小学英语集体备课活动记录
小学英语上册集体备课活动记录
教学过程：
(一）热身、复习（Warm—up / Revision）
1．教师播放第一册Recycle 1单元中得“Chant and find”部分，学生跟着录音一起说。
2．教师出示与chant内容相符的图片,问:“What's in the picture?”让学生进行回答。Picture一词由这里引出。
3．复习pencil，ruler，bag, book, pencil-case，sharpener, eraser, crayon，pen等单词。
4．引导学生用以上单词做问答练习，如：What’s in the bag？What's in the pencil—case ?
5．在学生回答出问题后，教师可再追问：How many pencils/pens…?
15．学生展示练习情况，教师注意学生对名词复数的运用，及时给与指导.纠正学生错误时注意方式方法，不要打击学生学习的积极性.对于说得很好的学生应及时表扬。
16．教师和学生用英语进行交流，导入Let’s do的学习.I can do many things in the classroom.：Open the door, turn on the light, clean the window, put up the picture，clean theblackboardand sweep the floor。教师尽量把说话的速度放慢一些，边说边做出相应的动作，以便使学生理解。
What's in the classroom？
Ablackblackboard, two lights, many desks and chairs…
英语教研组集体备课记录大全五篇
英语教研组集体备课记录大全五篇三年级英语集体备课记录篇一20 ——20 21 学第二学期曹江中心学校溪田校区集体备课记录学科：英语，年级：三年级活动时间第 17 周地点级室主持人陈小颖记录人刘文梯主备教师周浩婷课题Module9 Unit1参与人员陈小颖刘文梯周浩婷主备教师发言演示稿（对教材、目标、设计意图等简要说明）教学目标1.听懂会说Have you got a/an.。
？ Yes,I ，I have not.2.能在表示学习用具的词汇与相应事物之间建立联想主备教师的课堂教学教学预设稿（教案）教学过程:1.老师说出事物名称，学生指出相对应的图片2.领读课文新单词3.听录音找出新学的句子总结学的新知识布置课后作业组内备课教师发言稿1.学生为主体的意识体现得十分清楚，比较充分的发挥了学生学习的主动性和积极性，体现了以人为本2.利用多媒体，提升学生学习兴趣。
3.恰当地使用现代化教学技术手段，以提升效率，提升学生学习积极性。
集体备课教学设计教学过程：1.播放录音，请学生感知韵句2.听课文录音3.巩固。
让同桌之间或者小组之间练习和相互提问。
英语教研组集体备课计划篇2英语教研组集体备课计划为全面贯彻教育部《有关积极推进小学开设英语课程的指导意见》，认真实施《英语新课程标准》，快速提升教师专业素质和业务技能，通过集体备课活动带动英语教学质量的均衡发展，推动英语教学成绩的提升，我校于20XX年秋季在全镇范围内进行了英语学科集体备课的尝试，英语教研组集体备课计划。
一年来，从教学质量看，收到了不错的效果。
随着小学英语课的全面开设，出现了教师课务量大、兼代课程多的新情况，急需进一步优化集体备课过程。
为切实提升集体备课的实效性，根据市教研室《有关开展连云港市小学英语教研组集体备课创优达标活动的通知》要求，结合我镇小学实际，现制定初步计划书如下：一.加强工作领导为进一步加强对英语教研组集体备课工作的领导，我们成立了以分管教学校长为组长的集体备课领导小组，成立了以中心校教导主任为组长、片级英语教研员为副组长的业务指导小组，成立了以责任心强、工作认真并有组长能力的骨干教师为组长的年级备课小组。
小学英语集体备课活动记录
小学英语集体备课活动记录第一单元备课主题 Hello时间 8.31地点电子备课室参加对象全体小学英语教师主持人邵海霞中心发言人邵海霞中心发言人纪要：教学目标：1．能听懂、会说以下日常交际用语，并能运用所学交际用语进行自我介绍及询问对方姓名。
Hello/Hi ,I’m …What’s your name?要求读音正确，语调自然。
特别要注意I’m 和name 的正确读音2．培养学生运用所学英语进行交际的意识和勇气。
3．认识五个人物： David ,Liu Tao ,Yang Ling ,Mike ,Nancy .4. 能听懂、会说以下八个动物类单词：a dog, a cat , a bird , a tiger ,a monkey , a zebra , a panda ,an elephant 。
要求读音正确。
讨论纪要：本单元的一项日常交际项目是确认所属，my/your/his/her.在三年级时已出现，学生需在。
This is /That is ...的朗读上下功夫，并带上肢体语言而且要让学生明白your/you的区别。
在训练时，要生积极练说，练多了就熟练地会说了。
刘星辉：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，由于时间有限，有些活动可草草收场，学生的能力不能得到充分发挥，希望在教学中能够得到改进。
牛萍：本节课的内容设计新颖合理，思路清新，教学目标明确，重点突出，能充分反映出本课所教内容的重点，也能抓住主要内容进行教学。
教练的引进结合，可以让学生更牢固地掌握新知。
综合修改意见：在教学中，要倡导学生积极参与，让学生在学习过程中不仅要建构知识，提高语言能力，而且通过感知，体验，实践，参与和合作探究等活动方式，完成任务和实现目标。
设计时要以学生为中心，根据学生的特点，兴趣，爱好来选择设计，让每个学生参与到活动中，从而表现自我，发展了学生的个性。
英语集体备课活动记录共篇.doc
★英语集体备课活动记录_共10篇第1篇：英语集体备课活动记录济钢文华小学英语组2012—2013学年第一学期集体备课计划为进一步提高我校小学英语教师教学能力，发扬我校小学英语教师的团队合作和探究精神，开展好小学英语教学工作，在立足个人备课的基础上，加强小学英语集体备课。
为了切实提高集体备课的实效性，将集体备课活动落到实处，制定如下工作：一、工作重点：1、认真学习小学英语新课程标准和历城区小学英语教学基本模式，优化教学方式，提高课堂教学质量。
2、通过集体备课，充分挖掘教师们的教育教学潜能，有效地整合教育教学资源，提高教育教学质量，促进教师的专业发展。
二、工作措施1、在学校的组织和领导下，全体英语教师间周一次集体备课活动，组长做好考勤记录。
2、为了减少盲目性，开学初的第一次集体备课，要向备课组成员明确本学期集体备课工作的具体要求，解读集体备课工作计划，安排好每一次备课内容和中心发言人，让每位教师都心中有数，使每次集体备课都有目的性针对性和实效性。
3、每次集体备课，组内教师轮流做中心发言人，提前书写好自己要研究的教学设计和教学中的困惑并在个人说明的基础上，全组成员进行交流讨论，最终拿出最佳教学方案。
三、具体实施措施1、严格执行“个人粗备-----集体齐备-----个人细备-----反思复备”的步骤。
备课依据：①三定：定集体备课课题，定中心发言人，定教学进度。
②四统一：统一单元教学目的，统一教学重难点，统一课时分配，统一单元评价测试。
③五备：备课标，备教材，备教学手段，备教法，备学法。
④五点：重点、难点、知识点、能力点、教育点。
2、备课组成员必须在集体备课前先行备好简案，以及在中心想好自己的设想。
3、中心发言人在集体备课前要深入钻研教材和大纲，反复阅读教学参考书及积极查找相关资料，为发言谈做好充分的准备。
中心发言人的辅导内容应包括以下内容：①教材简介：含教材内容、特点、教学目标、重点、难点、教具准备、课时安排等。
小学英语教研备课组活动(3篇)
第1篇一、活动背景随着我国教育改革的不断深入，小学英语教育越来越受到重视。
为了提高小学英语教学质量，促进教师的专业成长，我校英语教研备课组于2022年3月15日开展了主题为“提高小学英语教学质量，促进学生全面发展”的教研备课组活动。
本次活动旨在通过集体备课、教学研讨、经验交流等形式，提升教师的教学水平和学生的学习效果。
二、活动目的1. 提高教师对小学英语教学的理解和认识，明确教学目标。
2. 通过集体备课，优化教学设计，提高课堂教学效率。
3. 促进教师之间的交流与合作，共同探讨教学中的问题。
4. 培养学生的英语学习兴趣，提高学生的英语综合运用能力。
三、活动内容1. 集体备课（1）本次集体备课的主题为“Unit 4 My Home”，由备课组长主持，全体英语教师参与。
（2）首先，备课组长对本次备课的主题进行了简要介绍，明确了教学目标。
（3）接着，各教师结合自己的教学经验，对教材内容进行了深入分析，提出了教学难点和重点。
（4）然后，各教师对教学环节进行了详细讨论，包括导入、新课讲解、巩固练习、课堂小结等。
（5）最后，备课组长对本次集体备课进行了总结，并对后续教学提出了建议。
2. 教学研讨（1）各教师结合自己的教学实践，分享了在教学过程中遇到的问题和解决方法。
（2）针对学生在英语学习中的困难，各教师提出了针对性的教学策略。
（3）讨论了如何激发学生的学习兴趣，提高学生的英语综合运用能力。
（4）针对不同学段的学生，探讨了如何调整教学内容和方法。
3. 经验交流（1）各教师分享了在教学中的成功经验，如课堂管理、教学方法、家校沟通等。
（2）针对新教师，老教师分享了如何快速适应教学岗位、提高教学水平的经验。
（3）讨论了如何利用信息技术手段辅助教学，提高课堂教学效果。
四、活动总结1. 本次教研备课组活动取得了圆满成功，达到了预期目的。
2. 通过集体备课，教师们对教材内容有了更深入的理解，教学设计更加优化。
