大学英语听课记录
英语专业实习听课记录15（2）
听课记录及评价1Unit1 Makinga differe nceStep I Warming upTask 1 (class work) words present ationon the blackbo ardgenius,inspira tion, perspir ation,quote, mind, curious, be on fire for, be similar to, fearTask 2 (group work) competi tionT: Who made great contrib u tions to society and science? What great scienti sts do you know? And what are they famousf or?Ss: Maria Curie radiumand poloniu mZhang Heng seismog raph.Charles DarwinThe Theoryof Evoluti onThomasAlva Edisonthe light bulb.AlbertEinstei n The Theoryof Relativ i tyTask 3 (group work) Learnin g quotesT: Who are they on the screen?Ss: Albert Einstei n, Maria Curie, ThomasAlva EdisonT: Whom do you think these quotesare from? Do you know what they mean?S：I think it is from Edison. It means that if we make great efforts to do sth, we’ll succeed. And no matterh ow cleverh e is, a personwill fail if he doesn’t try his best. In Chinese, it means 天才就是百分之九十九的汗水加上百分之一的灵感。
大学英语听评课记录
大学英语听评课记录评课日期：[填写日期]教师姓名：[填写教师姓名]课程名称：[填写课程名称]课堂内容回顾：在本次课堂中，教师以生动有趣的方式呈现了课程内容。
通过多媒体展示和实际例子，教师成功地引起了学生们的兴趣。
课堂涵盖了以下几个主要话题：1. [填写主要话题1]2. [填写主要话题2]3. [填写主要话题3]学生参与情况：学生们在本次课堂中积极参与。
他们踊跃回答问题、提出自己的观点，并和教师及其他同学展开了讨论。
课堂氛围活跃，学生们的热情很高。
教学方法和技巧：教师采用了多种教学方法和技巧，以提高学生研究效果和兴趣。
以下是几个教学方法和技巧的示例：1. 引用生活例子：教师通过引用生活中的实际例子，使学生更容易理解抽象的概念。
2. 多媒体展示：教师使用多媒体展示来呈现文字、图像和视频等内容，增强了学生们的视觉和听觉体验。
3. 小组讨论：教师安排了小组讨论活动，鼓励学生们之间的合作和互动，提高了学生的口语表达能力。
反思与建议：在本次课堂中，教师表现出色，但也有一些可以改进的地方：1. 时间管理：课堂时间有些紧张，教师可以更加合理地分配时间，以确保每个话题都得到足够的讨论和理解。
2. 授课材料：教师可以准备更多丰富的教学材料，如实例、案例分析等，以更好地支持课堂教学。
总结：本次课堂充满活力，学生和教师之间的互动令人印象深刻。
教师的教学方法和技巧很好地促进了学生的参与和研究效果。
期待在今后的课堂中继续享受这样的教学体验。
> 注意：以上内容仅为听评课记录，不涉及课后作业和考试成绩。
辅导员 堂听课 记录表
这堂英语课的讲课知识点清晰，所选练习讲解较精当，课堂用语基本用英语，培养学生的口语表达能力。晏红老师首先给同学们播放新视野听力材料，评讲四级卷子，接着带领大家学习星火词网的新单词，并细心分析单词以及例句的难点与重点讲解。最后，进行上一节课布置单词的听写练习。
课后反馈（学生的课堂评价，辅导员听课感受）
听课记录表
课程名称
大学英语3
听课时间
10:30--12:00
教师姓名
Байду номын сангаас晏红
教师单位
重庆师范大学涉外商贸学院
授课对象
人力资源管理2班
授课地点
8407
学生
听课情况
学生出勤
情况
全勤
课堂纪律
学生上课的精神及注意力集中，课堂纪律良好
课堂气氛
上课学生们都认真听讲，回答老师问题的积极性也大
其他
教态端正，讲课投入，言行文明，师生关系融洽
晏红老师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。课前准备充分，充分利用了多媒体教学，为学生创造了良好的语言学习情境，激发了学生的学习热情，调动了学生积极性。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已有语言知识的运用能力。
听课人签名：
年月日
英语专业实习听课记录
听课记录及评价1Unit1Making a differenceStep I Warming upTask 1 (class work) words presentation on the blackboardgenius, inspiration, perspiration, quote, mind, curious, be on fire for, be similar to, fearTask 2 (group work) petitionT: Who made great contributions to society and science"What great scientists do you know" And what are they famous for"Ss: Maria Curie radium and poloniumZhang Heng seismograph.Charles Darwin The Theory of EvolutionThomas Alva Edison the light bulb.Albert Einstein The Theory of RelativityTask 3 (group work) Learning quotesT: Who are they on the screen"Ss: Albert Einstein, Maria Curie, Thomas Alva EdisonT: Whom do you think these quotes are from" Do you know what they mean" S：I think it is from Edison. It means that if we make great efforts to do sth, we’ll succeed. And no matter how clever he is, a person will fail if he doesn’t try his best. In Chinese, it means 天才就是百分之九十九的汗水加上百分之一的灵感。
大学主题班会听课记录(3篇)
第1篇日期：2023年3月15日地点：大学多功能厅主讲人：辅导员张老师参会人员：全班同学一、班会背景为了加强班级凝聚力，提高同学们的综合素质，辅导员张老师特此组织本次主题班会。
本次班会旨在通过分享交流、互动讨论等形式，帮助同学们更好地适应大学生活，明确学习目标，培养良好的生活习惯。
二、班会内容1. 开场致辞张老师首先对同学们的到来表示欢迎，并简要介绍了本次班会的目的和意义。
她强调，大学是一个全新的环境，同学们要学会独立生活、自主学习，并努力提高自己的综合素质。
2. 学习交流（1）学习目标的确立张老师首先引导同学们思考自己的学习目标。
她指出，明确的学习目标有助于提高学习效率，有助于在大学期间取得优异的成绩。
同学们纷纷分享了自己的学习目标，包括专业课程学习、英语四六级、计算机等级考试等。
（2）学习方法探讨针对同学们在学习过程中遇到的问题，张老师分享了以下学习方法：①制定合理的学习计划，确保每天有足够的时间用于学习；②培养良好的学习习惯，如定时复习、做笔记等；③积极参加课堂讨论，提高自己的思维能力；④充分利用图书馆资源，拓宽知识面；⑤寻求同学、老师的帮助，共同进步。
3. 生活习惯养成（1）时间管理张老师强调，时间管理对于大学生来说至关重要。
她建议同学们制定时间表，合理安排学习、休息、娱乐等时间，避免拖延症。
（2）饮食健康张老师提醒同学们要注意饮食健康，合理搭配膳食，保证营养均衡。
同时，要养成良好的作息习惯，避免熬夜。
