英语听课记录
英语听课记录
英语听课记录1(总5页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--听课记录一：Lesson type: GrammarTeaching objectives: By the end of the lesson, most of the students will be able to…1. Language skills:read the passage and fill in the blanks with modal verbs correctly.2. Language knowledge:understand and use the modal verbs: can, may, must.3. Learning strategies:grasp a language point through summing up the key points in a table.Teaching focus:the understanding of the grammar: modal verbs (can, may, must).Teaching procedure:Step 1 Warming up1. Questions and lead-in: Can Daisy buy a packet of electricity at last (Yes, she can.)2. Brainstorming: Think about as many modal verbs as you can.Step 2 Grammar learning and practicingA. can1. Fill in the table about “can”.2. Make sentences about your special abilities with “I can…”.3. Read the dialogue between Hi and Lo and complete the sentences with “can/ can’t”.B. may1. Read the sentences of “may/ may not”, and fill in the table about “may”.2. Play a game about “may/ may not”.3. Complete the sentences with “may/ may not”.4. Have a role-play using “may/ may not”.C. must1. Read the sentences of “must/ must not”, and fill in the table about “must”.2. (1) Set a scene: Daily saw a doctor and he told her what to do and what not to do. (2) Assign a task: Help Daisy write down the doctor’s instruction with “must/ mustn’t”.3. Play a game about “mustn’t”: What do these sighs mean?4. Make rules with “must n’t” for our class and draw signs.C. Bingo GameStep 3 SummarySum up the grammar.Step 4 HomeworkAssign homework.Advantage and disadvantage:1. Advantages:(1) Great smile on the face.(2) Amiable to the students.2. Disadvantages:(1) Low voice.(2) Fast speed when reading the instructions of the exercise.(3) Unclear instructions.(4) Not funny.(5) Disobedient to the students’ cognitive laws.(6) Poor knowledge of English . the false explanation about“heater”).听课记录二：Lesson type: WritingTeaching objectives: By the end of the lesson, most of the students will be able to…1. Language skills:write a passage on “Cats/ Dogs/ Birds/ …makes the best pet”.2. Language knowledge:(1) understand and grasp the structure of an argumentative.(2) grasp some good expressions in demonstrating one’s opinion such as First, Second, What’s more，etc.3. Learning strategies:Analyze the structure of an argument by finding out its Introduction, Body and Conclusion and the supporting details.Teaching focus:The structure of an argumentative.Teaching procedure:Step 1 Warming up1.Greeting.2.Free talk: What animal do you suggest Tom to buyStep 2 Pre-writing1. Find out the structure of the text learned (Introduction, Body, Conclusion).2. Find out the reason and the supporting details for each paragraph of the body.3. Read another passage and finish the table on P92.4. Summarize the structures and expressions.Step 3 While-writing1. Group work: Discuss and finish the table, then share.2. Individual work: Write a passage on “Cats/ Dogs/ Birds/ …makes the best pet”.Step 4 Post-writing1. Class conferencing2. Pair work: Exchange and correct.Step 5 SummarySum up the structure and expressions of writing.Step 6 HomeworkAssign the homework.Advantage and disadvantage:1. Advantages:(1) Clear structure.