3. 教学研讨环节，教师们积极参与，共同探讨了教学中的问题，分享了教学经验。
英语组集体备课教研活动记录
英语组集体备课教研活动记录其一备课是提高课堂教学效益的基础，是提高教育教学质量的前提，也是教师日常教学工作的重要组成部分。
它可以体现出一个教师的专业素养、教学理念与教学能力，也是教师从事教育教学研究的主阵地。
为推进英语教师队伍建设，提升教师的教学能力和综合素养，发挥教师的集体智慧，实现优质资源共享，22日下午小学英语组分年级组进行了集体备课教研活动。
一、二年级备课组一、二年级英语组集体备课的主题是低年级游戏教学设计。
低年级的学生天真活泼，学习注意力持续性时间短，有效的游戏教学能够激发孩子的学习兴趣，提升教学效果。
针对一年级组教学，徐主任提出游戏的目标要明确，课堂教学不是一盘散沙，每个环节都是围绕一定的教学目标设计的，设计和组织游戏也不能例外。
必须要以明确的教学目标作为游戏活动的导向，切忌只顾表面形式，为游戏而游戏或只为追求轻松的课堂气氛都是不可取的。
组织游戏时要始终不忘围绕什么语言要点，让学生通过游戏真正学会所要掌握的语言内容。
针对二年级组教学，郁老师认为游戏的形式要多样。
再有趣的游戏，几次重复之后，就没有新鲜感了，所以要根据教学内容不断设计新颖有趣的游戏，满足学生的猎奇欲望，适应学生的心理和知识需求。
如句型游戏，记忆游戏，听做游戏，角色表演游戏等来吸引学生的注意力，保持学生的新奇感，教师只要用心构思，精心设计，就一定能做到触类旁通，机变百出，最大限度地调动学生学习的积极性，以达到更好的教学效果。
三年级备课组三年级组主要研究探讨第二单元的重难点知识以及解决方案。
张老师提醒大家要重点关注以下几点：1.孩子们在做连词成句时，要重点指导句子开头大写。
2.要厘清词组you are和are you的用法区别。
3.着重指导孩子的听力练习，尤其是听问句选择应答句时的做题方法。
四年级备课组四年级组首先由许老师进行单元整体解读。
许老师从单元教材分析、学情分析、单元教学目标、整体教学课时规划、单元评价等五个方面进行了阐述。
小学英语三四年级英语集体备课活动记录表14节
提出改进建议
备课活动时间 安排应更加合 理，避免影响
其他工作。
备课内容应更 加贴近学生实 际，增加趣味
性。
加强集体备课 中教师之间的 交流与合作， 提高备课效率。
针对不同年级 的学生特点， 制定更加有针 对性的备课方
案。
制定下一步工作计划
总结本次备课活动的经验和不足， 为下次活动提供参考。
确定教学重点难点
重点单词和句型 语法和时态 阅读和写作技巧 口语和听力训练
备课活动过程
第三章
确定教学方法
备课组集体讨论：备课组成员共同探讨，确定最佳教学方法 确定教学目标：根据课程要求和学生实际情况，制定明确的教学目标 制定教学计划：根据教学目标，制定详细的教学计划
教学方法：根据教学目标和教学内容，选择合适的教学方法，如情景教学、游戏教学等
教学评价：制定评价标准和方法，对学生的学习成果进行评估和反馈，以便及时调整 教学策略
制定教学方案
确定教学目标：根据课程大纲和学生实际情况，制定明确、可衡量的教学目标。
设计教学内容：选择适合学生年龄和认知水平的教学材料，整合教学资源，确保教学 内容的科学性和趣味性。
掌握英语三四年级的核心词汇和句型 提高学生的英语听说读写能力 培养学生的英语学习兴趣和自信心 促进教师之间的合作与交流，提高教学质量
确定教学内容
确定教学重点和难点，为教学提供 指导。
根据学生实际情况，选择适合的教 学方法。
添加标题
添加标题
添加标题
添加标题
明确教学目标，确保教学计划的有 效实施。
制定教学计划，合理安排教学进度。
教学效果。
准备教学材料
确定教学内容和 目标
收集和整理相关 资料
英语集体备课活动记录
济钢文华小学英语组2012—2013学年第一学期集体备课计划为进一步提高我校小学英语教师教学能力，发扬我校小学英语教师的团队合作和探究精神，开展好小学英语教学工作，在立足个人备课的基础上，加强小学英语集体备课。
为了切实提高集体备课的实效性，将集体备课活动落到实处，制定如下工作：一、工作重点：1、认真学习小学英语新课程标准和历城区小学英语教学基本模式，优化教学方式，提高课堂教学质量。
2、通过集体备课，充分挖掘教师们的教育教学潜能，有效地整合教育教学资源，提高教育教学质量，促进教师的专业发展。
二、工作措施1、在学校的组织和领导下，全体英语教师间周一次集体备课活动，组长做好考勤记录。
）2、为了减少盲目性，开学初的第一次集体备课，要向备课组成员明确本学期集体备课工作的具体要求，解读集体备课工作计划，安排好每一次备课内容和中心发言人，让每位教师都心中有数，使每次集体备课都有目的性针对性和实效性。
3、每次集体备课，组内教师轮流做中心发言人，提前书写好自己要研究的教学设计和教学中的困惑并在个人说明的基础上，全组成员进行交流讨论，最终拿出最佳教学方案。
三、具体实施措施1、严格执行“个人粗备-----集体齐备-----个人细备-----反思复备”的步骤。
备课依据：①三定：定集体备课课题，定中心发言人，定教学进度。
②四统一：统一单元教学目的，统一教学重难点，统一课时分配，统一单元评价测试。
③五备：备课标，备教材，备教学手段，备教法，备学法。
)④五点：重点、难点、知识点、能力点、教育点。
2、备课组成员必须在集体备课前先行备好简案，以及在中心想好自己的设想。
3、中心发言人在集体备课前要深入钻研教材和大纲，反复阅读教学参考书及积极查找相关资料，为发言谈做好充分的准备。
中心发言人的辅导内容应包括以下内容：①教材简介：含教材内容、特点、教学目标、重点、难点、教具准备、课时安排等。
②教学理念：实施本部分内容的理论依据③教学方法设计：实施教学的总体教学方法④教学环节安排：包括教学过程，教法的分解，重难点的突破措施，学法指导，教学情景的创设，电教手段的运用时机以及其他教具的呈现使用等。
小学英语教研活动纪录(3篇)
第1篇一、活动背景为了提高我校小学英语教学质量，加强教师之间的交流与合作，促进教师专业成长，我校英语教研组于2022年3月15日开展了主题为“小学英语课堂互动策略探讨”的教研活动。
本次活动旨在通过集体备课、课堂观摩、教学反思等形式，探讨如何提高小学英语课堂互动性，激发学生的学习兴趣，提升英语教学效果。
二、活动目标1. 通过集体备课，提升教师对小学英语课堂互动策略的认识。
2. 通过课堂观摩，学习优秀教师的课堂互动经验。
3. 通过教学反思，总结自身教学中的不足，提出改进措施。
三、活动内容1. 集体备课活动开始，英语教研组全体成员齐聚会议室，共同进行集体备课。
本次备课的主题为“Unit 4 My Home”。
备课过程中，教师们针对教材内容、教学目标、教学重难点、教学方法等方面进行了深入探讨。
（1）教材分析：教师们对教材内容进行了详细分析，明确了教学目标，确定了教学重难点。
（2）教学目标：通过本节课的学习，学生能够掌握以下知识：- 说出家庭成员的英文表达；- 理解并运用表示地点的词汇；- 能够进行简单的家庭介绍。
（3）教学重难点：重点为家庭成员的英文表达和表示地点的词汇；难点为家庭介绍的口语表达。
（4）教学方法：教师们结合教材内容和教学目标，共同探讨了以下教学方法：- 情境教学法：通过创设真实情境，让学生在情境中学习；- 任务驱动法：通过设计任务，引导学生主动参与课堂互动；- 合作学习法：通过小组合作，培养学生的团队协作能力。
2. 课堂观摩集体备课结束后，教研组选派了两位教师进行课堂观摩。
观摩课的主题为“Unit 4 My Home”。
两位教师分别展示了不同风格的课堂互动策略。
（1）教师A的课堂：教师A以情境教学法为主，通过多媒体展示家庭成员图片，引导学生说出家庭成员的英文表达。
在课堂互动过程中，教师A注重学生的口语表达，鼓励学生大胆开口说英语。
（2）教师B的课堂：教师B以任务驱动法为主，设计了“介绍我的家庭”的任务，让学生在完成任务的过程中，运用所学知识进行口语表达。
六年级英语集体备课活动记录
六年级英语集体备课活动记录一、备课时间。
[具体日期]二、备课地点。
[详细地点]三、参与人员。
六年级英语教师：[教师姓名1]、[教师姓名2]、[教师姓名3]等。
四、备课内容。
（一）教材分析。
1. 单元整体分析。
- 以人教版六年级英语教材[具体单元]为例，本单元的主题是“[单元主题名称]”。
这个主题与学生的日常生活紧密相关，能够激发学生的学习兴趣。
- 从知识结构上看，本单元涵盖了词汇、句型、语法等多个方面的内容。
词汇主要围绕[列举重点词汇类型，如表示职业、地点等]展开，这些词汇在日常生活中的使用频率较高。
句型方面，重点学习了[列出重点句型]，这些句型可以用来描述[句型的功能]。
语法点则是[具体语法内容，如一般现在时的第三人称单数形式]，这是六年级英语学习中的一个重点和难点。
2. 教材重难点。
- 重点。
- 让学生熟练掌握本单元的重点词汇和句型，能够在实际情境中准确运用。
例如，在描述某人的职业时，能够正确使用句型“She/He is a...”。
- 理解和运用本单元的语法知识，特别是在口语和书面表达中正确体现语法规则。
- 难点。
- 一般现在时第三人称单数形式的动词变化规则，学生容易在使用中出现错误，如忘记在动词后面加“s”或“es”。
- 对于一些抽象概念的词汇理解可能存在困难，需要教师通过多种教学方法帮助学生理解。
（二）学情分析。
1. 学生已有知识基础。
- 经过之前的英语学习，六年级学生已经掌握了一定量的英语词汇和基础句型，具备了初步的英语听说读写能力。
例如，他们能够用简单的英语进行日常问候、介绍自己和他人等。
- 在语法方面，学生对一般现在时的基本用法有了一定的了解，但对于第三人称单数形式的掌握还不够熟练。
2. 学生学习能力和特点。
- 六年级学生正处于小学向初中过渡的阶段，他们的学习能力逐渐增强，思维更加活跃，对新鲜事物充满好奇心。
但是，他们的注意力集中时间有限，容易受到外界干扰。
