Can you sweep the floor？S1: No, I can’t.T: Can you wash clothes？S1: No, I can’t.T: Can you cook meals？S1: No, I can’t.T: Oh, my gold, can you water the flowers？S1: No, I can’t.T: Can you make the bed？S1; Yes, I can.T: Yeah, I got it. Ok, yes, make the bed. Where are my cards Ok, put, put down. Ok, there. Can you make the bed No, there. Can you water the flowers？S2: No, I can’t.T: Oh, can you I’m sorry, who can help me I forgot it. Help me Ok, you please.S3: Can you sweep the floor？T: Once more.S3: Can you sweep the floor？S2: No, I can’t.S3: Can you water the flowers？S2: No, I can’t.T: And who can one point. Ok, you please.S4: Can you cook meals？S2: Yes, I can.T: Do this.S4: yeah!(做胜利的手势)T: And here. Can you ask her You ask her.S5: Can you wash clothes？S6: No, I can’t.3、Learn new sentenceT: Ok, please listen to me. Can you wash the clothes Every one look at here. (teacher write “Can you wash the clothes” on the blackboard)Can—you—wash—the—clothes Please, you should read in this way. Can –you—wash—the—clothes↑ Remember. Can –you—wash—the—clothes↑Can you wash the clothes ↑(升调，老师有又夸张的手势表示，像大合唱时的指挥家一样，由慢到快)Ss: Can –you—wash—clothes↑ Can –you—wash—clothes↑Can you wash clothes ↑Ss: Can you wash clothes ↑（学生根据老师的指挥，由快到慢，再由慢到快，一起读了9遍）T: Remember it. Can you wash clothes ↑（老师又边说边做，慢速的说了一遍）Can you show your hand and have a try Ok, come here and show your hand. Ok, I think you can you can do it.S1: I think I can.T: Ok, come here.S1 do and the other Ss say.T: Let’s go on. Remember here.S1 do it again. Ss say it again.T: Ok, thank you. Now give me victory.S1: Yeah!T: Ok , good . another student come here and do . come here , you please .S2 Do 2 times Ss say 2 times .T: Ok .S2: Yeah !3、 Read and answerT: Ok , now this tim e . I will introduce you two new friends here . Let’s look at it . Ok , here , look , this is Sally and that is Tom . Tom is a boy and Sally is a girl . but I have five questions ask you .look first one .Can Tom cook mealsCan Sally water the flowersCan Sally make the bedWho can cook mealsWho can sweep the floor ？Please listen and answer my questions . now .Ss listen to tape .Tape:Sally: You are helpful at home？Tom: Yes, I can sweep the floor and empty the trash.Sally: Can you cook meals？Tom: No, I can’t. but I can wash the dishes and set the table. What can you do at home？Sally: I can wash clothes, make the bed, and water the flowers.Tom: That’s good. Can you cook meals？Sally: Of course, I can. Sometimes I cook for my parents.T: Ok , this time . Please look at the dialogue . ok , look at it . All of you have the dialogue on the paper . But , now please look at the paper and answer the question . Ok ,now let’s talk about it , ok Group work. Ok, talk about it . Ok .T: First one can Tom cook meals You can by the answer for the line .ok (走向一个小组参与活动)T: Can Tom cook meals No , he can’t . good . （走向另一个小组参与活动)T: This one . talk about it . can Sally water the flower Yes or no Find the answer from the dialogue.（走向第三个小组参与活动)S1: Yes, she can.T: Ok, 3、4、5 you can read. Ok？T: Ok, ok, ok, let’s wait for there.T: Ok, first question, can Tom cook meals you please.S2:No, he can’t.T: No, he can’t. Yes, you are right. Number 2 Can Sally water the flowers t hat boy.S3: Yes, she can.T: Yes, she can. Let me see. Good! Number 3 Can Sally make the bedSs: Let me try.T: Ok, you please.S4: Yes, she can.T: Good, next one, Who can cook mealsS5: Let me try.T: You please.S5: Sally can cook meals.T: Ok, let’s see, ok, yes. Yes, wonderful. You are right. Number 5 Who can sweep the floor？ Ss: Let me try.T: You please.S6: Tom can.T: Let’s see, yes or no Ok, Tom. Good job.4、guessingT: Ok, now, you do read job. Now let’s play a game. Where’s where are my cards Give them back to me. 1、2、3、4、5、6、7、8good. Now I need your help. Who want to come here You please. Ok, hold it and remember it .Let’s read.Ss: Water the flowers sweep the floor set the table empty the trash wash the clothes make the bed cook mealsT: You hold in, I will choose one. I don’t look at it ,I guess. lf I guess right, you say yes I can , if I guess wrong you say no I can’t . Can you wash clothes？Ss: No, I can’t.T: Can you sweep the floor？Ss: No, I can’t.T: Can you cook meals？Ss: No, I can’t.T: Can you make the bed？Ss: No, I can’t.T: Water the flowers here. Can you come here Guess. You come here. Choose one. Don’t look, please guess.S1: can you make the bed？Ss: No, I can’t.S1: Can you sweep the floorSs: No, I can’t.S1: Can you water the flowers？Ss: No, I can’t.T: Only one time.S1: Can you set the table？Ss: No, I can’t.T: Go back, have next time. Who can come here Ok, let me try.Ss: Let me try.T: You please.S2: Can I sweep the floor？T: Can you can you.S2: Can you sweep the floor？Ss: No, I can’t.S2: Can you make the bed？Ss: Yes, I can.T: Ok, next, only, ok, who want to come here O k, you please, that boy.S3:C an I wash the dishes？Ss: No, I can’t.S3: Can you set the table？Ss: No, I can’t.T: Can you sweep the floor？Ss: No, I can’t.T: Only one time.S3: Can you empty the trash？Ss: No, I can’t.T: 1、2、3、4 cards, you please.T: Look at it . set the table empty the trash wash the dishes sweep the floor ok, you hold it. S4: Can you sweep the floor？Ss: Yes, I can.T: You’re so clever!S4: Yeah!T: Ok, three, one two three, three cards. That’s very very very easy, you please. One, only one. Ok and help you.S5: Can you set the table？Ss: No, I cant.S5: Can you empty the trash？Ss: No, I cant.T: You needn’t. only one card. empty the trash Wash the dishes hold it.T: I do it. Can you empty the trash？Ss: Yes, you can.T: Yeah, I’m clever .5、Do and sayT: Now we have no cards. You go back. Who can do the action and we guess. You ask can you (T do the actions “ play basketball”)Ss: Play basketball？T: Can you do the actions Come here, ok you please. Ok.S1 do the actions.T: Let me try, let me try. Can you sing？S1: No, I ca n’t.S2: Teeth？S1: Yes, I can.T: Brush teeth？S1: Yes.T: I think you are singing. And .S3: Let me try.T: You please.T: I will sit here, this is my seat.S3 do the action.S4: Can you play the football？S3: Yes, I can.T: Good, you can do this.S3: Yeah!T: And you please.S5 do the action.Ss: Let me try.S6: Can you play basketball？S5: Yes, I can.T: Ok, this time we have know I can do you can do but do you know what your mother do ？ S7: Let me try.T: You please.S7: My mother can play the piano.T: Piano, wonderful, good.S8: My mother can cook meals？T: Cook meals ,ok , you please.S9: She can do house work.6、 interview your classmatesT: Ok please look here. Ok, wait a moment. Here , I will ask . Ok you please listen to me . What can you doS1: I can I can water the flowers.T: Water the flowers,1、2、3, Ok here.( T write 8 on the paper)You go on. What can your mother do？S1: My mother can set the table.T: Oh, your mother can set the table. Where is it I c an’t find it. Ok, here. (Write 5 on the paper. )Last one what can your father doS1: My father can cook meals.T: Cook meals I will write here , three. (Write 3 on the paper) Do you want to ask You can ask your best friend in your group. Now ask and write down the answers.Ss do pair workT: Use it .(示意学生用话筒)T: You can stand up and ask your friend .Who can stand up and ask your friend ？Ss: Let me try let me try .T: That boy you please . who’s your friend ok , you pleaseS1: What can you doS2: I can cook meals .S1: What can your mother do ？S2: She can sweep the floor .S1: What can your father do ？S2: He can make the bed .T: Good , wonderful , thank you !Ss: Let me try .T: Ok, you please .S3: What can you do ？S4: I can sweep the floor .S3: What can your mother do ？S4: My mother can cook meals .S3: What can your father do ？S4: He can water the flowers .T: Ok , good .Ss: Let me try .T: You please .S5: What’s can you do ？T: What not what’s , what ca n you do ？S5: What can you do ？S6: I can sweep the floor .S5: What can your mother do ？S6: She can wash clothes .S5: What can your father do ？S6: He can cook meals .T: Ok , last group .Ss: Let me try .S7: What can you do ？S8: I can sweep the floor .S7: What can your mother do ？S8: She can wash clothes .S7: What can your father do ？S8: He can cook meals .T: Ok , this time , let’s see . ok , can you see Ss: Yes , I can .T: Can you climb ？Ss: Yes , I can .T: Can you rollerblade ？Ss: Yes , I can .T: Can you dance ？Ss: No , I can’t .3、ConsolidationT: Ok , this time , let’s sing , ok please the first time . ok , just a moment , ok , sorry , please wait . now look have song for you first time listen .Ss listen .T: Can you sing ？Ss: Yes , I can .T: Let’s sing and do the actions . Ok , climb ride a bike rollerblade . ok .Song: Can you climb ？Yes , I can . yes , I can .Can you sing ？Yes , I can . yes , I can .Can you ride a bike ？Yes , I can .Can you dance ？No , I can’t . no , I can’t .Can you swim ？Yes , I can . yes , I can .Can you sing ？Yes , I can .Can you rollerblade ？Yes , I can . yes , I can .Can you dance ？No , I can’t . no , I can’t .Ss: Sing together .T: Ok , are you happy today ？Ss: Yes .T: I’m very happy. Please say hand wavingGoodbye!Ss: Bye .T: Bye bye .Ss: Bye byeT: Bye bye .Ss: Bye byeT: Ok ,please stand up , and say good bye to teachers , ok . Ss: Goodbye teachers .。