(2) Enough interaction with the students.(3) Enough input and output for the students.(4) Amiable to the students.(5) Good oral English.(6) Good basis of English knowledge.2. Disadvantages:(1) Should more smile on the face.(2) Should teacher the students with love.听课记录三：Lesson type: RevisionTeaching objectives: By the end of the lesson, most of the students will be able to…1. Language skills:describe the features of animals such as horse, cat, fish, etc.2. Language knowledge:consolidate the words learned in this unit.3. Affectdevelop the awareness of protecting animals.Teaching focus:the words and features of the animals.Teaching procedure:Step 1 Warming up1. Greeting.2. TPL:(1) Oral instruction: One two three – A B C(2) Reaction: One/ Two/ Three/… - Finger shape(3) Game: Listen and do.3. Sing a song:(1) Set a scene (picture): They are going to Ben’s uncle’s farm.(2) Sing a song: BingoStep 2 Revision1. Let’s spy: What animals can you see (Ss use a piece of paper as a telescope)(1) It has four legs and a long tail: horse.(2) It has a long tail: monkey(3) It has a long nose and big ears: elephant.2. Let’s listen and number.3. Let’s look, read and choose:(1) Set a scene: Suddenly, there is a thunder. The animals hide.(2) Describe: What can you see?*mind map (body): tail(s), leg(s), ear(s), eye(s), mouth(s), nose(s), feet, hair, …(3) Do the exercise: Look, read and choose.(4) Group work: share the answers.4. Let’s sum up:- How many …(s) are there?- There are …/ There is…5. Let’s guess (riddles)(1) cat.(2) dog(3) Show a video: dogs are human’s friends.9. Let’s describe(1) Group work:a. fish: It’s … It’s … It has a short … It has two small eyes.b. chicken: It’s … It’s … It has … It has …c.duck: It’s … It’s … It has … It has …(2) Do the exercise: Read and choose.10. Let’s sum up:- 描述一个时：It has…- 描述两个时：They have…11. Let’s look, say and guess(1) Individual work(2) Pair work: Share and guess.12. Expansion:(1) Pictures of other animals.(2) Video about a pet.(3) Summary Aimals are our friends.Step 3 Self-assessment1. Group work: Discuss and finish the table, then share.2. Individual work: Write a passage on “Cats/ Dogs/ Birds/ …makes the best pet”.Step 4 HomeworkDraw and tell.Advantage and disadvantage:1. Advantages:(1) Funny.(2) Colorful pictures.(3) Good exercise.(4) Good preparation for each part (from language input to output)(5) Strong love for the students.(6) Young heart and positive attitude,2. Disadvantages:Poor oral English.。
小学英语五年级上册听课记录30篇及评课意见
听课记录一：课堂主题：单词拼写授课老师：王老师听课日期：2024年9月10日评课意见：这堂课主题明确，结构清晰，布置了适当的练习，能够帮助学生提高单词拼写能力。
然而，在课堂教学中，老师对学生的指导和激励不够，学生参与度和积极性较低。
在今后的教学中，老师可以采用更多的互动方式，提高学生的参与度，激发其学习兴趣。
听课记录二：课堂主题：句子构建授课老师：李老师听课日期：2024年9月12日评课意见：这堂课设计合理，重点讲解句子构建的方法，通过实例演示，让学生掌握了基本的句子结构。
但是，上课时老师过多地讲解，学生缺乏互动和参与的机会。
建议老师适当增加学生的口语练习，让学生在实践中提升句子构建的能力。
听课记录三：课堂主题：阅读理解授课老师：张老师听课日期：2024年9月15日评课意见：这堂课教学准备充分，通过多个阅读材料和问题，让学生进行阅读理解练习。
老师设计了合理的问题，能够引导学生思考，提高学生的阅读能力。
然而，在课堂授课过程中，老师对学生的辅导和指导不够，学生在解答问题时出现困惑。
建议老师在课堂上更加关注学生的学习情况，及时给予帮助和反馈。