因此，在教学过程中，教师需要采用多样化的教学方法，如游戏、竞赛等，来吸引学生的注意力，提高学习效果。
三年级英语上册集体备课活动记录
第一课时： Main scene A(Let’s talk Let’s play)
第二课时： A(Let’s learn Let’s do)
第三课时： A(Letters and sounds)
第四课时： B(Let’s talk Let’s play)
第五课时： B(Let’s learn Let’s do Let’s sing)
C部分只包含Story time一个环节，主要是学习一则趣味性故事。
单元课时安排：
第一课时： Main scene A(Let’s talk Let’s play)
第二课时： A(Let’s learn Let’s do)
第三课时： A(Letters and sounds)
第四课时： B(Let’s talk Let’s play)
第六课时： B(Start to read Let’s check) C(Story time)
国际城实验小学集体备课活动记录
2018——2019学年度第一学期
周次
第 8 周 星期一
地点
会议室
记录人
黄振华
参加活 动人员
陈明艳、黄振华
请假
缺席
活 动 主 题
Unit 4 We love animals
单元教学分析：
教学重难点：
能听说认读本单元8个新词。
能运用本单元主要句型：I’d like some… .Can I have some water, please?来进行点餐。会运用句型:Thank you . You are welcome 来表示感谢和不用谢。
能听说认读字母o p q r s t
课时安排：
第一课时 A Let’s learn Let’s do
小学英语教研活动记录(5篇)
小学英语教研活动记录（5篇）第一篇：小学英语教研活动记录主备人：c参加人员：英语组全体成员教研时间：xxxx.6.21教研主题：采用多种形式组织低年级课堂纪律，以保证课堂效率教研内容：当我开始接手低年级时，最令我头疼的就是课堂纪律难以控制，60多个学生中只要有几个同学说话或插嘴就会扰乱整个课堂，有时任凭你喊破喉咙去呵斥他们，还是不管用，真可谓是按下葫芦，瓢起来啊。
后来，我通过和一些老教师交流，再加上不断地查阅相关资料，我总结了以下几个可行的方法。
1、表扬引导法当课堂秩序混乱时，教师不必批评那些不好的学生，而是迅速选出一个认真听讲的学生加以表扬，树立榜样，号召其他同学向其学习，这样便会出现一种“演戏效应”，受表扬的同学由于得到了满足会更好地充当榜样，其他同学也会为争得老师的表扬去努力按照老师的要求去做。
2、竞赛法教师在讲课前，可以向学生宣布在课堂上要开展争夺“小红旗”的竞赛活动，然后把全班同学分成若干组，要求每组同学必须认真听讲，积极回答问题，遵守课堂纪律，下课时评出最好的小组，每人授予一枚“小红旗”，这样不仅调动学生的学习积极性，而且还会保持良好的课堂纪律，使课堂活动不乱。
3、情趣调节法当老师发现部分学生不再注意听老师讲课，搞小动作、和同桌说话，或者是精神不振，感觉疲劳等现象出现，这时教师应及时采用富有情趣的活动加以调节，避免因过渡疲劳而降低学习效果，如我经常让同学们做一些英语热身操，如“one finger, one finger, turn, turn,turn, turn a worm, climb, climb.two fingers, two fingers, turn, turn, turn, turn a rabbit,jump,jump….”教研要点：a老师：没有惩罚的教育是不完整的教育, 批评和表扬在教育中同样重要，缺少了其中一面的教育是一种缺失的教育，所以在教育中面对那些屡教不改，表扬奖励对其不生效的顽皮小孩，我们可以适当批评惩罚，给他一些小教训，让他们在小教训中反思和学会约束自身不良的行为。
三年级英语集体备课活动记录
三年级英语集体备课活动记录课堂的主人。
三年级英语集体备课活动记录句型和难点句型。
反复做语言示范性表演，帮助学生理解句义，引导学生翻译较难的句型，教师不必句句翻译。
四要让学生读懂对话和短文。
可以先分小组读，让学生有商量有讨论，相互取长补短。
学生读懂课文之后再听录音机跟读或仿读，做到准确无误之后再分角色朗读。
五要创造性地使用生词卡片，教师要有一套玩卡片的规则，有完整的评价机制。
六要关注巩固练习设计。
利用多种形式反复练、反复读，引导学生读准，读流畅。
总之，备好课，必须准确把握教学目标，开展语言训练扎实有序，协调发展听说读写能力，积极强化兴趣培养，分层布置教学任务，强化，学生个体化教学辅导。
三、总结谈话，努力取得教研效果王校长（分管教学副校长）讲话：今天，各位英语教师各抒己见，分别阐述了对英语课堂设计的意见，效果很好。
希望通过本次集体备课活动，备课组能充分发挥集体备课的优势，能够针对某位教师的教学引起其他教师共同独立思考，在相应的空间内取得最大的教研效果。
活动掠影教学措施加强会话教学。
要融会话教学于情景表演之中，让学生在表演中练、在交际活动中用。
语言练习方法主要包括：全班活动，个人活动，两人活动，小组活动，到教室前面展示活动，全身动作反应，看听说，歌曲、诗歌、韵句、故事，分角色表演等。
通过这些活动，有利于培养学生的创造力、创新精神和实践能力，还能促进学生之间的团结合作，激发他们的学习兴趣和积极性，从而提高他们的学习能力和学习效率。
三年级英语集体备课活动记录负，让课堂增效。
三年级英语集体备课活动记录新的发展，助力学校英语教学有新的突破。
三年级英语集体备课活动记录环节气氛热烈，全体教师都对英语的教学有了更深的认识和感悟。
三年级英语集体备课活动记录增强英语学习的效果。
1.面向全体学生，切实落实各项教学任务，以活动为上课的主要形三年级英语集体备课活动记录提升以研促教的时效性。
三年级英语集体备课活动记录负，让课堂增效。
小学英语集体备课记录
小学英语集体备课记录一、会议目标本次小学英语集体备课会议的目标是制定一套统一的教学计划，以确保小学英语课程的质量和连贯性。
通过集体备课，教师们将分享自己的经验和教学资源，逐步建立起一套完整的备课框架。
二、会议时间和地点•时间：2022年5月10日（周三）下午2点•地点：学校会议室三、会议议程1.课程大纲讨论2.教学目标和评价标准确定3.教学资源分享4.课程衔接和梯度讨论5.下一步行动计划确定3.1 课程大纲讨论•确定小学英语课程的大纲内容和顺序•确定每个年级各个主题的总体要求和重点3.2 教学目标和评价标准确定•根据课程大纲，确定每个年级每个主题的具体教学目标•确定教学评价的标准和方式，包括考查形式和评分标准3.3 教学资源分享•每位老师分享自己拥有的优质教学资源，包括教材、课件、练习册等•教师之间交流使用这些教学资源的心得和方法3.4 课程衔接和梯度讨论•研究各年级之间的课程衔接，确保学生在不同年级间的知识和能力的连贯性•讨论各年级之间的教学梯度，确保教学内容的逐步深入3.5 下一步行动计划确定•确定每位老师下一步的备课任务和时间安排•确定下一次集体备课的时间和议程安排四、会议总结和建议通过本次小学英语集体备课会议，教师们对课程内容和教学方法有了更深入的了解，也找到了一些解决教学问题的方法和途径。
下一步，建议继续举办集体备课会议，以逐步完善备课框架，改进教学模式，提高教学质量。
五、附录•会议记录表格•教学资源分享清单•下一步行动计划表格以上是本次小学英语集体备课会议的记录，希望能对今后的备课工作有所帮助。
谢谢！。
小学英语三四年级英语集体备课活动记录表(14节)
小学英语三四年级英语集体备课活动记录表(14节)本次教学的目标是让学生掌握本单元的词汇和句型，并能够在实际交流中运用。
同时，培养学生的口语表达能力，提高英语听说读写综合能力。
三、教学重难点：本次教学的重点是让学生掌握本单元的词汇和句型，难点在于如何让学生在实际交流中运用所学内容。
四、教学方法：本次教学将采用多种教学方法，包括情景教学法、直接教学法和TPR全身反应法等，同时结合游戏和活动，让学生在轻松愉悦的氛围中研究英语。
五、教学步骤：1.复上节课所学内容，包括单词和句型。
2.引入新词汇，让学生掌握新单词的发音、意义和用法。
3.引入新句型，让学生掌握句型的用法和常见场景。
4.进行口语练，让学生在实际情境中运用所学内容。
5.进行听力训练，让学生能够听懂并理解所学内容。
6.进行阅读训练，让学生能够读懂并理解所学内容。
7.进行写作训练，让学生能够用所学内容进行简单的书写练。
8.进行游戏和活动，让学生在轻松愉悦的氛围中巩固所学内容。
六、教学反思：本次教学采用了多种教学方法，让学生在轻松愉悦的氛围中研究英语。
但在口语练和写作训练中，部分学生表现不佳，需要在后续的教学中加强练。
同时，还需注重学生的听力训练，提高学生的听力理解能力。
能够听、说、认读和拼写go。
buy。
have。
watch。
listen这五个单词。
在教学过程中，教师应该鼓励学生动脑筋，巧妙记忆这些单词，并能够说出相关的词组，通过情景研究新单词，从而能够灵活运用这些单词。
2)本课的重点是Vocabulary部分的四会单词。
教师应该启发学生开动脑筋，巧妙记忆单词，并能够说出相关的词组，在情景中研究新单词，从而能够灵活运用这些单词。
同时，教师应该让学生熟练掌握句式Can I have a balloon。
please。
并能够在实际交际中运用。
在进行英语教学时，语言基本功训练是非常重要的。
教师应该结合句式转换，进行机械操练，使学生熟悉其结构形式，形成条件反射，以便不加思索地运用，达到语感敏锐、反应快捷、脱口而出的效果。
外研版小学英语集体备课活动记录范文
