篇一：高中英语写作课堂实录及点评
高中英语写作课堂实录及点评
Step I Greeting and Leading-in: T: Class begins!
Ss: Good afternoon, teacher!
T: Good afternoon, everybody. Sit down, please! Ss: Thank you.
T: Nice to have this English class with you. First of all, please look at the learning aims of this period. 1. Write a paragraph giving the opposite view.
2. Develop a good writing habit — read, discuss and write. 3. Learn to study on the Internet in a proper way.
【评：首先出示本节课学习目标，而且学习目标设定具体，明确：会写表达自己观点的小文章；课型：写作课；写作过程：读→讨论→写。这样学生听课过程中有的放矢，心中有数。】 T: Think about as many things we can do on the Internet as possible to relax oneself, to communicate, to work or study and so on. What can we do on the Internet? Think about as many things as possible.A. to relax oneself: ① ② ③ ? B. to communicate: ① ② ③ ? C. to work/ study: ①② ③ ? D. ______________________________ S1: We can listen to music and watch videos or movies on line. S2: We can play computer games and chat on line with friends. S3: We can send E-mails to our family and friends as well.
S4: We can do online shopping, which is both convenient and cheap.
S5: We can search for all kinds of information easily and quickly on the Internet.S6: We can also study online, for example, listen to English listening materials. S7: We can learn news at home and abroad.
【评：通过开放性问题激活学生已有知识。学生们各抒己见，表达自己的观点，为下一步评价作者观点做好铺垫。开放性的问题有利于引导学生思考，从而展示学生不同观点，体现了学生即资源，不同即丰富的理念。】
T: Well done. Yes, we can do a number of things on the Internet. So some students think we can learn all we need on the Internet. Do you agree with this opinion? Ss: Yes! / No.
T: Different people have different opinions. Let’s read a short essay first.
【评：引导学生通过阅读了解他人对某事的看法和观点，从而导入本课阅读文章。】 Step II Pre-writing Task 1. Reading
T: Read the essay on page 56 and do the exercise on your guiding paper. 1. What’s the writer’s opinion about studying on the internet? 2. What’s the supporting ideas to support his opinion? 3. What’s the writing style of the passage? 4. What’s the tense of the passage?
【评：问题设计很有价值。通过这四个问题，首先引导学生在阅读中学会找到作者观点和支撑观点的论据，然后观察文章的写作风格和时态，为下一步学生自己的写作做了非常好的铺垫。】 [The students read the essay silently and then do the related exercise for two minutes.] T: Have you got the answers? Ss: ? （学生没有回答）
[It seems that some of the students are not sure about their answers. ] T: If you have any difficulty, you can discuss your answers with your partners.[The students discuss for a while]（学生热烈讨论起来）
【评：在学生学习过程中，关注学生之间的分享和交流，既丰富了学生思维，又达到了兵教兵的目的。始终贯穿“差异即资源，不同即丰富”的理念。】
T: Let’s share the answers. Who would like to answer the first question? S1: We can learn all we need on the Internet. T: Does anybody have different opinion? Ss: No. （学生齐声回答）
T: Ok, you are right. You have got the right answer. How about the second one?
S2: The first one is that the teacher can’t help everyone in the class in 50 minutes. The second one is that it would be much better if we spent the time working on a computer. T: Do you all agree with him? Ss: Yes. （学生齐声回答） T: You have got it. How about the third one? S3: The writing style is argumentative writing. T: You are quite right. How about the fourth one? S4: The tense of the essay is the present tense. T：Good！
【评：通过阅读和讨论，学生解决了四个问题的同时也就明白了作者如何表达自己观点。学习写作就是模仿，模仿作者的表达方式，模仿作者的构思框架。让学生在模仿中学习写作，既有据可循，又降低了难度，增强了学生敢写的信心。】 Task 2. Discussing
T: After reading we have got the writing style, the tense and the structure of the essay giving a view. Now it’s time for us to think about how we can write a paragraph to give the opposite view. Discuss how to support the opposite view and write down the key (关键的) words.1. the importance of having teachers: 2. the importance of working together:
3. the danger of spending too much time looking at the computer: 4. Other supporting ideas:
5. What conclusion（结论）can you draw from the discussion above? T: Please read the given expressions and patterns silently.
Ss: I don’t agree with this opinion ? In my opinion ? It’s very important to?It would be very difficult to?（学生们默默的读着）
【评：这是在为学生写作准备素材和语言材料，给学生写作继续搭支架，为下一步写做准备。】 T: Please discuss in groups of four how to support the opposite view and write down the key words on your guiding paper.