......（继续记录27堂课的内容和评课意见）...听课记录三十：课堂主题：口语对话授课老师：陈老师听课日期：2024年1月5日评课意见：这堂课采用了有趣的口语对话活动，提高了学生的口语表达能力。
老师在课前准备和引导学生时做得非常出色，学生的参与度和积极性也很高。
然而，在对话过程中，老师对学生的发言进行了频繁的纠错，导致学生表达的流利度受到了一定的影响。
建议老师能够更加注重学生语言流利程度的提高，并给予更加积极的鼓励。
三年级英语听课记录20篇
三年级英语听课记录
听课记录是一种记录听课过程的文档，通常包括听课的时间、地点、课程名称、授课教师、听课教师等信息，以及听课过程中的记录和感受等。
以下是一个可能的三年级英语听课记录的示例：
听课记录：三年级英语课
时间： 2023年6月12日上午9:00-10:30
地点：三年级教室
课程名称：三年级英语
授课教师：张老师
听课教师：李老师
课堂记录：
1. 教学目标：张老师明确了本节课的教学目标是让学生掌握基本英语问候语和自我介绍的表达方式。
2. 教学过程：
* 张老师通过歌曲和游戏引入课程，激发学生的学习兴趣。
* 通过图片和示范，引导学生模仿并练习英语问候语。
* 学生分组进行自我介绍对话练习，鼓励学生大胆开口。
* 利用多媒体资源，播放英语短片，让学生接触真实语境。
3. 课堂互动：张老师经常与学生进行互动，鼓励他们回答问题和参与讨论，课堂氛围较为活跃。
4. 教学评价：张老师及时给予学生正面的反馈和指导，对学生的学习情况进行跟踪和记录。
5. 教学难点处理：当学生在发音和表达上遇到困难时，张老师耐心纠正，并引导学生通过模仿和实践来改进。
感受与建议：
* 张老师的课堂组织能力较强，能够很好地吸引学生的注意力。
* 建议张老师在今后的教学中，更多地利用生活中的实际情境来帮助学生理解和运用英语。
* 学生的参与度较高，但部分学生在发音和语法方面仍需加强练习。
五年级英语听课评课记录
五年级英语听课评课记录一、听课记录。
（一）基本信息。
1. 授课教师：[教师姓名]2. 授课时间：[具体时间]3. 授课年级：五年级。
4. 授课内容：人教版五年级英语[单元名称]（二）教学过程。
1. 导入（5分钟）- 教师通过播放一段与本单元主题相关的英语动画视频开始课程，视频内容是关于[动画大致情节]。
- 看完视频后，教师提问学生从视频中看到了什么，引导学生用简单的英语单词和短语回答，如“a big house”“a lovely dog”等。
2. 知识呈现（15分钟）- 教师展示单词卡片，教授新单词。
例如，单词“hospital”，教师先清晰地读出单词，然后让学生跟读几遍，同时解释单词的含义“a place where people go when they are ill”，并举例说明“My mother works in a hospital.”。
- 在教授完几个新单词后，教师将单词写在黑板上，进行简单的拼写教学，强调字母组合的发音规则，如“hospital”中的“tal”发音为[təl]。
3. 练习与巩固（20分钟）- 教师组织学生进行小组活动，每个小组有4 - 5名学生。
活动内容是利用刚刚学过的单词编写一个简单的对话，对话场景设定为问路。
- 学生们积极参与小组活动，教师在各小组间巡视，给予指导和帮助。
例如，当一组学生在单词使用上出现错误时，教师及时纠正并提醒正确用法。
- 小组活动结束后，每组推选两名代表上台展示对话。
其他小组的学生认真倾听，并在展示结束后进行评价，指出优点和不足之处。
4. 总结与作业布置（5分钟）- 教师对本节课所学的单词和重点句型进行总结回顾，在黑板上画出简单的思维导图，将单词和句型的关系清晰地展示出来。
- 作业布置：一是让学生背诵新学单词并默写；二是要求学生根据课堂上编写的对话，回家后再创作一个类似的对话，并且录制下来，下节课分享。
二、评课记录。
（一）优点。
1. 教学方法多样。
英语听课记录范文(实用6篇)
英语听课记录范文(实用6篇)（经典版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如工作总结、工作计划、合同协议、条据文书、策划方案、句子大全、作文大全、诗词歌赋、教案资料、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of classic sample essays for everyone, such as work summaries, work plans, contract agreements, doctrinal documents, planning plans, complete sentences, complete compositions, poems, songs, teaching materials, and other sample essays. If you want to learn about different sample formats and writing methods, please stay tuned!英语听课记录范文(实用6篇)英语听课记录范文第1篇五彩缤纷丰收11、秋天的雨香甜好闻（钥匙）传递信息欢乐听课评析这堂课的板书简明扼要地反映了课文的主要资料，脉络清楚，丰收和欢乐两个词语点明了课文的中心，深化了文章的主题。
pep初中英语上册听课记录
pep初中英语上册听课记录听课记录应由本人根据自身实际情况书写，以下仅供参考，请您根据自身实际情况撰写。
课程名称：PEP初中英语上册授课老师：XXX听课日期：XXXX年XX月XX日听课地点：XXX教室授课内容：本节课主要讲解了PEP初中英语上册的Unit 1，主题是“Hello”。
老师通过讲解课文、单词、语法和练习等方式，帮助学生掌握基本的英语听说读写技能。
授课过程：1. 老师首先通过提问的方式，检查学生是否已经预习了本单元的单词和课文。
2. 老师讲解了课文中的重点词汇和短语，并让学生进行造句练习。
3. 老师讲解了课文中的语法点，并让学生进行语法填空练习。
4. 老师让学生听录音，并模仿录音中的发音和语调。
5. 老师让学生进行小组讨论，讨论课文中的主题和意义。
6. 老师布置了课后作业，要求学生完成本单元的练习题和单词默写。
教学互动：1. 在讲解单词和短语时，老师通过与学生互动，引导学生用所学词汇造句。
2. 在讲解语法点时，老师让学生进行小组讨论，共同探讨语法的运用。
3. 在模仿录音发音时，老师鼓励学生大胆模仿，并及时纠正学生的发音错误。
4. 在小组讨论时，老师积极参与学生的讨论，引导学生深入思考。
教学亮点：1. 老师通过多种方式帮助学生掌握英语知识，包括讲解、示范、互动等。
2. 老师注重培养学生的英语实际运用能力，通过小组讨论等形式引导学生用英语表达自己的观点和想法。
3. 老师在课堂上始终保持积极的态度和热情，鼓励学生积极参与课堂活动。
教学建议：1. 对于一些较为抽象的语法点，老师可以进一步解释其含义和用法，帮助学生更好地理解。
2. 在小组讨论中，老师可以更加注重引导学生深入思考，提高讨论的质量和效果。
四年级英语听课记录
四年级英语听课记录一、听课基本信息。
1. 听课日期：[具体日期]2. 授课教师：[教师姓名]3. 授课班级：四年级[X]班。
4. 授课内容：Unit [X] Let's talk。
二、教学过程。