小学英语教学课堂实录PEP教材Unit 6（Book Six）课题： Unit Six Revision南海区大沥镇河西小学范少霞一、Warming-up1、GreetingsT: Good morning, everyone!Ss: Good morning, Hellen!T: How are you today?Ss: Fine, thanks. And you?T: I’m fine, too. It’s a sunny day, isn’t it?Ss: Yes, it is.T: It’s a good day to go outside. Let’s go to a nature park today.Ss: Great!2 、 Say and doT: Let’s go with music, move your body and say the words loudly and quickly.(教师利用CAI在屏幕上快速地播放一些本单元的单词，让学生跟着音乐的节奏大声地读出单词并摆动身体)[评：教师通过日常生活用语的问答，自然地创造了英语语言氛围，使学生很快地进入到英语语言学习的情境中来。

复习环节教师从词汇复习入手,通过复习单词热身，使一贯气氛沉闷的复习课有了新鲜的气息，从一开始就吸引了学生的注意力。

只是在呈现时只出现独立的单词，如果能把与复习内容相关的句子融入，有目的地连接更有效。

]二、Lead-inT: The nature park is so fun. There are many nature parks in my hometown .Can you guess where’s my hometown? Let me show you some beautiful pictures.(教师利用CAI播放有关家乡的一些精美图片，让学生欣赏然后猜出家乡的位置)T: Where is it? Can you guess?S1: It’s in Shaoguan.T: You’re so smart. That’s right. My hometown is in Shaoguan. It’s a beautiful city.And I live in a small village. Do you want to go to myhometown?Ss: Sure![评：教师的设计目标定位准确，既立足于课本有不拘泥于课本，设计的情景贴近实际，给学生学习的动机，学生的积极参与，体现了教师驾驭课堂的能力。

小学英语课堂教学实录第一篇：小学英语课堂教学实录小学英语课堂教学实录一、歌曲导入T：Let's sing a song．The song's name is“Let's play！Let's sing！”评析：教学热身是英语课堂TPR教学方法的重要形式之一，教师采用歌曲来缓解学生的紧张情绪，建立轻松、和谐、民主的课堂氛围，为进一步的学习奠定了良好的基础。

二、师生问候T：Class begins！Hello，everyone！Ss：Hello，Miss Chai！T：How are you today？ Ss：We're fine，thank you．T：What's the weather like today？ Ss：It's fine．评析：简单的问候，可以帮助学生适应英语语感，使学生很自然地进入英语学习状态。

三、新授知识T：A lovely day，isn't it？I have a piece of good news for you．We're going to visit the zoo．（贴出动物园的图片）Are you happy？Ss：Yes！T：Today we'll learn a lesson about the zoo．Please tell me．Which lesson shall we learn？ Ss：Lesson 22．T：OK！Now，let's count from one to twenty-two！评析：在学生原有知识的基础上，以数字引入，使课题的出示别具特色，自然而不失趣味性。

T：Well，who can tell me what you can find in the zoo？ Ss：Cats，dogs，birds．．．T：Oh，we'll see so many animals．That's great！Now，please look here．We'll meet many animal friends today．What'sthis？（出示动物头饰）S：It's a bird．T：Oh，yes．This bird is for you！（S1带上头饰）（以下cat，dog，同上）评析：用学生已经学过的动物引出“What's this？It's．．．”的新授句型。

PEP小学英语四年级上册nit4《MyHome》课堂教学实录pep小学英语四年级上册unit 4《my home》课堂实录教学内容：pep小学英语四年级上册第四单元unit4 my home 第一课时。

教材分析：《my home》是小学英语四年级上册的第四单元。

本单元的教学内容都是围绕“家”这一学生喜闻乐见的主题展开的。

本节课是第四单元的第一课时，教学内容是要学习有关房间的五个单词及进行简单的对家的介绍,本课时是本单元的重点，所以首先应让学生掌握各个房间的名称，再通过let' s do等tp门舌动进行巩固操练，本节课掌握的好坏程度, 直接会影响到本单元后阶段有关“描述和询问东西在哪里”的对话和故事的掌握，因此在本单元教学中具有举足轻重的地位。

theaching goal：1.能够听、说、认读五个有关房间的单词study, kitchen, bedroom, bathroom, living room o2.能够用this is my home, you can see a living room...句型简单介绍房子。

3.能够听懂“let，sdo”的指令，并做出相应的动作。

4•培养学生对家的热爱，提高学生的口语表达能力和交际能力。

theaching key:熟练认读有关房间的五个单词。

theaching difficulty:单词bathroom, living room,白勺正确发曰Otheaching aid: cards tape recorder caitheaching method: tpr pairwork groupworktheaching stepsstep 1 warm-up1. good morning. boys and girls・ how are you nice to meet you. 's sing《in the classroom》，okstep 2 previewthe cai(door ,window) what，s this this is my home, there are many room are there do you visit my home now, let" s study unit4 《my home》.step 3 presentationl.(show the cai). this is my home, you can see a bedroom, a living room, a study ,a kitchen and a bathroom.,what，s this(客厅)there are five words on the blackboard,listen to me and guess, which word is "living room^teach^living room，'. there is a tv in the living room. what can you do in the living room teach^watch tv".chant "living roomjiving room， watch tv/53.(show the cai). .look ,what? s this(书房)listen to me and guess, which word is "study，，teach“study”・ there are many books in the study・ what can you do in the study teach^read a book,chant “study,study, read a book".4.(show the cai). look ,what" s this(厨房)listen to me and guess, which word is “kitchen'，teach“kitchen". what can you do in the study teach^have a snack”.chant "kitchen 9kitchen,have a snack".5.(show the cai). look ,what" s this(bathroom) listen to me and guess, which word is "bathrooirTteach^bathroom". what can you do in the bathroom teach^take a shower”, chant "bathroom ?bathroom ,take a shower,6.(show the cai). .look ,what，s this(bed ) what，s this (room) what，s this (bedroom)teach u bedroom,\ there is a bed in the bedroom. what can you do in the bedroom teach6C have a sleep".chant "bedroom bedroom, have a sleep".to the tape and read after the tape・'s do.show the “go to the 二put the “living room, study , kitchen, bathroom, bedroom,9on, then t act “go to the living room, watch tv. go to the study, read a book. go to the kitchen,have a snack, go to the bathroom ,take a showe匚go to the bedroom, have a sleep”.now let" s do, ok follow me.step 4 practicenow, this group is team one, this group is team two. let， s go,ok 1 •炸出也雷：let" s play a game, ok who can read read together. your eyes, what' s missing guess, then tell us.Jook at the screen, guess, what" s this (show the cai ) the student guess.,this is my home,you can see a bedroom, a living room, a study ,a kitchen and a bathroom.who can do like me tell us what，s your room likethe students look and say.homework:your home to your prepare the u lets talk.”五、blackblard design:unit4 my homeliving room watch tvstudy read a bookkitchen have a snack bathroom take a shower bedroom have a sleep。

