四年级英语备课记录
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统编版四年级英语上册集体备课记录日期:[日期]
参与人员:[姓名]
课程:[课程名称]
教学目标
- 熟练掌握本课时的单词和句型
- 能够流利地使用所学内容进行简单的对话
- 了解并能正确运用相关语法知识
教学准备
- 教材:统编版四年级英语上册
- 课件:[相关课件名称]
- 备课笔记:[相关备课笔记名称]
- 其他辅助教具:[如有]
教学过程
活动1:热身练
- 活动内容:通过唱歌、跳舞等方式活跃课堂氛围,激发学生研究英语的兴趣。
- 时间安排:5分钟
活动2:新课呈现
- 活动内容:使用课件呈现本课时的新单词和句型,引导学生跟读并理解意思。
- 时间安排:10分钟
活动3:对话练
- 活动内容:将学生分为小组,进行对话练,鼓励他们运用所学内容进行实践。
- 时间安排:15分钟
活动4:语法讲解
- 活动内容:通过示范和解释,引导学生理解并掌握相关语法知识。
- 时间安排:10分钟
活动5:拓展练
- 活动内容:设计一些拓展练题,巩固所学内容,提高学生的语言运用能力。
- 时间安排:15分钟
活动6:课堂总结
- 活动内容:复本课时的重点内容,总结研究成果,展示学生的表现。
- 时间安排:5分钟
课后作业
- 布置相关课后作业,要求学生进行复和巩固。
- 作业内容:[作业内容]
- 截止时间:[截止时间]
教学反思
- [教学反思内容]
下次备课计划
- [下次备课计划内容]
以上为统编版四年级英语上册集体备课记录,供参考。
四年级下册闽教版英语集体备课活动记录学校:xx小学。
年级:四年级
学科:英语
活动时间:20xx年9月9日
课题:教研组研究讨论并制定教学计划
参加人员:李xx、王xx、汪xx、赵xx
活动内容:制定教学计划。
1.认流备课,钻研教材,进行课常的有效教学。
提高课堂效率,做到当堂内容当堂掌握。
2.创新运用各种不同英语教学法来辅助教学,如:情景教学法、直接教学法等,并开展一些有趣的活动、游戏让学生在轻松的氛围中学习英语。
3.创设英语情景和环境。
使学生们在一定的英语语言环境里习得“第二语言”,做到“生活中有英语,英语中有生活”。
4.鼓励学生大胆说英语。
肯定他们的进步(尤其是英语基础不好的学生)。
树立学生的信心,培养学生朗读和书写的习惯。
5.注重教材的灵活性和可操作性。
以满足不同层次的学生的需求、帮助英语基础不好的学生,提升英语基础好的学生。
6.练习形式多种多样:手、脑、眼、肢体并用,静态、动态结合,基本功操练与自由练习结合。
四年级英语备课组活动记录一、活动主题。
优化四年级英语课堂教学策略。
二、活动时间。
[具体日期]三、活动地点。
学校英语备课室。
四、参与人员。
四年级英语备课组全体教师。
五、活动目的。
1. 深入研读人教版四年级英语教材,明确教学目标与重点难点。
2. 探讨有效的教学方法和策略,以提高课堂教学效率和学生学习效果。
3. 交流教学过程中的问题与经验,共同寻求解决方案。
六、活动内容与过程。
(一)教材分析。
1. 单元整体分析。
- 教师A首先对第一单元“My school”进行了整体分析。
本单元主要围绕学校的场所、设施以及描述学校生活展开。
重点词汇包括“classroom”“library”“playground”等,重点句型有“This is my...”“Where is the...?”等。
通过单元的学习,学生能够用英语介绍自己的学校。
- 教师们共同讨论了单元各板块之间的联系,如“Let's learn”板块主要是词汇学习,“Let's talk”则侧重于句型的运用,而“Read and write”是对词汇和句型的综合运用与巩固提升。
2. 教材重难点剖析。
- 教师B指出,对于四年级学生来说,本单元的难点在于准确使用方位介词“in”“on”“under”描述物体的位置。
例如在句子“The book is in the desk.”中,学生容易混淆介词的用法。
- 经过讨论,大家认为可以通过创设实际情境,如在教室里摆放物品,让学生用英语描述物品位置的方式来突破这一难点。
(二)教学方法探讨。
1. 情景教学法。
- 教师C分享了自己在课堂上运用情景教学法的经验。
在教授“At the zoo”单元时,通过播放动物园的视频,创设动物园的情景,让学生仿佛置身于动物园中,从而更直观地学习动物的英语名称,如“elephant”“giraffe”“monkey”等,并且能够运用句型“Look at that... It's so...”描述动物的特征。
四年级英语教研组集体备课活动记录The fourth-grade English teaching and research group at our school recently held a collective lesson planning activity. This event was an invaluable opportunity for us as English teachers to collaborate, share best practices, and develop effective lesson plans that would benefit our students. The activity was well-organized and productive, and I would like to share my experience and the key takeaways from this meaningful endeavor.To begin, the purpose of this collective lesson planning activity was to ensure the alignment and consistency of our fourth-grade English curriculum. As individual teachers, we often develop our own lesson plans based on the provided teaching materials and our own teaching styles. However, this can sometimes lead to disparities in the content, pacing, and approaches used in our classrooms. By coming together as a group, we aimed to create a more cohesive and comprehensive learning experience for our students.The activity was structured in a way that allowed us to thoroughly discuss and refine our lesson plans. We started by reviewing thefourth-grade English curriculum and the specific learning objectives for each unit. This enabled us to identify the core concepts and skills that our students needed to acquire. We then divided into smaller groups, each focusing on a different unit or topic. Within these groups, we shared our individual lesson plans, discussed the strengths and areas for improvement, and collaboratively developed a more robust and effective plan.One of the key aspects of our discussions was the alignment of instructional strategies. We recognized that while each of us had our own unique teaching styles, it was important to ensure that our students were receiving consistent and effective instruction. We explored various teaching methods, such as the use of