英语授课记录及分析范文5篇

文章摘要：英语课程的学习似乎考的更多的就是单词的记忆跟动词的变换，很多数学教授的讲课模式或许是有好的地方，但是这不好的地方也是有的，就看看听课的同学是如何说的吧。英语听课记录及分析1……

英语课程的学习似乎考的更多的就是单词的记忆跟动词的变换，很多数学教授的讲课模式或许是有好的地方，但是这不好的地方也是有的，就看看听课的同学是如何说的吧。

英语听课记录及分析1

听课人：xx

授课教师 李xx

授课班级 高一（1）班

教学内容 ： unit 4 earthquakes period 4 listening

课 堂 记 录

step 1 revision

1. check the homework exercises.

2. ask some students to make sentences with attributive clauses.

step 2 warming up

tell the students: as we all know, earthquakes are disasters to everyone. but why do earthquakes happen? can we avoid or at least reduce the loss caused by earthquakes? can we foretell earthquakes? now we will do some listening and the listening text will tell us the answers.

step 3 listening (on page 62 in the workbook)

1. look through the part listening on page 62 and guess what the listening material may be about. then listen to the tape for the first time to see whether their guessing is right or not.

2. read the following statements and listen to the tape for the second time. then decide whether they are true or false.

check the answers and try to correct the statements which are false.

3. listen to the tape again and then answer the questions and complete the following sentences.

part 1:

1)why do earthquakes happen?

2)why do california, china and japan have a lot of earthquakes?

part 2:

1)do not built______________.

2)make sure you build______________.

3)you must______________._____________ buildings will fall down and_____________ ones may______________.

a few minutes later, check the answers with the whole class.

4. discuss this question in small groups: why do some earthquakes kill more people than others?

5. reading and retelling

show the students the listening text and let them read it. then ask them to retell the cause of earthquakes and the ways of reducing losses from earthquakes.

step 4 listening task(on page 66 in the workbook)

turn to page 66. look at the pictures and discuss what the might have learned.

1. in four let the students discuss what would be the best way to protect oneself if there was an earthquake.

2. ask one member of the group to give their ideas to the class.

3. let the class 出现恶意脚本uate each group’s idea and see if they agree. if they do, write the idea on the board. collect the ideas all the groups have contributed.

4. ask the students to choose the three that they think are the most useful if an earthquake comes.

5. listen to the tape for the first time and see if the ideas on the tape are the same. discuss why the plans on the tape are different from the ones suggested by the class.

6. now make the earthquake plan. then listen to the tape for the second time to improve the earthquake plan.

step 5 listening(on page 31 in using language)

1. tell the students: we are going to listen to a story told by a man who was a survivor of the great san francisco earthquake of 1906.

2. go through the sentences in exercise 2, then listen to the tape for the first time, and try to tell whether the statements are true or false.

3. go through the questions in exercise 3, then listen to the tape for the second time and answer the questions.

4. tell the students: while listening to the tape, you should not only pay attention to the contents, but also the pronunciation and intonation.

5. reading and retelling

show the students the listening text and let them read it. then ask them to retell it. step 6 homework

1. finish off the workbook exercises.

2. read the listening texts again and try to retell them.

听课评析

本堂课是该单元教学的第四部分——听力教学。首先李老师对上一堂课的内容进行了温习，随后导入了新课。本堂课的生点放在了提升学生的听力能力上。workbook的听力提供了有关地震的材料并叙述了事情的因果关系。李老师用了一些问题进行导入，像“为什么地震会出现？”“我们能否能够防止或降低地震给我们带来的攻击。”等等···先使学员猜测听力内容后播放第一遍磁带，判断猜测是否恰当。接下来听第二遍并完成exercise 1判断正误。再听第三遍录音，完成训练2中的难题与表格。听此遍时，李老师暂停并重复了一些重点的语句帮助学生理解文章。核对答案时，对学员有疑问的听力难点进行解释。最后，让教师阅读听力原文并要求略读。这一步能帮助学生进一步理解听力材料并把握重点。在听的过程中英语备课教案模板，有些学生看到很难听懂并理解口语材料，李老师适时地引导人们不要放弃。“the more they listen to english, the easier it becomes.”

英语听课记录及分析2

本次教研活动我听了赵佩佩老师的一节英语课，根据听课记录我作了如下评析：

一、 优点：

1. 教师能否把新课改的课堂理念利用到教学中，精心设计了本节课，

无论是新课的采用、重难点的掌握、教学方法，还是整个教学过程的布局才能凸现学生的主体地位与教师的主导作用。为了促使学生的学习兴趣引进课题采用英文歌曲跟积极的师生问候。

2. 教学过程流场。教师重视了课外知识的拓宽。能运用学生已有的

知识储备（以前学过的知识）来进行教学；能结合实际及时从网络上搜集信息，教师可把握课堂教学中学生互动实时产生的资源。体现民主的学生关系。但鼓励、调控、评价没有跟上，这是教学气氛的直接因素。教师除了应评价，也要使学生参与评价。

3. 能借助营造活动，情景引导学员参加课堂教学；能使教师利用

english充分发表自己的看法，训练学员思维及英语素质；能运用多媒体直观教学，对课堂教学起到很高的辅助作用。

4. 教学设计模式较清晰，能按“四位一体”课堂教学法

（preparation presentation、practice、production）思路设计并实行教学，课堂教学基本表现“三维目标”要求，教学效果很好，能加强听、说、读、写基本技能训练，又可引用例导致教师思考、讨论，师生互动性强，课堂气氛较活跃；语言节奏控制较好，能运用肢体语言“拉近”师生关系。

二、 不足之处：

1. 教材中的活动知识内容能在适度的之后加入教学中，给学有余力的学员学习发展的机会。

2. 教学过程中能按照学生详细状况，来安排教学任务，如一部分学生完成较多、较快、可以帮助其它学生完成，整体效果会更好。教师课堂中必须充分发挥学生的激情，去调动、唤醒师生浓厚的学习兴趣。

教学过程中能按照学生完成任务的状况改变学习方法英语备课教案模板，一部分学生完成较多，可以跟其它学生一起互相帮助合作、探究完成，整体效果会更好。

3．讲授过程中，教师语言应规范。

4. 在讲解开始插入图片或动画，可以继续展现开课引课用的风景网页，引导学员模仿逐步学习；

5. 课堂气氛稍显严肃，学生不够活跃，回答同学问题的学生很局限。

6．结束有些仓促，总结、设计展现拓展内容的环节，让学生直观感受到祖国的大好河山。

三、建议：

1. 应多创设问题情境，引发师生思维、讨论、互动，提高课堂教学效果；

2. 应让学生朗读语文语言，以获得亲自体验、感受；

3. 应让学生充分发表自己的看法，多激励教师，充分激发师生学习的切实； 总之，在传授知识与技能的同时，也应注意过程与技巧，

情感态度价值观的 体现。

4. 可以帮学生最充分的时间探讨，适当控制教学节奏；