小学英语课堂实录山西省大同市云冈区新胜第一小学英语闫云芳PEP 六（上）Unit 3 《My weekend plan 》Part (A) "Let's talk"一、Greeting for beginning class :1、师生口语问候T : Class begins . Good morning boys and girls .Ss : Good morning Miss Yan .T : First , I want to ask you some questions . OK ?Ss : OK .T : Listen to me carefully . Start now .2、师生互问互答（同时教师适时加分鼓励和评价）(1)What do you usually do on the weekend ?(2)What's your hobby ?(3)What are your hobbies ?(4)Do you like English ?(5)Do you like swimming ?(6)Can you wash the clothes ?(7)Which season do you like best ?(8)Why do you like best ?(9)What's your favourite food ?(10)What's your favourite season ?(11)Why ?(12)What's your favourite animal ?(13)What's your favourite day ?(14)What's your favourite clothes ?(15)How many seasons are there in a year ?(16)What are they ?(17) How many days are there in a week ?(18) What are they ?(19) How many months are there in a year ?(20) What are they ?(21)What did you do last weekend ?(22)What do you often do on the weekend ?(21)What are you going to do next weekend ?二、Let's do some veview :（复习表示将来的时间状语）：This morning ,this afternoon ,this evening ,tonight ,tomorrow ,next week .Today ,the day after tomorrow ,tomorrow morning ,tomorrow afternoon ,tomorrow evening ,next Monday ,next Sunday ,next weekend ,next month ,next year, the next day ….三、Let's practice :1、教师介绍本课句型结构：（1）主语+will+动词原形（2）主语+be going to+动词原形（3）主语+be going to+the+名词+表将来的时间状语2、教师出示本课例句及九个短语，并让学生完成造句——教师给予适当鼓励和评价例句1：I will go to the supermarket tomorrow .例句2：I am going to the supermarket tomorrow .例句3：He will visit his grandparents next weekend .例句4：He is going to visit his grandparents next weekend .例句5：We will take a trip next year .例句6：We are going to take a trip next year .&九个短语：See a film、Watch TV、Clean the room、Do homework 、Wash the clothes、Go to the park、Do housework、Cook dinner 、Do the dishes （造句环节的课堂气氛活跃，学生的积极性很高）四、Let's talk :1、教师播放课件录音，让学生用笔在书中画出自己不懂的地方2、学生在组内完成一问一答（一生提问题，另一生回答问题）3、教师播放对话中的相关动画课件内容4、教师再次播放对话录音，要求学生边听边进行跟读5、教师让学生全班分男、女生两大组进行分角色朗读课文对话T: Who will be Sarah ? Who will be Mike ?Ss : The girls will be Sarah , the boys will be Mike .五、Discuss some questions in groups : (小组讨论—教师所提问题）1. What is Sarah going to do tomorrow ?2. What is Sarah going to do in her lesson ?3. What is Mike going to do tomorrow .4. It sounds(sound /sounds) great !5. I have to(不得不）do my homework now .六、Let's wrap-up :（教师引导学生共同完成——本课语法总结）1. 不定冠词“a”与“an”的用法。

七年级英语开学第一节课课堂实录
一、课堂准备
本节课的主题是“我的家庭”，为了引起学生的兴趣，我准备了
以下教学材料：
- PowerPoint演示文稿：包含家庭成员的图片和基本英文词汇。

- 学生小组活动：让学生用英语介绍自己的家人，并互相分享。

二、课堂活动实录
1. 导入新课
我开始课堂，向学生打招呼，询问他们怎样度过暑假。

我提醒
学生，新学期开始了，我们将研究更多的英语知识。

2. 呈现教学材料
我通过PowerPoint演示文稿呈现家庭成员的图片和英语词汇。

我解释每个家庭成员的英文单词，并向学生提出问题，让他们回答。

3. 学生小组活动
我将学生分成小组，每个小组有四名学生。

我要求每个学生用英语介绍自己的家人，并介绍家人的职业和兴趣爱好。

学生之间互相交流并分享。

4. 分享小组活动成果
每个小组选一名学生代表，向全班分享他们小组的活动成果。

其他学生可以提出问题或进行评论。

5. 总结与作业布置
我对学生的活动表现进行总结，并对他们的表现给予肯定。

我布置家庭成员的英语写作作业，要求学生用英语写一篇关于自己家人的短文。

三、课堂反思
此次课堂活动中，学生积极参与，通过小组合作的方式，提高了他们的口语表达能力。

学生们对课堂内容表现出浓厚的兴趣，并对彼此的家庭情况进行了交流。

需要注意的是，部分学生在口语表达时存在一些困难，需要在后续的课程中加强口语训练。

以上是七年级英语开学第一节课的课堂实录，希望本节课对学生的英语研究起到了积极的推动作用。

小学英语教学课堂实录EEC教材Lesson 6（Book III）课题：Lesson Six (1) “Can you play baseball?” 一、热身T: Let’s sing a song 《I stop, I look, I listen.》 OK? Ss: Yes. (Sing the song.) T: Good morning, everyone! Ss: Good morning, Miss Lu! T: How are you today? Ss: Fine, thanks. And you? T: I’m fine, too. What day is it today ? Ss: It’s Tuesday. [评：教师通过TPR歌曲热身，课堂气愤活泼；通过日常生活用语的问答，自然地创造了英语语言氛围，使学生很快地进入到英语语言学习的情境中来。

] 二、导入 T: (Taking some word-cards) Now, look at me. What’s this? S1: Library. T: Very good. Together, what’s this? Ss: Library. T: Well done. But how to spell? Ss: L—i—b—r—a—r—y. (Then, review the words “ride\ bike\ violin \piano \read ” in the same way. ) T: What do you do after school ? S1: I play the piano. S2: I read an English book. What do you do after school? S3: I ride my bike. (Then, Ss ask and answer by each other. ) T: OK, class, please ask me . Ss: What do you do after school? T: I read an English book. [评：复习环节教师从词汇复习入手，并适宜地将词汇复习扩展到常用句型的复习中来，将二者有机地结合起来，真正做到了英语语言学习的‘词不离句’的认知规律。

初中英语教学实录篇一：初中英语课堂教学实录英语课堂教学实录I’m more outgoing than my sister.Step 1 GreetingsT: Good afternoon, boys and girls!Ss: Good afternoon, Liu!T: How are you?Ss: I’m fine, Thank you, and you?T: I’m fine, too.设计意图：以学生耳熟能详的英语问候语“ Good afternoon.” “ How are you?”等引入课堂,吸引学生的注意力.Step 2 New words and expressionsThe students learn the new words and expressions all by themselves, and help each other, the teacher checks and helps. Now call a student to read them , the others listen and check..S1:(reads the new words and expressions)The teacher teaches the new words and expressions, then the Ss read them and check each other.设计意图：单词的教学，由学生自已拼读——互相检查帮助——教师检查辅导等方式方法改变原来单一的教师教学生跟着读，容易激发学生的积极性，且掌握得更好。

真正地体现学生的自学互帮与老师的导学。

Step 3 PresentationT: Please look at the picture.Ss:Tall.T: Very Good. Yao Ming is___________S2:Taller.T: Yao Ming is taller than Jordan.S3: Wu Yi is quieter than Tan Jiexi ..S4:. Grey Wolf is wilder than Happy Goat .Jordan is___________S5: Zhao Benshanis funnier than Bai Yansong.S6: Bob is heavier than Tom.S7: Fei Mao is fatter than Liu Huan ..S8:. Zhao Wei’s eyes are bigger than Zhou Xun’s.T: Excellent! All of you have a good memory. Now all of you make dialogues “Would you like…? Let’s…” with your partners, then act in the front of the classroom.(Five minutes later)Call some groups to act out their dialogues.设计意图：教师利用多媒体的教学资源,从学生熟悉的话题入手,初步了解形容词比较级的用法，生活化课堂自然生成.]Step4 Match the words with opposites..Step5 Listen and number the pair of twins [1-3] in the picture.设计意图：整个过程,学生都处在教师创设的情境中,围绕形容词比较级展开教学操练了英语基本用语, 给学生开口说英语提供了机会。

仁爱版八年级英语上册unit3topic2section c课堂实录课堂实录：仁爱版八年级英语上册Unit 3 Topic 2 Section C一、教学目标1. 知识目标：学生能够掌握本节课的生词和短语，理解课文内容，了解西方餐桌礼仪。

