江宁区岔路学校（小学）英语教研组活动 4

一、情况概述

今天，程维老师在五7班开设了一节教研课。上课内容是五年级上册Unit 7 At weekends.本单元讨论的话题是周末活动。第一课时学习story time,内容是放学的路上，Mike和Su Hai在聊周末活动。教学重点是学生能够理解文本并能正确、流利地朗读文本。教学难点是活动类词组的读法和三单形式的理解。

二、综合评价

    我们英语组对程维老师这节课进行了研讨。总结本节课的优点：1、课的结构设计非常流畅、完整，采用任务型教学通过解决问题地方式理解文本，符合高年级学生的特点。2、导入环节利用Rap环节，既活跃了气氛，也为后续学习做好了语言方面的准备。3、能关注文本的留白，创造性地使用文本，鼓励学生利用所学语言进行新课学习的预测，这是一大亮点。4、注重课堂评价，教师创造性地采用生生评价、师生评价方式，调动学生的积极性。5、能有效发挥教师的示范作用。

我们组也对这节课的不足之处进行了反思，在教学设计上和课堂上可稍加完善。例如：1、小组合作形式比较单一，可以多一点合作的方式，让学生充分发挥主体作用，学生之间也能在互帮互助中培养团结精神。2、课堂设计上对各个层次学生区分不明显，个别环节较难，可以设计一些面向后进生的简单环节，充分体现课堂的全面性。

三、教学设计

  Unit 7 At weekends

Period 1 story time

Step 1. Gtreeting

Step 2. Lead In

1. Let’s rock!

 Learn: weekend

2. Learn words: always, usually,often, sometimes

 T: Look at this calendar, we go to school on Monday. We go to school on Tuesday. And on Wednesday, Thursday, Friday, we go to school. So we can say: From Monday to Friday, we always go to school, right?(learn always) Saturday,Sunday, we call them “weekend”.(点题)We don’t go to school at weekends. What do you do at weekends?

  T: Let me tell you what i do at my weekends.

    I always read some books.

    I usually watch TV.

    I often go to the cinema.

    Sometimes I chat with my friends on the Internet.

T: (Learn the adverbs of frequency.)Can you find the differences between them?

3. Let’s talk

  T: Hey, Do you remember what I do at weekends?

Ss: Vicky always/usually/often/sometimes....

Step 3 Presentation and practice

    T: Now we are talking about weekends. There are two friends. They are talking about their weekends too, who are they?

1. Ask some questions

   T:  About this story, what do you want to know? Can you ask some questions?

(1)             . Where are they?

(2)             What do they do at weekends?

(3)             How old are they?

(4)             What’s the time?

.......

T: Wow, you have so many good questions.After learning, may be you will know the answer. I also have some questions.

2. Watch and circle

     Q1: Whose weekends are they talking about?

3. Read and find(自读课文，划出词组)

     Q2: What do they do at weekends?

     Q3: Why doesn’t Mike visit his grandparents?

4. Solve the problems on the blackboard

5. Let’s listen

  Listen and repeat

6. Happy reading

7. Let’s write :fill in the blanks

8. Let’s retell

Step 4 Consolidation

1. T: What do you do at the weekends?

2. Let’s discover

      Please enjoy your weekends with your family!

四、教学反思

一、    利用视频和图片导入新课

  本节课前我放了一首跟星期有关的Rap，非常自然的理解两个“weekend”,接下来出示日历图片，学习“always”这个单词，并且顺利引出讨论学生和老师周末做什么这一主题，学生在轻松的氛围中快速掌握了以上知识点，直接进入文本学习，简洁明了，不再拖泥带水。

二、创设情境呈现文本

   课文学习采用任务教学法，Task 1:Ask some questions.鼓励学生用前几个单元学过的句型进行提问猜测，接下来自然而然进入课文学习。Task 2: Watch and circle.学生第一遍接触文本，通过回答问题“Whose weekends are they talking about?”理解文章总的脉络，接下来Task 3：Read and find.学生自读文本，回答问题“What do they do at weekends?”学生读一读，划一划重点词组，更深入的理解文本，再学习时，应特别注重动词第三人称单数的用法。Task 4: Answer questions.解决黑板上孩子之前提出的问题。Task 5: Reading the story.先是听录音跟读，接下来鼓励孩子在小组里选一段用不同的方式进行朗读。 Task 6: Write 完成课后巩固练习，检测学生学习情况。Task 7:Let’s retell因为文章较长，所以我鼓励孩子在小组里进行复述，我自己也做了示范，大大降低了复述的难度，孩子们说的都非常好。最后一个任务：Task 8: Let’s talk.学生通过一节课的学习已经基本掌握了课文，我鼓励孩子根据自身情况说说自己周末的情况，在我提供了模版和进行了示范后，学生能积极思考，并利用所学的句型完美呈现了自己的活动，值得表扬。

三、关注情感，拓展延伸

 我抓准课文中family这个点，跟孩子分享了“Family is very important, please enjoy your weekends with your family.”这一话题，进行了延伸，在情感上有一定的教育意义。

五、活动照片