英语教研活动案例--2
英语组教研活动典型案例(3篇)
第1篇Introduction:The English Department at [School Name] held a research and development activity aimed at enhancing the quality of English language teaching and fostering a collaborative environment among teachers. This case study outlines the objectives, activities, outcomes, and reflections of the event.Objective:The primary objective of the教研活动 was to improve the teaching methods and strategies employed by English teachers, promote a culture of continuous professional development, and enhance student learning outcomes.Preparation:Prior to the activity, the department chairperson organized a planning meeting with the English faculty. The following steps were taken to prepare for the event:1. Topic Selection: A topic that was relevant to the current teaching challenges faced by the department was chosen. This year, the focus was on "Innovative Teaching Techniques for Enhancing Student Engagement."2. Resource Allocation: Budget was allocated for materials, resources, and guest speakers.3. Invitations: Teachers were invited to participate in the activity through email and a departmental announcement.4. Agenda Planning: An agenda was created, including sessions on different aspects of innovative teaching, a panel discussion, and a workshop.Activity Description:Day 1:Morning Session - Keynote Speech:A renowned educationalist, Dr. [Name], delivered a keynote speech on the latest trends in English language teaching. The speech emphasized the importance of technology integration, student-centered learning, and the use of authentic materials.Afternoon Session - Workshops:Three parallel workshops were conducted on the following topics:- Workshop 1: "Technology Integration in English Language Teaching"- Workshop 2: "Student-Centered Learning Approaches"- Workshop 3: "Using Authentic Materials in the Classroom"Day 2:Morning Session - Panel Discussion:A panel discussion was held with experts from the field of English language teaching. The panelists shared their experiences and insights on innovative teaching techniques and addressed questions from the audience.Afternoon Session - Peer Teaching Demonstration:Teachers from the department showcased their innovative teaching techniques in a series of peer teaching demonstrations. Each demonstration was followed by a feedback session, allowing participants to exchange ideas and suggestions.Outcomes:Enhanced Teaching Skills: Participants reported a significant improvement in their teaching skills, particularly in the areas of technology integration and student-centered learning.Increased Collaboration: The activity fostered a collaborative environment among teachers, leading to the sharing of resources and best practices.Improved Student Engagement: Teachers observed increased student engagement and participation in their classes after implementing new teaching strategies.Professional Development: The activity provided an opportunity for teachers to reflect on their teaching practices and develop professionally.Reflections:Teacher Feedback: The feedback from the teachers was overwhelmingly positive. Many