（一）导入（5分钟）1. 教师通过播放一段与本单元话题相关的英语动画视频（关于动物在农场里的活动）来吸引学生的注意力，视频时长约2分钟。
2. 播放结束后，教师提问学生在视频中看到了哪些动物，学生们积极举手回答，如“cat”“dog”“cow”等。
教师对学生的回答给予肯定和表扬，并用简单的英语句子重复学生的答案，如“Yes, we can see a cat. It's very cute.”（二）知识呈现（15分钟）1. 教师展示课本上的对话图片，引导学生观察图片中的人物和场景，并用英语简单描述，例如：“Look at this picture. There are two children. They are on the farm.”2. 教师开始逐句朗读对话，每读完一句，就用简单的英语解释句子的含义，如：“What are these? They are sheep.（指着图片中的绵羊说）”。
在这个过程中，教师注重对重点单词（如“sheep”“horse”等）的发音纠正，让学生们跟读几遍。
3. 教师邀请几位学生尝试朗读刚刚学过的句子，其他学生认真倾听并指出朗读中的错误。
对于读得好的学生，教师给予小贴纸奖励。
（三）练习巩固（20分钟）1. 教师将学生分成小组，进行对话练习。
每个小组的成员分别扮演对话中的角色，练习课本上的对话内容。
在学生练习过程中，教师巡视各个小组，及时给予指导和帮助，纠正学生的发音和语法错误。
2. 小组练习结束后，教师挑选几个小组上台进行对话展示。
展示结束后，其他小组的学生可以进行评价，如“Your pronunciation is very good.”或者提出建议，如“You should speak a little louder.”教师根据学生的评价和建议进行总结，并再次强调对话中的重点内容。
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。
英语听评课记录范文
英语听评课记录范文时间：2024年9月15日上午地点：XX小学六年级教室主题：听力教学听课教师：李老师（英语教师）听课学生：六年级学生听课记录：1.李老师首先布置任务，让学生们进行听力训练。
她播放了一段带有三个问题的录音，并要求学生们听取关键信息来回答问题。
2.学生们拿出笔记本和铅笔，做好记录。
李老师提醒学生们要用自己的话回答问题，而不是直接复制录音中的答案。
3. 李老师播放了第一段录音，学生们认真聆听，不时做笔记。
录音结束后，李老师让学生们用英语回答第一个问题：“Where did the girl go on her vacation?”4. 学生A：She went to the beach.5.李老师鼓励学生A的回答，并询问其他学生是否同意。
学生们纷纷表示同意。
6. 李老师继续播放第二段录音。
这次的问题是：“What did the boy see in the forest?”。
学生们认真聆听，有的学生做了更详细的笔记。
7.李老师停止了录音，让学生们回答第二个问题。
8. 学生B：He saw a deer in the forest.9.李老师点评学生B的回答，并让其他学生表达自己的看法。
学生们一致同意学生B的回答。
10. 李老师放了最后一段录音。
问题是：“What did the girl do at the party?”。
学生们再次认真聆听，并做了相应的记录。
11.录音结束后，李老师提醒学生们用自己的语言回答问题。
12. 学生C：She danced with her friends at the party.13.李老师鼓励学生C，并让其他学生评论。
学生们一致认为学生C 的回答是正确的。
14.李老师再次播放录音，并让学生们跟读录音内容。
学生们跟着录音，努力模仿发音和语调。
15.李老师总结了今天的听力训练，并提醒学生们要多加练习。
她建议学生们每天都找一些英语材料进行听力训练，以提高自己的听力水平。
五年级英语听课记录
五年级英语听课记录一、基本信息。
1. 听课日期：[具体日期]2. 授课教师：[教师姓名]3. 授课班级：五年级[X]班。
4. 教材版本：人教版。
二、教学目标。
1. 语言知识目标。
- 学生能够正确认读、拼写本单元的重点单词，如[列举重点单词]。
- 理解并运用重点句型，如[列举重点句型]进行日常交流。
2. 语言技能目标。
- 听：通过听力练习，能听懂与课文内容相关的简单对话。
- 说：能够用所学单词和句型流利地进行口语表达，描述[相关话题]。
- 读：能够正确、流利地朗读课文。
- 写：能仿照例句写出简单的句子，正确使用单词的大小写和标点符号。
3. 情感态度目标。
- 培养学生学习英语的兴趣，增强学生用英语交流的自信心。
- 通过学习与[课文主题相关内容]，激发学生对[相关事物]的热爱之情。
三、教学重难点。
1. 教学重点。
- 掌握重点单词和句型的发音、拼写和用法。
- 能够运用所学知识进行简单的英语对话。
2. 教学难点。
- 部分单词的发音和拼写，如[具体单词]。
- 学生能够在实际情境中灵活运用重点句型。
四、教学过程。
（一）导入（5分钟）1. 教师活动。
- 教师播放一段与本节课主题相关的英语歌曲或视频，如关于[主题内容]的动画视频。
视频播放结束后，教师提问学生从视频中看到了什么，引导学生用简单的英语回答。
- 教师展示一些与本节课重点单词相关的图片，如[展示单词对应的图片]，让学生猜测图片对应的英语单词，从而引出本节课的新单词。
2. 学生活动。
- 学生认真观看视频或图片，积极思考并回答教师的问题。
部分学生能够用简单的英语单词或短语回答看到的内容，如“a cat”“a big tree”等。
- 在猜测单词环节，学生们积极参与，根据图片的提示尝试说出可能的英语单词。
（二）新授（20分钟）1. 单词教学。
- 教师逐个教授新单词，通过领读、讲解词义、举例等方式让学生理解单词的发音和用法。
例如，在教授单词“[单词1]”时，教师先清晰地读出单词的发音，然后让学生跟读几遍。
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英语听课记录TYYGROUP system office room 【TYYUA16H-TYY-TYYYUA8Q8-听课记录一：Lesson type: WritingTeaching objectives:By the end of this lesson, students will be able to…1. Language skills:1) Speaking: talk about what pollutions the earth has, why there are pollutions on earth and how to protect the earth;2) Writing: write an article on How to protect the earth using expressions they have learnt in this lesson.2. Language knowledge:1) Vocabulary: identify some new words and expressions: pollute, pollution, fewer and fewer, waste, stop doing