Model essay on English classroom record in senior two.

Recording the information of English courses we listen to is the notes we should take when listening to the class. The following is the method of taking notes in senior two English class for your reference!

Model essay on English listening record in Grade Two 1

In the morning, I came to * * Middle School to participate in English teaching and research activities in Grade Three. Members of the English teaching and research group in the town center and the third-grade English teachers in the town participated in this activity.

At first, this activity listened to a third-grade teaching and research class given by Mr. Zhu in middle school. Then, everyone had an active discussion on teaching and research. Finally, Director Zeng Yanming made some work arrangements for the third grade English review. The following are lecture notes and post-lecture notes.

teaching program

1. Read aloud and review the words before class.

2. Greetings-How's the weather today? The sun is shining.

Then review other words that represent the weather. Cloudy, rainy, sunny, windy, sunny, etc. Then, inspire the students to say other words that represent the weather: warm, cold, cool, hot and so on. The method of inspiration is carried out through questions and answers between teachers and students. The teacher asked: What will the weather be like if it rains? Then the student replied, it will get wet.

3. The weather is fine. Review the expressions of interjections.

How nice the weather is! When there is a problem with this sentence, the teacher promptly passed on how fine the weather is today! Enlighten and finally let the students say the following sentences smoothly: how nice! Then, ask further: how to praise a person? Introduce the following words: smart, clever, careful, hardworking and diligent, and then say: He is a diligent student. I will learn from him.

4. Read the text of Lesson 60 aloud, and then talk about the picture content by watching the slides; I feel that in this process, teachers organize Chinese teaching too much. First of all, what do we see in the picture? Sentences like this can be organized directly in English. It is a good form for teachers to present stories through slides and infiltrate language knowledge in the presentation of stories. It would be nice if we could ask some more purposeful and effective questions about the pictures. Then, the teacher continued to use pictures and topics to guide. Dogs are our best friends. We should take good care of it. Can these two sentences be linked? Let the students say: the dog is our best friend, and we should take good care of it.

5. Check the last composition and get to the point-review the topic in senior three and express it in writing.

In this link, let students be teachers, read and revise their compositions, talk about their own good and bad, and how to revise them.

6. Read model essays, listen to lectures and think.

Overall feeling: Mr. Zhu has shown solid basic teaching skills and rich teaching experience in classroom teaching, showing the teaching characteristics of teachers caring for students and convincing others by reasoning. Especially in the process of introducing knowledge, we attach great importance to inspiring students' thinking and strive to improve students' imagination and ability to use friendly language knowledge in this process.

Random thoughts and suggestions:

1. Written expression is a part of language output in the process of language learning. Not passive language input, but active output. It can be said that written expression is the most difficult ability project for junior three students.

2. Thinking: How to improve students' writing or written expression ability?

I think: first, we should give students enough correct language input; Second, set up writing classes. In the composition class, the teacher demonstrates in person and writes with the students. For example, in the process of looking at pictures, students can be better inspired how to look at pictures and how to say them. (This can better penetrate into the core of students' thinking. ) When you are fully trained in illustration, you should use words to express it. Third, pay attention to the key points. For example, accurate tense, proper choice of words, long and short sentences, conjunctions and so on. Fourth, students show excellent compositions and make error analysis on poor compositions. What criteria should I consider when revising my composition? What are the criteria for dominance and invisibility? At the same time, we can also focus on teaching activities in combination with the special exposition of written expression in the examination standards.

3. From the arrangement of teaching links, I personally feel that the small tasks in each link are clear, but the consistency between the goals of each small task and the big task needs to be strengthened.

4. Are there any teaching activities that can be considered about oral output? That is, give students 6-8 words or phrases before class and let them tell an English story with these words. Then, students can show it in the first three minutes of each class. To some extent, it will be helpful for students' language input.