interactive activities, technology-based resources, and differentiated learning approaches. By sharing our experiences and insights, we were able to identify the most successful strategies and incorporate them into our collective lesson plans.Another important focus of our discussions was the assessment of student learning. We recognized the need to have a consistent and comprehensive system for evaluating our students' progress. We reviewed the existing assessment tools and discussed ways to enhance them, ensuring that they accurately measured the desired learning outcomes. We also explored the use of formative assessments, such as exit tickets and classroom observations, toprovide ongoing feedback and adjust our instruction accordingly.Throughout the activity, we also addressed the issue of resource allocation and sharing. As individual teachers, we often have access to different teaching materials, technologies, and resources. By pooling our resources and sharing them within the group, we were able to create a more diverse and engaging learning environment for our students. This collaborative approach not only saved time and effort but also enriched the learning experiences we could offer.One of the most valuable aspects of this collective lesson planning activity was the opportunity to learn from one another. Each member of the group brought their own unique experiences, perspectives, and areas of expertise to the table. By actively listening, asking questions, and engaging in constructive dialogue, we were able to expand our own knowledge and gain new insights. This collaborative learning process was truly empowering and helped us grow as educators.Moreover, the activity fostered a sense of camaraderie and teamwork among the members of the fourth-grade English teaching and research group. We recognized that we were all working towards a common goal of providing the best possible education for our students. By sharing our successes, challenges, and ideas, we built a stronger sense of community and support within our team. Thiscollaborative spirit will undoubtedly carry over into our classrooms and benefit our students in the long run.In conclusion, the collective lesson planning activity for the fourth-grade English teaching and research group was a resounding success. Through this collaborative effort, we were able to align our curriculum, refine our instructional strategies, and develop comprehensive assessment tools. More importantly, we learned from one another, fostered a sense of community, and strengthened our commitment to providing our students with a high-quality English education. As we move forward, we will continue to build upon the insights and strategies we gained during this activity, constantly striving to improve and innovate in our teaching practices. This collective lesson planning experience has undoubtedly enriched us as educators and will undoubtedly have a positive impact on the learning outcomes of our fourth-grade students.。
四年级英语上册第四单元集体备课记录
时间:2015年10月16日
地点:多媒体教室
参加人员:全体英语老师
教学内容:Unit 2 Let’s learn
主备人:刘笑冰
活动过程:
一.教材分析
本单元学习的目的是激发学生学英语的兴趣,使学生树立学英语的自信的语感,打下良好的语音,语调,书写基础。
初步具备用英语进行日常的沟通交流的能力。
培养学生的学习习惯。
培养学生的观察,思维,记忆,想象力和创造能力。
介绍中西方文化,培养学生的爱国主义情怀。
为学生的进一步发展打下良好的基础。
二.学情分析
1.学生已经学了一年的英语,具备一些基本的口语表达能力,积累了一些的单词。
应以学生的自主学习为主。
增强学生的识字乐趣。
2.学生写作兴趣的愿望增强,多练习学生英语写作。
三.讨论教学目标
1、掌握句型:What color is it?/what’s in your schoolbag?
2、能够听说读写本课时主要单词(candy、key、notebook、toy)。
3、能够用本单元所学句型完成日常对话。
四.讨论教学重点:
1. 句型:What color is it?/what’s in your schoolbag?
2.学习拼写单词:key, notebook, candy, toy.
讨论纪要:
五.讨论教学建议
陈昌艳:
本单元的一项日常交际项目是询问别人的书包里面有什么,应多操练句型What is in your schoolbag? 在训练时,要生积极练说,练多了就熟练地会说了。
在本节课设计中,为了培养学生的主体意识,让学生积极主动地学习设计者尽力做到了尊重和发展学生的主体意识和主动精神。
我认为本节课所需注意的是,听力练习的太少.句子的操练不多.没有拓展延伸句型.
徐婉:
本节课的重难点突出,课堂组织较好.教学设计新颖,激发学生的学习兴趣培养他们的创作能力.。