Ss: ?（学生热烈的讨论起来）
[After discussing in groups of four for about five minutes.]
T: Now. Let’s appreciate some of your opinions. Who would like to tell us the opinions about the importance of having a teacher?
S1: In my opinion, it’s very important to have a teacher. We can ask teachers questions and chat with them. They can also tell us how to learn well and we can get along well with teachers. T: OK! Sit down, please. Any other opinions?
S2: We can ask the teacher for help when we are in trouble.
S3: The teacher can explain things more clearly and it is more relaxing for us to study with a teacher’ help.
T: Oh, I agree with you. Teachers can explain things more clearly and vividly, compared with computers. What do you think of the importance of working together? 【评：学生们对第一个问题回答后，老师及时加以总结和提升。】
S4: It would be very different to solve problems alone. If we work together, we can help each other.
S5: We can learn from each other and we can exchange our ideas. S6: We can also make friends when working together as a class. T: Yes, friendship is very valuable. Any other opinions?
S7: Working together, we can be more energetic and more interested in what we learn. T: Well done. How do you find the danger of spending too much time looking at the computer? S8: It will do harm to our health and it’s bad for our eyes.
S9: Spending too much time looking at the computer may waste our valuable time and influence
our study.
S10: If someone spends too much time with computers, he may become cold-blooded and have difficulty in getting along well with people around.
S11: Sometimes we may be lost in computer games.
T: Oh, that would be a little dangerous. Do you have other supporting ideas besides the three points above?
[It seems that the students don’t know how to answer the question.] T: Are all the websites and information good for the students like us?
【评：在同学们解决完课本上的问题后，老师引导学生回答开放性问题，为了便于学生理解，老师使用了back-up question.】
S12: Maybe there is some information and websites online which are not suitable for us students. T: That’s true. Some people who spend too much time on computers may have mental problems. Then what will you pay special attention to while studying online? 【评：老师继续使用back-up question,引导学生更深入思考。】 S13: We shouldn’t spend too much time on computers. S14: We should not be crazy about computer games. T: How about the fifth question? What can we get from the discussion? S15: The Internet has both advantages and disadvantages.
T: Yes, we should use the Internet as a tool. That is to say, we can study with the help of it. Don’t depend on it completely.
【评：通过讨论，学生知道了如何正确使用电脑。电脑不是万能的，这和作者提出的观点恰恰相反。学生们在不知不觉中已经学会了如何提出相反观点，如何表达自己观点，为下一步写作做好了充分的准备。】 Step III While-writing
T: After discussion and sharing the opinions of your classmates, you must have got a lot of information on the view. Now it’s time for you to write a paragraph on your guiding paper giving the opposite view. You can refer to the notes you have taken, the expressions and patterns on the textbook. To make yourpassage clearly organized, you can use the phrases on the screen, such as Firstly; Secondly; Thirdly; In a word; or To begin with; In addition; What’s more; In conclusion, and so on.. About fifteen minutes for you to write a paragraph about 100 words. I will ask one of you to write on the blackboard.
[The students write a paragraph on the guiding paper and one girl is asked to write hers on the blackboard. After ten minutes, most of the students have finished it.]
【评：通过以上各种活动，学生明白了写作任务，知道写什么，怎样写，然后给学生一个相对安静的环境，限时写作。老师走到学生中间巡查，个别指导，以了解信息。】 Step IV Post-Writing
T: Since you have finished writing, it’s time to evaluate your work. First of all, look at the standards on the screen. And then read your writing and check the mistakes by yourself first. [Two minutes for the students to check some simple mistakes by themselves.]
T: Let’s evaluate the work on the blackboard in public. Please appreciate some beautiful sentences and phrases. Above all, what do you think of the handwriting? Ss: Ok. But it’s not very beautiful.
T: I agree with you. Her handwriting needs a little improving. Let’s see the structure. Has she given the view first?
Ss: Yes. That’s the first sentence.
T: Are there some supporting ideas and a conclusion? Ss: Yes.
T: She has also used some of the expressions and patterns mentioned above. That’s great. Who can tell us how to make her writing better?
Ss: By using some phrases to make it more organized and clear.
【评：老师先引领学生批改，目的是让学生知道怎样批改，学会欣赏美句。】
T: That’s right. Now, please exchange your passages with your deskmates to evaluate. Later, I will choose some of you to show in public.
