篇一：2013年英语听课记录评语
英语听课记录评语
在课堂教学中表现出了扎实的教学基本功和丰富的教学经验，并展示出了教师关爱学生、循循善诱等方面的教学特点。特别是在知识的引入过程中，十分注重启发学生思维，并在这一过程中努力提高学生的想象力和益友语言知识的运用能力。
教学环节设计安排清晰明了，过渡自然。 能结合学校分组分享教学法和英语教学的学科特点，有效开展分组活动。
学生能够积极参与，并能充分运用所学语言知识进行英语表达； 合理运用教学资源方面做得比较好。教师能组织学生开展教学活动。 每个教学环节在开展教学活动的时候，能够清晰准确地交代教学任务。
认真备课，精心进行教学设计，课堂思路清晰，教学目标明确。教师关注问题导入，学生积极主动参与，课堂气氛活跃。教师教学目标明确，教学过程思路清晰，传授知识的量适中，突出重点，教学目标达成。加强情感交流，注重教学互动。点评学生把握很好。引人自然、合理，学生容易接受。
教学过程由浅到深，易于学生循序渐进地掌握知识点。将语法点与例句相结合，生动形象，从而达到事半功倍的效果。教师的板书思维严密，逻辑性强，浅显易懂。便于带动学生的思维跟着教师走。教师给学生更多的鼓励，培养了学生的学习兴趣。
师生互动活跃，从而带动了课堂的学习气氛。充分利用教学资源，计算机辅助教学模式，有效的提高了课堂效率。层层深入，逐步加深学生对课文理解。
小组讨论，不仅可以拂去阅读时的沉闷，同时可以调动学生积极性，活跃课堂气氛，开阔学生思维，启发学生自主思考问题能力。
这节课属于任务型教学，整节课老师与学生关系融洽，互相配合，默契度非常之高。老师引导学生积极参与教学活动，完成教学任务。老师熟悉新课标标准，面向全体同学，在达到要求的基础上，让不同学生有不同发展，同时也以学生为中心，整节课利用活动引导学生进行探讨学习，让学生积极主动的配合课程。
这节课属于任务型教学，这节课属于任务型教学，整节课流程流畅，任务直接斜街非常好，学生清晰明白老师的教学流程，学习任务。可见老师的教学设计的科学性，也看出老师的教学专业素质高。
整节课有活动在支撑，自始至终的活动教学，梯度有序的学习过程，自始至终的形成性评价，有效的奖励，学生积极参与展示，培养创新思维能力的积极尝试，
篇二：初中英语课堂教学实录及点评
初中英语课堂教学实录及点评
听说课课堂教学实录
Unit 3 Why do you like koalas? Section B (1—3) 执教人单位：沂南县铜井中学 执教人：祖庆涛[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：了解自然，树立自觉保护动物的意识，谈论喜好，展示个性。 [重点难点]
重点：1. Words: 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] I. Warm up
1. Revision (复习Section A中的句型) Let’s chant.
What animal do you like? What animal do you like? Do you like tigers? Yes, I do. Yes, I do. Do you like pandas? Yes, I do. Yes, I do. Do you like pandas? No, I don’t. No, I don’t.
点评：Chant的应用，既复习回顾了Section A中的内容， 又提高了学生学习的积极性，活跃了课堂气氛。
2. Task: A free talk about your favorite animal and the reasons
参考句型：
A: What’s your favorite animal? B: My favorite animal is… A: Why? B: Because it’s …
点评：进一步突出了本单元的“Language Goals: Describe animals; Express preferences”，以对话活动为载体，有针对性的复习回顾了以前所学的知识，同时又为本课的学习目标（让学生使用更加丰富的语言来描述动物，表达自己的喜好）做了铺垫。 II. Pre-task (预备任务) 1. Research（新知探究）：
1) Show the new words“ugly, clever, friendly，beautiful, shy, other ”on the screen to the SS. 2) Ask a student to read, the other SS follow him / her to read.
C. Read, correct the pronunciations and remember them. D. Have a dictation.
点评：以上活动都是在课前单词预习的基础上进行。 2. Task1: Learn more describe words.
2) Ask some groups to show.
参考词汇：ugly, friendly, small, shy, clever, beautiful, cute, scary… 参考句型： A: Let’s see…. B: Why? A: Because… OR, A: Do you like…?
B: Yes, I do / No, I don’t A: Why? B: Because…
点评：通过复习回顾、强化巩固了单词，在这一个活动中，教师注重了训练学生对单词的应用，教会学生如何用更加丰富的语言描述动物，表达喜好。建议这个任务的设计，与Revision中Task(A free talk about your favorite animal and the reasons)内容相似，设计的层次应该递进一步。 III. While-task (同步任务) 1. Task1: SB 2a（课本2a）
2) Change and correct
点评：小组间，小组成员之间，相互合作，共同促进。
3) Ask the groups to show. 2. Task2: SB.2b
1)Use the same way to solve 2b. 2)Follow to read the listening material
3. Task3: SB 3
1)Listen to the tape. 2)Read and understand
3)Talk about the important contents. 4)Read the new sentences on the screen: What animals do you like? What other animals do you like? Because they’re friendly and clever. 5)Show
6)Read after the tape. 7)Read in groups. 8)Check
4. Task4: Make new conversations in groups
需用句型：
A: What animals do you like? B: I like… They’re…
A: What other animals…? B: I like…
A: Why?
