前沿拓展：
鲁网12月30日讯为进一步提高教学质量，全面扎实地开展“双减”工作，切实提升学校育人水平，培养学生的综合能力，临沂第三十四中学在教学常规上在规范中寻求创新，增添创造活力。
九年级英语组每位老师的教案都做到了有旁批、有反思，虽然是集体备课，但都体现了各自的特色。对学生的作业批改规范，评语具有鼓励性。苑红老师对学生的书写习惯都十分的重视，对作业的要求比较严格，每一篇教案后都有比较详细、有针对性的反思，言之有物；张凤雪老师们常常鼓励后进生，给他们关注性的评语，比如“你进步真大，如果下次能再细心一点点就更棒了！“Come on!”等之类的语句。杜文秀老师的课后反思能够针对课堂上出现的问题及时小编综合来说反思，反思详实、丰富、并且有价值；王文秀老师备课态度认真，本面整洁、清楚，用图示法或色笔勾画的方法标志出需要强调的内容，使得教学内容直观形象、一目了然。
每位老师作业批改记录都详实有效，作业需要表扬哪些同学，哪几个问题学生出错较多，如何改正等都可以在老师们的作业批改记录中找到。阶段性测试是检验学生上课效率的重要手段。比起成绩更重要的是发现背后隐藏的问题。老师们对学生在测试中出现的问题及时小编综合来说归纳，并运用多种方法，如生生互讲、师抽生讲、组长抽讲等让学生掌握更加巩固。
“双减”形势下，探索以学生学习为中心，以教师导学为主线，以提升核心素养为目标，确保以优质的教学设计实现优质的课堂教学。九年级历史备课组每周规范开展集体备课活动，以教学案一体化设计为中心展开研讨，群策群力，紧密结合课程标准，把教材吃透，为课堂教学打下坚实的基础；集备之后主攻课堂教学，采取多种教学方法，调动学生学习的积极性，提高课堂效率；平时坚持听评课活动，互相学习，取长补短，共同提高教学水平。
历史备课组注重学生的学习感受，努力营造 “教学相长，和谐发展”的教学氛围，努力实现“教研引领，学校管理，师生自觉，共同成长”的美好目标。
从教学常规中可以看出老师们对待工作认真负责、学生们对待作业态度端正。在以后的工作中，老师们将会继续努力，有效落实“双减”工作，为学校的教育教学工作做出新的贡献。（通讯员 孙梦汝）
来源： 鲁网
拓展知识：
初中英语听课记录
大家应该都知道，一般老师听课之后，都会有记录，即使是初一也不例外。下面是我给大家整理的初一英语听课记录，供大家参阅!
初一英语听课记录 范文 篇1
授课教师：李老师
教学内容：新目标七年级下册 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 小编综合来说 ，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。
建议：
1、教师再多增加一些让学生展示的机会，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;
2、教师应进一步锤炼自己的课堂语言，从而使课堂教学可以更加流畅地进行。
初一英语听课记录范文篇2
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督促学生学习、复习最基础的单词和对话、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 according 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 clas**ates. 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基本句型的反复朗读和练习，来帮助学生学习和巩固新的知识。本单元的重点单词是关于家庭成员的英文名称，以及 人际交往 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较快，需要在后面的课程中持续地复习和巩固。 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 according 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 according 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巩固了上节课所学内容。并且这节课带领学生复习了在starter units中接触过的英文人名的常识。在这节课的教学过程中，我发觉初中英语课堂上带领学生反复巩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 英语学习 的基础有重要的作用。
前沿拓展：
鲁网12月30日讯为进一步提高教学质量，全面扎实地开展“双减”工作，切实提升学校育人水平，培养学生的综合能力，临沂第三十四中学在教学常规上在规范中寻求创新，增添创造活力。
九年级英语组每位老师的教案都做到了有旁批、有反思，虽然是集体备课，但都体现了各自的特色。对学生的作业批改规范，评语具有鼓励性。苑红老师对学生的书写习惯都十分的重视，对作业的要求比较严格，每一篇教案后都有比较详细、有针对性的反思，言之有物；张凤雪老师们常常鼓励后进生，给他们关注性的评语，比如“你进步真大，如果下次能再细心一点点就更棒了！“Come on!”等之类的语句。杜文秀老师的课后反思能够针对课堂上出现的问题及时小编综合来说反思，反思详实、丰富、并且有价值；王文秀老师备课态度认真，本面整洁、清楚，用图示法或色笔勾画的方法标志出需要强调的内容，使得教学内容直观形象、一目了然。
每位老师作业批改记录都详实有效，作业需要表扬哪些同学，哪几个问题学生出错较多，如何改正等都可以在老师们的作业批改记录中找到。阶段性测试是检验学生上课效率的重要手段。比起成绩更重要的是发现背后隐藏的问题。老师们对学生在测试中出现的问题及时小编综合来说归纳，并运用多种方法，如生生互讲、师抽生讲、组长抽讲等让学生掌握更加巩固。
“双减”形势下，探索以学生学习为中心，以教师导学为主线，以提升核心素养为目标，确保以优质的教学设计实现优质的课堂教学。九年级历史备课组每周规范开展集体备课活动，以教学案一体化设计为中心展开研讨，群策群力，紧密结合课程标准，把教材吃透，为课堂教学打下坚实的基础；集备之后主攻课堂教学，采取多种教学方法，调动学生学习的积极性，提高课堂效率；平时坚持听评课活动，互相学习，取长补短，共同提高教学水平。
历史备课组注重学生的学习感受，努力营造 “教学相长，和谐发展”的教学氛围，努力实现“教研引领，学校管理，师生自觉，共同成长”的美好目标。
从教学常规中可以看出老师们对待工作认真负责、学生们对待作业态度端正。在以后的工作中，老师们将会继续努力，有效落实“双减”工作，为学校的教育教学工作做出新的贡献。（通讯员 孙梦汝）
来源： 鲁网
拓展知识：
初中英语听课记录
大家应该都知道，一般老师听课之后，都会有记录，即使是初一也不例外。下面是我给大家整理的初一英语听课记录，供大家参阅!
初一英语听课记录 范文 篇1
授课教师：李老师
教学内容：新目标七年级下册 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 小编综合来说 ，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。
建议：
1、教师再多增加一些让学生展示的机会，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;
2、教师应进一步锤炼自己的课堂语言，从而使课堂教学可以更加流畅地进行。
初一英语听课记录范文篇2
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督促学生学习、复习最基础的单词和对话、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 according 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 clas**ates. 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基本句型的反复朗读和练习，来帮助学生学习和巩固新的知识。本单元的重点单词是关于家庭成员的英文名称，以及 人际交往 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较快，需要在后面的课程中持续地复习和巩固。 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 according 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 according 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巩固了上节课所学内容。并且这节课带领学生复习了在starter units中接触过的英文人名的常识。在这节课的教学过程中，我发觉初中英语课堂上带领学生反复巩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 英语学习 的基础有重要的作用。
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