2019秋学期英语教研组集体备课记录（一）

时   间

9月 2 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(story time)

上周教学反思

交流上学期期末质量分析，总体说来，各年级英语成绩平均中等。有些班级的成绩可以用四个字形容“惨不忍睹”，比如五二班，平均分低于60分。也有些班级如四年级、六年级的两个班。相比之下，三年级考的中等。这些都是学生的真实成绩，也很好地反映了学生的学习风貌。在平时的学习中，六（1）班的学生是最认真的。他们努力练习，敢于表现。比如课文的对话，他们可以流利地读出来，甚至背诵的也有很多。四年级的两个班班级学习氛围比较好，学生的学习习惯也很好。班级里有榜样的作用，有竞争的意识，也有团结协作的互助及鼓励。“小老师”尽心尽责。三年级学生，可以说三分之一非常爱学，二分之一感兴趣，剩下六分之一没啥兴趣。总体说来，学习氛围不错，成绩也过得去。

要想学生学英语，就要他们对英语感兴趣，有想学的冲动。不然，学生不学，拒绝英语，老师就是教死了也没用。还有一点，真的是教学相长啊!师生有互动，老师乐教，学生乐学，良性循环，真是越教越好，越学越好！如果老师教，学生没反应，教学就不能很好地进行，教学效果也会大打折扣！

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，如hungry,hard,tired。以及会描述方位如between,in front of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。四年级时学生已学习状态的单词如tired，所以在这节课中，学生能快速的掌握，会运用句型描述自己的状态.

教学目标及确定依据：

1.能够听懂、会说、会读故事中出现的词汇：Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right, in front of ；

2. 能够听懂、会说、会读句型：There is … There are… 并理解句型的意思；

3. 能够听懂、会说、会读日常用语：What a beautiful…! This … is too…

重点、难点及突破方法：

1. 能够从整体上阅读故事并理解故事；

2. 能够语音语调正确地朗读故事、复述故事。

3. 

教学过程的主要环节

Step 1. Warming up/Revision

1.T: Boys and girls, tell me, what do you like doing at home?  S1: I like…T: Children, do you like reading stories? Ss: Yes. T: Good. Today our class will read a story together.

T: Great! First, Let’s go to a place. Try to guess: what place is it? I’ll give you some clues. Now look, it’s very big and beautiful. There are many trees and flowers. There are some streams. Many wild animals live here. What place is it?   

S1: A forest. 提示学生可以用中文回答。

T: Good. Let me show you a picture of forest.

（Teach: forest）Have you ever been to a forest?

Ss: No. T: Well, don’t be sad. Here I got a video about forest. Do you want to take a look?  Ss: Yes!  T: OK. Let’s watch it. After watching, tell me, what can you see in the forest?

1. T: OK. Is the forest beautiful?   Ss: Yes, it is.

T: What can you see in the beautiful forest？

S1: I can see a …   S2: I can see some …

2. T: Good! Look at this picture.  There are many trees in the forest. Let’s read the sentence. 全班跟读句型2遍。

T: Now, look, there are… in the forest. Who can try?  

S:There are …

Step 2. Prestation

1. T: Wow, there is a girl in the forest. Right? Who is this girl? What is her name? Let me tell you. Her name is Goldilocks. (Teach: Goldilocks) What does she see in the forest?  

Ss: She sees a big house. (Teach: house)

T: Yes. Look at Goldilocks.（拿出人物图片）She’s very happy.（贴板书）Because she sees a big house.(贴板书) How does she think about this house? Let’s listen. （音频：What a beautiful house!）Is it a nice house?  Ss：Yes.

T: Now, read it together. （指导朗读）

2. T: In the forest, there is a house. Whose house is it? Maybe it's … Can you guess?  S1: Maybe it’s …’s house. T: OK. Here’s a video. After watching, tell me, whose house is it? T: Is the story interesting? Ss: Yes, it is.

T: OK. Answer my question. Question1: Whose house is it?  Ss: It’s the three bears’ house.

T: Right! It’s the three bears’ house. What will happen to Goldilocks and the three bears? Today we’ll read this story. And the name of the story is :（揭题，全班读题目2遍）

1. T: Now please open your books and turn to page6, read the story by yourselves, then, answer my question: What is in the house? 让学生自读故事思考问题。

2. T: What’s in the big house?  

提示学生用There is / are 回答。

3. T: In this big house there are three beds. There are three bears. There are/is… 总结学生的答案并引出：And also there is some soup. Follow me: soup. (Teach: soup) 提示学生注意soup是不可数，some soup。

T: Goldilocks is in the house. What time is it? Look, there’s a clock.  Ss: It’s twelve.

