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老叶小学2020秋学期英语组集体备课一

2020年09月03日 20:05:44 访问量:937

2020秋学期英语集体备课记录一

 

时   间

9月 3 日 下 午第 2 节—第 3 节 

地点

二楼办公室

 

主 持 人

杨菲

主备教师

杨菲

记录人

叶忠华

 

参与人员

叶忠华、杨菲、张琳、于蒙

 

此后一周教学内容

5A unit1 Goldilocks and the three bears

 

本次集体备课内容

5A unit1 Goldilocks and the three bears( Cartoon time & Culture time )

 

上周教学反思

交流上学期期末质量分析,在新学期改进意见:改进建议:

A.夯实基础,四会单词、词组和句子必须要百分百掌握。上课默写要成为常态,课后更要抓订正巩固。班上中等以下的学生,根本不去订正。要建立强有力的措施,进行限时过关。要发动全班学生,广泛参与,建立帮扶对子,将课文背诵、单词、词组和句子的默写,坚决进行到底。

B.对基本的语法知识点,还是要采取滚动复习法,让学生反复练习,建立正确的概念。对平常的作业,一定要真刀实枪,不能搞虚假的作业,蒙混过关。

C. 建立家校合作,要求家长密切配合老师做好读书、背诵、默写等任务,切实减轻课堂内的负担。因为什么都放到课堂来解决,到时候学困生会完不成任务,会产生挫败感,摧毁自信。

D.鼓励有条件、有能力的学生,通过多种途径学习音标,掌握常见字母的发音规律,能够读准单词,有效记忆单词。

 

 

主备教师发言

教材的编写意图及分析:

本单元围绕金发女孩和三只熊的故事的话题,通过故事描述,让学生能够听懂会说句型,并能在实际和生活中自然运用,描述自己不同的状态以及会描述方位等。

 

教学起点及确立理由:

五年级他们已经接触了三年英语,有一定的英语基础。儿童的特性使得他们活泼好动,对新事物有着强烈的好奇心,探索知识的欲望很强烈,并且有着很强的表现欲。但五年级的学生对英语学习兴趣整体有所下降,两极分化比较严重。所以本单元是以寓言童话故事金发女孩与三只熊,吸引学生兴趣。

 

教学目标及确定依据:

 1. 能够听懂、会说、会读卡通故事中出现的词汇:really, then, find, their

2. 能够流利地表达There is … There are…的意思;

3. 能够理解并掌握There are 句型的否定句式There arent any 

4 能够听懂、会说、会读日常用语:Really?

5. 能够整体理解并简单表演卡通对话;

 

 

重点、难点及突破方法:

1.能正确理解、朗读卡通故事,了解中西方传统的饮食。

2.能正确并且熟练地运用本单元所学的词句谈论某处的物品

3.能用简单的英语介绍中西方传统的饮食。

教学过程的主要环节

Step 1. Warming up/Revision

1. T-S greetings

2. T: First, lets play a game. The game is called Yes or No. Now you will see some sentences on the screen. Read and try to judge. If it is right, you may say Yes, yes, yes! If it is wrong, you may say No, no, no! 学生试说2遍。Say loudly and quickly, please. Ready? Go!

1) There are 55 students in your class.

2) There are a lot of books in your bag.

3) There is a beautiful teacher in front of you.

4) There is a TV in this classroom.

T: OK. There isnt a TV in this classroom, then, whats in this classroom? Lets play another game named ‘ 1 minute  non  stop  talk. We will have a competition between boys and girls. Now each of your team has one minute. Please try to say the things in the classroom as many as possible. You should use There is / are …’. Lets see who can win. 教师在黑板上示意比赛规则。男女生分别在1分钟内用There be句型说出教室里的物品,说得又对又多的胜利。教师给予评价。

 

Step 2. Prestation

T: You see, there are many things in our classroom. Do you like having lessons in this room?  Ss: Yes.

T: Im happy to hear that. Now look at this picture. Whats in this picture?  Ss: There are two mice.

T: Who are they?  S: Theyre Bobby and Tina.

T: Yes. What else? Whats in this room?

S: There is a sofa / book 

S: There are some 

T: Who are reading the book?  Ss: Tina.

T: This is Bobbys house. Theyre in the sitting room now. Look at Bobby. Is he happy? Ss: No.

T: No, hes kind of hungry, I think. How do I know? Because he says: 引导学生回答Im  hungry. Can Tina help him? Lets listen.

(出音频You can have some cakes. There are some in the kitchen.) So, can Tina help Bobby?  

Ss: Yes, she can.