expressed gratitude for the opportunity to learn from experts and their peers.Impact on Student Learning: Initial observations suggest that the new teaching strategies have positively impacted student learning outcomes.Future Activities: The department plans to continue organizing similar research and development activities to support the ongoing professional development of its teachers.Conclusion:The English Department's research and development activity was a resounding success. It not only provided teachers with valuable insights and skills but also fostered a culture of collaboration and continuous improvement. By investing in the professional development of its teachers, the department has set the stage for enhanced student learning and academic success.第2篇Introduction:The English language teaching and research department at XYZ High School recently conducted a教研活动 aimed at enhancing the English language proficiency of students through collaborative inquiry. This case study outlines the objectives, methodology, implementation, and outcomes of the activity, providing insights into how collaborative learning can be effectively integrated into the English language curriculum.Objective:The primary objective of the教研活动 was to foster a collaborative learning environment that encourages students to engage in critical thinking, problem-solving, and language skills development. The activity aimed to:1. Promote active student participation in English language learning.2. Encourage the use of authentic materials and real-life contexts.3. Develop students' speaking, listening, reading, and writing skills.4. Enhance teachers' understanding of collaborative inquiry methods.Methodology:The教研活动 was designed to be a three-week long workshop, involving teachers and students from grades 9 to 12. The methodology followed a blended approach, combining face-to-face sessions with online activities. The steps involved were as follows:1. Pre-activity preparation: Teachers were trained on collaborative inquiry methods and the use of authentic materials. They were also provided with guidelines on how to facilitate group discussions and activities.2. Group formation: Students were divided into mixed-ability groups of four to six members. Each group was assigned a specific topic related to the English language, such as "Cultural Differences," "Global Warming," or "Social Media."3. Inquiry-based learning: Groups were given a set of tasks to complete, which included researching the topic, analyzing relevant texts, and creating a presentation. The tasks were designed to promote critical thinking and encourage students to explore different perspectives.4. Online collaboration: Students were required to use online platforms to share their research findings, discuss their ideas, and collaborateon their presentations. This aspect of the activity aimed to developdigital literacy skills and promote communication across different geographical locations.5. Presentation and feedback: Groups presented their findings to the class, and peer feedback was encouraged. Teachers provided constructive