T: Yes. It’s 12 o’clock. It’s time for lunch. And how is Goldilocks?  Ss: She’s hungry and thirsty.（贴板书）

T: What’s on the table?  S1: There is some soup.

 1. T: Look at Goldilocks. Guess, which soup does she like? Does she like this soup? (PPT显示三碗汤)

学生逐一回答。T: She doesn’t look happy in these two pictures, right? What’s wrong with this soup? Let’s listen to her. (音频：This soup is too cold.)

指导学生模仿跟读2遍，重点重复too cold.

T: And what’s wrong with this soup? (同法读too hot). And how about this soup? (Teach: just right)

2. Look, boys and girls. I have some soup for you.教师示范表演喝汤的三种感觉。Do you want to be Goldilocks and have a try here? 请2-3位学生分别上台模仿表演。

3. T: After eating the soup, Goldilocks is very tired.（贴板书）What’s in the room now?  S1: There are three beds in the room. 指导读2遍。

T: Look at the three beds. Are they the same?  

Ss: No, they aren’t.

T: How is this bed? Listen. 教师敲击讲台。Oh, it’s very hard. (Teach: hard) What about the second bed? Listen. 播放音频音效。Oh, it is soft. (Teach: soft)  教师拿出熊掌道具 Look, I have a toy bear claw. How is it? 让学生捏一捏试一试并形容：It’s soft.

T: OK. Look at the picture, if you were Goldilocks, What would you say?  S1: This bed is too…

4. T: Oh, this bed is just right, so Goldilocks will have a sweat dream in this bed, I think. 出音效“Help! Help!”How is she now? Is she happy?教师肢体语言提示。 Ss: No.  T: She is afraid now. (Teach: afraid) Why is she afraid? Read the story, then, tell me. 学生自读故事并思考问题。

5. T: Because there are three bears in front of her. (Teach: in front of)  Now, look at me. I am standing in front of you. And you’re very happy. But, if there is a tiger or a lion standing in front of you, would you be happy?  Ss: No!  

T: Of course not. You must be afraid.

6. T: What did the bears say?   Ss: Who are you?

T: Goldilocks shouted:   Ss: Help! Help!

1.  1. T: Now I’d like you to read the whole story again, and try to put the pictures in the correct order. 指导学生完成书上第8页的排序.

2. 2. PPT出示答案，学生描述每副图片。

3. T: Let’s read the short passage together.

1. T: Very good. This time, let’s read the story after the computer. 学生跟电脑齐读故事，教师指导朗读。

2. T: OK. This time, you can read in a group. 四人一组自由读。

3. T: Now let’s read it together. Try to remember the story.

Step 3. Consolidation

1. T: Children, do you like this story?  Ss: Yes.

T: Maybe you can tell the story to your parents. This time, try to retell the story. I’ll give you some pictures and sentences. You can look at the blackboard too. First, let’s try together.

2. Now you can use your own language to retell the story, and also you can say something more. OK? I’ll give you some minutes. 四人一组练习。

Blackboard writing:

Unit1 Goldilocks and the three bears  ( Story time)

Goldilocks头像   Goldilocks头像    Goldilocks头像   Goldilocks头像

 happy           hungry & thirsty        tired            afraid

a house          three bowls of soup    three beds        three bears

教师评议

叶忠华：

1. 整体感知文本，了解故事大概内容，为文本细读打下基础，提升学生的阅读感悟能力。

2.直拼法教学单词，注重引领掌握单词发音规律，让学生能举一反三。

建议：教学环节要体现学科特点，符合学生认知规律，在课堂导入部分可加上状态游戏，回忆上学期的内容。.教师应注意利用多媒体课件、图片、身体语言等作为教学资源，创设讲解、操练和运用英语的情景。贯彻以学生为中心的原则，关注教学过程，尽可能发挥学生主体的作用，让学生真实的去感受知识、体验知识，积极参与，努力实践。

于蒙：1.整个课堂设计巧妙，能循着一个主线来进行教学，围绕四会单词及相关词组，设计游戏活动来铺开。

2. Story time的教学有章可循，步步为营，重视整体呈现，然后通过细读突破难点，最后通过复述，强化语言输出。但在这个过程中，应该重视there这个单词的教学，学生不容易读准，应该要做好分解示范发音。

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：1.教师对重点句型there be用法利用练习及教室物体操练巩固，大部分同学掌握较好。

2. 教师能面向全体学生，激发学生的深层思考和情感投入，鼓励学生大胆质疑、独立思考，引导学生用自己的语言阐明自己的观点和想法。

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.

3.  Read more books, watch the cartoons, then, think and write.

备注