外研版小学英语集体备课活动记录范文全文共6篇示例，供读者参考篇1Collective Lesson Planning Activity RecordHey there! Today, I'm going to share with you all about our exciting English class collective lesson planning activity. It was a blast, and I learned so much from my classmates and our awesome teacher, Miss Emily.Last week, Miss Emily announced that we would be doing something special for our next lesson. She said we would be preparing the lesson together as a class, which got us all super pumped! We love hands-on activities, and this sounded like it would be a lot of fun.The Big DayWhen the day finally arrived, Miss Emily started by dividing us into small groups. She made sure each group had a mix of students with different strengths, so we could learn from each other. My group had Alex, who's a whiz at grammar, Lily, who's great at reading, and Tom, who has a fantastic vocabulary.Our task was to plan and prepare a lesson on the theme of "My Favorite Foods." We had to come up with activities, teaching materials, and even a short assessment to check our classmates' understanding.Brainstorming GaloreThe first thing we did was brainstorm ideas. We wrote down everything that came to mind, from vocabulary words related to food to grammar points we could cover, like countable and uncountable nouns. We also discussed fun activities we could do, like roleplaying at a restaurant or creating our own menus.It was amazing to see how creative everyone was! Even the quieter students in our group had fantastic ideas to share. We ended up with a huge list of possibilities.Divide and ConquerAfter our brainstorming session, we divvied up the work. Alex took charge of grammar points, Lily focused on reading comprehension activities, and Tom and I tackled vocabulary and speaking exercises.We spent the next few days working hard on our respective tasks. Alex created a series of fill-in-the-blank exercises to practice countable and uncountable nouns. Lily found a coolstory about a kid's favorite meal and wrote some comprehension questions to go with it. Tom and I made flashcards with food vocabulary words and came up with a roleplaying scenario where we'd order food at a pretend restaurant.Putting It All TogetherA few days later, we reconvened as a group to put our lesson plan together. It was like piecing a puzzle! We organized the activities in a logical order, starting with vocabulary, then moving on to grammar, reading comprehension, and finally the speaking exercise.We also had to prepare teaching materials, like handouts, flashcards, and a PowerPoint presentation. Everyone pitched in, and it was so much fun working together.The Big DebutFinally, the day came for us to present our lesson to the class. We were a little nervous, but mostly excited to share what we'd been working on.Miss Emily kicked things off by introducing the theme and our group. Then, it was showtime! We took turns leading different parts of the lesson, with each of us taking on the role of "teacher" for a bit.It was incredible to see how engaged our classmates were. They participated enthusiastically in the activities, asked great questions, and even offered their own ideas and feedback.At the end, we gave a short assessment to check everyone's understanding. Most of our classmates did really well, which made us feel super proud of the lesson we'd planned.The Wrap-UpAfter our lesson, Miss Emily led a reflection session. We discussed what went well, what could be improved, and what we'd learned from the experience.Everyone agreed that working collaboratively was not only fun but also really helpful for our learning. We got to see different perspectives, build on each other's strengths, and practice essential skills like teamwork, communication, and problem-solving.Miss Emily praised our efforts and creativity, and we all felt a sense of accomplishment for having planned and executed an entire lesson ourselves.The TakeawayThis collective lesson planning activity was an absolute blast! Not only did we learn about the theme of "My Favorite Foods,"but we also got to experience what it's like to be a teacher and work as a team.I'll never forget the sense of pride and accomplishment I felt when our classmates were actively engaged and learning from the lesson we'd planned. It was a testament to the power of collaboration and showed me that even as students, we can be creative, resourceful, and effective teachers when we work together.I can't wait for our next collective lesson planning activity. Who knows, maybe we'll even get to plan an entire unit one day! But for now, I'm just grateful for the opportunity to have learned in such a hands-on, engaging way alongside my awesome classmates and our fantastic teacher, Miss Emily.