初中英语教研组活动记录20次(整个学期二十周教研记录)

初中英语教研组活动记录20次(整个学期二十周教研记录)English Teaching Research Group Activity RecordWeek 1Attendees: All English teachersThe Art of "Observing Lessons" in Secondary School English ClassesI。

Fully Prepare Before Observing Lessons1.Prepare teaching materials。

The observer should know which unit and lesson the teacher will teach in class and actively inquire about the problems to be solved and new content to be taught in this lesson。

as well as what the students have learned before this lesson。

This way。

the observer's goals are clearer and they can listen attentively without n.2.Prepare theoretical knowledge。

Knowing some relevant theoretical knowledge before observing lessons can not only help the observer objectively evaluate the observed lesson。

but also improve their own nal and teaching theories.3.Pre-set before class。

This step is often overlooked by most teachers。

Through pre-setting before class。

the observer can understand their own understanding of this lesson and preset some teaching links.II。

Pay Comprehensive n During Observing Lessons1.Focus on the teacher's guidance。

The quality of a lesson and whether students' thinking sparks can be ignited are inseparable from the teacher's clever and natural guidance。

There are many ways to guide。

such as problem prompting。

nal n。

identity n。

and n.2.Focus on students' learning。

Is students' learning active。

What have students gained from this lesson。

How much can they output。

These are the most worthwhile issues for every observer to pay n to and think about.III。

Record Skillfully During Observing Lessons1.Record using teaching design。

Recording using teaching design is not a n of the lesson plan。

The observer can first recordthe main teaching links and activity methods of the teacher in class。

write brief words。

and reflect and evaluate the lesson after class.2.Record using process problems。

The only difference een this recording method and the teaching design recording is that the former notes the advantages and disadvantages of the design and improvement methods。

while the latter focuses more on the ning process of the observer and the teacher.IV。

Actively Reflect After Observing Lessons1.Reflect on gaps。

Which links of the observer's pre-set and the teacher's class are the same。

and which are different。

What was the climax of this lesson's teaching and learning。

Did the observer think of it before observing the lesson?2.Extract topics。

A lesson provides us with fresh research materials。

After observing the lesson。

the observer can extract small topics for themselves to study in their future teaching。

so as to e some ns in teaching.n: Grade 9 OfficeWeek 2Attendees: All English teachersDiscussing Teaching Materials and Developing Teaching Plans for Each Grade in This SemesterOrganize all teachers to learn and understand the content of the textbooks for each grade。

grasp the key and difficult points of the textbooks。

and develop corresponding measures and methods for them.1.The teacher makes a general speech for this activity。

makes unified requirements and deployments。

and clarifies the teaching focus and tasks for this semester.2.All teachers participate in analyzing the textbooks for each grade。

determining the key and difficult points of the textbooks。

and solving them with unified methods and measures.3.The teachers in each grade group conduct further analysis of the textbooks。

and develop practical and targeted subject teaching plans.记录中没有明显的格式错误或有问题的段落，因此只需进行小幅度的改写即可。

4、加强各年级集体备课的研讨，制定本学期教学计划及解决措施，以提高教学质量。

5、积极参加课程改革，完成学校交给的教研任务，努力成为研究型教师，同时加强教研活动的开展。

6、认真重视市教研室倡导的“单词过级”和“天天阅读”活动，制定可行的计划并落实到实际教学中，以取得实效。

地点：九年级办公室活动内容：英语教研组讨论记录第四周：全体英语教师研究了青州市初中英语学科教学指导建议，重点讨论了以下几个方面：一）加强小、初英语衔接教学，包括教学方法、内容和研究惯的衔接。

二）坚持阅读教学和单词过级，开展“天天阅读活动”以拓展学生视野，坚持不懈地抓单词“过级”，突破词汇瓶颈。

三）实施分层、个性化和合作教学有效结合的方法，包括课堂分层教学、个性化研究和合作研究。

四）利用学生闲暇时间弥补课时不足。

五）教师积极参与校本问题研究，成为研究型教师。

六）提出了十条具体的教学建议，包括学生研究音标和音节划分知识，正确书写字母、单词、句型等，进行大量听读输入，不抛弃教材原有设计等。

第三周：全体英语教师评价了张翠翠老师的课程，并讨论了如何进一步提高教学质量。

赵老师认为张老师的课堂教学扎实有效，充分展现了老师的教学功底和魅力。

在老师的鼓励下，学生们敢于发言、乐于表演，师生互动得非常好。

印象最深刻的是小组竞赛的激励机制、游戏的巧妙运用以及个性化评价。

蔡老师印象最深的环节是看汽车号码即时说出数字，这有效地调动了学生的注意力和积极性。

曹老师觉得张老师的课堂非常注重集体性操练，这让他印象深刻。

他的班级也上过这节课，与自己的教学相比较，认为张老师的课堂更加注重集体性操练。

孟老师在张老师教授It’s time to …的课堂中，认为他很好地拓展了学生的交际能力，不仅局限于教材的知识点，而且扩展得非常好。

徐老师认为张老师的教学风格一贯是层次清晰、环节紧凑、步步深入，能够很好地引导学生完成知识点的教学。

孟老师觉得张老师的教学风格非常充满精神和激情。

在这节课中，他突然有了一个想法：在同桌操练的练方式中，一个学生也不能少。

这种练方式非常适合英语研究，既可以巩固新句型，又可以培养学生的合作研究和共同进步能力。

韩老师认为孔老师的话题引发了一个关于关注学困生的话题。

教师在课堂上如何关注学困生，如何在课堂教学中关注他们，这是值得我们思考的。