2. 能力目标：学生能够运用所学知识，进行简单的餐桌对话，提高口语交际能力。

3. 情感目标：培养学生的跨文化意识，引导学生尊重不同国家的文化习俗。

二、教学重难点重点：掌握本节课的生词和短语，理解课文内容。

难点：运用所学知识进行餐桌对话，提高口语交际能力。

三、教学方法1. 激活学生的前知：通过提问学生之前学过的关于食物和用餐的词汇，激活学生的相关背景知识。

2. 教学策略：采用情境教学法和小组合作学习法，通过创设情境和小组讨论，引导学生积极参与课堂活动。

3. 学生活动：组织学生进行角色扮演，模拟西方餐桌上的对话，提高口语交际能力。

四、教学过程1. 导入：通过播放一段西方餐桌礼仪的视频，引起学生的兴趣，导入新课。

2. 讲授新课：通过讲解课文内容，引导学生理解西方餐桌礼仪的基本知识和注意事项。

3. 巩固练习：通过小组合作，让学生根据所学知识，编写一段西方餐桌上的对话，并进行角色扮演。

4. 归纳小结：对本节课所学知识进行总结归纳，强调重点和难点。

五、教学评价与反馈1. 设计评价策略：通过观察学生的口语交际表现和小组讨论成果，评价学生的学习效果。

2. 为学生提供反馈：根据学生的表现，给予及时的反馈和指导，帮助学生纠正错误，提高学习效果。

六、作业布置1. 抄写本节课的生词和短语，巩固所学知识。

2. 搜集关于西方餐桌礼仪的信息，准备下节课进行分享交流。

小学英语课堂实录(共10篇)小学英语课堂实录（一）: 求问小学英语课堂如何巧妙提问众所周知,课堂提问在每天的教学中都是大量存在的,是贯穿整个课堂的.所以,提问在教学中具有重要的意义和作用.教师的提问能力,所问问题的质量都会直接影响活动的展开,进而影响教学活动的效果.对于老师来说,我们扮演的角色便是提问者,正是通过一个接一个的提问,让孩子们从中获取、懂得与成长.那么,我们将从五个方面关注课堂教学中非常重要的问题.1. 我们为什么要在课堂中提问2. 小学英语教学中课堂提问的作用是什么3. 目前的小学英语课堂中提问的现状是怎样的4. 影响提问有效性的原因有哪些5. 课堂提问的技巧有哪些首先我们来看第一个问题,同时也是课堂教学中急需教师明确的问题：一、教师为什么提问（一）引起学生注意激发学习兴趣大家都知道,小学阶段的孩子们在课堂上的注意力集中时间不是太长,她们很容易被一些事情、声响、活动转移了注意力.所以课堂提问能够有效地控制一下孩子们的注意力,特别是当教师进行主要知识讲解以及重难点分解时,使他们不至于太过精神分散,影响学习的效果.因此说,提问是课堂管理的一部分.同时,有趣的提问可以帮助学生思考,激发她们的求知欲,例如：（崔阳心电图 save our planet 的课件）教师的提问很简单：认真观看,仔细听,看看你都听到了什么看到了什么她怎么了教师提问后,大家被心电图的画面吸引,兴趣被调动了,捕捉关键信息的积极性也大大提高,增强了课堂的实效性.（二）引导内容理解有的时候特别是新知呈现的环节,为了帮助学生理解文本内容,老师通常采用提问--- 回答的方式引起学生对新授内容的关注,进而引领孩子们学习新语言.例如：听录音前,老师会不布置问题,让孩子带着问题听,然后回答,既明确了听的目的,提高听的效果,又可以引导内容的理解.（三）回忆学习内容引导进一步思考有的时候教师在帮助学生理解主要内容时,可以通过探究式提问引导孩子积极思考,并通过问题中的一点线索,启发孩子思维,使他们容易理解内容,顺利实现学习目标.例如：《人教新版小学英语》六上有一讲内容为 Rules. 包括 class rules, home rules, social rules. 教师在引导学生学习了”Listen to teachers.”“Answer questions actively” 等 class rules 后,有带领学生学习了“ keep the roomclean ”“Don"t go home too late.”等 home rules 后,教师自然地过渡到家有家规,国有国法,让我们一起思考一下：我们有哪些法律法规是大家在社会上生存必须了解的呢进而学习社会法则的内容.（四）发现问题及时检查小学英语教学中有一些易混淆知识,它们是融合在语言知识的学习过程之中的.我们强调不讲解语法知识,但我们不排除易混淆知识的辨析.在我们的教学中教师有义务在活动中及时检查,发现并解决问题,及时帮助学生明确概念.特别是针对高年级学生来说,我们要尽量通过提问来引起学生注意,启发学生关注一些易混淆概念,为孩子的未来学习奠定基础.例如： much / many; some / any 等.当这样的易混淆语言点出现时,我们不妨尝试提问,引导学生比较,以达到明确概念的目的.（五）实现互动交流提高口语表达教师在课堂教学中除了知识与技能目标的达成以外,还有一项非常重要的目标,那就是情感态度目标的实现.因此上,让学生在英语课上尽情地表露情感是至关重要的一件事.恰巧有效地课堂提问可以帮助我们实现这一目标.例如：学生在学习了 Travel 这一话题后,老师引导学生用 Where How What Who How long When Why 等词作为线索,做一个近期的旅游计划.这一问题的提出,同时也是一项具体的学习任务,学生将通过小组合作的形式,运用所学知识,自如地进行交流,表达自己的计划以及设计理由.这样的活动,促使了生生间、师生间的交流,促进了口语表达.可能老师会说课堂提问还有其他的一些作用,但是总而言之课堂教学的过程实际上是解决问题的过程.提什么问题,采用何种方式提问,都是值得教师思考的问题.接下来,我们进入第二个问题：具体来说说小学英语课堂上提问有什么作用.二、小学英语教学中课堂提问的作用是什么（一）教师互动式的提问--- 有效形成和谐的师生关系.课堂观察中我常常看到一些教师在一开始就和学生以自由谈论的方式开始进入课程的主题.例如：一位教师在教授动词过去式时是这样引入的. We have just had a long holiday, what is it Yes, it was the National day. I believe that you had a good time. For me, I went to Hong Kong with my friends. Andwe did a lot of interesting things there. Do you want to guess what I did there 学生对教师的生活是蛮感兴趣的,于是大家投入到热烈的讨论与猜测中.教师将早已贴在黑板上的大量的动词短语卡片按照学生猜测的顺序摆在黑板上作为下面活动的语言支持.接下来教师又问到： I enjoyed myself in Hong Kong. How about you Where did you go and what did you do there Let"s share! . 教师以愉快、友好、从容、谈话式的态度进行提问,既保持自由自在、不拘礼节的气氛,又注意了说话表达得体.与此同时,学生通过聊天自然进入角色,并结合自己的生活体验产生学习英语的迫切愿望,师生很快进入了一种和谐的交际氛围中.因此说互动式提问是利用学生的生活体验,通过交谈让学生对所学语言产生亲切感,在和谐的课堂氛围中,引发学生学习英语的动机,在语言教学过程中交流情感,在师生情感和谐的状态下训练语言的有效途径.（二）教师激趣式的提问--- 有效激发学生学习的兴趣 .学生有了兴趣,就会深入地去思考问题,继而想出解决问题的办法.在课堂中,我经常看到老师根据课文的内容,提出一些生动的、有趣的问题,“悬”而不发,以此来引发学生的好奇与注意,把学生引入所要教学的内容当中.例如：一位老师在尝试阅读教学时是这样做的.老师将阅读材料的名称定为“ Chicken girl ”.不难看出老师试图从名字上吸引学生的阅读注意力.一上课,老师就从 ppt 上显示了一个叫做 Tracy 的女孩并提出问题： Today, we"re going to learn a story about this girl---Tracy. People usually call her Chicken girl. Why do we call her “Chicken girl” 老师抛出了一个很有意思的话题发散学生的思维,学生们争先恐后地猜测着. “She likes chicken.”“She looks like chicken…..” 学生的思维一下被激活,答案随即出来.就这样,学生根据引导急于了解真相,很快进入了初步阅读的学习阶段.这样一来老师既调动了学生的学习兴趣,又给学生的学习指明了方向.我们说这样的提问是实效性强的,这样的教学环节是有效地,因为它引发了学生的学习意向和兴趣,使教学在学生想学、愿学、乐学的心理基础上展开.（三）教师悬念式的提问--- 有效训练学生的思维能力.一个好的问题,一个精彩而恰到好处的悬念可以引发学生主动去思考,去学习.悬念的设置是教师围绕课堂教学的主要目标,事先酿成一个悬而待解、富有诱惑力的问题,以牢牢抓住学生的期待心理,调动学习的主动性和积极性,吸引他们去深入学习来解开这个富有诱惑力的疑团并在解开这个疑问的同时感知、接触新知识,让学生以饱满的、主动的态度去学习新知.因此从本质上说,这是对后面的学习活动的总的照应.全国第四届小学英语教学观摩研讨会上北京选手崔阳老师在导出We should keep a balanced diet. 这个中心思想时做了这样的设计.崔老师通过让学生阅读故事的方式整理了人们在生活中接触到的大量的食物方面的词汇,总结出 some people like meat, some others like vegetable, and still some like sweets. We know that food is good. But doctors say that food is not good, what do you think of it 这里出现一个质疑,学生各抒己见,有赞同的有反对的.在这其中就有人谈到过多地食用单一品种的食物就不好等看法.老师此环节的问题设计充分体现了提问在教学中的作用,即归纳、演绎、推理和想象.前一环节老师让学生读故事的目的是整理出很多学生偏食的现象,所以老师总结了一段有人喜欢,还有人喜欢等等的话语.而后一环节老师要让学生通过专家、医生的话语了解一个合理膳食的科学道理.在简单的讨论过后,崔老师就说了,“大家讨论的都很好,下面我们来看看医生的建议吧.”自然地将学生带入到下一段内容的阅读中.从偏食的现状到专家的合理膳食的科学道理的学习过程中,学生没有被过多地控制,而是通过自己的真实感受归纳已学知识,通过推理和想象获取新知.课堂教学实效性强,效果突出.三、目前的小学英语课堂中提问的现状是怎样的（一）首先我们一起来明确一下,什么是课堂提问提问是教师根据教学内容的目的要求,以提出问题的形式,通过师生相互作用,检查学习、促进思维、巩固知识、运用知识实现教学目标的一种教学行为和方式.提问是课堂教学的重要环节,是教师与学生交流的一种重要方式.（关于它的重要作用我们已经在前面的一节中讲过了）（二）那么,提问都有哪些种类呢简单说,相对于问题提出后回应而言,我们将问题分为两种.一个将回答限定在一个或少数几个答案之内的问题叫封闭性问题或称直接问题.从认知层面来说,这类问题基本上是知识性问题、理解性问题.一个问题,激发一般的、开放性的回应,这类问题叫开放性问题或称间接问题.从认知层面来说,这类问题涉及运用,综合理解.看两个课堂实录的提问及回答的片段直接提问：文本理解部分知识讲解部分周晟昊 presentation间接提问：江萍 Weather 课例最近,国内的一些研究资料指出：高密度的课堂提问已成为课堂教学的重要方式,回答问题时间有的要占整堂课的一半以上.