[The students exchange their writing and evaluate each other’s according to the given standards. Four minutes later. ]
【评：给出评价依据，学生两两互批，老师走动指点,这及照顾个体有关注全体，有面及点，效果好。】 T: Now let’s appreciate more. Please look at the screen. How do you find the handwriting? Ss: Not so good.T: The handwriting needs improving. And the first letter of Internet should be capitalized. The boy has used the patterns and expressions discussed above.
T: Another composition. I think the handwriting is much better. Please pay attention to the patterns and supporting ideas.
【评：展示学生的作品，师生共同评价，提升学生评价能力。】
T: Well, in this period we have known how to write an essay giving opposite view, raising your own opinion. By evaluating, you will improve your first draft. Homework today is to rewrite the writing and hand in the final draft.
【评：老师做总结，回扣本文开头的教学目标，让学生明白目标已经达成。】 T: Class is over. Good-bye, everyone! Ss: Good-bye, teacher!
课堂简评：唐老师这节写作课获枣庄市优质课一等奖第一名。大家知道写作一直是老师头疼、学生们恐惧的课型。尤其是高一阶段，老师不知怎样引导，学生也不会写。但唐老师这节写作课给了我们一个信心：写作不难也不可怕。唐老师的写作课分为写作前，写作中和写作后三部分，思路清晰。
写作前：唐老师先明确写作目标：Write a paragraph giving the opposite view；然后通过阅读了解作者观点，分析作者是怎样阐述自己观点的，是什么文体，这种文体应该用什么时态等等；又通过讨论让学生学会提出自己观点；再后来给学生写作准备语言知识。这样从文章框架、素材及语言上为写作做好了充分的准备。
写作中：老师给学生充足的时间限时写作，营造了一格外静内动的写作环境。老师则巡查随时给学生个别指导，同时还了解学生写作中的各种情况。
写作后：师生共同评阅，目的让学生知道怎样评阅，了解评阅规则。然后学生利用以上原则互评。这是一个相互欣赏相互学习的时刻。互评后，老师把学生认为好的文章再集中起来共同点评，学生彻底明白了如何评价作文。最后作业是完善自己的作文。
总之，唐老师这节课的写作目标设置合理，在写作前通过阅读、讨论等活动为学生做了大量的支架，为学生自己写作做好了铺垫。另外，唐老师整节课始终贯穿“差异即资源，不同即丰富”的理念，每个环节都处在学生的讨论之下，问题设计独具匠心且极具开放性，尊重了学生的差异，培养了学生的思维，重视了学生间的互学互帮。老师对学生的评价语丰富、及时且积极，旨在鼓励学生敢于开口、敢于思考、敢于尝试、敢于写作。
篇二：英语公开课评价
评纪老师的一节英语公开课
今天，作为一名年轻的高中英语教师，我怀着学习的心态认真观看了纪筠老师的教学录相，受易良多。
首先，听纪老师的课，给我很舒服的感觉，纪老师口语流利，教态自然，师生关系融洽。教学步骤清晰，能够正确使用英语进行教学，语言清晰，表达准确。没有刻意做秀的表演，很真实。
纪老师的课，在我看来有以下几处亮点：
1．对生单词和短语的处理。纪老师没有象传统的教学那样，告诉学生其汉语意思，而是给出生词所在的句子，让学生通过对句子的理解来猜测该词的含义，并给予指导和帮助，在这之后，又立即带着学生举例运用该词汇，让学生学以至用。
2．课堂设计新颖，任务性强。新课程标准倡导任务型的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。纪老师的每一个教学步骤都给学生安排了任务，尤其是在discussion这部分，师生完成的特别好。首先纪老师选了学生们所熟悉的三位不同风格有着不同人生的三位名星，让学生去辩论他们是否愿意当明星，并阐述理由，使课堂氛达到了高潮。在学生进行讨论的同时，纪老师在屏幕上循环播放了一些名星参加各种活动的照片和一些生活照，旨在通过这些照片给学生们以引导，可谓用心良苦。当然，学生们的精彩演绎也给这节课增色不少。