T: What does Tina say? Lets listen again. Who can have a try?    S:

T: Lets try together. 教师指导朗读。

T: So Bobby goes to the kitchen and try to find some cakes, but can he find any cakes there? Lets watch the cartoon. 集体看卡通。

T: OK. Can Bobby find the cakes in the fridge?

Ss: No, he cant.

T: What does Bobby say? Listen. (出音频:There arent any cakes here. 教师板书句型,带读3遍)

1. Where are the cakes then? Open your books, read the story by yourselves and try to find the answer. 学生自读故事找出答案。

S: Tina and Bobbys cousin eats the cakes.

T: Thats right! The cakes are in their cousins mouth. Look at Picture4. Tina is very surprised, so she says Here are the cakes! Who can be Tina?

指导学生模仿Tina 说一说句子。

1. T: Look at Bobby and his cousin. How do they feel? Can you fill in the blanks?

Bobbys cousin is ___________. Bobby is ________. Guess. What are they saying? You can talk about it in pairs. 同桌间猜测他们会说些什么。

T: Well, if you were Bobby, what would you say? And how about the cousin? 引导学生揣摩不同卡通人物的心理和语言。

 

1. T: This time, lets read the story after the computer together. 跟电脑一句句齐读。

2. T: Please read loudly by yourselves. 大声自读。

3. T: This time, Id like to be Tina, boys, you could be Bobby, and girls, youre the narrator. OK? (师生间分角色朗读对话)

4. Read in roles. 学生间分角色朗读。

1. 师生间示范表演故事。可以请一位学生扮演cousin,运用之前创编的故事结尾使表演更完整。

2. T: Now please act the story in groups.

3. Act

 

Step 3. Consolidation

T: Look, Bobbys cousin eats so many cakes. Now hes very thirsty, I think. Heres a cup of coffee, a cup of tea, and a glass of juice. Which one would he like? Guess. 学生猜一猜。

T: I guess hed like a glass of juice. Look at the coffee and the tea. Maybe our parents like them. Which is popular in China, coffee or tea?

Ss: Tea.

T: Yes. Follow me: Tea is popular in China. How about coffee? Oh, coffee is popular in Western countries. (Teach: popular, China, Western countries)

T: Different food and drinks are popular in different countries. Now lets talk about more popular food and drinks in China and in Western countries. For example, noodles are popular in China, and hamburgers are popular in Western countries. Can you say something more? You may discuss in pairs first. 学生同桌间讨论并汇报:

____________ is popular in China, and _______ is popular in Western countries. 教师反馈。

T: All of you did a good job. I have a video about popular food and drinks in China and Western countries. Shall we watch together?  Ss: OK.

(观看视频)

 

T: Lets enjoy different food and drinks. Lets enjoy our wonderful lives.

Step 4. Homework

1. Read and act Cartoon time.

2. Dub for the story.

3. Take a picture or draw one about your favorite room in your house

 

Blackboard writing:

Unit1 Goldilocks and the three bears  ( Cartoon time & Culture time)  

 

教师评议

叶忠华:

导入环节采用两种游戏,让学生在游戏中复习There be 句型,然后再通过“1 minute -non -stop-talk”游戏,让学生重组已学的句型,来亲自实践操练,描述自己学习的教室内有哪些物品,真实贴近生活,学生有一种亲切感,语言输出能力得到潜移默化的提升

建议:Cartoon time 故事教学,不应像Story time教学那样进行过细的指导,而应设置一两个关键问题,放手让学生阅读,静心思考,最终能够体会到其中的幽默之处,达到会心一笑即可。

杨菲:过渡语的设计较自然,Cartoon time与Culture time的教学,巧妙借助Bobby’s  cousin 这样一个线索人物,来穿针引线,再设置一个场景,让学生猜一猜,它喜欢coffee,a cup of tea和a glass of juice中的哪一个,从而引出话题,很顺畅。

 

建议:对重点难点的操练要广,练习次数要多调动每一个学生的参与热情,将热闹形式与有效的语言实践有机结合。

张琳:Cartoon time 故事教学,教者有意设计了让学生通过观察图片,揣摩人物的内心活动,引导学生展开合理的想象,体会人物的语言。学生只有走进了文本,才能丰富内心世界,学习这种语言的兴致才会高昂。

建议:在练习的过程中,内容不要局限于本课学习的几个单词,教师可根据学生已学的知识情况,设置情景对练习内容进行拓展。但值得注意的是,拓展的内容应做到与学生的生活经验紧密联系,实现语言从课内到课外的延伸。开展综合性学习活动,拓宽学生的学习空间,增加学生英语实践的时间与机会。

作业设计

. Homework

1. Copy the new words.

2. Read and recite the story.

 

备注

 

编辑:杨菲
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