南京市江宁实验小学教研组（备课组）活动记录

2019-2020学年度第一学期

组别：  五年级英语     组长：     任梦菲  

一、活动主题：

Unit4 Hobbies 教研活动

二、活动方案：

1.活动目标：

a. 能听懂、会说、会读单词：dance, draw, play the piano, read, sing, watch films。

b. 能听懂、会说、会读句型：I/We like doing...He/She likes doing...。

c. 用今天所学的内容在实际生活中能运用句型I/We like doing...He/She likes doing...分享自己的兴趣爱好或介绍他人的兴趣爱好。以及用所学动词描述事情，让学生在真实的情感中进行语言交流活动。

d. 能在实际生活中正确运用句型I/We like doing...He/She likes doing...分享自己的兴趣爱好或介绍他人的兴趣爱好。

2.活动时间：2019.10.15

3.活动地点：五（13）班

4.参加对象及人数：五年级备课组成员

5.执教者（主讲人）及课题：谢蕾；Unit4 Hobbies (story time)

三、研讨记录

任梦菲：《英语课程标准》明确指出：“英语课程要求合理利用和积极开发课程资源，给学生提供贴近实际，贴近生活，贴近时代的内容健康和丰富的课程资源。” 在课堂教学中表现出了扎实的教学基本功和丰富的教学经验，并展示出了教师关爱学生、循循善诱等方面的教学特点。特别是在知识的引入过程中，十分注重启发学生思维，并在这一过程中努力提高学生的想象力和益友语言知识的运用能力。

杨雪莲：学生能够积极参与，并能充分运用所学语言知识进行英语表达，合理运用教学资源方面做得比较好。教师能组织学生开展教学活动。每个教学环节在开展教学活动的时候，能够清晰准确地交代教学任务。

张芸：教学过程由浅到深，易于学生循序渐进地掌握知识点。将语法点与例句相结合，生动形象，从而达到事半功倍的效果。教师的板书思维严密，逻辑性强，浅显易懂。便于带动学生的思维跟着教师走。教师给学生更多的鼓励，培养了学生的学习兴趣。

穆园园：师生互动活跃，从而带动了课堂的学习气氛。充分利用教学资源，计算机辅助教学模式，有效的提高了课堂效率。层层深入，逐步加深学生对语法理解。

刘丹：英文拓展能为英语教学提供大量真实地道的英语资源，充分利用这些资源，也能为学生进一步发展听说读写技能和形成一定的综合语言运用能力创造机会和条件。这节课中，谢蕾老师充分利用并开发优秀的英语教学资源，结合相应的教学方法把学习的主动权交给学生，进行听说读写的训练。

袁敏：认真备课，精心进行教学设计，课堂思路清晰，教学目标明确。教师关注问题导入，学生积极主动参与，课堂气氛活跃。教师教学目标明确，教学过程思路清晰，传授知识的量适中，突出重点，教学目标达成。加强情感交流，注重教学互动。点评学生把握很好。引人自然、合理，学生容易接受。

四、活动签到表（电子照片）

五、教学设计及反思教学目标：

1.能听懂会说、会读、会写be good at,read,story,a lot of,dance,sing

2.能听懂、会说、会读词汇hobby,with,also,play the piano,watch films,both

3.能听懂、会说、会读日常用语I like...He/She likes...

重点、难点：

1.句型：I like...He/She likes...

2.词汇：be good at,read,story,a lot of,dance,sing

教学方法：任务型教学

教辅手段：PPT

教学过程：

一、Pre-reading

1.Daily talk

T:Are you ready for our class?Class begin.Good morning class.Whose turn is it today?

T:Who can make some comments?

2:Free talk

T:Yes,she has a lovely dog.I think she likes playing with her dog very much.What about you? What do you like doing?

S:I like playing football.(PPT出问答句型)

T:Wow,can you play football very well?

T:So,he likes playing football.So playing football is his----hobby!

T:Today,we are going to learn Unit4 Hobbies.Now,read after me,Hobbies!

3.Play a game.

 T:Look,when we talk about our hobbies,we usually say:I like..and we put -ing at the end of the word.Ok,may be you don’t understand.Let’s play a game.I say you say.I say read,you say---reading,are you clear?Ok,let’s do it.

4.Pair work

 T:Now I think you can talk about your hobbies .Please do it in pairs.

5.Play a game

 T:You know your partner’s hobbies,but may be you don’t know your classmates.Let’s play a game.I will choose a student to come to front,and do an action,remember don’t move.Others we guess.

T:Look,what does she like doing?

S:She likes dancing.

T:Look,what does he like doing?

S:He likes playing football.

T:You are so clever.

二、While-reading

1.Watch and choose.

T:We have our hobbies.What about our friends?They are Mike,Liu Tao,Yang Ling,Su Hai and Su Yang.What are their hobbies?

2.Read and underline.

T:They have a lot of hobbies,but what hobbies do they each have?First,please open your books and turn to page 36.Pead Part1 and Part2,try to underline thei hobbies.

T:Ok,now what does Mike like doing?

T:Yes,he likes playing basketball and football.He likes drawing too.I have two questions:Does Mike play football very well?Why?

T:Yes,because Mike says I am not good at football.

T:What does Tim like doing?Why?

T:What does Liu Tao like doing?

3.Look and say

 T:What about Yang Ling and Su Yang,Su Hai?Please look at the pictures and work in 4,talk about it.

 T:Yang Ling likes...Does Yang Ling like reading very much?How do you know?Yes,she has a lot of books.

T:What about Su Yang and Su Hai?

4.Listen and repeat.

5.Think and say

Q:What do you think of their hobbies?

S: I think they have good hobbies,because...

6. Happy reading

三、After-reading

1.Retell the story

2.Talk about your and your friends’ hobbies.

3.Enjoy some pictures.

4.Homework.

 1.Copy the story

2.Talk about your friends with your friends

四.Blackboard design

教后反思：

   本课总体流程顺畅，学生配合度较高，课堂氛围活跃，在学完本课后，学生总体能够做到完整复述全文，理解文章大意。流程设计较为合理。但仍有以下不足：

1. 在课文学习环节，让学生Read and underline，此时还播放了课文录音，本人原设想期望学生跟着录音在心里默读课文，并划线找出答案，但忽略了这样的要求过高，学生无法一心二用。可以改变方式，充分考虑学生的学习习惯。

2. 在Think and say环节，让学生评价书中人物的爱好，部分学生回答很精彩，这时可以再深入谈论学生自己的爱好，并且自己为什么喜欢这个爱好，语言素养可以得到更高的提升。

3. 板书可以尝试鱼骨图或Y型图等其他设想，创意性还不够。

六、活动报道及照片（网站截图）