（3）锻炼身体张老师鼓励同学们积极参加体育锻炼，提高身体素质。
她建议同学们根据自己的兴趣选择合适的运动项目，如跑步、篮球、瑜伽等。
4. 互动环节（1）心理健康针对同学们在心理方面可能遇到的问题，张老师分享了以下建议：①保持乐观的心态，学会调整情绪；②学会倾诉，寻求心理支持；③积极参加社团活动，拓展人际关系；④寻求专业心理咨询。
（2）职业规划张老师提醒同学们要尽早规划自己的职业道路，明确职业目标。
大学英语听课记录范文
大学英语听课记录范文As I stepped into the university English classroom, the air was filled with a palpable sense of anticipation. The students, a diverse group hailing from various backgrounds, were eagerly awaiting the start of the lecture. The professor, a seasoned educator with a wealth of experience, strode confidently to the front of the room, commanding the attention of all present.The lesson began with a brief introduction to the day's topic – the importance of effective listening in the context of language learning. The professor emphasized that while speaking and writing are essential skills, the ability to comprehend spoken English is a crucial foundation for overall language proficiency. She highlighted the fact that many students often struggle with listening comprehension, a challenge that can be overcome through consistent practice and the development of targeted strategies.To illustrate her point, the professor played a short audio recording of a native English speaker delivering a lecture on the history of the English language. As the recording played, the students wereinstructed to take notes and focus on key details, such as the main ideas, supporting evidence, and any unfamiliar vocabulary. The atmosphere in the room was one of intense concentration, with the only sound being the gentle scratch of pens against paper.Once the recording had finished, the professor invited the students to share their observations and insights. A lively discussion ensued, with students raising their hands and offering their perspectives on the content of the lecture. The professor skillfully guided the conversation, asking probing questions and encouraging the students to elaborate on their thoughts. She was particularly impressed by the level of detail and nuance in the students' responses, indicating that they had indeed been actively engaged in the listening exercise.To further reinforce the importance of listening comprehension, the professor then divided the class into small groups and assigned them a task. Each group was given a different audio recording, ranging from a news broadcast to a TED talk, and were instructed to work together to identify the main ideas, key supporting points, and any challenging vocabulary. The students eagerly set to work, collaborating with their peers and actively discussing the content of the recordings.As the class progressed, the professor continued to introduce variouslistening strategies and techniques, such as predicting content, identifying key words and phrases, and using context clues to decipher unfamiliar terms. She encouraged the students to experiment with these strategies and to share their experiences with the rest of the class. The students were receptive to the professor's guidance, asking insightful questions and offering thoughtful reflections on the effectiveness of the different approaches.One particularly memorable moment occurred when the professor played a recording of a heated political debate. The students were tasked with identifying the main arguments presented by each side, as well as any instances of logical fallacies or rhetorical devices. The discussion that followed was both lively and thought-provoking, with the students demonstrating a nuanced understanding of the complexities of the topic.Throughout the class, the professor maintained a warm and engaging demeanor, fostering an environment of mutual respect and intellectual curiosity. She recognized the diverse backgrounds and learning styles of her students, and tailored her