feedback to ensure continuous improvement.Implementation:The教研活动 was implemented as follows:1. Teachers facilitated the initial discussions, ensuring that all students understood the objectives and tasks involved.2. Students conducted research using a variety of resources, including textbooks, online articles, and videos. They also engaged in discussions with their group members to clarify doubts and share insights.3. The use of authentic materials, such as news articles and podcasts, helped students connect the language learning process with real-life contexts.4. Teachers monitored the progress of each group, providing guidance and support as needed. They also facilitated discussions during group meetings to ensure that all members were actively participating.5. Online collaboration tools, such as Google Classroom and Zoom, were used to facilitate communication and collaboration among students.Outcomes:The教研活动 yielded several positive outcomes:1. Increased student engagement: The collaborative nature of theactivity led to increased student participation and enthusiasm for English language learning.2. Enhanced language skills: Students demonstrated improved speaking, listening, reading, and writing skills through the research, discussion, and presentation tasks.3. Development of critical thinking: The inquiry-based approach encouraged students to analyze information, form opinions, and present their arguments, thus enhancing their critical thinking abilities.4. Improved digital literacy: The use of online platforms for collaboration and communication helped students develop their digital literacy skills.5. Teacher development: Teachers gained valuable insights into collaborative inquiry methods and their application in the English language classroom. They also learned to utilize authentic materials effectively to enhance learning experiences.Conclusion:The教研活动 at XYZ High School demonstrated the potential of collaborative inquiry in enhancing English language proficiency. By promoting active student participation, using authentic materials, and fostering critical thinking skills, the activity successfully achieved its objectives. This case study highlights the importance of integrating collaborative learning into the English language curriculum and encourages other educational institutions to adopt similar approaches to improve language learning outcomes.第3篇Title: Enhancing Student Engagement and Language Proficiency through Project-Based LearningDate: March 15, 2023Location: Main School LibraryDuration: 3 hoursParticipants:- 10 English teachers- 1 school administrator- 2 external language expertsObjective:The primary objective of this research and development activity was to explore and implement project-based learning (PBL) as a strategy to enhance student engagement and language proficiency in the English language classroom.Background:In recent years, there has been a growing interest in PBL as aneffective pedagogical approach that encourages students to take ownership of their learning. The English department at our school had observed a decline in student motivation and language skills,particularly in lower secondary levels. The department believed that PBL could address these issues by providing a more interactive and relevant learning experience.Activity Description:1. Introduction to Project-Based Learning- The session began with a presentation by the school administrator, highlighting the importance of PBL and its alignment with the national curriculum.