篇2My Class's Awesome English Lesson Planning!Last week, something really cool happened in my English class. Instead of just having our regular teacher Mrs. Roberts teach the lesson, a bunch of other teachers came to help plan it too! It was like a big team effort to make our learning even more fun. Let me tell you all about it.It started when we came into class on Monday morning. There were a few extra adults sitting at the front besides Mrs. Roberts - I recognized Mr. Thompson and Ms. Lee who are two other English teachers at our school. Mrs. Roberts said we were going to be the "demonstration class" for a group lesson planning session. At first I wasn't sure what that meant, but she explained it nicely."Boys and girls, today we're going to work together to plan an amazing English lesson for you on the topic of family members. Instead of me preparing the lesson alone like I usually do, Mr. Thompson, Ms. Lee and I will collaborate and share ideas to make it the best it can be. You'll get to see behind the scenes how your teachers plan engaging activities for you to learn English!"That sounded pretty neat to me. I love the English lessons we usually have, but having multiple teachers put their minds together to make one super lesson? That's gotta be even better! The other kids seemed excited too when Mrs. Roberts explained we'd get to share our thoughts and feedback as the lesson planning went along. We would be part of the process!First up, the teachers discussed which core vocabulary words about family they wanted us to learn and practice using. Theytalked about words like "mother, father, brother, sister, grandma, grandpa" and so on. But Mr. Thompson reminded them not to overlook some less common family words too like "aunt, uncle, cousin, nephew, niece." It was agreed they'd teach us a total of 15 key vocabulary terms.Next, they moved on to brainstorming some activities to introduce and reinforce that vocabulary. Ms. Lee suggested having us do a fun family tree project where we'd get to decorate it with photos and drawings of our actual family members. Mr. Thompson's idea was to have us listen to a story all about a kid named Bobby and his big, crazy family. Then we could answer comprehension questions about who all the people were and how they were related to Bobby.That's when Mrs. Roberts called on us! "Who thinks they'd enjoy those activities to learn about family vocabulary?" she asked. I shot my hand up right away alongside most of my classmates. "Okay wonderful, what other activity ideas do you have for us?" I gave a suggestion about maybe doing afamily-themed singing game where we'd have to put the lyrics in order. My friend Timmy raised his hand to say we could have a contest to see who can draw the funniest-looking wacky family!The teachers loved our ideas and wrote them all down. Ms. Lee said with such a collaborative brainstorming process, the lesson activities were really shaping up to be entertaining and super engaging for kids like us. I felt proud that my suggestion was appreciated.After activities, the teachers spent some time laying out timing for each part of the lesson to ensure we'd have enough practice using the new vocabulary without getting bored or burnt out. Mrs. Roberts asked if any students had tips for that based on our past experiences. I shared how breaking up activities into shorter chunks with little games or videos helped me stay focused. The teachers nodded and decided to structure the lesson that way instead of doing anything too long or dry.By the time the bell rang for our next class, the family vocabulary lesson had been pretty much fully planned out! The teachers seemed really pleased with how it went. "What did you all think of our group planning today?" Mrs. Roberts