sth., less, save, link words(and, then, when…)2) Topic: discuss daily and environmental pollution by using expressions from the text.3. Affect:Be aware of the importance of environmental protection and express their opinions on environmental pollution.4. Learning strategies:Improve writing evaluating fellow student’s work.Teaching focus:Help students to use the phrases and expression to write the article. Teaching procedure:Step 1: Lead in1. Greet the students.2. Ask the students and help them to recall what they have learnt in the last lesson.3. Show pictures of the beautiful earth and the polluted earth, ask the students why the earth is dirty now, and lead in one of the problems “pollution”.Step 2: Presentation1. Ask the students what problems do the earth has (problems) and what bad things do students do to the earth (reasons).2. Show new words and phrases relevant to these questions.Step 3: Discussion1. Ask the students to discuss in groups what they can do to protect the earth (solutions).2. Ask the students to share their thoughts.Step 4: SummarySum up the solutions by showing pictures and phrases, preparing students for writing.Step 5: Writing1. Show the writing task and give a writing pattern to the students.2. Ask students to take out notebooks to write.Step 6: Evaluation1. Introduce the Evaluation Form in which there are rules of giving points.2. Ask the students to exchange their articles with their partners and check each other’s.3. Pick up some students to show their articles through OHP, ask them to read out the articles.4. Evaluate the articles with the whole class according to the Evaluation Form. (Class Conferencing)Step 7: SummarySum up the key words and phrases in this writing class.Step 8: Assignment1. Finish the exercise on the paper.2. Recite the words.Advantage and disadvantage:1. Advantages:1) Use English throughout the lesson;2) Give positive responses to students;3) Carry out the procedures both clearly and coherently;4) Have a good control of time;5) Give out the instructions in a brief and clear way;6) The writing part is closely related to life;7) The pictures of the slide are approachable in daily life;8) The words, phrases and sentences mentioned are useful for writing.2. Disadvantages:1) Lack of smile;2) Ignore students’ creativity in writing;3) The writing form should not be given to students at the very beginning, which limits students’ expression.听课记录二：Lesson type: GrammarTeaching objectives:By the end of this lesson, students will be able to…1. Language Knowledge:Grammar:1) know the meaning of the comparative of adjectives;2) understand the usage of the comparative of adjectives.2. Language skills:1) use the comparative of adjectives to compare two or more persons and objects;2) use language through discovering language and learning language;3. Affect:1) develop team spirit;.2) develop the awareness of helping each other.Teaching focus:Help students to discover language, learn language and use language. Teaching procedure:Step 1: Warming up and lead-in1. Listen to a song, fill the blanks and guess the title of the song.2. Pair work: discuss and