英语听课记录2

听课记录一：

Lesson type: Writing

Teaching 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 in 1. 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: Presentation 1. 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: Discussion 1. 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: Summary Sum up the solutions by showing pictures and phrases, preparing students for writing.

Step 5: Writing 1. Show the writing task and give a writing pattern to the students.

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2. Ask students to take out notebooks to write. Step 6: Evaluation 1. 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: Summary Sum up the key words and phrases in this writing class. Step 8: Assignment 1. 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.

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听课记录二：

Lesson type: Grammar

Teaching 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-in 1. 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 language 1. 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 language Task 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 rules 1. 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:

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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 language 1. 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 tips for adjectives that can be used; can imitate the dialogue on P39). 3. Role play: act out the dialogue. Step 5: Summary Sum up the grammar - the comparative of adjectives (T: What we have learnt today? Ss: Grammar. T: What grammar? Ss: The comparative of adjectives). 2. Ask students to take out notebooks to write. Step 6: Assignment Homework.

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 focus their 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.

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听课记录三：

Lesson type: Grammar

Teaching 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-in 1. 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 xx? respectively.

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 (e.g. 1. fat: My friend is ___ than me.) 2. Look at the answers, tell the rules (specific rules). Task 2: Group work 1. 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)

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2. Let’s compare our classroom with the meeting room (showing a picture of the students’ 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: Summary Sum 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: Assignment 1. 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.

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2. Let’s compare our classroom with the meeting room (showing a picture of the students’ 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: Summary Sum 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: Assignment 1. 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.

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