初一英语听课记录范文.doc

初一英语听课记录范文
　　大家应该都知道，一般老师听课之后，都会有记录，即使是也不例外。下面是给大家的听课记录，供大家参阅!
　　授课教师：李老师
　　教学内容：新目标下册 Unit 3Why do you like koalas? Section B (1—3) [教学目标]
　　知识目标：1.学习并掌握What, Why引导的特殊疑问句，
　　2.用Because句型和形容词“ugly, clever, friendly, beautiful, shy ”表示
　　原因，性质、品质。
　　能力目标：Describe animals; Express preferences
　　情感目标：了解，树立自觉保护的意识，谈论喜好，展示个性。 [重点难点]
　　重点：1. s: ugly, clever, friendly, beautiful, shy, other 2. Target Language:
　　What animals do you like?
　　What other animals do you like? Because they’re…and…
　　难点：How to describe animal and express preferences.
　　[教学过程记录]
　　总评
　　1. 目标明确，重、难点把握准确，知识主线提炼精确。
　　2. 教学设计表达了“听说课”的教学模式，从热身、感知体验、强化稳固到语言应用，设计的思路清晰，步骤明确，表达了“层层递进”的教学原那么。
　　3. 设计的流程遵循了学生的认知规律，由感知体验到语言应用，注重了知识获取，能力形成的学习过程。
　　4. 能够突出学生的主体地位，面向全体，每个学生有任务，且每个学生都有展示的时机。
　　5. 通过小组间的合作，引导学生进行自主、探究学习，敢于质疑，善于解惑，学会总结，大胆评价。
　　6. 教学效果良好，学生参与面广，参与时机多，参与的积极性高涨，浓，知识与能力、过程与方法、情感态度价值观得到了很好的落实。
　　建议：
　　1、教师再多增加一些让学生展示的时机，以便进一步增强学生的自信心、提高其积极性，进而获得成就感;
　　教学过程：
　　1. T leads Ss to read aloud the dialogues in unit 1 to review what they learned in last class.
　　2. T starts teaching the new words on page 7 in unit 2. T stresses on the pronunciation and spelling of the words by showing the connection between the similar words, e.g. father, mother, brother etc.
　　3. T leads Ss to read aloud the words and let them read by themselves.
　　4. T checks Ss’ learning by saying the Chinese meaning of the words and asks Ss to say it in English.
　　5. T asks Ss to take out their exercise books and practicing writing the new words and stresses the pronunciation and spelling again, and checks Ss’ understanding.
　　6. T leads Ss to read aloud the new words again.
　　评价
　　这节课是七三班周四早上的早读课。因为不同班的教学进度和学生学习水平的不同，老师在早读课上主要是催促学生学习、复习最根底的单词和对话、课文等。学生掌握的情况良好。
　　十月十日 七三班第二节
　　教学过程：
　　1. T greets Ss using the sentences they learned in the starter units, e.g. How are you today?/I’m fine, thank you. And you?/I’m good, thanks.
　　2 T presents two photos of her family members and teach Ss to say the words they just learned, e.g. father, mother, brother, sister, grandfather, grandmother etc. And T writes them and their Chinese meaning down on the Bb.
　　3. T points the person on the picture and asks Ss to say the words about the family members by using the sentence pattern: Who is this/that? This /That are… and write them down on the Bb.
　　4.T leads Ss to read aloud the key words and sentence on the Bb again.
　　5.T asks Ss to stand up and read the key words on the Bb individually.
　　6. T starts Unit 2 and leads Ss to do the exercise in 1a: match the words with the people in the picture.
　　7.T writes the nine words on the Bb and checks the answers, and repeat the Chinese meaning of the words and read them out loud.
　　8. T explains that’s=that is, she’s=she is and the differences between is and are when they use this sentence pattern.
　　9. T leads Ss to read the dialogue in 1a repeatedly.
　　10.T starts 1b and asks Ss listen to the tape aording to the demanding: circle the words you hear.
　　11.T plays the tape again and checks the answers and asks Ss to listen it once again, making a pause when the key words appear.
　　12. T suggests Ss to take a photo of their family members next class and learn how to introduce them to the other classmates. 评价
　　这堂课上老师开始了新的一个单元Unit2: This is my sister.通过对于重点单词和根本句型的反复朗读和练习，来帮助学生学习和稳固新的知识。本单元的重点单词是关于家庭成员的英文名称，以及的礼貌用语。学生需要学会区分使用单复数时系动词的变化( this/that is…these/those are…)，以及缩写的用法(this’s=this is, that’s=that is)等。这堂课上学生掌握得比拟快，需要在后面的课程中持续地复习和稳固。 十月十一日 七二班 第四节
　　教学过程：
　　1.T guides Ss to review the words they learned last class by leading them to read out loud twice.
　　2.T guides Ss to recite the words by saying their spelling and Chinese meaning orally, and stresses on the connection and similarities of the pronunciation again.
　　3.T leads Ss to read aloud the dialogue in 1a on page 7 and asks Ss to make up their own dialogues aording to the picture in 1a. T instructs them while Ss are doing it.
　　4.T starts 2a and firstly leads Ss to read aloud the words inside the column and check if the Ss are clear about their Chinese meaning one by one.
　　5. T plays the tape and check Ss’ answers.
　　6.T starts 2b. and T guides Ss to distinguish the identity of the family members in the picture on 2b aording to the letters.
　　7.T leads Ss to read aloud the English names inside the column and helps Ss to distinguish the names for male and female.
　　8.T plays the tape and write the words inside the column on the Bb and check Ss’ answer.
　　9.T leads Ss to read aloud the dialogue in 2c and asks them to read It by themselves with roles.
　　10. T gives the homework.
　　评价：这节课延续了上节课的重点内容：有关家庭成员的介绍，教师通过教材上新的环节的开始进一步稳固了上节课所学内容。并且这节课带着学生复习了在starter units中接触过的英文人名的常识。在这节课的教学过程中，我觉察初中英语课堂上带着学生反复稳固和复习所学核心知识的重要性，即抓住每一个环节与学生所学知识的联系，指导学生反复地
　　记忆，这对于他们打好中学习的根底有重要的作用。