check the answers quickly.3. Lead in the Grammar, The comparative of adjectives.Step 2: Discovering language1. Group work: write down two sentences with the comparative of adjectives from the text quickly and speak out the features of the sentences.2. Pick up several groups to show their sentences; whole class read them loudly.3. Circle the features (bigger, smaller, better…), ask students to tell what it is (Ss: The comparative of adjectives).Step 3: Learning languageTask 1:1. Show a picture of Grace, ask students to describe her (Ss: …/T write down the adjectives on blackboard).2. Ask the students how to change these adjectives into comparative forms (Ss: …/T write down the comparative forms on blackboard).Task 2: Work out the rules1. Look at the adjectives and their comparative forms (according to 5 rules), try do find out the rules.2. Show the rules of the comparative forms in a table (systematized), ask students to fill the table and write down examples for each rule (time limit, T: giving stars as prizes); ask different students to show their answers.Task 3:1. Finish the exercise from P39 to P40 (time limit, T: ask the slowest students to show their answers); pair work: discuss and check the answers;2. Whole class read it through.Step 4: Using language1. Show pictures of iphone5 and iphone6 with their detailed information (Height/ Width/ Depth/ Weight/ Price) and a photo of a family.2. Pair work: ask students to introduce these two phones (giving tipsfor adjectives that can be used; can imitate the dialogue on P39).3. Role play: act out the dialogue.Step 5: SummarySum up the grammar - the comparative of adjectives (T: What we have learnt today Ss: Grammar. T: What grammarSs: The comparative of adjectives).2. Ask students to take out notebooks to write.Step 6: AssignmentHomework.Advantage and disadvantage:1. Advantages:1) Use Task-bases Approach and Inductive Approach to teach the grammar;2) Focus on the basic principles of the grammar, avoid knowledge extension while teaching grammar;3) Apply the grammar to practical use;4) Give positive responses to students who behave well (by giving out stars);5) Have funny ways to refresh students’ spirit and help them focustheir minds (by clapping hands, this has already been a habit throughout their English learning);6) The teaching plan and procedures are clear, logical and natural;7) Carry out the teaching procedures smoothly;8) The instructions are brief, clear and powerful.* 9) The procedures move so quickly that leave no time for students to wander.2. Disadvantages:The procedures move much too quickly which is demanding for students especially the low-level students.听课记录三：Lesson type: GrammarTeaching objectives:By the end of this lesson, students will be able to…1. Language Knowledge:Grammar:1) know the meaning of the comparative of adjectives;2) understand the usage of the comparative of adjectives.2. Language skills:1) use the comparative of adjectives to compare two or more persons and objects;2) use language through discovering language and learning language;3. Affect:1) develop team spirit;.2) develop the awareness of helping