研讨内容

英语个性化作业设计方案研讨和集体备课What do they do?

活动记录

一、发言记录

王灿：现在我们的英语作业普遍是听磁带、朗读、抄单词等机械训练，我们希望在家庭作业的设计上多设计一些开放性的、需学生主动去体验、实践、参与、合作与交流的作业。这样既有利于促进学生听、说、读、写能力的提高，发展学生的语言运用能力，也有利于学生个性化、自主化发展。

郭宇琴：我们可以根据学生学习能力的差异设计作业。针对不同程度的学生布置不同层次的家庭作业。根据学生对英语所掌握的程度和兴趣，将学生分成优、中、差三个层次。确保每一个层次的学生都有恰当的作业，同时确保每一个学生都能主动、积极、保质保量的完成。

狄小丁：在作业设计个性化的同时，也要考虑学生完成作业过程的个性化。以自主为原则，增强作业内容的可选择性。每个学生根据自己的兴趣爱好，从个人实际出发选择作业的内容，可以是适合自身特长的作业，可以是自己比较感兴趣的作业，也可以是适合自己水平能力的作业。

柴兰兰：在布置作业时，教师应考虑大部分学生的情况，而在选择作业的过程中学生可以根据自己的实际情况决定作业数量。比如，学生可以在保证质量的情况下，申请减少或啬单词记忆和抄写、课文朗诵，对话朗读等的数量。

骆雨：自主性作业应当允许学生选择完成的方式，可以与爸妈合作完成，也可以和小伙伴们合作完成。比如，和爸妈妈一起编一张英语小报，分角色进行对话，和同学一起完成英语短导师的排练和表演等。 自主选择作业的内容、数量和完成方式，体现了作业的层次性和弹性化。困难是需要比别人花更多的时间完成的学习任务，可以让他们自主选择作业完成的方式和完成的时间，当然，对自觉性不够高的学生，要有切实可行的措施保证其作业质量，不能放任不管。

吴楚楚：无论作业设计的内容多么新，方法多么先进，如果在评价方面仍然如故，新内容和新方式的价值就体现不了，因此，改变作业的评价方式十分重要。 我们可以根据学生能力差异实施评价。在进行课内和课外的作业讲评时，可以让学生参与到评价的过程中来，把教师评价、小组评价、自我评价结合起来，让学生成为评价的主人。

二、完成集体备课What do they do?的教案

Step 1 Greeting & warm up

1.Enjoy a song about jobs

2. Show the learning aims.

a. I can read Story time very well.

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

【设计意图：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。】

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.

(新授 father + mother = parents)

2. Look and guess.

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

(PPT呈现选项)

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. (播放卡通)

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.