Judging from the composition materials of this class, I think of a problem: helping each other when the road is rough. This is not a question of English knowledge. What needs to be considered is: when we see the bumpy road, do we need to draw out a sword to help, and how to help? He knows what happened. He threw the bottle at the man hard and fast. -We should help people in trouble. -But how? Perhaps, such a topic can be discussed in more depth in English (language output).

Model essay on English classroom record in Grade Two.

Write on the blackboard before class.

1. Do you like festivals?

2. Do you know what festivals there are in China?

3. Which festival do you like best? Why?

What do your family usually do to prepare for the Spring Festival? Pre-class teaching procedure

Read the words in Module 2 in class:

1. Read the words and phrases in Module 2.

2. Dictate the words in Module 2

3. Question and answer:

Do you like festivals?

Do you know what festivals there are in China? Which festival do you like best? Why?

What do your family usually do to prepare for the Spring Festival?

4. Group work

Divide the students into nine groups and let them discuss the theme: What did your family do for the Spring Festival?

5. Talk about pictures.

6. Match phrases and pictures.

7. Listen and read.

8. Complete Part 3-Choose the correct answer.

9. Homework

Comments on the course:

1. Before class, write the relevant contents on the blackboard in advance, laying a foundation for the smooth progress of classroom teaching and effectively saving time;

2. The teaching link design is clear and clear, and the transition is natural.

3, can combine the characteristics of school group sharing teaching method and English teaching, and effectively carry out group activities. If the class is divided into nine groups, * * * share the discussion? What do your family usually do to prepare for the Spring Festival? In this link, students can actively participate and make full use of the language knowledge they have learned to express themselves in English;

We have done a good job in rational use of teaching resources. Such as teaching wall charts. Teachers can organize students to carry out teaching activities of looking at pictures and talking.

5. Each teaching link can clearly and accurately explain the teaching tasks when carrying out teaching activities. For example, the task of group sharing activities is to talk about what your family has actually prepared for the Spring Festival. Another example is that the task of listening and matching is to listen to the recorded material and underline the relevant phrases. Another example is listening and reading. The task is to answer the following questions.

What are Lingling and her family doing? What are the boys doing? What is Lingling doing?

What is Lingling? What is her mother doing?

Suggestion:

1, the progress of each link is worth considering, such as the review stage. Basically, teachers organize students to read aloud in groups, teachers raise and lower their voices to read aloud, and then organize students to dictate. The whole process was completed at 7: 50. In other words, from 7: 40 to 7: 50, the review stage took ten minutes.

Based on my classroom teaching two days ago, I think the review stage is a regular part of each class, so we should always grasp it; The content selection in the review stage should be targeted and fully combined with the new teaching content; The time allocation of the review meeting should not replace the role of the moderator;

The forms of review should be varied. It's not always reading and dictation. Another example is: after the teaching activities begin, teachers organize students to ask and answer questions about festivals, and carry out group sharing activities, and then organize sharing after the group activities are over. In this process, students can use the collective power of group discussion to express themselves boldly in English, which has laid a good foundation for the next stage of teaching and achieved good results. In this process, teachers can effectively write students' answers on the blackboard, which is convenient for the introduction of new lessons. At the same time, in the process of sharing, teachers can group the answers and carry out evaluation activities in a timely manner. What needs attention is time. The end time of this session is 8: 05. Another example is that the first link matches the picture and phrase on page 8 and ends at 8: 14.

Judging from the above links, there are only 10 minutes left in the important link of classroom teaching. And this is obviously not enough.

2. The teaching wall chart is a very effective teaching aid. But it has not been fully utilized. Whether it is the "hanging" of wall charts or the discussion of pictures, there is still a lot of room to play;

Teachers should organize English teaching in class, but speak more English and less Chinese. Meanwhile, pay attention to pronunciation and intonation. For example, the pronunciation of festivals. Let's listen and read after it. OK or not? Let's listen to the following dialogue and underline the phrases you hear. OK or not? Teachers can complete such content through English organizations.