但是,提问中记忆型问题居多,很少有创造性的问题.（三）现在,在我们明确了什么是提问和提问的种类之后,让我们一起来看看我们的课堂提问的主要问题有哪些1．提问的目的性不强随意性大.课例中的教师问题是： look at these animals. Let"s talk about them. 每当我们谈到 talk about 的时候,我们会谈论他们的名称、兴趣、常做的事情、有何特点等等.而这里,老师知识提出板书,让学生按照板书的内容运用 what are those They are … 进行动物名称的练习.显然,教师在此处的提问let"s talk about them 实效性不强.我们的提问应该要围绕教学内容、重难点认真设计问题,巧妙提问,来充分调动学生的思维,拓展学生的视野.问的要有目的,不能是不是重点或难点都问一下,这样学生根本不知道老师到底希望他们做什么.2．提问缺乏思考的价值.课堂提问要有明确的目的,它是为教学要求服务的.通过课堂观察,我发现有的老师为提问而提问,这是盲目的提问,盲目的提问无助于教学,只能浪费时间.例如听到过这样一些提问：无论教学内容是什么,老师一味地提出一些 Do you… Are you … Yes or no 这样的问题,学生不加思考,齐声回答 Yes 或No. 这对服务教学没有一点帮助.3．提问缺乏艺术性.教师的提问应该从语言到问题的价值都有所思考,所谓精心设计提问,就是既要问得恰到好处,体现重难点,又要语言简洁,便于理解.不能含糊不清,胡子眉毛一把抓.4．提问深度把握不准.教师在设计提问时一定要了解学生的能力水平和现有的知识储备,设计学生通过思考能够回答的问题,问题不能太难也不能太容易.太难的问题学生回答不上来,就会处于一种紧张焦虑的状态,不但达不到提问的目的,而且还容易挫伤学生的自信心.反之,太容易的问题缺乏深度和广度,学生回答起来轻而易举,容易产生骄傲自满的情绪,曾经听过一节一年级的英语课,老师讲授 How are you 表示询问身体状况的用法.文本中只提到 Not very well, look at my knee. 表示孩子刚刚摔倒,小朋友询问他还好吗他表示我摔到了膝盖,我感觉不太好.我们的老师偏偏要问孩子：T: Look at the boy. Is he OK Ss:No.T:What"s wrong with him Ss:……T:How is he Ss:……对于一年级的孩子,他们还没有太多的词汇、句型作为积累,根本听不懂这样的问题,此时不仅问题失效而且会让孩子感到英语学习太难了,我都听不懂,不会说.而这种感觉又恰恰是老师认为造成的.因此说教师所提问题要难易适中,不贪大求全.要防止过浅,索然无味；过偏,抓不住重点；过深,高不可攀；过空,无从下手的现象.5．提问缺乏互动性.课标倡导教学要面向全体学生,还要关注个体差异,要体现教师的主导与学生的主体和谐的统一.教师的提问应该尽可能地引起全体学生的思考.然而,课堂观察中我发现,有些教师只将目光盯在自已所确定的正确答案上,只要有学生能将答案说出,便对其他学生依然举着的手视而不见,继续自己的教学.试问那些对问题还有自己看法的学生是否能完全接受老师所给的答案令人怀疑.之所以出现这种情况主要是因为教师还没有充分意识到学生在课堂中的地位,教学还停留在过去传统的告诉学生答案上,而不是通过教师的引导,让学生自己去研究、发现问题的解决方法.其实,学生的回答有时候可以对老师的答案起到补充作用,有利于更好地解决问题,达到教学相长,更有利于每个学生的观点得到充分展现.当我们清楚地看到我们在课堂教学中的提问现状是什么样的之后,大家不妨反思一下自己的教学,看看我们是否存在这样那样的问题.那么,存在这样的一些问题的主要原因是什么呢也就是说是什么导致了这些现象的出现当我们看到问题的同时还要学会透过现象发现本质,这样也只有这样,才能有利于我们的教学发展.四、影响我们提问有效性的因素有哪些（一）没有关注提问的目的性通过刚才的讨论,我们应该明确的是,教师在提问的时候,一定要明确提问的目的,我们为什么提问1. 提高学生的注意力.2. 加大教学过程的深度.3. 促进学生向同伴学习.4. 提供强化信息.5. 控制教学的速度.6. 提供诊断信息.（二）没有关注提问的启发性启发性的问题能引导学生去主动探索,能诱发学生展开思维的翅膀,达到非说不可的境地.教学实践证明,有些教师提问后出现冷场的现象.其实仔细分析不难发现此现象的出现不是学生启而不发,而是问题缺少启发性所致.曾经听过一节授课内容为 feelings. 的三年级英语课,教学内容对三年级孩子来说难度较大,情感的东西较空泛.教师提出 scared 一词让学生理解,并提出问题 What can you do if you are feeling scared 课堂一片寂静.学生猜测,加之有一定的畏难情绪,没人愿意发表意见.而此时另一位教师能够创设情境,用 ppt 呈现了一个漆黑的房间并配有鬼叫的声音,让学生思考： What did you hear Are you happy now 教师顺势说出 Of course not, I"m feeling scared now. 学生在老师的启发下自然地理解了词语意思,之后踊跃发言 I can call my mum, I want to cry…… 因此说,课堂提问本身不是目的,而是启发学生思维的手段.教师要有意识的设计富有启发学生思维的问题来帮助学生习得语言.（三）没有关注提问的逻辑性提问和教材之间具有内在的逻辑联系.提问要按照教材知识结构的内在顺序和学生认知活动的顺序进行.曾经听过这样一节课：教学内容是人教新版小学英语有关谈论假期生活的话题,主要功能句涉及 How was your holiday .由于老师没有很好地把握教材知识结构的内在联系以及学生的认知经验,教师将谈论此话题能够涉及到的句型深一脚,浅一脚地交待给学生,最后让学生将自己的假期生活以段落的方式进行陈述,学生前言不搭后语,思维混乱.在与教师沟通后老师理解了研读教材、挖掘教材中知识的联系与学生的输入输出的关系,按照一定的逻辑关系设计提问对帮助学生建立语言表达的框架是能起到重要的作用的.教师将问题重新设计为： How was your holiday 是一个 General question, 接下来的 specific questions 有 Where did you go When did you go Whom did you go with What did you do there Did you enjoy yourself 等等.此时,教师的问题设置把握了环环相扣、由浅入深、由易到难、循序渐进的原则,学生接受起来较容易.因此说提问时如果不注意逻辑顺序,就会造成学生的思维混乱,影响学生逻辑思维能力的发展.（四）没有关注提问的适度性教学中我们常常看到教学的低龄化或是教学的高龄化问题,也就是有的课堂教学偏难或偏易的现象.究其原因,主要是教师的问题设置过简或过难所致.一个好的老师应该提出适合学生水平,难度适宜的问题,技能引发思考,激活思维,又能不断的发展学生的语言能力.（五）没有关注提问的主体性前面提到,教师的提问应该尽可能地引起全体学生的思考.然而,课堂观察中我发现,有些教师只将目光盯在自已所确定的正确答案上,只要有学生能将答案说出,便对其他学生依然举着的手视而不见,继续自己的教学.好了,我们明确了关于提问的作用、意义,我们也分析了大家在教学中存在的提问的问题以及造成这些问题的原因分析,现在我们就来看看如何改进这些问题,这也是我们要谈论的第五部分内容.五、小学英语教学中有效提问的技巧（一）什么是有效提问首先我们一起来看什么是有效提问,有这样几种描述：1.提出更少的问题.教师在课堂上的主要工作应是启发、引导,而不是满堂灌的提问以显示教师的威严以及自己无所不知的满足.学生在课堂上的主要任务应是思考、探索、实践,而不是一味的接受,更不是不假思索的回答一些意义不大的问题浪费时间.因此上,教师应提出更少的引起学生探究的问题,充分给予学生实践空间的问题,才是有效问题.2.提出更好的问题.有些教师的提问缺少“悬念”,所提的问题几乎都只有一个答案.大多是事实、记忆类的一般常识型问题,而启发学生思考、拓展思维的应用、综合型问题却凤毛麟角.还有一些教师的提问,一个个问题较独立单一,无问题转换,缺少应有的层次感.因此提出好问题才是有效问题.3.提问要有一定的深度.我们经常看到老师提出一些知识性、理解性问题,这没有问题,但是从深度上看似乎有所欠缺,因此教师应该多给孩子一些更深层挖掘的问题.例如： Why How 之类的问题可以引发学生对自己提出的答案进行进一步思考,甚至联系上下文所学让学生对自己的意见进行陈述从而提高表达能力.4.提问要有广度.教师的提问不仅要有知识型问题、理解型问题,还要有分析型问题、综合型问题、评价型问题.此外,教师的提问不仅要关注学生语言知识和能力的发展,还要关注学生身心健康的发展、音乐艺术的能力、空间的能力、人际交往的能力、内在自我成长的能力、思维能力等发展.5.有合适的等候时间.很多教师喜欢使用“狂轰滥炸”式的提问.当教师提出一个问题后,如果学生不能马上作出回答,教师就会重复这个问题,或进一步加以解释,或干脆自己给出答案.根本不考虑学生是否要有足够的时间去思考、去形成答案并作出反应.如果学生在几秒钟之内成功地作出反应,教师就会迅速地提出另外一个问题,这种高强度的提问频率与学生回答问题的积极性和效率成反比.在这种充满言语评价和测试的高压的课堂气氛下,学生很少有时间或者是不情愿去思考和表达他们的观点.6.面向适当的学生.课堂提问应该面向全体学生,内容要有梯度,问题要有层次,形式要不拘一格,要坚决避免让少数优秀学生或愿意表现的学生独占课堂上回答问题的时间.教师所提出的问题,对优等生可合理提高；对一般学生可逐步升级；对学困生可适当降低.引路性提问,要多问优等生；锻炼性提问,照顾中等生；鼓励性提问,穿插点问学困生.教师提问回答的方式可以是个别回答或小组代表回答,也可以是抢答.这样可以使每个学生都有机会参与,都能体验到成功的感觉,使课堂变成学生主动进取、施展才华、相互促进的场所．从而使课堂提问发挥出更大的效应.（二）有效提问的技巧或是注意事项有哪些1. 问与教学目标有关的问题.事先应该想好你为什么问这个问题,它是可以突破重点还是可以理解难点,教师要做到心中有数.2. 避免问题太空泛.3. 在提问过程中让全班参与进来.4. 设计好学生在作答时的方式及可能的答案.要准备接受正确的然而是异常的答案,特别是提出开放性问题时.5. 问题提出之后给予一定的“等待”时间.6. 避免答案不清晰,要明确直接地提出问题.在设置问题或提出问题的时候,一定要注意言语的简洁、清晰、准确,针对不同类型选用相应的词语,避免语速过快或过慢.7. 用连续性问题探究学生的反应.8. 记住教学问题是一个出现于公共场合的社会性活动,要考虑学生情绪.适当的时候教师可以采用提示的方式.提示是指当学生回答不出、回答错误或回答不完整时,教师通过层层启发,逐渐诱导,帮助学生慢慢接近准确答案,最终由学生自己得出结论的提问技术.不要使用问题来作为一种惩罚或让学生尴尬的方式. 9. 给每个人提问的时间,把这些时间留给那些害羞或者难以参与提问过程的学生小学英语课堂实录（二）: 小学英语哪课好上公开课要看哪一个年纪,最好挑重点,英语很好讲,别讲到半节课就没东西了就行,要挑内容多的最好是学过的,学生好理解小学英语课堂实录（三）: 如何使小学英语课堂生动而有趣老师可以把一些枯燥的英语单词编成简单的带有旋律的语言,这样才更可以激起小学生的兴趣,也可以让同学站起来,就学过的东西与老师互动,提高课堂氛围.总之,老师要带有很高涨的情绪去讲那节课,嘿嘿.。

