精彩纷呈，互动高效

——淳化小学四年级英语备课组举办2024-2025学年第一学期第二次活动

为了进一步提升本组教师的英语教学水平和学生的英语学习能力，我校四年级英语备课组今日开展了一次备课组内公开课活动。本次公开课以译林英语四年级上册Unit 3 “How Many?”为主题，由傅文媛老师授课，组内全体英语教师参加了此次备课组活动。

傅老师精心设计了贴近学生生活实际的教学情境，通过展示玩具汽车、贴纸等物品，引导学生用英语进行实际交流，极大地激发了学生的学习兴趣。课堂上，学生们积极参与，踊跃发言，课堂氛围活跃而有序。傅老师注重培养学生的合作与交流能力，通过小组合作、对话创编等形式，让学生在轻松愉快的氛围中掌握知识。同时，她还特别关注每一个学生的表现，给予及时的表扬和鼓励，让每个孩子都有展示自我的机会。

本次公开课充分体现了新课标的教学理念，即以学生为主体，教师为主导。傅老师通过引导学生发现、合作、交流，让学生在参与中体验、在体验中成长，有效提升了学生的英语口语交际能力和综合运用能力。

公开课结束后，备课组的老师们进行了细致的点评。大家纷纷表示，这堂课教学设计新颖、内容丰富、师生互动频繁、教学效果显著。同时，也提出了一些宝贵的意见和建议，为今后的英语教学提供了有益的参考。

附件：

淳化小学四年级英语备课组2024-2025学年第一学期第二次活动方案

【活动时间】2024年9月25日，星期三

【活动地点】四1班教室

【参与教师】四年级英语备课组全体教师

【听课节次】第2节

【研讨、讲座等节次】第3节

【负责人】傅文媛

【活动主题】主题意义情境下小学英语绘本融合教学

【活动目标】

1.提高学生的听、说英语的能力。能准确说出13——19的英文单词发音。

2.通过献课、听课、评课的方式，提供组内老师互相学习的机会，共享优秀教学资源。分享课件制作，视频下载等好方法。

3.共同探讨教学方法，解决教学中遇到的难题。研究适宜绘本与文本恰当融合的方法。

【活动流程】

一、准备

1.通知备课组成员活动地点。

2.签到。

二、上课

1.傅老师献课。

2.组员听课，做好笔记。

三、研讨

1.上课教师说课。

2.听课教师评课。

1.傅文媛教师执教《Unit3How many？》

2.全体组员参与听课照片

1.沈弈岑教师听课笔记照片

2.全体组员听课评价表照片（扇形排列）

1. 沈弈岑教师研讨发言照片（或沙龙研讨照片）

一、傅文媛老师说课

1. 首先通过歌曲”热身”复习数字1——10单词，活跃课堂气氛，同时，这些单词也为巩固新词学习做了铺垫，接着利用多媒体课件进行新词的教学，体现了教学的直观性和趣味性原则。在知识巩固环节，通过连锁操练、游戏等方式进行对话练习为学生创造运用所学知识进行交际的机会，使课堂活动化。

2.读书环节给学生小组合作读书的时间不够，部分学生没有熟练读出。

二、沈弈岑老师评课

1.教师上课教态自然，板书清晰，能根据学生回答有效生成板书。对于学生反馈注重给予不同评价。上课能关注到全体学生，课堂氛围较好。

2.可以给予学生互相评价的机会，发展不同的评价方式。

Unit3 How many? (Story time)

1.Lead in

1)Greetings

T: Hello, boys and girls. How are you today?

Ss: We’re fine.

T: That’s great! Shall we start our lesson?

Ss: OK.

T: OK. Class begins!

Ss: Stand up!

T: Good morning/afternoon, class!

Ss: Good morning/afternoon, Miss Wu!

T: Sit down, please.

Ss: Thank you!

2)Enjoy a song

T: Boys and girls, let’s enjoy an English song. After that, you can try to tell me what the song is about.