篇三：英语公开课评课稿
英语公开课评课稿
本节课的内容是七年级下册Unit6 topic 2 sectionB部分,整节课教师很好地贯彻了英语教学提倡的交际性原则，并且运用了多种教学手段及方法以达到教学目标，也能很好地调动学生的学习积极性与学习兴趣。
陈艳芬：下面我们谈一下对这节课的看法，首先谈一下这节课中的亮点：
教师的教学热情很高涨，充分调动课堂气氛。课堂气氛是通过师生间相互作用和同学间的相互影响而表现出来的一种群体心理状态。建立和谐的人际关系是优化课堂气氛的重要条件之一，而教师与学生的关系是课堂人际关系的主要方面。教师真诚的爱生态度和行为对于和谐的师生关系极为重要。如果教师在课堂上对每个学生都抱着热情、积极、信任的态度，并在教学过程中使学生感受到这种态度，那么，全班学生的学习积极性就会受到鼓励，从而产生良好的课堂气氛。刘老师在这节课的导入部分就很好体现了这点，他与学生打招呼的方式以及语气非常热情，把学生的学习热情也很好地调动了起来，一下子就把师生之间的关系拉近也了，形成了个良好的开端。而且这种热情教师能带入每个教学环节，使得课堂的气氛变的较为轻松。
杨春玲： 导入部分新颖自然，易让学生接受。课堂教学的导入，是教师在新的教学内容或活动开始时引导学生进入学习的行为方式。导入是课堂教学的一个有机组成部分，是实际教学的前奏，起着“引子”的作用。组织好一堂课的开端，可以抓住学生、控制课堂，促进学生积极思维的作用。利用有趣的图片和生活中自己熟悉的名人来激发学生的兴趣，导入新单词，让学生很自然的描述他们的情况。
邱兴荣： 教学思路清晰，活动形式多样。为了帮助学生构建和发展认知结构，教师必须善于鼓励学生积极参与并设计英语教学活动，包括思维参与和行为参与,这需要学生全身心的投入和体验。通过感知、体验、实践、参与和合作等方式实现任务目标，感受成功。同时，在学习过程中不断地进行情感和策略上的调整，形成积极的学习态度与主动的学习方式，促进语言实际应用能力的提高。
赵岭菊：另外，白老师的本身基本功也很扎实。教态放松，带有比较夸张的语言，表情及动作，比较能吸引学生的注意力。
英语公开课评课稿
本节课的内容是七年级下册Unit6 topic3 sectionD部分,陈老师的这一堂课是一堂清晰实在，扎实系统，动静结合的英语课。教师以新的课程理念为指导，充分考虑了学生这一年龄阶段的特点。
白玉静：游戏导入，充分调动起学生兴趣。良好的开头对一堂课的成功与否，起着关键的作用。本堂课一开始，教师就用TPR活动导入新课，使学生的注意力在最短的时间里，被激活。接着教师利用游戏引出新词教学，自然有效。
杨春玲：关注教学方法，体现了一个活字。教师的教学方法灵活，新单词呈现形式多样。应该说整堂课中，教师在引入新词时，都是比较新颖而又自然，而且具有生活化的。教师还注意利用实物，图片，卡片，身体语言，表情动作等作为教学资源，创设讲解，操练和运用英语的情景。蒋莹老师能贯彻以学生为中心的原则，关注教学过程，尽可能发挥学生的主体作用，让学生真实的去感受知识，体验知识，积极参与，努力实践，在活动中学会用语言表达交流，较好的体现了从不懂到懂，从不会到会，从不熟练到熟练的过程。
邱兴荣：教学活动的设计丰富多彩，有效，训练方式多样，有全班活动，师生互动，小组活动，双人活动，个人活动等，在活动中突破难点，在活动中发展能力。教师为了巩固本课的内容，精心设计了多个活动：有歌曲，谜语，游戏，内容非常丰富不但使单词、句型的操练面广，练习次数多，而且还调动了每一个学生的参与热情。将热闹的形式与有效的语言实践有机结合。
赵岭菊：在英语课中，活动的设计和开展还应该有利于学生学习英语知识，发展语言技能，从而提高学生的综合运用语言的能力。英语课堂的活动应该以语言运用为落脚点，本堂课上，陈老师很好的贯彻了：在用中学，学中用，学用结合，学以致用的原则。同时体现了以学生为主体，教师为主导的新课程理念。在这样的一个学习过程中，学习者处于相对自然的态势，不断的在习得和使用语言，学和用每分每秒都和谐的交织在一起。
赵开春：本课中值得探讨的地方： 1、本堂课中，老师在布置任务前或句型操练前，未能起到很好的示范作用，导致学生操练时场面有些混乱。
2、教师语言不是很丰富。其实这也是我们较多老师的一个毛病。我们说当我们老师有足够多的input（输入）的时候，学生才能有out
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