asked. We clapped and a bunch of us said it was awesome seeing how our lessons get created. Timmy added, "And now the family lesson is gonna be so much fun since we all worked on it together!"Mrs. Roberts beamed. "You're absolutely right, Timmy. With all of our ideas combined, this will be one memorable lesson forlearning about family vocabulary. I can't wait to teach it to you all later this week!"None of us could wait either. Just like Mrs. Roberts said, when the actual lesson happened a few days later, it was super engaging and ran so smoothly - probably the best English lesson any of us had ever had! I loved getting to do the creative family tree project and act out the hilarious Bobby's Family story. And we all had a blast with the lyrics singing game I suggested.I'm really glad my class got to be part of that awesome group lesson planning experience. It made me appreciate how much time, collaboration, and creativity our teachers put into making our English lessons fun and effective. Shoutout to Mrs. Roberts,篇3Our Class's English Lesson Preparation ActivityLast week, our English teacher Ms. Wang told us that we would have a special English class activity. She said we would be helping to prepare for an upcoming lesson! I was really excited because I love English class and it's always fun when we get to do different activities.When Wednesday came around, Ms. Wang started by splitting us into four groups. She said each group would be responsible for one part of preparing the lesson on the topic of "My Favorite Sport." My group was tasked with coming up with a warm-up activity to introduce the topic.We put our heads together and finally decided to make a fun sports quiz game. Xiaoming suggested having picture cards of different sports that we could hold up, and the rest of the class would have to guess the sport. I thought that was a great idea! Xiaohong and Fangfang said they could draw really nice pictures of the different sports.Ms. Wang gave us colored pencils and paper, and Xiaohong and Fangfang got to work drawing baseball, basketball, soccer, swimming, tennis, and other sports. Their drawings were so good! Xiaoming and I worked on writing out the rules篇4Collective Lesson Planning: A Tale from the TrenchesHey there, friends! Grab a snack and get cozy, 'cause I've got quite the tale to spin about our latest collective lesson planning shenanigans. You know how it goes – us kiddos love to learn, but sitting through the same old lessons can get a tad tedious attimes. That's where our super cool teachers come in, teaming up to whip up lessons that'll keep us engaged and raring to go!So there we were, gathered 'round like a bunch of eager beavers, while our teachers got their thinking caps on. The objective? To breathe new life into those English textbook units we've been trudging through. I could practically see the wheels turning in their heads as they pored over the materials."Alright, team," Mrs. Robinson piped up, her eyes twinkling with mischief. "We all know little Timmy here has the attention span of a goldfish. How can we make this unit on animals a real barn-burner?"Talk about putting our teachers on the spot! But you know what? They rose to the challenge like champions. Ideas started flying left and right, each one more creative than the last."What if we brought in some real critters for ameet-and-greet?" Mr. Davis suggested, his voice brimming with excitement. "The kids could practice their animal vocab while interacting with the actual creatures!"Leave it to Mr. Davis to come up with something wild like that. I could already picture the chaos that would ensue – a classroom full of squirming, squealing kids trying to wrangle amenagerie of critters. Still, I had to admit, it would certainly be a memorable learning experience!Not to be outdone, Miss Emily chimed in with her own zany proposal. "Or we could put on an animal-themed play! The students could write the script, make costumes and props – the whole shebang!"A play? Now we're talking! I could see it already: little Susie dressed up as a fierce lion, roaring her lines with gusto, while Timmy the goldfish flapped around the stage in a scaly getup. Talk about