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小学英语听课记录(通用6篇)在教学中，要把导读作为理解课文的主要手段，贯穿于整个教学过程。
以下是为大家整理的关于小学英语听课记录的文章6篇 ,欢迎品鉴！小学英语听课记录篇1 《小学英语对话教学的研究》实验课题实验课听课记录2022年11月21日T：现在老师想问问大家，Whatdoyoulike?你们最喜欢吃什么？T：大家猜猜老师最喜欢什么？T：Ilikehamburgers.T：说到这里，老师都要流口水了。
不过，我们的另外两个好朋友Mike和Sarah 已经迫不及待地要大吃一顿了.出示课件:(A部分的Let`stalk)第一组对话：Ilikehamburgers.Ilikehotdogs.T:Mike喜欢吃 Sarah喜欢吃 Whataboutyou?T:OK,now,readafterit.（读两遍）自主练习。
T：Whatdoyoulike?你喜欢吃什么？指名同学回答。
T：Continue.继续看。
第二组对话：Hereyouare.Hotdogsandhamburgers.T:好了，香喷喷的汉堡包和热狗终于来了，让我们再一次看看服务员阿姨是怎么说的？T：Whocaeadit?Haveatry!T:Ok,让我们一起读。
T：老师也很喜欢.Hotdogsandhamburgers.不过，Mike非常能吃，他觉得汉堡包和热狗还不够，我们看看，他又点了些什么？出示第三组对话：IlikeFrenchfries.Metoo.T:Ok,nowwhocaeadit?Haveatry!找学生试读，教师加以纠正。
T:哪一组愿意读给大家听一听。
Haveatry!找两组同学试读。
T：Ilikehamburgers.如果你也喜欢hamburgers，用同样的方法操练chicken、bread、cake、hotdogs.出示第四组对话：Ok,havesomeFrenchfries.Thankyou.T：好了，现在我们可以张开大嘴，开吃了。
第1篇一、基本信息课程名称：英语综合课程授课教师：张老师授课班级：高二（1）班授课时间：2023年4月10日星期一上午第二节课听课教师：李老师二、教学目标1. 知识目标：通过本节课的学习，学生能够掌握以下词汇：travel、holiday、culture、attraction、destination。
2. 能力目标：学生能够运用所学词汇进行简单的对话，表达自己的旅行计划和喜好。
3. 情感目标：激发学生对英语学习的兴趣，培养学生热爱旅行的情感。
三、教学过程（一）导入（5分钟）张老师以一幅世界地图作为背景，引导学生观察地图，并提出问题：“同学们，你们想不想去世界上的某个地方旅行呢？”学生纷纷举手回答，课堂气氛活跃。
（二）新课讲解（20分钟）1. 词汇教学：张老师首先板书了本节课需要学习的词汇，并逐一解释了每个词汇的意思。
例如，travel意为“旅行”，holiday意为“假期”，attraction意为“吸引人之处”等。
2. 句型练习：张老师带领学生进行了句型练习，如：“Where do you want to travel?”（你想去哪里旅行？）“I want to travel to Japan.”（我想去日本旅行。
）通过练习，学生掌握了基本的旅行对话句型。
3. 语法讲解：张老师针对旅行话题，讲解了时态和语态的使用。
例如，一般现在时用于描述习惯性动作或一般事实，过去时用于描述过去发生的动作或状态。
（三）课堂活动（15分钟）1. 小组讨论：张老师将学生分成四人一组，要求他们讨论自己假期的旅行计划，并用英语表达出来。
2. 角色扮演：学生分成两组，一组扮演旅行者，另一组扮演导游。
旅行者向导游询问旅行路线、景点等信息，导游用英语回答。
（四）总结与作业布置（5分钟）张老师对本节课的内容进行了总结，并布置了以下作业：1. 请用英语写一篇关于自己假期的旅行计划的短文。
2. 收集五个关于旅行的英语短句，并翻译成中文。
英语教育见习听课记录一、教学目标本节课的教学目标是帮助学生掌握并运用目标语言的基本句型和词汇，提高学生的听力和口语能力。
通过听、说、读、写的综合训练，培养学生的英语思维能力和跨文化交际能力。
二、教学过程1. 热身活动为了调动学生的学习积极性，我设计了一个热身活动。
我向学生展示了一些图片，让他们根据图片描述物体的外观、特征等。
这个活动不仅可以提高学生的词汇量，还可以锻炼他们的口语表达能力。
2. 听力训练本节课的重点是听力训练。
我选择了一段来自英语教材的对话，让学生跟着录音听，并填写相关的信息。
在听的过程中，我引导学生注意听对话中的关键词，并帮助他们理解对话的意思。
3. 口语练习在听力训练之后，我设置了一个口语练习环节。
学生们分成小组，模拟对话的场景，互相练习对话中的角色。
我通过观察他们的表现，及时给予指导和反馈，帮助他们提高口语表达能力。
4. 阅读理解为了巩固学生对对话内容的理解，我设计了一个阅读理解练习。
学生们阅读一篇与对话内容相关的短文，并回答一些问题。
通过阅读理解练习，学生们不仅可以加深对对话内容的理解，还可以锻炼阅读技巧和逻辑思维能力。
5. 书面表达最后，我布置了一个书面表达作业。
学生们需要根据所学的对话内容，撰写一个类似的对话，并展示给全班同学。
通过写作练习，学生们可以进一步巩固对句型和词汇的掌握，并提高他们的写作能力。
三、教学评价通过观察学生的参与情况和听说读写的表现，可以看出他们在本节课中取得了一定的进步。
大多数学生能够准确理解对话的意思，运用目标句型进行口头表达，并在书面表达中正确运用了所学的句型和词汇。
然而，还有一部分学生在听力理解和口语表达方面仍存在困难。
针对这部分学生，我将进一步加强听力训练和口语训练，提供更多的练习机会，并与他们的家长沟通，制定个性化的辅导计划。
总体上，本节课的教学效果还算满意。
学生们的学习积极性很高，对听说读写的综合练习也表现出浓厚的兴趣。
在接下来的教学中，我将继续优化教学方法和教学内容，为学生提供更丰富、更有效的英语教育。
