2019-2020学年第一学期东善桥小学英语教研活动一
发表日期:2019/10/30 15:59:50 作者:admin 有10253位读者读过
新闻报道：
2019年10月24日，东善桥小学全体教师在教研组长翁云花老师的组织下开展了以“从文本到生活 提高英语学科素养”为主题的研修活动。
首先，由四年级马文娟老师执教4A Unit5 Our new home (storytime), 本课内容较多，文章中主要介绍了家里的各种房间，通过课文学习，需要理解房间名称和摆放位置。 这节课，马老师过渡自然、巧妙。在课文教学环节，马老师注重学生思维的启发及语言的表达，提出几个开放性的问题，留给学生思考、学习的空间。对了阅读文本的处理，马老师通过自身示范指导学生掌握阅读技巧，达到了此次研讨活动的目的。
课后，全体英语教师进行研讨，钱瑾、翁云花等老师对马文娟老师执教的《 Unit5 Our new home 》进行点评并提出自己宝贵的意见。最后总结得出，在平时的语篇教学过程中应该给学生提供必要的学法指导，将课堂还给学生，让学生通过合作及自主阅读提高英语综合能力。
活动方案：
活动主题 | 4A Unit5《Our new home》第一课时教学研讨 |
活 动 安 排 | 一、由主备人马文娟老师撰写4A Unit5《Our new home》第一课时一备教案。 二、会议研讨分析第一课时文本，分析四年级学生学情。 三、各英语老师针对一备教案之不足提出自己的修改意见。 四、主备人整合修改意见形成二备教案。 五、主备人进行试上，其他老师听课并进行点评。 |
签到表：
一备教案：
单元、章、节 | Unit 5 Our new home | 教学内容 | Story time | 需课时： 4 课时 | |||
第 1 课时 课型 新授 | |||||||
教学目标 | 1、通过游戏活动，能初步感知、体验单词“bedroom, living room, clock, table, bathroom，home, sofa, come, kitchen, fridge, hungry”并理解单词的意思。 2、通过在创设的情境中交流，能听、说、读句子：“Where’s/Where are …? It’s/They’re …”并会运用所学句型。 3、能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。 4、能初步运用本课所学的词汇和日常用语谈论东西的位置。 | ||||||
重点难点 | 1、通过游戏活动，能初步感知、体验单词“bedroom, living room, clock, table, bathroom，home, sofa, come, kitchen, fridge, hungry”并理解单词的意思。 2、通过在创设的情境中交流，能听、说、读句子：“Where’s/Where are …?It’s/They’re …并会运用。 | ||||||
教学方法 | Say and look | 教学辅助手段 | Cards PPT | ||||
教学过程: Step1 Greeting & Warm up
T: Hello, boys and girls. S: Hello, …. T: Nice to meet you. S: Nice to meet you, too.
Where is the bird? T: Do you like singing? S: Yes. T: I like singing very much. Can you answer my question? Where’s the bird? S: It’s in the tree. T: But today the bird isn’t in the tree. It’s in Su Hai and Su Yang’s new home. Let’s play a game. Where is the bird? Step2 Presentation 1. Play a game and learn the new words T: (手中拿着一只折起来的小鸟) Now boys and girls, guess, where is the bird? S: Is it in the bedroom? S: Is it in the bathroom? S: Is it in the living room? T: Teach “bedroom, living room, bathroom” S: Is it in the kitchen? T: Yes, it’s in the kitchen. (Teach “kitchen”) But where is it? Can you find it? It’s on the table. Now it’s on the fridge. Now it’s behind the clock. Now it’s on the sofa. It’s beautiful. Teach “table, fridge, clock, sofa” Read after the tape. Read one by one. 2. Show the pictures. Example: Where is the bird? It’s in the living room, on the sofa. (展示的图片要能让学生操练到所学的单词：bedroom, living room, clock, table, bathroom, sofa, kitchen, fridge) Step3 Story time 1. Listen to the tape and think: T: Where are Su Hai and Su Yang? S: They are in their new home. 揭题：Today we’ll learn a new lesson “Our new home” S: Read the topic. 2. Watch the cartoon and match. T: Where is Su Yang’s bag? S: It’s in Su Yang’s bedroom. T: Where is Su Yang’s white cap? S: It’s in the kitchen. T: Where are Su Yang and Su Hai’s skirts? S: They are in the living room. 引导学生回答完以后，将相应的图连线。 包的图 客厅的图 鸭舌帽的图 卧室的图 短裙的图 厨房的图 3. Watch the cartoon again and finish the exercises. Where is ? It’s Where are ? They are Where’s ? It’s 4. Listen to the tape and read after it. ( 注意模仿其语音语调。) 5. Read in three. (分角色朗读对话。) 6. Act the dialogue. （小组表演展示对话。） 7. 引导学生将课文变成歌谣，进行诵读。 