teaching methods accordingly. Whether it was through interactive group activities, individual reflections, or whole-class discussions, the professor ensured that each student had the opportunity to actively participate and contribute to the learning process.As the class drew to a close, the professor emphasized the importance of continued practice and self-reflection in the pursuit of effective listening comprehension. She encouraged the students to seek out opportunities to listen to authentic English content, such as podcasts, news broadcasts, and TED talks, and to regularly assess their progress and identify areas for improvement.The students left the classroom with a renewed sense of purpose and a deeper appreciation for the power of active listening. They recognized that mastering this skill would not only enhance their language proficiency but also open up a world of opportunities for personal and professional growth. The lessons learned in this English listening class would undoubtedly serve them well in their academic and future endeavors.。
英语听课记录范文(实用6篇)
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大学英语听课记录（共5篇）
大学英语听课记录（共5篇）第一篇：大学英语听课记录课堂设计Section A(3 periods): A Test of True Love1st---2nd periods: Pre-reading activities(theme-related questions for warming up;)While-reading activities(cultural notes;useful words and expressions;difficult sentences)rd3period: While-reading activities(text structure;main ideas)Post-reading activities(comprehension questions;exercises) 具体内容1.Pre-reading Activities1)Check the homeworkTopics1.What do you think very important in someone whom you will love?(For example, do you care very much about his/her appearance?)2.Have you ever seen a movie or read a novel about love that moved you deeply?3.What kind of love do you expect in your life?2.While-reading Activities1)Use questions as a means of clarifying the organization of this passage.Check the Ss’ understanding of the text with following questions1.Why was John Blandford staying in Grand Central Station in New York?He was waiting to see a woman who had filled a special place in his life for the past thirteen months.2.How did John getconnected to the woman?3.How was John’s first response to the woman different from that of his friends?4.What had the woman, Hollis Meynell, done in the past thirteen months?She had faithfully written to John.Even when his letters did not arrive, she wrote anyway, without decrease.5.How did he feel as long as he received her letters?6.When he asked her for a photo, what did she do?7.Did Hollis Meynell come to the station as they had arranged?Yes, but she had asked a lady well over forty to wear the rose on her coat.8.Why did Hollis Meynell want to test John Blandford?2)Language Points:1.without fail:(Line 6)① when you tell sb to do sth without fail, you are telling them that they must do it;with complete certainty 务必，一定② always 总是，必定I want you here by two o’clock without fail.我要你两点钟务必来到这里。
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课堂设计Section A (3 periods): A Test of True Love1st---2nd periods: Pre-reading activities ( theme-related questions for warming up;)While-reading activities (cultural notes; useful words and expressions;difficult sentences)3rd period: While-reading activities (text structure; main ideas)Post-reading activities (comprehension questions; exercises)具体内容1. Pre-reading Activities1) Check the homeworkTopics1. What do you think very important in someone whom you will love? (For example, do you care very much about his/her appearance?)2. Have you ever seen a movie or read a novel about love that moved you deeply?3. What kind of love do you expect in your life?2. While-reading Activities1) Use questions as a means of clarifying the organization