- Two external language experts shared their experiences with PBL and provided insights into its implementation.2. Workshop on Project Design- Participants were divided into small groups to design a PBL project for a specific grade level.- Each group was provided with guidelines and resources to assist in the design process.- The groups were encouraged to consider the following aspects:- Clear learning objectives- Authentic and relevant tasks- Opportunities for student collaboration- Criteria for assessment3. Group Presentations and Feedback- Each group presented their PBL project to the rest of the participants.- The presentations were followed by a feedback session, where participants provided constructive criticism and suggestions for improvement.- Key points of discussion included:- Ensuring the project is age-appropriate and engaging- Incorporating diverse learning styles and activities- Aligning the project with the school's assessment policy4. Hands-On Practice- To deepen their understanding of PBL, participants engaged in a hands-on activity where they were asked to complete a short PBL task.- This task involved researching a cultural festival and creating a presentation to share with the class.- Participants were given a limited amount of time to complete the task, simulating the time constraints faced by students in the classroom.5. Reflection and Planning- After the hands-on activity, participants reflected on their experiences and discussed how they could incorporate PBL into their own teaching practices.- Each participant developed a personal action plan detailing the steps they would take to implement PBL in their classroom.6. Closing Remarks and Evaluation- The session concluded with a summary of the key takeaways and an evaluation of the activity.- Participants were asked to provide feedback on the workshop, highlighting what they found most beneficial and suggesting areas for improvement.Outcomes:- Increased Awareness: Participants gained a deeper understanding of PBL and its potential benefits for student learning.- Improved Project Design: The feedback and collaboration during the workshop led to the development of well-structured and engaging PBL projects.- Enhanced Collaboration: The activity fostered a collaborative environment among teachers, encouraging the sharing of ideas and best practices.- Actionable Plans: Participants left the workshop with actionable plans to implement PBL in their classrooms, leading to a more interactive and student-centered learning environment.Conclusion:The English department research and development activity on PBL was a successful endeavor that not only enhanced the teachers' knowledge and skills but also provided a framework for improving student engagement and language proficiency. By embracing PBL, the English department is poised to create a more dynamic and effective learning experience forall students.。
