江宁区岔路学校（小学）五年级英语备课组活动（4）

一、情况概述

11月14日，五年级英语组的全体成员在506办公室进行了第四次集体备课。本次备课围绕“交流反馈方法策略，整体设计单元教学”这一主题展开。首先由各位老师交流反馈运用的方法和策略，探讨其效果，然后研讨周域老师执教的5A Unit 5 What do they do这一课，大家群策群力，纷纷献出自己的理解。

二、活动方案

1.活动时间

集体备课讨论：2019年11月14日

听课：2019年11月14日上午第二节  研讨：上午10:10

2.活动地点                      

集体备课：教师506办公室

听课：五（2）班                     研讨：教师506办公室  

3.活动主题

交流反馈方法策略，整体设计单元教学

4.活动目的

利用本次集体备课的机会，交流反馈方法策略，整体设计单元教学，组织本组教师对上课教师的教学设计开展研讨，并将讨论成果运用到自己的教学实践中去。

5.活动步骤

①组长提前一天发教研活动通知，给本组教师发放集体备课材料。

②周域老师在五（2）班执教Unit 5 What do they do，全体英语教师听课学习。

③在教师506办公室开展教学探讨，每位教师整理自己的想法依次发言。

④主持人归纳总结

6.活动要求

每位专职英语教师根据通知提前参阅相关教学资料，熟悉本次集体备课活动的内容及研讨主题，围绕主题准备自己的发言稿。研讨结束后积极撰写活动反思，并上传到自己的博客。

三、研讨评价

周域老师:本节课为Unit 5的第一课时，教学内容是Story time。歌曲的铺垫以及利用课文图片对本课主题的猜测，为教学的自然导入做了充分而必要的准备，为本课教学明确了教学目标和重点，通过揭题初步感知本课的教学主题。

任恬恬老师：教学设计环环相扣，歌曲为职业类单词教学做铺垫，明确本课学习目标，有的放矢。从看、听过渡到阅读，并在阅读过程中找出文中对工作的具体描述，学习动词以及第三人称单数形式，并初步建立动词与名词之间的联系。

陈沁圆老师：新授部分的教学环节层次清晰，从Mike和Su Hai父母的jobs引申到相关问答及具体描述，先通过观看动画明确对职业提问的问句，然后通过听课文录音进行人物与职业的匹配，同时也完成单词的新授和重点句型的问答，再到默读课文找出对各个职业的具体描述，教学始终是字不离句、句不离篇，将重难点逐个击破。

夏广燕老师：本课教学始终立足于文本，通过看动画、听录音和读课文，培养学生获取信息和分析信息的能力，有意识引导学生在前两个单元的基础上自主归纳动词的第三人称单数形式的规则和用法，并渗透动词与名词之间建立联系的方法指导。在读课文的环节，教师在跟读、自读之后，将自主权还给学生，由学生选择喜欢的朗读方式进行同桌互动，调动了学生阅读的兴趣和积极性，扎实有效地完成了文本教学。

苏云露老师：巩固阶段，在充分理解和掌握课文的基础上设计了有层次性的练习，判断和填空使学生更好地理解课文，提高了复述的准确性，帮助学生当堂反馈和消化，同时体现听、说、读、写四技并举的原则，扎实有效地巩固了本课所学的内容，并为下一节课做好了充分的准备。

四、教学设计

教学目标：

1. 在故事情景中阅读和理解句型What does he/she do? 及其回答He’s/She’s a teacher/writer/ factory/worker/ …；

2. 能从整体到局部再到整体地理解故事内容；

3. 能用正确的语音语调朗读故事；

4. 能尝试运用句型What does Mike’s/Su Hai’s father/mother do? He’s/She’s a … 来讨论Story time的故事。

教学重点和难点：

1. 单词sick, factory, writer, people单词的读音；

2. 在故事情景中正确朗读和理解What does he/she do? 及其回答He’s/She’s a teacher/writer/ factory/worker/ …；

3. 通过教学活动初步了解主语是第三人称单数动词的变化形式。

教具准备：

PPT、板书

教学过程：

Step 1 Warm up

1. A song: My father is a doctor

2. Show the learning aims.

a. I can read Story time very well.

b. I can ask and answer “What does … do?”

Step 2 Introduction

1. Show the picture in Story time.

T: Who are they?

S: They are Mike’s father and mother. They are Su Hai’s father and mother.

T: I can also say, they are Mike’s parents and they are Su Hai’s parents.

2. Look and guess.

T: Please look at this picture. What are Su Hai and Mike talking about? A or B?

S: I think they’re talking about their parents’ jobs.

T: Yes, you’re right. So, if you want to know their parents’ jobs, you can ask “What do they do?”. Today we’ll learn Unit 5 What do they do?

Step 3 New teaching

1. Watch and find.

T: How to ask questions about their parents’ jobs? Please watch the flash and underline the questions in Story time.

S: What does your father do? What does your mother do? What about your mother?

2. Listen and match.

T: Listen to the tape and do the match.

3. Learn to say.

T: What does Mike’s father do?

S: He’s a teacher. (新授 teacher)

T: What does Mike’s mother do?

S: She’s a writer. (新授 writer)

T: What does Su Hai’s father do?

S: He’s a doctor. (新授doctor)

T: What does Su Hai’s mother do?

S: She’s a factory worker. (新授worker)

4. Read and find.

Read the dialogue and find the description of their jobs.

a. T: What does Mike’s father do?

S: Mike’s father is a teacher. He teaches English. He has a lot of students.

 (教teach-teaches, teach-teacher)

b. T: What does Mike’s mother do?

S: She’s a writer. She writes stories. She works at home.

(教right-write-writes, write-writer, work-works, work-worker)

c. T: What does Su Hai’s father do?

S: He’s a doctor. He helps sick people.

 (教six-duck-sick, people, help-helps)

d. T: What does Su Hai’s mother do?

 S: She’s a factory worker. She makes sweets.

(教 make-makes)

5. Reading time.

a. Read after the computer.

b. Read by themselves.

c. Read in pairs. (Choose one of the three reading methods.)

d. Read together.

Step 4 Consolidation

1. Read and judge.

T: Now, can you tell whether these sentences are true or false?

S: Yes, we can.

2. Ask and answer.

T: Yang Ling is asking Liu Tao about Mike’s and Su Hai’s parents’ jobs. Please act them and make a short dialogue in pairs.

3. Fill in the blankets.

a. Fill and say.

b. Think and write. (Page 50)

4. Retell the story.

Retell the text with the key words.

Homework 家庭作业

1. Copy the new words.

2. Read and recite the story.

3. Try to introduce your family.

五、活动照片及签到情况