of this passage.Check the Ss’ understanding of the text with following questions1. Why was John Blandford staying in Grand Central Station in New York?He was waiting to see a woman who had filled a special place in his life for the past thirteen months.2. How did John get connected to the woman?3. How was John’s first response to the woman different from that of his friends?4. What had the woman, Hollis Meynell, done in the past thirteen months?She had faithfully written to John. Even when his letters did not arrive, she wrote anyway, without decrease.5. How did he feel as long as he received her letters?6. When he asked her for a photo, what did she do?7. Did Hollis Meynell come to the station as they had arranged?Yes, but she had asked a lady well over forty to wear the rose on her coat.8. Why did Hollis Meynell want to test John Blandford?2) Language Points:1. without fail: (Line 6)①when you tell sb to do sth without fail, you are telling them that theymust do it; with complete certainty 务必，一定②always 总是，必定I want you here by two o’clock without fail. 我要你两点钟务必来到这里。
He writes every week without fail. 他每周必定写信。
2. Soon after he volunteered for military service, he had received a book from this woman. (Para.2)Meaning: Not long after he joined the military, he had received a book from this woman. volunteer: offer to do sth without being forced to do it or without getting paid for it 自愿做，义务做，无偿做volunteer (sth) (for/as sth)John volunteered to organize a petition. 约翰自告奋勇组织请愿/上访。
He volunteered his services as a driver. 他自愿服务充当司机。
Several staff members volunteered for early retirement. 几位职员自愿提前退休。
volunteer (for sth): join the army, etc. without being forced to 自愿参军，当志愿兵volunteer for military service / for the navy 自愿服兵役; 自愿参加海军volunteer: (n) a person who does a job without being paid for it 义务工作者，志愿者; a person who offers to do sth without being forced to do it 自告奋勇者，主动做某事的人3. And while they all got strength from it, and appreciated her support of their cause, John Blandford was the only person to write Ms. Meynell back. (Para. 2)while: (used at the beginning of a sentence) although; in spite of the fact that… （用于句首）虽然，尽管While I am willing to help, I do not have much time available.尽管我愿意帮忙，但是没有多少时间。
While (he is) respected, he is not liked. 他虽受人尊敬，却不受人喜爱。
write (sb) back; write back (to sb): write sb a letter replying to their letter（给某人）写回信，复信I’m afraid I never wrote back. 我恐怕从未写过回信。
She wrote back saying that she couldn’t come. 她回信说她来不了。
I wrote back accepting their offer. 我回信表示接受他们的提议。
4. overseas: (Line 13) (ad) in or to a country across the sea; abroad 在国外，在海外The product is sold both at home and overseas. 这个产品行销国内外。
This is Obama’s first visit overseas since taking office. 这是奥巴马就职后的首次海外之行。
live/work/go overseas 在国外生活/工作；出国overseas : (adj) coming from or happening abroad 外国的，海外的overseas markets/trade 海外市场，海外贸易overseas students/visitors 海外/外国留学生，海外/外国游客5. During the difficult days of war, her letters nourished him and give him courage. (Para. 3) Meaning: During the difficult days of war, her letters gave him strength and courage.Here, the verb “nourish” is used metaphorically, meaning “maintain, encourage, strengthen sth”. Nourish: allow a feeling, an idea, etc. to develop or grow stronger 培养，助长（情绪、观点等）By investing in education, we nourish the talents of our children.我们通过教育投资，培养孩子们的才能。
Letters of love only nourished her longing for him. 情书只是增加了她对他的思念。
University study nourished his ability to think critically. 大学学习培养了他的批判性思维能力。
6. But when he asked her for a photo, she declined his request. (Para. 4)Meaning: But when he asked her for a photo, she refused politely.decline:①refuse a request or offer, usually politely 谢绝，婉言拒绝I offered to give them a lift but they declined. 我主动邀请他们搭车，但他们婉言谢绝了。