Internship Period: June 1, 2023 - August 31, 2023Company/Institution: XYZ Language CenterSupervisor: Mr. John SmithInternship Objective: To gain practical experience in teaching English listening skills to intermediate-level students, under the guidance of an experienced instructor.Introduction:During my internship at XYZ Language Center, I was assigned to assist in an English listening class for intermediate-level students. Theobjective of this internship was to apply the theoretical knowledge I had acquired during my studies and to enhance my practical teaching skills. This report will detail my experiences, observations, and reflections on the teaching methods employed, student responses, and overall learning outcomes.Class Overview:The English listening class was held once a week for two hours. The class size varied between 10 and 15 students, all of whom were intermediate-level learners. The class focused on developing students' ability to understand spoken English in various contexts, such as news broadcasts, conversations, and lectures.Teaching Methods:1. Listening Exercises: The class began with a series of listening exercises, which included listening to short dialogues and answering comprehension questions. These exercises were designed to help students improve their listening skills and note-taking abilities.2. Discussion and Analysis: After listening to a passage, students were encouraged to discuss the content and share their opinions. Thisactivity aimed to enhance critical thinking and vocabulary usage.3. Group Work: Students were divided into small groups to work on collaborative activities. These activities included summarizing the mainpoints of a listening passage and creating their own dialogue based on the content.4. Role-Playing: To simulate real-life situations, students were asked to engage in role-plays, which helped them practice listening and speaking skills in a more interactive manner.5. Vocabulary Building: The class included vocabulary exercises that focused on new words and phrases introduced in the listening passages. These exercises were designed to help students expand their vocabulary and understand the context in which new words are used.Observations and Reflections:1. Student Engagement: The students were generally engaged in the activities, although there were instances where some students appeared to be less interested. I believe this could be attributed to the variety of teaching methods used, which kept the class dynamic and interesting.2. Listening Skills: The students showed improvement in their listening skills over the course of the internship. They were able to understand the main points of the listening passages and engage in discussions with greater confidence.3. Vocabulary Acquisition: The vocabulary exercises were effective in helping students learn new words and phrases. However, some students found it challenging to remember and use these new words in their daily conversations.4. Teaching Strategies: I observed that the use of different teaching strategies, such as listening exercises, group work, and role-plays, helped maintain student interest and