高中英语教研活动案例(3篇)
第1篇一、活动背景随着新课程改革的深入推进，高中英语教学面临着前所未有的挑战。
为了提高英语教学质量，促进教师专业成长，我校英语教研组于2021年10月开展了以“提高高中英语课堂效率”为主题的教研活动。
本次活动旨在通过集体备课、课堂观摩、教学反思等方式，提高教师的课堂教学水平，激发学生的学习兴趣，提升英语教学质量。
二、活动目标1. 提高教师对高中英语课程标准的理解和把握能力；2. 培养教师运用现代教育技术手段进行课堂教学的能力；3. 促进教师之间的交流与合作，共同提高英语课堂教学水平；4. 提高学生的学习兴趣和英语综合运用能力。
三、活动内容1. 集体备课（1）备课内容：以人教版高中英语必修三 Unit 3 Our Culture Ourselves 为例，围绕单元主题，分析教材内容，确定教学目标、重难点。
（2）备课过程：教师们分组讨论，各抒己见，共同制定教学方案。
针对教学重难点，提出针对性的教学策略。
2. 课堂观摩（1）观摩教师：由教研组长选定一位教师进行公开课展示。
（2）观摩内容：公开课以人教版高中英语必修三 Unit 3 Our Culture Ourselves 为例，围绕单元主题，开展课堂教学活动。
（3）观摩要求：观摩教师需按照集体备课制定的教学方案进行授课，其他教师认真观摩，记录课堂亮点和不足。
3. 教学反思（1）反思内容：观摩课后，教师们针对课堂亮点和不足进行反思，提出改进措施。
（2）反思形式：撰写教学反思报告，内容包括教学目标、教学过程、教学效果、存在问题及改进措施。
4. 交流与讨论（1）交流内容：教师们针对教学反思报告，进行交流与讨论，分享教学心得和经验。
（2）讨论形式：分组讨论，各小组推荐一名代表进行发言，其他教师补充意见和建议。
四、活动成果1. 教师对高中英语课程标准的理解和把握能力得到提高；2. 教师运用现代教育技术手段进行课堂教学的能力得到提升；3. 教师之间的交流与合作更加紧密，形成良好的教研氛围；4. 学生的学习兴趣和英语综合运用能力得到提高。
高三英语教研活动案例(3篇)
第1篇一、活动背景随着新课程改革的深入推进，英语学科教学也面临着新的挑战和机遇。
为了提高高三英语教学质量，我校英语教研组于2021年10月组织了一次高三英语教研活动。
本次活动旨在探讨高三英语教学策略，提高教师的教学水平，促进教师之间的交流与合作。
二、活动目标1. 分析高三英语教学现状，找出存在的问题和不足。
2. 探讨高三英语教学策略，提高教学效果。
3. 加强教师之间的交流与合作，共同提高教学水平。
4. 培养学生的英语核心素养，为高考做好准备。
三、活动内容1. 分析高三英语教学现状活动开始，教研组长首先对高三英语教学现状进行了分析。
从学生的英语学习兴趣、基础知识掌握、阅读理解能力、写作能力等方面进行了梳理，指出了目前教学中存在的问题，如：（1）学生学习兴趣不高，课堂参与度较低；（2）基础知识掌握不牢固，影响后续学习；（3）阅读理解能力较弱，无法准确把握文章主旨；（4）写作能力不足，无法流畅表达思想。
2. 探讨高三英语教学策略针对以上问题，教研组展开了热烈的讨论。
以下是部分教学策略：（1）激发学生学习兴趣，提高课堂参与度1）教师可以通过多媒体教学手段，将英语教学与实际生活相结合，让学生感受到英语学习的实用性；2）开展小组合作学习，鼓励学生积极参与课堂活动，提高课堂参与度；3）组织英语角、英语演讲等活动，为学生提供展示自己的平台。
（2）夯实基础知识，提高教学质量1）教师要认真备课，确保教学内容充实、系统；2）针对学生的薄弱环节，进行有针对性的辅导；3）利用课后作业、测试等形式，及时检验学生的学习效果。
（3）提升阅读理解能力，拓展知识面1）引导学生掌握阅读技巧，提高阅读速度和理解能力；2）推荐优秀英语读物，拓展学生的知识面；3）组织阅读竞赛、阅读分享等活动，激发学生的阅读兴趣。
（4）提高写作能力，培养英语思维1）教师要注重培养学生的英语思维，引导学生用英语思考问题；2）加强写作训练，提高学生的写作水平；3）组织写作比赛、写作指导等活动，激发学生的写作兴趣。
初中英语校级教研课题(3篇)
第1篇一、课题背景随着新课程改革的不断深入，英语教学越来越注重培养学生的核心素养。
英语阅读教学作为英语教学的重要组成部分，对于提高学生的英语综合运用能力具有重要意义。
然而，在实际教学中，部分教师对英语阅读教学的重视程度不够，教学策略单一，导致学生阅读能力提升缓慢。
为了更好地培养学生的英语核心素养，提高英语阅读教学效果，本课题拟对基于核心素养的英语阅读教学策略进行研究。
二、课题目的1. 分析初中英语阅读教学中存在的问题，为教师提供有针对性的教学策略。
2. 探索基于核心素养的英语阅读教学新模式，提高学生的英语阅读能力。
3. 促进教师专业成长，提升英语教学质量。
三、课题内容1. 初中英语阅读教学中存在的问题（1）教师对阅读教学的重视程度不够，教学策略单一，缺乏创新。
（2）阅读教学过程中，教师过于注重语法和词汇讲解，忽视了对阅读策略的培养。
（3）学生阅读兴趣不高，阅读习惯不良，阅读能力提升缓慢。
（4）阅读教学评价体系不完善，难以全面评估学生的阅读能力。
2. 基于核心素养的英语阅读教学策略（1）激发学生阅读兴趣，培养良好的阅读习惯教师可以通过以下方法激发学生的阅读兴趣：1）利用多媒体技术，展示与阅读内容相关的图片、视频等，增强阅读的趣味性。
2）开展丰富多彩的阅读活动，如阅读竞赛、阅读分享会等，提高学生的参与度。
3）鼓励学生自主选择阅读材料，满足不同学生的学习需求。
（2）注重阅读策略的培养1）教授学生阅读技巧，如略读、寻读、精读等，提高阅读速度和理解能力。
2）引导学生进行批判性阅读，培养学生的思维能力和判断力。
3）鼓励学生进行跨文化阅读，拓展学生的国际视野。
（3）优化阅读教学评价体系1）采用多元化的评价方式，如阅读笔记、阅读报告、口头表达等，全面评估学生的阅读能力。
2）关注学生的个体差异，实施差异化教学，提高教学效果。
3）将阅读教学评价与学生的综合素质评价相结合，促进学生全面发展。
四、研究方法1. 文献研究法：查阅相关文献，了解国内外英语阅读教学的研究成果，为本课题研究提供理论依据。
初中年级英语教研记录(3篇)
第1篇一、教研活动时间：2022年10月15日二、教研活动地点：学校会议室三、参与人员：初中年级英语教师、教研组长、教导主任四、教研活动主题：提高初中英语课堂效率，促进学生英语能力全面发展五、教研活动内容：一、活动背景随着新课程改革的深入推进，英语作为一门重要学科，在初中教育中占据着举足轻重的地位。
然而，在实际教学中，我们面临诸多挑战，如学生英语基础参差不齐、课堂氛围不活跃、教学手段单一等。
为了提高初中英语课堂效率，促进学生英语能力全面发展，我们特开展此次教研活动。
