南京市齐武路小学备课组活动记录

2021-2022学年第二学期

组别：  英语 组长：周蓉

一、活动主题：

研讨《On the farm》story的集体备课

二、活动方案：

1.活动目标：研讨《On the farm》story的集体备课

2.活动时间：2022年5月18日

3.活动地点：南京市齐武路小学办公室12

4.参加对象及人数：李倩雯、孙畅、孙珮琳、周蓉、徐丹

5.执教者（主讲人）及课题：孙畅

三、研讨记录

在2022年5月18日星期三上午第三节，齐武路三年级英语组开展本周的英语备课活动，活动内容主要是共同研讨《On the farm》的Story的教学重难点及教学设计。

首先由周蓉老师分析本单元的内容：本单元场景在农场，Liu Tao 带着Mike去爷爷的农场，在参观农场的过程中，他们谈论着看到的动物和水果。贴近学生生活，重难点在于学生能够理解故事的意思，并生动的表演出来，体会到英语学习的乐趣。

然后李倩雯分析了教学目标

Teaching aims and learning objectives  教学目标

1. Enable students to understand and read sentence patterns:Welcome to... What are these/those? They are...s. Are these/those...s? Yes./No.

2.Enable students to listen, read and say the new words:farm,they,those,apple,orange,pigs,ducks, chickens.

3. Students can communicate with others in English fluently and actively.

Key Points Students can understand and read sentence patterns:Welcome to... What are these/those? They are...s. Are these/those...s? Yes./No.

徐丹老师进行了教学重难点的补充

Focus of the lesson and predicted area of difficulty  教学重点和难点

Students understand and can read sentence patterns:Welcome to... What are these/those? They are...s. Are these/those...s? Yes./No.

最后孙珮琳老师、李倩雯老师和孙畅老师梳理了教学过程,作业和板书设计

Teaching procedures  教学过程

Step 1 Warm-up

1.Greetings.

T:Good afternoon, boys and girls.

Ss:...

T: Welcome to my English class.（手势）

2.Let’s enjoy.

T: First, let’s enjoy a video. Watch carefully and try to remember!

T: Wow, there are so many animals in the video. What animals do you see?

Ss: …

（学生说的过程中，顺势新授单词）

T: Yes. It’s a duck. /?/,/?/,duck. What are these?

Ss: They’re ducks.

T: Yes, they’re ducks.（贴图，板书：ducks） （同法，chicken，pig）

T: Very good! Now look! (教师手拿动物图片）What are these?

Ss: ...

T: Wonderful! Where can we see them?

Ss:...(zoo, park, forest, farm...)

T: Yes, we can see them on the farm.（贴标题）

Step 2 Presentation

1.Watch and tick

T: Look, Liu Tao and Mike comes to the farm. Whose farm is it?

（出示插图）

Oh, yes! It’s Liu Tao’s grandpa’s farm. Look at Liu Tao. He is introducing Mike to Grandpa.

So he says: Ss: Grandpa, This is Mike.

T: What does Grandpa say? Let’s listen！

Ss: Nice to meet you, Mike. Welcome to my farm.

T: Great! You’re good listeners. We use “welcome to” to show our friendliness and politeness.

T: What do they see on the farm?

Let’s watch and tick. Take out your task sheet.

T: OK, XXX, come here and show us.（指名一生希沃勾选）

T: Do you agree with …?

T: Yes，they are talking about animals and fruit on the farm.

2.Read and think

T: How does Mike and Liu Tao talk about animals?

Open your books and find.

Ss: …

T: OK! When they talk about animals, Mike asks?

Ss: What are these?（板书:What are these ?）

T: How does Liu Tao answer?

Ss: They’re pigs.（板书:They’re ...s.）

T: Look over there. What are ...?

Ss: What are those?（板书:What are these/ those?）

T&Ss: They’re cows.

T: So how to use “these” and “those”?

Ss: ...

T: You’re so clever/ smart! Here’s a tip for you. And we can use gestures ,these, those. Clear? T: Look! They’re talking about fruit. If you are Mike, how will you ask?

Ss: What are these?/ Are these ...s?

T: Then how does Mike ask? Let’s listen.

T: So Mike asks: ...

Ss: Are these apples?（板书:Are these ...s?）

T:Great! Here’s a tip for you. If you are not sure about sth, you can use ...

Pay attention to the intonation. We can read like this,... Who can have a try?

S1:...

T: That’s nice!/ I like your reading.

T: OK! Are these apples?

Ss: Yes, they are.

