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：

Unit5 What do they do? 教研活动

二、活动方案：

1.活动目标：

a. 能听懂、会读、会说单词和短语writer, sick, people, factory, cook, driver, farmer, policeman    

b. 能听懂、会读、会说日常用语：What does he/she do? He/ She is a teacher/ factory worker/ doctor/ writer.

c. 能在实际生活中初步运用本课所学的词汇和句型谈论自己和他人的工作。

2.活动时间：2019.11.6

3.活动地点：五（1）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：任梦菲；Unit5 What do they do? (story time)

三、研讨记录

杨雪莲：本节课充分体现出教师的引领力。引导学生“自主学习”是课堂中学讲计划实施的前提与准备，可以说是关键与核心部分，它能培养学生们良好的学习习惯，提高学生自己独立学习的能力，而先进的数字化技术对学生的学习兴趣和积极性有促进的作用。

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：教师善于培养学生质疑发问，提高学生运用语言的能力。由于小学生的学习能力有限，在学生原有的基础上，质疑拓展这一环节会让学生感到心有余而力不足，因为毕竟他们的知识面并不宽广，由于知识的狭隘，局限了他们的思维。而在数字化信息的帮助下，他们可以学到自己想了解的而课本中没有的知识，比如软件里有生词查阅的功能以及文化背景知识，甚至他们喜欢的英语歌谣、韵诗以及英文故事也都尽在其中。

谢蕾：在安排小组合作时，教师任务明确，具体分工，使学生互帮互助、各有所职。在平时的教学中，如何激励学困生学习，一直是老师感到困惑的问题。而该课中小组合作，使组员之间互相尊重，并使组内每一个学生感到学习的平等，这种和谐的学习氛围，能调动每个学生学习的积极性。

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：

Knowledge aims:

1. Students will know more words about professions such as doctor, driver, farmer etc.

2. Students will know more sentence patterns about asking and answering professions, for example the sentence: What do/ does sb. do?

Ability aims:

1. Students’ reading ability can be improved by reading the story.

2. Students’ ability to talk about professions can be improved.

Emotional aims:

1. Students will arouse their interest in learning English and have positive attitudes in talking about professions with the sentence pattern and words.

Teaching key points and difficult points:

Key points:

1. Words: cook, doctor, driver, farmer, nurse, policeman, teacher and worker

2. Target sentences: "What do you do?","What’s your mother’s job?", "My mother’s job is a doctor."

Difficult Points:

1. How to ask and answer about jobs.

2. To arose their interest and cultivate students' positive attitudes in learning English.

Teaching methods:

Task-based teaching method, communicative approach, multimedia method and so on.

Teaching procedures:

Generally, the teaching procedures consist of 5 steps.

Step 1 Warm-up and lead-in

Teacher asks all the students to sing an English song: Apple round, apple red. Apple juicy apple sweet. Apple apple I love you, Apple sweet I love to eat. Apple trees grow in the farm and their workers on the farm are called farmer. The study of words in expressing profession starts here.

Step 2 Pre-reading

Teacher will present some pictures about some famous people in different professions and corresponding words on PPT and then invite all the students to read them until most of them can quickly recognize the words’ meaning.

Step 3 While-reading

Firstly, make some assignments: read the story for a general idea in 3 minutes, circle jobs learned just now and count how many jobs are mentioned in this story. After that, students will read the whole story.

Divide students into several groups and invite a representative of each group to describe the concrete information of four parents' jobs. Students can use the words and phrases in the text and also pay attention to the pronunciation of some words.

Step 4 Post-reading

Divide the whole class into eight groups and play a game called hot potato. In the game, when students receive the order to stop, they need to choose a representative in their group to describe a job by using the words, phrases and sentences in the story. If the representative cannot finish the task, their partner can give them a hand.

Step 5 Summary and homework

Summary: Make a summary about the words and sentence patterns learned today.

Homework: Students need to sing the song and read the story loudly for their families.

四.Blackboard design

Unit5 What do you do?

            What do you/they do?

            I\We\They . . .

            What does he/she do?

            He/She is a . . .

教后反思：

   本单元的主要学习句型为What do you do?和What does he/she do?及其回答 He/She is a . . .其实在其中，还是要多关注第三人称单数形式动词的变化，因为学生有时会忘记用第三人称单数动词形式，有的学生其实是知道的，只是在运用的过程中会有忘记的现象，针对这个情况，在我让学生进行多次操练，以达到熟能生巧的程度。

   在细节方面的处理我还不够巧妙，如：在整个的教学过程中，与学生的互动不是很顺畅，自身不能兼顾所有学生，特别是对学困生的引导与点播不够好。还有在时间安排方面不够合理，在practice这一环节中，显得较为仓促，如果能再花多一点时间让学生去练习，面向全体，使每个学生都有机会去表演，那也许效果会更好些。

六、活动报道及照片（网站截图）