二、活动流程1. 集体备课，交流教学经验本次教研活动首先由各年级英语教师进行集体备课，针对本学期教学进度和教学内容进行讨论，分享各自的教学经验和方法。
在交流过程中，教师们积极发言，针对教学中的疑难问题展开热烈讨论。
2. 案例分析，探讨教学方法针对某一教学案例，教师们分组进行讨论，分析教学过程中存在的问题，并提出改进措施。
以下是部分案例分析和探讨：（1）案例一：如何提高学生英语阅读能力？分析：学生在英语阅读方面存在诸多问题，如词汇量不足、语法知识掌握不牢固、阅读技巧缺乏等。
针对这些问题，教师应采取以下措施：①增加词汇量：通过词汇卡片、阅读材料等方式，让学生在日常生活中积累词汇。
②加强语法知识教学：在阅读教学中，注重语法知识的讲解，提高学生语法运用能力。
③培养阅读技巧：教授学生快速阅读、略读、精读等阅读技巧，提高阅读速度和理解能力。
（2）案例二：如何激发学生英语学习兴趣？分析：学生对英语学习缺乏兴趣，导致课堂氛围不活跃。
教师应采取以下措施：①丰富教学手段：运用多媒体、游戏、歌曲等多种教学手段，激发学生学习兴趣。
②关注学生个体差异：针对不同学生的兴趣爱好，设计个性化教学方案。
③开展课外活动：组织英语角、英语演讲比赛等活动，让学生在轻松愉快的氛围中学习英语。
3. 教研总结，明确教学目标本次教研活动结束后，教研组长对本次教研活动进行总结，明确以下教学目标：（1）提高英语课堂效率，促进学生英语能力全面发展。
小学英语教研活动记录【2篇】
小学英语教研活动记录【2篇】小学英语教研活动记录1主题:帮学生克服英语厌学情绪时间:2023-9-16地点:学校办公室人员:英语组全体成员主讲人:教研组长主要内容:一、理论学习王霞老师：在平时的教学中,我们五位英语老师都碰到了不愿学英语的学生,如何帮助这些学生摆脱厌学情绪,使他们在英语启蒙学习中产生浓厚兴趣,为今后进一步打下坚实的基础呢?我认为要做到以下几点：一、营造学习氛围学习一种语言一定要有语言环境才能学得好。
根据教材内容设计生活语境，如借学习用品、互相打招呼、问路、上学、回家、道别等内容，让教师和学生扮演里面的角色，使严肃的课堂变成了生动活泼的英语交际场所。
这样，给学生增添了无穷的情趣，让他们在愉快的氛围中，在英语的环境中学习英语、掌握英语。
结合我校本月举办的英语节活动,积极为学生营造学习英语的氛围,通过小报比赛、书写比赛、默单词比赛、节目表演等多种活动，让大部分学生参与近来，体验英语学习的成功与乐趣。
二、实行情景教学现代教学，不能停步在过去的“黑板＋粉笔”的教学模式，而应适应小学生的心理特征，采用多媒体教学手段。
利用实物、挂图、录音机、幻灯机、电视机、录像片、电影和计算机进行英语教学，形象直观，生动活泼，有助于学生直接理解所学的英语。
所以作为现代教育者，就要经常利用图片、实物、收录机、幻灯机、录像机等辅助工具，利用情景和设置情景进行教学。
这样，就使学生直接地、具体地获得英语知识。
例如，我在教“学习用品”一类单词时，我拿出一支钢笔说：This is a pen.又指着铅笔说：That is a pencil.然后让学生学习“pen”和“pencil”这两个单词，学生就很直观地学会了它们。
在讲到“职业”类内容时，我先出示医生、护士、教师、农民身份的挂图，接着边指着彩图，边用英语向学生介绍doctor,nurse,teacher,farmer等单词。
他们耳朵听着单词读音，眼里看着图画，很快就能掌握这些单词。
教研活动案例初中英语(3篇)
第1篇一、活动背景随着我国教育事业的不断发展，英语作为一门国际通用语言，在初中教育中占据了越来越重要的地位。
为了提高英语教学质量，我校英语教研组定期开展教研活动，旨在通过集体备课、听课评课、教学研讨等方式，促进教师之间的交流与合作，共同提高英语教学水平。
本文以一次初中英语教研活动为例，介绍教研活动的具体过程和成果。
二、活动目标1. 提高英语教师的教学水平，促进教师之间的交流与合作。
2. 优化英语课堂教学，提高学生的学习兴趣和英语素养。
3. 探索有效的英语教学方法，提高课堂教学效果。
三、活动内容1. 集体备课本次教研活动以集体备课为主要内容，针对即将进行的英语课程进行集体备课。
首先，教研组长介绍了本次备课的主题和目标，明确了备课的内容和要求。
接着，教师们根据备课主题，分别对教材、教学目标、教学重难点、教学方法、教学过程等方面进行讨论。
在讨论过程中，教师们结合自己的教学经验和学生的实际情况，提出了许多有益的建议。
例如，针对教材中的难点，教师们提出了多种教学方法，如小组合作、角色扮演、情景模拟等，以提高学生的学习兴趣和参与度。
此外，教师们还针对学生的英语水平，制定了分层教学策略，确保每个学生都能在课堂上有所收获。
2. 听课评课为了检验集体备课的效果，教研组安排了听课评课活动。
在听课过程中，教师们认真观察了其他教师的课堂教学，详细记录了教学过程、教学方法、教学效果等方面的内容。
课后，教研组组织教师进行评课。
首先，由授课教师对自己的课堂教学进行反思，总结经验教训。
然后，其他教师针对授课教师的教学亮点和不足进行点评，提出改进意见。
通过听课评课，教师们相互学习、取长补短，共同提高教学水平。
3. 教学研讨在教研活动的最后，教师们围绕“如何提高英语课堂教学效果”这一主题进行了深入的研讨。
在研讨过程中，教师们分享了各自的教学经验和心得，探讨了以下问题：（1）如何激发学生的学习兴趣？（2）如何提高学生的英语听说能力？（3）如何运用多种教学方法，提高课堂教学效果？（4）如何针对不同层次的学生，实施分层教学？通过研讨，教师们达成了以下共识：（1）激发学生的学习兴趣是提高英语课堂教学效果的关键。
初中英语教研组活动案例(3篇)
第1篇一、活动背景随着我国教育事业的发展，英语作为一门重要的外语，在初中教育中占据着举足轻重的地位。
为了提高英语教学质量，我校初中英语教研组积极开展了一系列教研活动。
以下是一篇关于初中英语教研组活动案例的详细描述。
二、活动目的1. 提高教师英语教学水平，丰富教学手段，激发学生学习兴趣。
2. 促进教师之间的交流与合作，共同探讨英语教学中的疑难问题。
3. 总结经验，提高教研组整体教育教学质量。
三、活动时间2021年3月1日至2021年3月31日四、活动内容1. 教学观摩与研讨（1）活动时间：2021年3月1日（2）活动地点：初中部英语教室（3）活动内容：教研组成员观摩优秀教师授课，课后进行研讨。
研讨内容包括：教学目标是否明确、教学方法是否恰当、教学效果如何等。
2. 教学案例分析（1）活动时间：2021年3月8日（2）活动地点：初中部会议室（3）活动内容：教研组成员分享各自在教学过程中遇到的问题和解决问题的方法，通过案例分析，共同探讨教学策略。
3. 教学设计大赛（1）活动时间：2021年3月15日（2）活动地点：初中部英语教室（3）活动内容：教研组成员分组进行教学设计，比赛内容为英语课堂活动设计。
比赛结束后，评委对参赛作品进行点评，优秀作品将获得奖励。
4. 教学反思与交流（1）活动时间：2021年3月22日（2）活动地点：初中部会议室（3）活动内容：教研组成员结合自身教学实际，进行教学反思，分享教学心得。
通过交流，相互学习，共同提高。
5. 教学资源分享（1）活动时间：2021年3月29日（2）活动地点：初中部英语教室（3）活动内容：教研组成员分享各自收集到的优质教学资源，包括课件、教案、视频等。
通过资源共享，提高教学效果。