promote active learning.Challenges and Solutions:1. Diverse Learning Styles: Some students preferred visual learning, while others were more auditory or kinesthetic. To address this challenge, I incorporated a mix of teaching methods that catered to different learning styles.2. Student Motivation: Maintaining student motivation was a challenge, especially when the listening passages were more complex. To overcome this, I made sure to provide positive feedback and encouraged students to participate actively in class discussions.Conclusion:My internship at XYZ Language Center provided me with valuable experience in teaching English listening skills to intermediate-level students. Through the use of various teaching methods and activities, I was able to contribute to the students' improvement in their listening abilities and vocabulary. The experience has reinforced my belief in the importance of active learning and has equipped me with practical skills that I can apply in my future teaching endeavors.Recommendations:1. Continue to incorporate a variety of teaching methods to cater to different learning styles.2. Provide additional vocabulary support and practice opportunities to help students retain new words.3. Monitor student progress regularly and provide constructive feedback to encourage continuous improvement.Acknowledgments:I would like to express my gratitude to Mr. John Smith for his guidance and support throughout the internship. I am also thankful to the students for their participation and cooperation, which made the experience both rewarding and enriching.。
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小学英语听课记录精选三篇教学中,要把指导朗读作为理解课文的主要手段,贯穿在教学的始终。
以下是我整理的学校英语听课记录精选三篇，欢迎阅读与保藏。
学校英语听课记录篇1《学校英语对话教学的讨论》试验课题试验课听课记录2021年11月21日T：现在老师想问问大家，Whatdoyoulike?你们最喜爱吃什么？T：大家猜猜老师最喜爱什么？T：Ilikehamburgers.T：说到这里，老师都要流口水了。
不过，我们的另外两个好伴侣Mike 和Sarah已经迫不及待地要大吃一顿了.出示课件:(A部分的Let`stalk)第一组对话：Ilikehamburgers.Ilikehotdogs.T:Mike喜爱吃……Sarah喜爱吃……Whataboutyou?T:OK,now,readafterit.（读两遍）自主练习。
T：Whatdoyoulike?你喜爱吃什么？指名同学回答。
T：Continue.连续看。
其次组对话：Hereyouare.Hotdogsandhamburgers.T:好了，香喷喷的汉堡包和热狗最终来了，让我们再一次看看服务员阿姨是怎么说的？T：Whocaeadit?Haveatry!T:Ok,让我们一起读。
T：老师也很喜欢.Hotdogsandhamburgers.不过，Mike特别能吃，他觉得汉堡包和热狗还不够，我们看看，他又点了些什么？出示第三组对话：IlikeFrenchfries.Metoo.T:Ok,nowwhocaeadit?Haveatry!找同学试读，老师加以订正。
T:哪一组情愿读给大家听一听。
Haveatry!找两组同学试读。
T：Ilikehamburgers.假如你也喜爱hamburgers，用同样的方法操练chicken、bread、cake、hotdogs.出示第四组对话：Ok,havesomeFrenchfries.Thankyou.T：好了，现在我们可以张开大嘴，开吃了。