immersive learning!As the ideas kept flowing, I couldn't help but feel a surge of excitement. Our teachers were really going above and beyond to keep us engaged and having fun with our English lessons. Who knew learning could be this wild and wacky?After batting around a few more offbeat ideas (my personal favorite was the proposal to teach animal vocabulary through interpretive dance – can you imagine?), the team finally settled on a plan of action. We'd be splitting into groups and creating our own interactive animal dioramas, complete withpapier-mâché critters and hand-drawn backdrops."It's the perfect blend of creativity and hands-on learning," Mrs. Robinson declared, beaming with pride. "The kids will have a blast making their dioramas while reinforcing what they've learned about different animals and their habitats."I could hardly contain my excitement! Not only did this project sound like a total riot, but it also meant we'd be working together in teams – a surefire way to make new friends and strengthen our collaboration skills.As our teachers wrapped up the planning session, exchanging high-fives and fist-bumps all around, I couldn't help but feel incredibly lucky. Sure, school can be a slog at times, but with educators this dedicated and creative at the helm, even the driest textbook chapters were bound to come alive in vibrant, engaging ways.I can't wait to get started on our diorama projects! Who knows, maybe my team will even snag that coveted "Most Realistic Papier-Mâché Elephant" award. A kid can dream, right? But even if we don't nab any prizes, I know one thing for certain: thanks to our teachers' collective ingenuity, learning English is shaping up to be one wild, unforgettable ride.Hang onto your desks, folks – it's going to be one heck of a semester!Group Lesson Planning: A Backstage PassIt was a sunny Friday afternoon and we had just wrapped up our English class. Instead of rushing out to play like we normally did, our teacher Mrs. Roberts asked us to stick around. She had a special activity planned - we were going to plan the next unit's lessons ourselves!At first, we were a little confused. Plan the lessons? Isn't that the teacher's job? But Mrs. Roberts explained that getting students involved in the planning process can make the lessons more engaging and relevant. She divided us into small groups and gave each group a different part of the upcoming unit to focus on.My group had been assigned the vocabulary section. There were a bunch of new words related to animals that we needed to introduce in an interactive way. We huddled together, putting our creative little minds to work."We could make flashcards and play a memory game!" Liam suggested. That was a good start, but I had another idea."Or we could use puppets and put on a little animal show,"My Class' Super Fun Lesson Planning Day!Last week, all the students in my class got to help our teachers plan the upcoming English lessons. It was so exciting! We had a special "lesson planning day" where we worked together to come up with ideas and activities for the new units we're going to learn. I'm going to tell you all about it!It started first thing in the morning when we came into the classroom. Instead of the usual desks in rows, everything was pushed to the sides and there were little stations set up all around the room. Each station had a big poster on the wall with a different topic written on it – things like "vocabulary," "grammar," "reading," "games," and so on.Our teachers, Miss Li and Mr. Wang, explained that we were going to split up into small groups and rotate through all the different stations. At each station, we had to brainstorm ideas and activities related to that topic that could make the English lessons more fun and engaging. They gave us big markers to write our ideas directly onto the posters.I was so excited to get started! My group was Yang Li, Xiao Ming, Mei Mei and me. We decided to start at the "vocabulary"station first. The new unit was all about clothes, so we had to think of ways to teach and practice words like "shirt," "pants," "socks," and so on. Yang Li suggested having a classroom "fashion show" where we could wear different