T: Do you know what the song is about?

Ss: Numbers.

T: Bingo! The song is about numbers. How many numbers can you count? Let’s start from one.

Ss: One, two, three...

T: Wow, you did a good job!

3)Game time

T: Now, let’s play a number game.

Ss:How many now?

（学生回忆绘本内容，看课件回答问题，学习：13,14,15）

4)Let’s talk

T: Wow! You are so clever! Today we will learn Unit3 How many？

1.While-reading

1)Watch and answer

T: Well, our old friend, Mike and Helen are talking about their toys too. So first, let’s watch the cartoon, and choose: Where are they talking about their toys?

Q: Where are they talking about their toys? (     )

A.At Mike and Helen’s home

B.At a toy museum

T: Now, let’s watch!

T: OK, boys and girls, who can tell me where they are talking about their favourite things?

Ss: They are at Mike and Helen’s home.

T: Yes, you’re right! Mike and Helen are at home. Yang Ling and Liu Tao come to visit them. They are talking about their favourite things together.

2)Listen and answer

T: But what does Mike have? What does Helen have? Now, let’s listen to the radio and find the answer.

①What does Mike have?   Mike has(有) some                     .

②What does Helen have?  Helen has(有) some                     .

T: Boys and girls, do you hear the answer?

Ss: Yes.

T: Let’s check the answers together, What does Mike have?

Ss: Mike has some toy cars.

T: Great! Please follow me: toy cars.

T: What about Helen? What does Helen have?

Ss: Helen has some stickers.

T: Good job! Please follow me: sticker-stickers

3)Read and circle

T: How many stickers does Helen have? How many toy cars does Mike have? Now, please read the story carefully and circle the numbers on your books, OK?

Ss: OK.

①How many toy cars does Mike have?   Mike has              toy cars.

②How many stickers does Helen have?   Helen has              stickers.

T: OK, how many toy cars does Mike have?

Ss: Thirteen.

T: Good! How do you know that?

T: Now, let’s try to count Mike’s toy cars.

Ss: One, two, three...

T: OK, everybody please follow me: thirteen.

T: Then how many stickers does Helen have?

Ss: Fifteen.

T: Good! How do you know Helen has fifteen stickers?

T: Great! Please follow me: fifteen

T: Let’s listen to the tape and imitate.

T: Now, who can try to count the number: fifteen?

4)Read and say

T: Boys and girls, Helen has fifteen stickers, what does Yang Ling want to do? This time, let’s read the story again and try to fill in the blanks. (再读一读故事，找一找杨玲想要做什么呢？）

Q: What does Yang Ling want to do?

First, Yang Ling wants to                          .

Then, Yang Ling wants to                          .

T: OK, can you tell me: What does Yang Ling want to do in the story?

S1: First, Yang Ling wants to have a look.

T: That’s right! Let’s see. Can I have a look? Here “have a look” means “看一看”. Please follow me: have a look/Can I have a look?

T: How does Yang Ling feel now?

Ss: Excited/Expected...

T: So who can imitate Yang Ling?

T: Great! Then what does Yang Ling want to do?

S2: Then, she wants to have one.

T: Bingo! Yang Ling also wants to have one. Here “one” means “one sticker”. How does Yang Ling feel now?

T: So who can imitate Yang Ling?

T: Good job! Does Yang Ling get the ticker finally?

Ss: Yes.

T: How do you know that?

Ss: Because Helen says: Sure.

T: Good! “Sure” means “当然”. Please follow me: Sure

5)Think and say

T: Boys and girls, if you are Helen, will you give Yang Ling a sticker?

Q: If you are Helen, will you give Yang Ling a sticker?

T: You are so nice! Good friends always share favourite things with each other. Right?

Ss: Yes.

T: And look at Liu Tao and Mike. We know Mike like toy cars very much. Does Liu Tao like toy cars?

Ss: Yes.