初中英语课堂教学实录四篇第一篇: 初中英语课堂教学实录 xx老师执教的这一堂课是一堂清晰实在，扎实系统，动静结合的小学英语课。

教师以新的课程理念为指导，充分考虑儿童的年龄特点，在本课的教学设计和组织上注重了以下几个方面。

1、注重创新情景，体现了以情景为主线。

本节课主要通过创设情景来传授新知。

可以说新颖的情景再现，充分调动起学生兴趣。

良好的开头对一堂课的成功与否，起着关键的作用。

xx老师利用学过的职业话题，很自然的过度，引出新课，具有温故引新的效果。

2、关注教学方法，体现了一个“活”字。

教师的教学方法灵活，新内容呈现形式多样。

让学生根据挂图自然切入，通过对话灵活学习。

播放录像，听力练习;英汉互译，巩固新知。

这些多样的教学方式极大的调动了学生学习的积极性，营造了良好的课堂氛围。

总之，李xx老师能贯彻以学生为中心的原则，关注教学过程，尽可能发挥学生的主体作用，让学生真实的去感受知识，体验知识，积极参与，努力实践，在活动中学会用语言表达交流，较好的体现了从不懂到懂，从不会到会，从不熟练到熟练的过程。

第二篇: 初中英语课堂教学实录初中青年英语教师听课活动已经圆满结束，这次活动为我们教师业务素质的提高提供了一次不可多得的学习机会，作为一名英语教师，我深受启发，每一节课都有很多值得我们学习借鉴的东西，真可谓受益匪浅，下面就谈谈我在英语方面的一点听课感受：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。

《Seasons》课课堂实录一、教学分析《Seasons》是《新交际英语》的第七册第六单元教学容，主要句型是What’s the weather like in …season? What do you do in…?我上的是这单元的复习课。

为了让课堂更充实，我增加了Which festival is in…? Where do you go in…? What do you wear in…? What do you eat in …? How do you like…? 在课堂教学中，我采用不同的游戏、方法和手段，不断地激发学生的学习兴趣，使学生能够真正做到自主学习，并且在组能与同学很好地合作，互相帮助，从而也培养了他们与人交往的能力。

二、教学策略1．自主性学习在本节英语课中的体现。

英国语言教学大师Michael Mest曾提出：“外语是学会的，不是教会的。

”我的这节课充分体现了学生们的自主学习。

课上，通过阅读、对话、开小火车问答、说夏天、滚雪球等小组练习，让同学们在小组里自主表达，自主学习，发展学生综合运用语言的能力。

体验、实践、参与、合作与交流的学习方式使语言学习的过程成为学生形成积极的情感态度，主动思维和大胆实践，提高跨文化意识和形成自主学习能力的过程，使自主学习和交流真正成为这节英语课的灵魂。

2．任务型教学在本节课中的应用。

在本次教学中，我尝试着把任务型的教学理念融入到我的课堂中。

各个环节的练习我都通过任务型游戏来进行，在真实的场景中，在轻松的环境中不受任何约束地体会语言，理解并大胆地运用语言，达到脱口而出的效果，既活跃了课堂，也增加了学生学习语言的兴趣。