each other.Teaching focus:Help students to discover language, learn language and use language. Teaching procedure:Step 1: Warming up and lead-in1. Show pictures of some of students in this class, ask the students “Who is taller/who is happier/who is thinner/who is more hard-working, xx or xxrespectively.2. Show the sentences “xx is taller/shorter/happier/more hard-working than xx” all together, circle the key parts of the sentences, ask the students what it is (lead in the grammar-the comparative of adjectives). Step 2: Look and answer (work out the simple rules)1. Show pictures of two pairs of objects with two adjectives on it, ask students to fill the blank like “Which is ____, the red flower or yellow one(big, beautiful)”, then show the complete sentences as answers.2. Read all the sentences and work out the rules. (Rules: To form the comparative of adjectives, we often add er to short adjectives and use more with long adjectives. We often use than after the comparative of adjectives.)3. Circle the features (bigger, smaller, better…), ask students to tell what it is (Ss: The comparative of adjectives).Step 3:Task 1: Finish the exercise and work out the rules (handout)1. Finish the exercise . 1. fat: My friend is ___ than me.)2. Look at the answers, tell the rules (specific rules).Task 2: Group work1. Look around the meeting room and find out as many adjectives as you can to describe it. (Ss: …/ T: write down the adjectives on blackboard)2. Let’s compare our classroom with the meeting room (showing a picture of the student s’ classroom/ T: Whose classroom is it), give an example to the students: The meeting room is larger than our classroom.3. Ask group representatives to show their answers.4. Show all the sentences and draw forth the sentence structure of the comparative (A+be+形容词比较级+than+B.), ask students to take notes.Task 3: Discuss and write-Which is your favourite, Mi4 or iphone6?1. Show pictures of Mi4 and iphone5 with their detailed information (Price/ Appearance/ Function/ Popularity).2. Discuss and find some adjectives to describe the two kinds of mobile phones.3. Ask students to show their answers.4. Writing: Compare the two mobile phones and tell us your choice.I like ____ better because it is ____ than ____. Secondly, it is ____ than ____. Thirdly, ____________. Finally, ____________.5. Pick up some students to read out their articles.Step 4: SummarySum up the grammar - the comparative of adjectives by showing some sentences and re-show the simple rules. (Rules: To form the comparative of adjectives, we often add er to short adjectives and use more with long adjectives. We often use than after the comparative of adjectives.).Step 5: Assignment1. Recite the words.2. Recite the text.Advantage and disadvantage:1. Advantages:1) Use Task-based and Inductive Approach to teach the grammar;2) Focus on the basic principles of the grammar;3) Apply the grammar to practical use;6) The teaching plan and procedures are clear, logical and natural;7) Carry out the teaching procedures smoothly;8) The instructions are brief, clear and powerful.2. Disadvantage: lack of smile.。