T: Yes, look at Liu Tao’s eyes. He can’t stop enjoying Mike’s toys cars. So what will Mike and Liu Tao say? What will they do?

Q: Mike and Liu Tao like toy cars very much. What will happen then?

T: Yes, maybe Mike will give Liu Tao a toy car. Any other ideas?

Ss: maybe they will play with toys cars together.

T: Good idea! But why? Why will they play together?

T: I think good friends always play together, share together. Do you think so?

Ss: Yes.

6)Listen and imitate

T: OK, this time, let’s listen and imitate the story. Please pay attention to the pronunciation and intonation.

2.Post-reading

1)Let’s dub

T: OK, now let’s work in groups. Choose one character you like , four people, one group, let’s dub the story. Remember, try to imitate their pronunciation and intonation, OK?

Ss: OK.

T: Let’s start!

2)Ask and answer

T: OK, in this lesson, we know about Helen and Mike’s favourite things. Now, let’s ask and answer like this:...

A: What does...have?

B: He/She has some...

A: How many...does he/she have?

B: He/She has...

3)Make a new dialogue

T: You did a good job! The next day, Helen and Mike go to Yang Ling’s home. Yang Ling also show them some favourite things. What will they say? What will they do? Please work in pairs, choose one character you like, and make a new dialogue with Yang Ling. Here are some useful sentences for you.

Useful sentences:

---Do you have any...? ---Yes, I do./No, I don’t.

---What do you have? ---I have...

---How many...do you have? ---I have...

---Can I have a look? ---Sure./Yes.

---Can I have one? ---Sure./Yes.

3.Homework

(1)Read the story after the video and try to act it.

  (跟着视频读一读课文，并尝试演一演)

(2)Preview the numbers(P18-P19) and Fun time(P20).

  (预习书本18-19页的数字和20页的Fun time)

Unit3 How many?(story time)教后反思

在教授《Unit3 How many》这一单元时，我深刻地体会到，该单元的教学目标主要是让学生掌握并熟练运用"How many"这个句型来询问数量，并能正确回应。以下是我对本单元教学的几点反思:

1.教学内容与生活实际相结合:

我在设计教学活动时，尽量将“How many”的应用融入到学生的日常生活场景中，比如通过数教室里的物品、数水果等实践活动，让学生在实际操作中理解并运用新学的语言知识，但反思中我发现，还可以进一步引导学生发现生活中更多可以使用“How many”提问的情境。

2.互动性与趣味性:

通过小组合作、角色扮演等活动形式，增强了课堂的互动性和趣味性，激发了学生的学习兴趣。然而，在一些环节，我意识到在维持课堂秩序的同时，应更注重培养学生自主探究和解决问题的能力，让每个学生都有机会开口说英语，锻炼他们的口语表达能力。

3.反馈与评估:

在教学过程中，我及时对学生进行个别或集体的反馈，但反思发现，对于学生在数量表达上的错误，如混淆基数词和序数词，或者在复数形式变化上出错的问题，我应该设计更具针对性的练习和纠错策略，帮助他们巩固所学知识。

4.深度与广度:

除了基本的数字问答外，我还尝试引入了"How many+可数名词复数+are there...?"这样的句型结构，以及部分“a few, several, many, lots of”等表示数量的词组，但在拓展这部分内容时，需要更加关注学生的接受程度和消化吸收情况，适时调整教学节奏。

总结来说，未来在教授类似单元时，我会更加注重情境创设的真实性，强化实践操作环节，同时加强对学生个体差异的关注，以实现更为精准的教学指导与评价，确保学生能够在轻松愉快的氛围中扎实掌握"How many"的相关用法。

本次公开课不仅展示了我校英语教师的专业素养和教学风采，也为全体英语教师提供了一个学习交流的平台。我们将以此次公开课为契机，继续深化教学改革，优化教学方法，努力提升我校的英语教学质量。相信在全体师生的共同努力下，我校的英语教学工作将会取得更加优异的成绩。