Where, where, where’s the bag? Here, here, in the bedroom. Where, where, where are the skirts? There, there, in the living room, on the sofa. Where, where, where’s the cap? Sorry, sorry, I don’t know. Oh, oh, in the kitchen. Step 4 Consolidation 1. Match and say. 引导学生将对话中的人物、相关物品和房间位置进行搭配，然后用完整的句子进行表述。 skirt bedroom Su Yang white cap living room Su Hai bag kitchen 2. 四人（a, b, c, d）一组，b, c, d询问a家中的摆设，a要回答b, c, d每人提出的问题。b, c, d再根据a的回答，画出他/她家的摆设, 看谁画的最像，评选出优秀的一人。 | |||||||
板 书 设 计 | Unit 5 Our new home A: Where is /Where are…? B: It’s/They are … A: Is it in …? B: Yes, it is. / No, it isn’t. | ||||||
二备教案：
教学内容 | Unit5 Our new home | ||
教学目标 | 1.能初步听懂、会读、会拼写单词bedroom 、bathroom、bedroom、kitchen 、living room、table、clock 2.能听懂、会说、会读、会运用句型Where’s …?It’s…Where’re…?They’re… 3.能明白并理解名词的复数形式. 4.情感教育：能知道自己的物品所在的位置，以及能归放好其位置。 | ||
教学 重难点 | 1.能初步听懂、会读、会拼写单词 bedroom 、bathroom、bedroom、living room、table、clock 2.能听懂、会说、会读、会运用句型Where’s …?It’s…Where’re…?They’re… 3.情感教育：能知道自己的物品所在的位置，以及能归放好其位置。 | ||
教学准备 | 挂图，卡片，多媒体（PPT） | ||
Step 1 Warm up 1.Greeting：Order game: Stand up,boys and girls. Open your books, boys. 2.Sing a song 《I love my bedroom》 T:Do you like singing? Let’s listen and sing it together. T:Nice voice.What can you see and hear in this song? S:sofa /chair/desk T: 卡片教学bedroom 以及单复数形式 通过这个环节让学生提前进入学习英语的氛围中。 3.Sing with cartoon Step 2 Presentation 1.Watch a cartoon T:Watch the cartoon and try to remember where the things are? a.Where is the desk? b. Where is the bed? c. Where is the chair? d. Where are the skirts? T:Is it nice home? This is a new home. 2.出示课题： Unit5 Our new home T:Today,let’s learn Unit5 Our new home T: “home ” is a new word here. 图片教学单词 出示句型：Where’s …?It’s… Where’re…?They’re… Tips: | |||
当询问可数名词单数时用：Where’s …?It’s… 当询问可数名词复数时用：Where’re…?They’re… | |||
Drill: Where’s …?It’s…Where’re…?They’re…
教师出示一些学过的物品，让学生自由选择，并用句型询问物品的位置
3.教授单词kitchen /living room /
出示一些厨房用具，让学生猜：Where are they in your home?
S:They’re in the kitchen like this
Teach reading “kitchen”again and again in different ways ,because it’s a little hard to read.
Tips:在教学Living room 时，区别开living room 和bedroom 的写法位置。
4:Learn the passage
(1) Watch the cartoon with some Qs
who are they?
Where are they?
(2) Watch again with Qs
Where is SuYang’s bag?
Where are SuHai’ skirts?It’s on the sofa
教学sofa 并拼读单词
Where is SuHai’s white cap?
(2)Learn to read
Read after the cartoon.quietly.
Read after T one sentence by oen sentence.
Read by Ss themselves corectly. T creat the pronouciation.
Read with emotions
模仿语音语调，比比谁读的好。
(3)Act it out
Step 3 Consolidation
1.Listen to the tape again.Fill in the blanks.
对话内容填空
Look at this our new home, It’s very nice .I’m Su Yang ,and my sister is SuHai.My bag is in the bedroom. The skirts are in the living room,on the sofa. But where is my white cap ? Oh It’s in the kitchen .
通过这一环节加深学生对课文的理解。
2.Magic eyes
T：Now,let’s have a rest.Let’s play a game.
游戏规则：快速闪现图片、单词、词组、或者句子
3.Work in pairs
T: I have some pictures here. Choose one to work in pairs.
4.Summary
让学生说说这节课学了什么，让学生自己来总结。
复习单词
复习句型
复习课文
Step 4 Homework
1.Copy the new words four times.
Recite Story Time after class.