4. The writing and design of blackboard writing can be improved. For example, layout, such as the letter l.

5. Can we appropriately increase the special practice of language knowledge? Like about the present continuous tense? Not only the activities in the textbook are designed reasonably, but also there are related contents in the exercise book. Teachers can make better use of existing content to carry out teaching activities.

Model essay on English classroom records in Grade Three and Grade Two.

Class: Class 2, Grade 8, Qinggang Middle School

Instructor: Miss Lin.

Title: Grade 8 1 unit grammar points.

Course type: review class

Teaching goal: Let students master the usage of the present perfect tense and the usage of inverted sentences.

Teaching method: cognitive method

Teaching emphasis: the structure and usage of the present perfect tense.

Teaching process: 1. After greeting, the teacher reads the words and the students follow. At the same time, the teacher corrects the problem that students tend to pronounce voiced consonants and ignore stress.

2. Get to the point, list examples of the text and explain the structure of the present perfect tense.

A. Three sentence patterns in the present perfect tense: general sentence pattern, special interrogative sentence pattern and general interrogative sentence pattern.

B, the usage of the present perfect tense: I have been/have been/have been.

C, use the present perfect tense to express the sentence structure of a period of time: for+ since a period of time+simple past tense sentence/past time point/past time+before, and in this case, the short verb becomes the knowledge point of the progressive verb.

D. The usage of adverbs in the present perfect tense is introduced one by one and illustrated with examples.

3. Introduce inversion sentences: illustrate complete inversion sentences and incomplete inversion sentences with examples. Special emphasis is placed on so do I/inside do I Do can be a verb, a modal verb and an auxiliary verb.

Classroom evaluation: 1, the teacher first consolidates the learned words, and the teaching process is from shallow to deep, so that students can master the knowledge points step by step. Combine grammar points with example sentences to be vivid and achieve twice the result with half the effort.

2. The teacher's blackboard writing is rigorous, logical and easy to understand. It is convenient to drive students' thinking to follow the teacher.

3. Lack of teacher-student interaction in the classroom leads to a weak learning atmosphere. Teachers should give more encouragement to students and cultivate their interest in learning.

Class: Class 7, Grade 8, Qinggang Middle School

Instructor: Miss Liu

Topic: Vocabulary and related grammar in Unit 5, Grade 8.

Course type: review class

Teaching goal: let students consolidate the words that represent colors they have learned before and know how to ask and answer questions.

Teaching method: cognitive method

Teaching emphasis: English words expressing colors and how to ask the color of a thing.

Teaching process: 1, do listening dictation, consolidate the color vocabulary learned in the last lesson, and lead the students to follow.

2. Teachers use cards with different colors to interact with students, introduce English words with different colors one by one, and ask students to read after them. The teacher asked the students, what color is it? It? It is orange.

In order to consolidate the sentence pattern of this colorful question and answer, the teacher divided the whole class into two groups. The teacher draws out cards of different colors and asks questions while answering.

4. Play the tape and listen to the dialogue. The teacher asked the students the main content of the dialogue. Read the dialogue with the teacher.

5. Analyze the main grammatical points in the dialogue. From and give an example.

Classroom evaluation: 1, teachers and students actively interact, thus driving the learning atmosphere in the classroom.

2. Teachers introduce the cards with specific colors one by one, and express various colors in English vocabulary, which is very vivid and easy for students to master.

3. Before the formal class, the teacher dictated the words learned in the last class, so that students can enter the classroom learning state and lay the foundation for the later interaction.

4, the teacher's oral English is relatively weak, some words are not pronounced in place, and the fluency of the language is also relatively lacking.

Those who have read the notes of English class in Grade Two also read:

1. Model essay on English listening records of senior two.

2. Model essays on English listening records in Grade Two.

3. Junior high school English classroom record model essay

4. Primary school English listening record model essay

5. High school English listening record model essay