大学英语听课记录（共5篇）第一篇：大学英语听课记录课堂设计Section A(3 periods): A Test of True Love1st---2nd periods: Pre-reading activities(theme-related questions for warming up;)While-reading activities(cultural notes;useful words and expressions;difficult sentences)rd3period: While-reading activities(text structure;main ideas)Post-reading activities(comprehension questions;exercises) 具体内容1.Pre-reading Activities1)Check the homeworkTopics1.What do you think very important in someone whom you will love?(For example, do you care very much about his/her appearance?)2.Have you ever seen a movie or read a novel about love that moved you deeply?3.What kind of love do you expect in your life?2.While-reading Activities1)Use questions as a means of clarifying the organization of this passage.Check the Ss’ understanding of the text with following questions1.Why was John Blandford staying in Grand Central Station in New York?He was waiting to see a woman who had filled a special place in his life for the past thirteen months.2.How did John getconnected to the woman?3.How was John’s first response to the woman different from that of his friends?4.What had the woman, Hollis Meynell, done in the past thirteen months?She had faithfully written to John.Even when his letters did not arrive, she wrote anyway, without decrease.5.How did he feel as long as he received her letters?6.When he asked her for a photo, what did she do?7.Did Hollis Meynell come to the station as they had arranged?Yes, but she had asked a lady well over forty to wear the rose on her coat.8.Why did Hollis Meynell want to test John Blandford?2)Language Points:1.without fail:(Line 6)① when you tell sb to do sth without fail, you are telling them that they must do it;with complete certainty 务必，一定② always 总是，必定I want you here by two o’clock without fail.我要你两点钟务必来到这里。
听课记录及评价1Unit1 Making a differenceStep I Warming upTask 1 (class work) words presentation on the blackboardgenius, inspiration, perspiration, quote, mind, curious, be on fire for, be similar to, fearTask 2 (group work) competitionT: 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 poloniumZhang Heng seismograph.Charles Darwin The Theory of EvolutionThomas Alva Edison the light bulb.Albert Einstein The Theory of RelativityTask 3 (group work) Learning quotesT: Who are they on the screen?Ss: Albert Einstein, Maria Curie, Thomas Alva EdisonT: 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。
实习报告实习日期：XXXX年XX月XX日实习地点：某高中英语课堂实习教师：张老师实习内容：听课记录今天，我作为一名实习老师，有幸观摩了张老师的英语课堂。
这是一堂高一英语课，主要内容是关于一般过去时的语法讲解和练习。
在课堂上，张老师以生动有趣的方式进行教学，使我受益匪浅。
课堂一开始，张老师用一首英文歌曲导入，吸引了学生的注意力。
在歌曲结束后，张老师提问学生：“你们能听懂这首歌的主要内容吗？”学生们纷纷举手回答，课堂气氛活跃。
接着，张老师利用多媒体展示了一篇关于一般过去时的英文文章，并引导学生关注文章中的时间状语。
在讲解一般过去时的时候，张老师采用了举例子的方式，让学生更好地理解和掌握。
她列举了一些表示过去时间的词汇，如“yesterday”、“last week”、“in 2010”等，并让学生模仿造句。
学生们积极发言，课堂氛围良好。
此外，张老师还设计了一些练习题，让学生在课堂上进行实战演练，巩固所学知识。
在课堂互动环节，张老师鼓励学生进行小组讨论，共同完成一道关于一般过去时的练习题。
学生们分组合作，积极思考，课堂气氛达到了高潮。
讨论结束后，各小组派代表上台展示答案，张老师对学生的答案进行了点评和指导。
在课堂总结环节，张老师用简洁明了的语言概括了一般过去时的关键点，并提醒学生注意语境中的时态变化。
最后，张老师布置了一道课后作业，要求学生运用一般过去时写一篇小作文。
通过观摩张老师的英语课堂，我对高中英语教学有了更深刻的认识。
张老师以学生为主体，注重启发式教学，充分调动了学生的积极性。
在课堂互动环节，她鼓励学生合作学习，培养了学生的团队精神。
在课后作业布置上，她注重培养学生的实际运用能力。
这些都给我留下了深刻的印象。
在今后的教学工作中，我将以张老师为榜样，努力提高自己的教学水平。
首先，我要加强自己对英语知识的学习，不断提高自己的专业素养。
其次，我要注重教学方法的研究，善于运用启发式教学，激发学生的学习兴趣。