【课堂实录】Step 1. Warmer. （注：此部分师生交流，前部分是教师提问）T: Good morning boys and girls.Ss: Good morning, sir.T: I am your new teacher. I am from Zhuhai. Nice to meet you.Ss: Nice to meet you, too.T: How is the weather today?Ss: It’s cool.T: Yes, today is cool in Nanjing. But it’s hot in Zhuhai.Excuse me. What’s your name?S1: My name is Lily.T: Are you wearing your school uniform?S1: Yes, it is.T: Your school uniform is so nice. Do you like it?S1: Yes, of course.T: I see. Your uniform is nice. Your school is famousinNanjing. I think you all like your school.Ss：Yes.T: Hi. What do you do on cool days?S2: I go to school and play with my classmates. Sometimes I stay at home.T: Do you have breakfast at home?S2: Yes, I do.T: What do you have for your breakfast?S2: Eggs, milk, bread and noodles.T: Oh, your breakfast is so rich. Boys and girls, is it summer now?Ss: Yes.T: Do you go swimming in summer?Ss: Yes, we do.T: Where do you go swimming?Ss: In the swimming pool.T: Yes, it’s good to swim in the swimming pool. But you can go swimming in Zhuhai. Welcom to Zhuhai. In Zhuhai you can swim in the sea. It’s very wonderful.T: What do you eat inNanjingin summer?S3: I eat vegetables, meat and fruits.T: They’re all healthy food. Yes. In different seasons we cando different things, eat different food and wear different clothes.（后半部分：）T: Now do you want to know me? You can ask me any questions. Who wants to have a try?S4: Do you like eating?T: Yes. I like eating ice cream in winter and I like eating hot food in summer. So, I’m fat.S5: What’s your favourite season? Why?T: My favourite season is autumn. Because I can fly kites with my family in autumn.S6: Do you like Spring Festival? Why?T: No, I don’t like Spring Festival. Because I have to give children lucky money. I am so poor. Haha !S7: What do you like doing on Sundays?T: I like reading, surfing the net, cooking, eating, singing, watching TV and taking pictures. I like taking pictures best. Look. I have some pictures for you. They’re my pictures. Step 2. Activity 1---Look, guess, and say.T: Look. There are four pictures here. Are they beautiful? Let’s look at the first one. What are they doing?S1：They’re planting trees.T: When do they plant trees?S1: In spring.T: You are right. We plant trees and flowers in spring. It’s the best season to plant trees and flowers. Did you plant trees before?S1: No, I didn’t.T: It doesn’t matter. We can plant trees together next year. I will come toNanjingnext spring. How about this picture? Is it spring too?Ss: No, it isn’t.T: Which season is it?Ss: It’s autumn.T: Why?Ss: It’s windy. The boy is flying kites. The man is wearing a jacket and trousers.T: Oh, I see. In autumn, we wear jackets and trousers. We fly kites in the park. Let’s look at Picture 3.Ss: It’s winter.T: You’re so smart. The children are making a snowman. They’re wearing scarves and coats. It’s snowy. Does it snow inNanjingin winter?Ss: No it doesn’t. It snowed two years ago.T: Thanks. Look at this picture. Where are the people?Ss: They’re on the beach.T: Who can tell me ? What season is it? What are they going to do?Ss: It’s summer. They’re going to swim. It’s so hot.T: Well done. We can plant trees in spring. We can get lucky money in spring. We can go swimming in summer. We can make kites and fly kites in autumn. In winter we can wear warm coats and see the snow.Today we’re going to talk about the seasons.Step 3. Activity 2----Look and say the differences T: How many seasons are there in a year? What are they?Ss: There are four. Spring, summer, autumn and winter.T: Great! I Do you like my pictures? I have other pictures for you. Let’s go. I have four pictures here. Which one is different from others?S1: I think Picture 2 is different. In Picture 2, the leaves of the tree are green. In other pictures I can see the snow?T: Clever girl. Do you agree with her?Ss: Yes.T: Super. Let’s look at next one. Which picture is different? S2: I think it’s Picture 4. The woman is wearing a sweater. It’s spring.T: Yes. The woman is planting rice in spring. We should not wast the food. In other pictures the women, the boys are swimming. Don’t swim in the river like these boys. The river is dirty and dangerous. Where should we swim?Ss: In the swimming pool.T: Good. Well, there are moon cakes here. When do we eat moon cakes?Ss: During the Mid-autumn Festival.T: I see. Picture 3 is different. Because there is an ice cream here. Let’s look at the last one.S3：I think Picture 3 is different. Because there is a girl in this picture.T: Yes. How about their clothes? Are they in the same season?S4: Picture 1 is different. In Picture 2 he is wearing a vest and shorts. In Picture 3 she is wearing a skirt and a blouse. In Picture 4 he is wearing a T shirt.T: Smart boy! You all did a good job! Just now we saw some pictures. They are in different seasons. People can dodifferent things. In different seasons we can eat different food and wear different clothes, too.Step 4. Activity 3---My favourite seasonT: We know the names of the four seasons. What’s your favourite season?Who can tell me?S1: It’s spring.T: I like spring. I often water flowers in spring. What do you do in spring?S2: I play basketball and fly kites.T: I like flying kites. But I can make a kite. Can you make dumplings?S3: Yes, I can.T: What do you eat in spring?S3: I eat dumplings.T: In spring we play basketball, make dumplings and eat dumplings. Do you wear a T-shirt in spring?S4: No, I don’t.T: What do you wear？S4 I wear sweaters, a scarf, gloves, coats and trousers.T: Which festival is in spring?Ss: Spring Festival.T: Where do you go during Spring Festival？S5: I go to see my grandfather and grandmother.T: Do they give you lucky money?S5: Yes, they do.T: Do you like your grandparents?S5: Yes, I do.T: Do you help them do housework?S5: Yes, I do.T: Good child. When we were young, our grandparents took care of us. Now they are old, we should take care of them. We should go to see them and help them. Please look at the blackboard and say after me. My favourite season is spring. It’s warm in spring. In spring I can water flowers and make dumplings. I can eat dumplings, too. I often go to see my grandparents and help them. During Spring Festival they give me lucky money. Do you like spring festival? （例）Ss: My favourite season is …Step 5. Activity 4—Group workT: Just now we talk about spring. Let’s read the passage. And try to answer the questions on the blackboardaccording to the passage. You can discuss them in your group. Ok? Go.Ss: I like spring. Spring is a wonderful season. It’s getting warmer and warmer. We can see beautiful flowers here and there. Trees turn green. I often have picnics with friends. People wear jackets and jeans. Spring Festival is in spring, too. It’s my favorite festival, because I can see my grandfather, have dumplings and get lucky money.By the way, my birthday is in spring, too!T: Ok. Who can tell us the answers? This boy asks, this girl answers.S1: What’s your favourite season?S2: It’s spring.S3: What do you wear in spring?S4: I wear jeans and jackets.Step 6. Activity 5---Talk about summerT: We like spring. How about summer? Please practice in pairs to ask and answer about summer. You can use the questions on the blackboard.( The students ask and answer with the questions on the blackboard in pairs.)T: So much for this. Who wants to share your dialogue? Ok. These six students please stand up.)S1: Do you like summer?S2：Yes, I do. What do you do in summer?S3: I go swimming. Which festival is in summer?S4: Children’s Day. Where do you go on Children’s Day?S5: We go to the parks. What do you eat in summer？S6：I eat ice cream and watermelons. What do you wear in summer?S1: I wear shorts and T- shirts.(After that the teacher asks another group of students to do the same.)Step 7. Activity 6---Talk about autumnT: When do you eat moon cakes?Ss: On Mid-autumn Festival.T: Yes, I like autumn, too. Shall we play a game?Ss: Ok.T: Now each group can say a sentence about summer in 5 seconds. If it is your group’s turn, anybody of your group wants to say you can stand up and say a sentence. Now,let’s go.S1：Autumn is cool.S2: I like autumn.S3: I make and fly kites in autumn.S4: Autumn is the best season in a year.…(Teacher takes down some sentences from the game on the other blackboard.)Autumn is cool.I wear jackets and trousers in autumn.I like autumn best.I make and fly kites in autumn. What about your favourite season?I eat many fruits in autumn. T: Would you please read the sentences?Ss: Autumn is cool. I like autumn….T: All these sentences are good and correct sentences. Do they make a good passage? Let’s put them in a good order to make a nice passage. Which sentence is the first?( ) Autumn is cool.( ) I wear jackets and trousers in autumn.( ) I like autumn best.( ) I make and fly kites in autumn.( )What about your favourite season?( ) I eat many fruits in autumn.Ss: I like summer best.T: Yes, you are so clever. How about the second one?Ss: Summer is cool.…T: Good. When we write a passage, we should pay attention to the words, sentences and the order.Step 8. Activity 7---Talk about winterT: Do you want to play another game?Ss: Yes.T: Let’s play “Making a big snowball”. Now I will ask 5 pupils to come here. Please tell us why you like winter. Each one can say a sentence about winter but first you should repeat the sentences before yours. It’s a little difficult. Please listen to your classmates carefully.S1：I like winter best.S2:I like winter best. It's cold in winter.S3:I like winter best. It's cold in winter. My birthday is in winter.S4:I like winter best. It's cold in winter. My birthday is in winter. We can make a snowman in winter.S5:I like winter best. It's cold in winter. My birthday is in winter. We can make a snowman in winter. Winter is the 4th season in a year.( After that the teacher ask the whole class to repeat, at last another group to play this game again.)Step 9. Homework.Write a passage : Which season do/don’t you like? Why? At least 6 sentences.。

《y w》课堂实录及教学教案一、教学内容本节课选自《英语》教材第三册第五章，主题为“Y and W”。

具体内容包括：字母Y和W的发音、书写、单词学习（如“yak”、“walrus”等），以及包含这两个字母的简单句子构造。

二、教学目标1. 让学生掌握字母Y和W的发音及书写；2. 通过学习相关单词，扩大学生的词汇量；3. 培养学生运用字母Y和W构造简单句子的能力。

三、教学难点与重点难点：字母Y和W的发音，以及相关单词的拼写。

重点：字母Y和W的书写，以及运用这两个字母构造句子。

四、教具与学具准备教具：PPT、字母卡片、单词卡片、黑板、粉笔。

学具：练习本、铅笔、橡皮。

五、教学过程1. 实践情景引入（5分钟）利用PPT展示一幅包含yak和walrus的卡通图片，引导学生关注这两个动物，并引出本节课的主题Y和W。

2. 新课内容呈现（15分钟）（1）展示字母Y和W的卡片，引导学生跟读并模仿书写；（2）讲解字母Y和W的发音规则，并举例说明；（3）学习与字母Y和W相关的单词，如“yak”、“walrus”等，让学生跟读并拼写；（4）引导学生用字母Y和W构造简单句子，如“I can see a yak”和“Look at the walrus”。