诊断与调整 | |||
板 书 设 计 | Unit5 Our new home Where’s …?It’s…Where’re…?They’re bedroom、kitchen 、living room | ||
三备教案：
单元、章、节 | Unit 5 Our new home | 教学内容 | Story time | 需课时： 5 课时 | |||
第 1 课时 课型 新授 | |||||||
教学目标 | 1、通过游戏活动，能初步感知、体验单词“bedroom, living room, clock, table, bathroom，home, sofa, come, kitchen, fridge, hungry”并理解单词的意思。 2、通过在创设的情境中交流，能听、说、读句子：“Where’s/Where are …? It’s/They’re …”并会运用所学句型。 3、能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。 4、能初步运用本课所学的词汇和日常用语谈论东西的位置。 | ||||||
重点难点 | 1、通过游戏活动，能初步感知、体验单词“bedroom, living room, clock, table, bathroom，home, sofa, come, kitchen, fridge, hungry”并理解单词的意思。 2、通过在创设的情境中交流，能听、说、读句子：“Where’s/Where are …?It’s/They’re …并会运用。 | ||||||
教学方法 | Say and look | 教学辅助手段 | Cards PPT | ||||
教学过程: Step1 Greeting & Warm up
T: Hello, boys and girls. S: Hello. T: Nice to meet you. S: Nice to meet you, too.
Where is the bird? T: Do you like singing? S: Yes. T: I like singing very much. Can you answer my question? Where’s the bird? S: It’s in the tree. T: But today the bird isn’t in the tree. It’s in Su Hai and Su Yang’s new home. Let’s play a game. Where is the bird? Step2 Presentation 1. Play a game and learn the new words T: (手中拿着一只折起来的小鸟) Now boys and girls, guess, where is the bird? S: Is it in the bedroom? S: Is it in the bathroom? S: Is it in the living room? T: Teach “bedroom, living room, bathroom” S: Is it in the kitchen? T: Yes, it’s in the kitchen. (Teach “kitchen”) But where is it? Can you find it? It’s on the table. Now it’s on the fridge. Now it’s behind the clock. Now it’s on the sofa. It’s beautiful. Teach “table, fridge, clock, sofa” Read after the tape. Read one by one. 2. Show the pictures. Example: Where is the bird? It’s in the living room, on the sofa. (展示的图片要能让学生操练到所学的单词：bedroom, living room, clock, table, bathroom, sofa, kitchen, fridge) Step3 Story time 1. Listen to the tape and think: T: Where are Su Hai and Su Yang? S: They are in their new home. 揭题：Today we’ll learn a new lesson “Our new home” S: Read the topic. 2. Watch the cartoon and match. T: Where is Su Yang’s bag? S: It’s in Su Yang’s bedroom. T: Where is Su Yang’s white cap? S: It’s in the kitchen. T: Where are Su Yang and Su Hai’s skirts? S: They are in the living room. 引导学生回答完以后，将相应的图连线。 包的图 客厅的图 鸭舌帽的图 卧室的图 短裙的图 厨房的图 3. Watch the cartoon again and finish the exercises. Where is ? It’s Where are ? They are Where’s ? It’s 4. Listen to the tape and read after it. ( 注意模仿其语音语调。) 5. Read in three. (分角色朗读对话。) 6. Act the dialogue. （小组表演展示对话。） 7. 引导学生将课文变成歌谣，进行诵读。 Where, where, where’s the bag? Here, here, in the bedroom. Where, where, where are the skirts? There, there, in the living room, on the sofa. Where, where, where’s the cap? Sorry, sorry, I don’t know. Oh, oh, in the kitchen. Step 4 Consolidation 1. Match and say. 引导学生将对话中的人物、相关物品和房间位置进行搭配，然后用完整的句子进行表述。 skirt bedroom Su Yang white cap living room Su Hai bag kitchen 2. 四人（a, b, c, d）一组，b, c, d询问a家中的摆设，a要回答b, c, d每人提出的问题。b, c, d再根据a的回答，画出他/她家的摆设, 看谁画的最像，评选出优秀的一人。 | |||||||
板 书 设 计 | Unit 5 Our new home A: Where is /Where are…? B: It’s/They are … A: Is it in …? B: Yes, it is. / No, it isn’t. | ||||||
教 学 反 思 | 阅读前，新授单词时学生潜移默化地感知了音标，有效地纠正了发音。阅读中，运用看、读、划、听等活动，层层递进，引导学生自主探究，培养他们听说读写的能力。阅读后，及时给学生提供自己设计并展示的机会，练习新知的同时渗透保持房间整洁的情感教育。教学设计相对于比较难,阅读教学中Listen and repeat环节有些难度，学生说得不够好，且浪费了点时间，朗读环节也较为匆忙。表演时，孩子们读的也不很好，效果没有完全表演出来，使得课堂气氛显得不太热烈。我应该提前了解学情，设计出符合学生学情的教学活动，并提升自我良好的课堂应变能力，发现问题后及时放弃一些难点，节省一些时间放到朗读环节上，使让学生能更好地开口和表演。 授课时间：201 9 年 10 月 24 日 | ||||||
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