B: Because…
点评：这个活动是本堂课的升华，任务的层次有所递进，表达的语言更加丰富，注重了口语应用，同时
为下一步的教学活动做好准备。
IV. Post-task (任务提升) 1. Task1: Make a survey
Survey 4 partners about their favorite animals / subjects / movies / actors (演员) /month… and the reasons
参考句型：What’s your favorite…?Why?
点评：合作共建，展示提升，这个任务通过学生之间的合作完成，在谈论动物话题的基础上有所拓展，通
过合作交流，为下一步写作训练提供了素材。
2. Task 2: Speaking and writing
First give us the report about the survey, and then write a short article. …favorite…is…, He / She likes it because…
点评：教学层次又递进一步，任务的难度又有所增加，由对话的口语应用练习，迁移到语篇的输出，达成
了预定的能力目标，同时又为下一课时3a语篇的学习打好了基础。
V. Summary:
Ask one of the Ss what they have learnt.
VI. Homework
1. Grasp the new contents in section B 1-3. 2. Preview 3a-4 . 总评
1. 目标明确，重、难点把握准确，知识主线提炼精确。
2. 教学设计体现了“听说课”的教学模式，从复习热身、感知体验、强化巩固到语言应用，设计的思路清晰，步骤明确，体现了“层层递进”的教学原则。
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机会。
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，参与机会多，参与的积极性高涨，兴趣浓，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。 读写课课堂教学实录
Unit 3 What were you doing when the UFO arrived? Section A （3a—4） 执教人单位：莒南县城关第一中学 执教人：杨剩余
篇三：一节初中英语课堂教学的实录及点评
Unit 6How long have you been studying
history?( Reading)
Step 1. Warm up
T: Hello, everyone! Do you like playing games? Let’s play a guessing game.
28 6
4 2
67 68
These numbers are about me.
Eg: I’m 28 years old.
I have two hobbys.
Can you guess what do they mean? (The students have a discussion about this.)
Just now I said I have two hobbies, one is collecting cards. Look! These are my cards. Do you like them? If you can answer my question, I’ll give you one of them.the other is studying history.
【设计意图】利用一个猜迷游戏游戏拉近师生距离，导入话题。为导入新课作铺垫。
【点评】只有通过师生、生生间大量的语言交流，才能培养学生用英语交际的能力。课堂上的Free Talk是培养学生听说能力的有效方式。通过谈话自然地引入本课的主题.
Step 2. Reading
Activity1 Speaking
Do you like studying history?
? 1. How many Chinese dynasties can you think of?
? 2. How many famous characters from Chinese history can you think of? Make a list.
? 3. Can you think of famous characters from the history of other countries? Make a list.
After students answering the questions, teacher say:
OK! You are very good! I have a friend. He likes studying Chinese history, too.
Do you want to know him? Look! This is him. (多媒体展示Tom 照片)
【设计意图】通过猜迷这一环节，引出学生的兴趣学好这一话题，从而过渡到本环节的教学任务---根据所给话题自由谈论。
【点评】本环节意在通过学生的谈论，增加他们的口语表达能力和课外知识。
Activity2 Listening
Do you want to know more about him? How long has he been studying Chinese history? Let’s listen.
【设计意图】设置情景，引入听力话题，锻炼学生的听说能力。
【点评】此环节旨在通过听力的设置，使学生对课文内容有了初步的了解。
Activity3 Scanning
OK! Next, let’s read the text and choose the best heading for each paragraph.
? Read the passage and choose the best heading for each paragraph.
? A. The history of my family.
? B. The experience of my learning Chinese history. ? C. Something about Harbin.
? Paragraph1____________
? Paragraph2____________
? Paragraph3____________
【设计意图】通过选择题的设置，养成学生的快速阅读能力和对课文的整体认知能力。
【点评】选择题目的设置，降低了学习难度，使学生能够非常轻松的进入课文。
Activity4 Careful reading
Now we have known the main meaning of each paragraph. This time let’s read each paragraph carefully.
First paragraph1
Read and fill in the form.
Read paragraph2 and answer these questions.
? Questions:
? 1. How long has Leo been learning a lot about his family history?
? 2. What was very interesting for me?
? 3. When did the first Jews probably came to Kaifeng?. Then show the answer to the questions, and explain some phrases. Read paragraph3-4 and say “True” or “False”
? 1. We usually studied Chinese history when I lived in Australia.
? 2. Now I’ve been studying for over two years.
? 3. I think Chinese history is very hard to understand.
? 4. The more I learn about Chinese history, the less I enjoy living in China.
? 5. Does Leo live quite far from Beijing?
Look at the answer of sentense2 , can you find the other sentenses like this in the text.
1. I’ve been teaching in China for two years. 2. Since I came to China, I’ve been learning a lot about my family history.
3. I’ve been studying for over two yearsnow
Look at these sentences, what rules can you get?
现在完成进行时:(The Present Perfect Progressive Tense) for +一段时间
have / has been doing sth + since +过去的时间点
since + 从句 (一般过时)
【点评】让学生自己总结本节课所学内容，然后利用多媒体展示本节课重难点,以此培养学生分析、归纳能力。根据目前学生“以我为中心”意识强、合作意识差的现象，教师设计了恰当的活动进行德育渗透。
Australia n. 澳大利亚
Australian adj. 澳大利亚的,
澳大利亚人的
n. 澳大利亚
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