3. 例题讲解（10分钟）（1）给出几个包含Y和W的句子，让学生朗读并翻译；（2）针对学生容易出错的发音和书写，进行详细讲解。

4. 随堂练习（10分钟）（1）让学生在练习本上书写字母Y和W；（2）拼写相关单词；（3）用Y和W构造句子。

（1）让学生复述本节课所学内容；（2）针对学生的回答，给予积极反馈。

六、板书设计1. 字母Y和W的书写；2. 相关单词及其拼写；3. 包含Y和W的句子示例。

七、作业设计1. 书写字母Y和W各5遍；3. 造句：用字母Y和W各构造两个句子。

答案：1. 见作业要求；2. yak、walrus；3. 示例：I can see a yak.Look at the walrus.八、课后反思及拓展延伸1. 反思：关注学生在书写和发音方面的困难，针对性地进行辅导；2. 拓展延伸：让学生课后收集更多包含Y和W的单词，下节课分享，以扩大词汇量。

《My family》课堂实录一、教案背景 1、面向学生：小学2、学科：英语课时：13、课前准备：教师准备：磁带、多媒体课件、全家福照片学生准备：自己的全家福照片、课本、练习本二、教学目标知识目标：能用This is……介绍自己身边的人；新授单词father, mother, grandma, grandpa,sister, brother, she’s, he’s, that’s和me; 认识人物樱桃小丸子。

能力目标：通过樱桃小丸子的全家福照片的展示，用This is……介绍家庭成员。

情感目标：通过学习家庭成员单词，了解家庭成员，培养学生对自己家人的感情。

重点：1、单词：father, mother, grandma, grandpa, sister, brother, she’s, he’s, that’s和me2、能用This is ……介绍自己的家人。

3、掌握一般疑问句Is this your……？及回答。

难点：能用英语正确介绍自己的家人。

一、师生问候T: Good morning, boys and girls.Ss: Good morning, Miss GaoT: Now let us listen an English song. OK?Ss: OK!T: Now let’s listen and sing 《What’s this?》Are you ready?Ss: Yes.Ss: This is my family.(设计意图：简单的问候，可以简单地帮助学生适应英语语感，使学生自然地进入学习英语的状态)二、授新知识Step1: PresentationT: Who’s this? Oh, this is my mother. Read after me mother↗,mother↘.Ss: Mother↗,mother↘. (同样的方法学习father,grandma, grandpa, sister, brother和 me.然后再小组内合作自由读单词)T: Now let’s have a check. Can you introduce y our family to us?Ss: Yes. This is my mother. This is my father. This is my sister. 剟Step2: ChantMother, mother. She is my mother.Father, father. He is my father.Grandma, grandma. She is my grandma.Grandpa, grandpa. He is my grandpa.Brother, brother. He is my brother.Sister, sister. She is my sister.（设计意图：1、通过chant学习he和she，并复习前面学习的家庭成员的单词。

高中英语课堂实录
时间：上午第二节课（45分钟）
地点：高中英语教室
教师：xxx
学生：约30名高中生
课程主题：阅读理解技巧主旨大意与细节理解
课堂实录：
0-5分钟：
课堂开始：xxx欢迎学生并简短回顾上节课内容。

引入新课：教师展示一张与今天主题相关的图片或短视频，引起学生兴趣。

明确目标：教师告知学生本节课的学习目标，并简要介绍课程安排。

5-15分钟：
讲解主旨大意：xxx通过PPT展示如何识别文章的主旨大意，包括寻找主题句、关键词等技巧。

互动问答：教师提问学生，确保他们理解主旨大意的概念及识别方法。

小组活动：学生分成小组，每组得到一篇短文，任务是找出文章的主旨大意并与全班分享。

15-30分钟：
讲解细节理解：教师继续通过PPT和实例讲解如何进行细节理解，包括如何寻找支持主旨的具体信息。

配对练习：学生两两配对，互相提问和回答关于阅读材料的细节问题。

全班讨论：教师引导全班讨论，解决学生在配对练习中遇到的疑难问题。

30-40分钟：
独立练习：学生独立完成一篇阅读理解练习，应用刚学的主旨大意和细节理解技巧。

教师巡视：xxx在教室内走动，为需要帮助的学生提供指导。

40-45分钟：
总结反馈：教师总结本节课的重点内容，并解答学生在独立练习中的共性问题。

布置作业：教师布置相关的阅读理解作业，要求学生在课后完成。

课堂结束：xxx感谢学生的参与，并鼓励他们将所学技巧应用到日常阅读和学习中。

小学五年级英语教学实录5篇教育者有目的有计划有组织的对受教育者的身心发展进行教化培育，以现有的经验、学识推敲于人，为其解释各种现象、问题或行为，以增长能力经验。

以下是给大家整理的内容，希望大家能够喜欢!小学五年级英语教学实录1xxxxxip】一、教材内容分析本课时的教学内容为新起点五年级下册第五单元教材第56-57页内容，即：Get ready, A Listen and tick, B Chant andsay和C Let’s write. 在A部分，借助Get ready图和对话录音，情境化地呈现了本课的目标词：went to the beach, drankcold drinks, swam in the sea, ate ice-cream, went to the Stone Forest, boughtsome gifts, saw xxxx, tookxxxxs等短语;让学生通过看、听、选择等途径来感知并学习这些短语。

B部分通过歌谣帮助学生操练词汇并学习另外两个目标词，同时体会It wasboring. 等句子在交际情境中的运用。

C部分是学生根据语境，使用恰当的词语填空。

二、学生情况分析五年级的学生在本套教材第八册的第三单元学习了Travel Plans学习了sea, ski, eat xxxx, visit the MogaoCaves, West Lake, row a boat, the Great Wall, takephotos等描述旅游景点名称及相关活动的单词和短语，学生能够用We can …初步表达在风景名胜中所从事的相关活动。

这些为本节课的顺利开展打下了基础。

三、教学目标通过本节课的学习，学生能够达到以下目标：1. 能够听懂、会说went to the beach, drank cold drinks, swam in the sea, ateice-cream, went to the Stone Forest, bought some gifts, saw xxxx, tookxxxxs等单词和短语，尝试借助拼读规律记忆它们，并能够根据语境选择恰当的单词形式填空。

标题：人教版初中英语优质课课堂实录一、课前导入在课前，我首先与学生进行了简短的互动，询问他们的英语学习情况，并鼓励他们积极参与到课堂中来。

随后，我展示了一些人教版英语教材中的图片，引导学生回忆课本中的相关内容，并借此机会引导他们回顾以前学过的知识，为新课做好铺垫。

二、新课呈现在新课呈现环节，我首先带领学生复习了英语中的一些基本语法和句型，如“There be”句型、“一般现在时”等。

随后，我引入了本堂课的主题——学习“一般过去时”，通过讲解和举例，让学生理解并掌握这一时态的基本用法。

为了帮助学生更好地理解“一般过去时”，我通过与学生进行对话互动，模拟各种情境，如谈论过去的活动、事件等。

我还利用一些图片和视频，让学生直观地了解过去时的用法。

同时，我还鼓励学生用自己的语言描述他们的过去经历，增强他们的口语表达能力。

三、实践活动为了检验学生的学习成果，我设计了一些实践活动，如小组讨论、角色扮演等。

我让学生分组讨论他们过去的一次难忘经历，并让他们用英语表达出来。

我还组织了一个角色扮演的活动，让学生扮演不同的角色进行对话，进一步巩固他们对“一般过去时”的掌握。

四、课堂小结在课堂小结环节，我首先让学生们分享他们在实践活动中的收获和感受，引导他们总结本堂课的主要内容，强化他们对“一般过去时”的理解和掌握。

我还针对学生在课堂中遇到的问题进行了答疑解惑，帮助他们更好地理解和学习英语。

五、课后作业课后，我给学生布置了一些与本堂课主题相关的作业，如写一篇关于过去经历的小作文，或者找一个与过去相关的英语对话进行练习。

这些作业旨在帮助学生进一步巩固和拓展他们在课堂中学习的内容，提高他们的英语应用能力。

六、反思与总结回顾整个教学过程，我认为我的课堂氛围比较活跃，学生们积极参与，对“一般过去时”这一时态有了较好的理解和掌握。

但在教学过程中，我也发现有些学生在表达自己的经历时有些困难，这可能是由于他们的词汇量和口语表达能力还有待提高。