T: We can also say: Yes, they’re apples.

T: Look at picture 5. （引导学生说）

Ss: Are those ...? （板书:Are these/ those ...s?）

T: These are apples. （指左边苹果）So, are those apples, too?（too, 也） Look!（放大镜）

Ss: No, they aren’t.

T: No. They’re pears.

T: I have some fruit in this box. They’re juicy and round. Can you guess like this?

S1: Are these ...s?

S2: Are these ...s?

S3: Are those ...s?

T: Oh, look!

Ss: They’re oranges.

T: Yes. An orange, --oranges.

3.Listen and imitate

T: Now it’s our reading time. Listen and imitate.

Pay attention to your pronunciation and intonation. Ready? Start!

4.Read and act

T:Now read in roles. Three students in a group. First, pay attention to your intonation. Second, act with some actions. When you act, you can choose:

Level 1: Act the story time.

Level 2: Make a new dialogue with the things in our classroom. Clear? Three minutes, go!

5.Show time （三组表演）

T: Wow, you have a good teamwork./ Your group act it vividly. I like it very much./ Your group use the things in our classroom. Perfect!

T: OK! Time is limited. We can act next class.

Step 3 Consolidation

T: We have known some things on the farm. Do you want to know more?

Ss: Yes!

T: Let’s go out with Dora.

Ss: ...

1.Look and guess.

T: First, look at the cover of your picture book!

Where do Dora and Boots go? What do they see in the forest? You can guess!

Ss: …

2.Talk and complete the picture book.

T: OK! When you read the picture book, you should talk about it in your group. Then complete it together. If you finished, you can try to read in your group. Here are some tips for you.

Clear? Start now!

T: So let’s begin our trip with Dora and Boots.

P1（It’s sunny today.）

P2 Who’d like to help me? Click and move. Try!

S1: ...

T: Excellent! Have you got it? Very good. Let’s go on.

P3 Oh, they see something over there? What do they say? Who wants to try?

S2: ...

T: Let’s check it. （引导读）Good job! And are you all right? Well done!

P4 Look! Boots is unsure about the animals. So how does he ask? OK, you two have a try.

S3 & S4: ...

T: Let’s check it. Wonderful! Boys, Boots. Girls, Dora. Let’s try to ask and answer.

P5: Oh, there are some white animals too. Let’s see. Are ____ rabbits? No. They’re chickens. P6: They comes to a lake. Listen! What are those? Can you just guess like Boots? S5: S6:

T: Let’s go and have a look!

T&Ss:Oh, frogs! Travel frog and his friends! How lovely! 3.Listen to the picture book. T: Now let’s enjoy the picture book. 4.Continue the picture book after class.

T: Dora, Boots and travel frog will go on their trip. You can continue their story after class.

Step 4 Emotion education

T: Does Mike know the farm at first?

Ss: No!

T: When we go out, we can learn a lot. Just like the old saying goes: Reading ten thousand books is like traveling ten thousand miles!

So boys and girls, when you are free, just take a walk out to find more interesting things!

Blackboard Designs：

Unit 7 On the farm

A:What are these/those?      Ducks

B:They’re...                        Chickens

A:Are these/those...?       pigs

B:Yes,they are./No,they aren’t.

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       四、活动签到表（电子照片）

五、活动报道及照片

2022年5月18日，南京市齐武路小学三年级年级英语老师开展了本学期的集体备课的备课组活动，本次主讲人的是李倩雯老师，活动主题是研讨第七单元的教学内容以及教学重难点和教学设计。首先由周蓉老师分析本单元的内容：本单元场景是参观农场，讨论在农场上看见的水果和动物，其中涉及到的句型：Welcome to... What are these/those? They are...s. Are these/those...s? Yes./No.

教材创设的情境符合生活实际，学生喜闻乐见，本课的话题又是讨论在农场看到哪些东西？涉及到复数句型，对于初次接触的孩子略有一些难度。然后在李倩雯分析了教学目标。徐丹老师进行了教学重难点的补充。最后孙珮琳老师、李倩雯老师和孙畅老师梳理了教学过程。

Story time可以通过整体切入，充分调动学生的感知，阅读教学，让学生自主学习。在教学中要从单数的句型过渡到复数的句型，引导学生运用“Are these/those ...？”进行提问，调动学生的思维，激发学生的思维品质。以猜谜语的形式呈现句型，能够营造轻松积极的英语学习氛围。整个设计遵循由整体到细节的原则，层层递进，有利于学生扎实地学习。