outfits and introduce the vocabulary words. I thought that was a great idea!Next we went to the "grammar" station. For this unit, the grammar focus was on questions like "What are you wearing?" We brainstormed different games we could play to practice making questions, like a fun version of 20 questions. Xiao Ming had the clever idea of bringing in some mystery bags with clothing items inside, and having students ask yes/no questions to try to guess what was in the bag.The "reading" station was really fun. We had to come up with pre-reading activities to build background knowledge and activate schema about the topic of clothes and fashion. Mei Mei suggested watching some short video clips about fashion or having students bring in their favorite clothes to share with the class. Such a cool idea!We also stopped at stations for games, songs, arts and crafts, and using technology for the unit. At the "games" station, I suggested a running dictation game where students had to race back and forth to read vocabulary words or sentences on theboard. For "songs," we wrote down any fun clothing-related songs we could think of, like "These Are My Pants" set to the tune of"Head, Shoulders, Knees and Toes." So silly but it would really help us remember the words!At the end, all the groups shared the ideas they had written on the posters. The teachers said they were super impressed with all our creative suggestions. They told us they would use our ideas to plan the units and incorporate as manystudent-generated activities as possible. I felt so proud that we got to seriously contribute to our own learning!I could hardly wait to start the new units and do all the awesome activities we had planned, like the fashion show, mystery bag game, and running dictation. Sometimes regular lessons can be a little boring, but these were going to be so engaging and fun. I loved that we had a voice and the teachers really valued our input and ideas. It's going to make the units much more interesting and motivating for sure!Overall, the collective lesson planning day was a huge success. We students had a blast brainstorming together, and I think we came up with loads of fantastic, meaningful activities that will really help reinforce the target language and skills. I feel so lucky to have such creative, student-centered teachers whowant us to play an active role in designing our own learning experience. I can't wait for our next collective planning session!。
新人教版pep小学三年级英语集体备课记录
新人教版pep小学三年级英语集体备课记录PEP小学三年级英语集体备课记录课题：Unit 4 We Love Animals一）知识目标第二课时1.使学生能够听、说、认读本课时主要单词：monkey。
dog。
duck。
cat。
panda。
rabbit。
2.能够听懂简单的指示语，并按照指令做出相应的动作，如：Act XXX。
二）能力目标提高学生听、说、认读、做的综合能力。
三）情感与策略目标培养学生乐于模仿，敢于开口，积极参与，主动请求的情感态度；激发学生热爱动物，保护自然环境的思想意识；并使学生在小组活动中培养合作意识和竞争意识。
教学目标：教学要点：1.重点：能够听、说、认读六个有关动物的单词。
2.难点：能将这六个有关动物的单词运用到简单的英语句子中表达。
教学准备：单词卡片，动物图片，小动物毛绒玩具，多媒体课件等。
教学过程：教师调控：正式上课之前，老师向听课教师及学生介绍本节课的分组情况，T: 同学们，今天我们一共有八个小组，team1 to team8，我们来比一比哪个小组最棒，好不好？1.GreetingsT: Class begin。
stand up。
Good morning。
morning。
Ss。
Good morning。
XXX: Sit down。
please。
Thank you!2.XXX（歌曲开篇，引入情境）T: 现在又要和网络课堂的小朋友们一起学英语了，Areyou happy。
学生回答 Yes。
后（板书课题）T: OK。
let’s go!（伴有手势）Let’s go。
T: First。
let’XXX(播放网络课堂的视频，师生一起跟唱并做动作) Sing and do!T: After it。
let’XXX.（继续观看网络视频）二。
XXX1.T: 同学们要注意都看到了哪些小动物？(观看小动物游行队伍的网络视频)2.T: Now。
let’s learn some new words。
(出示单词卡片) Look。
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3．认识五个人物：David ,Liu Tao ,Yang Ling ,Mike ,Nancy .
4.能听懂、会说以下八个动物类单词：a dog, a cat , a bird , a tiger ,a monkey , a zebra , a panda ,an elephant。要求读音正确。
小学英语集体备课活ຫໍສະໝຸດ 记录第一单元备课主题Hello
时间
地点电子备课室
参加对象全体小学英语教师
主持人中心发言人
中心发言人纪要：
教学目标：
1．能听懂、会说以下日常交际用语，并能运用所学交际用语进行自我介绍及询问对方姓名。Hello/Hi ,I’m…What’s your name?要求读音正确，语调自然。特别要注意I’m和name的正确读音
严慧卿：
本节课的内容设计新颖合理，思路清新，教学目标明确，重点突出，能充分反映出本课所教内容的重点，也能抓住主要内容进行教学。教练的引进结合，可以让学生更牢固地掌握新知。
综合修改意见：在教学中，要倡导学生积极参与，让学生在学习过程中不仅要建构知识，提高语言能力，而且通过感知，体验，实践，参与和合作探究等活动方式，完成任务和实现目标。设计时要以学生为中心，根据学生的特点，兴趣，爱好来选择设计，让每个学生参与到活动中，从而表现自我，发展了学生的个性。
讨论纪要：
茆爱云：
本单元的一项日常交际项目是确认所属，my/your/his/her.在三年级时已出现，学生需在。This is /That is ...的朗读上下功夫，并带上肢体语言而且要让学生明白your/you的区别。在训练时，要生积极练说，练多了就熟练地会说了。
王华禹：
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，由于时间有限，有些活动可草草收场，学生的能力不能得到充分发挥，希望在教学中能够得到改进。