五、活动成果1. 教师教学水平得到提高，教学手段更加丰富。
2. 教研组成员之间的交流与合作更加紧密，形成良好的教研氛围。
3. 学生英语学习兴趣得到激发，英语成绩有所提高。
4. 教研组整体教育教学质量得到提升。
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一次关于语篇教学研讨的英语教研活动【活动主题】聚焦课堂，提高学生的语篇阅读能力，培养学生综合技能一、活动背景语篇是小学生听说读写英语的好材料,是学生获取语言信息和综合运用语言的重要途径。
PEP教材进入高年级后语篇变长，容量变大，语篇中涉及一定量的生词、句型和文化背景知识。
心理学家格式塔曾言：“部分相加不等于整体，整体比部分的总和大，整体优于部分并决定部分的性质和意义。
”因此，外语教学中的语篇教学尤显重要。
我们进行语篇教学整体性研究能够促使我们深入改革英语教学，从根本上改变以往教学中过分注重语法和词汇知识的讲解和传授，却忽视对学生实际语言能力运用的培养的倾向。
语篇教学将是解决语言技能和阅读能力培养的最好途径，将是提高教学效率的行之有效的方法。
这次活动我们采用听课、评课、研讨等形式，希望通过充分发挥本组英语教师的集体智慧，总结一些提高学生语篇阅读能力的有效教学方法，用之于课堂，从而真正提高学生的英语语言综合运用能力。
二、本次教研活动准备过程1、上课准备指定执教老师要求：以“提高学生的语篇阅读能力，培养学生综合技能”为主题，提前两周通过集体备课形式完成教学设计，提前一周在其它班进行试讲，不断对教案进行完善。
2、组内其他教师任务准备：要求：围绕本次主题“提高学生的语篇阅读能力，培养学生综合技能”，针对各年级的特点，收集有关语篇教学的资料，并协助执教老师进行集体备课。
三、活动程序1）听课。
2）评课。
3）主题研讨。
四、教研活动过程时间： 2016年4月15日上午地点：英语教研组办公室内容：课堂语篇教学探索教研组长（主持人）：各位老师下午好！今天我们将利用两节课的时间进行教研会议，会议有两个议程：一、执教老师董老师介绍上课流程二、对董老师的课进行评课，大家都知道语篇教学是我们小学英语教学的重点又是难点，目前我们在这方面还没有形成系统化的特色教学。
今天我们利用这个机会一起努力探讨，争取有新的突破。
希望这次活动与以往一样：有针对性，有实效。
下面进行第一个议程：上课流程介绍：（PEP6 Unit2 My favorite seasons第一课时）Knowledge aims①To enable Ss to master four-skill words: spring, summer, fall, winter.②To enable Ss to learn and use the pattern: What’s your favourite season? Ilike summer.③To finish the task of let’s find out.Ability aims①To develop students’ abilities of listening and speaking.②To foster students’ abilities of communication and their innovation.③To train students’ abilities of working in groups.Emotion aimsTo train students’consciousness of good co-operation and proper competition.To excite students study motivation . Help them establish good study habit. To lead students to show their loveliness to the environmentKey points①To enable students to master four-skill words: spring, summer, fall, winter.②To enable students to learn and use the pattern “What’s your favourite season? I like summer in the real situation.③To develop students’ interest in English.Difficult points①To help students to master words: spring, summer, fall, winter.②To enable students to use the structure in daily life.③To finish the task by themselves.4) The pronunciation of spring.Teaching toolsPictures, the CAI , recorder ,tapeAnalysis of StudentsStudents of Grade 5 have been learned English for about two years. They are very active and brave. They want to show themselves thirstily. I design many various activities that close to students’life so as to help students solve the difficulties and importance. I also arrange individual work, pair work, group work for students to practise English. During this lesson, I’ll pay much attention to motivate the rich life experiences of the students and develop their positive attitude towards life.Teaching ProcedureStep 1热身/复习Warm- up/ RevisionActivity 1：Sing an English songWho is wearing yellow today?Activity 2：Free talk:What’s the weather like today?What are you wearing today?What’s your favourite color?The apple is red, what is red, too?Step 2 呈现Presentation1. Present the new words with the help of the CAI and the pictures.Activity1: 看图学“spring ，fall”由树叶颜色的转变-----绿变黄，让学生认识春秋外观的区别，进而掌握春秋的单词。
Activity2:看课件学展示学生的画，学习“summer, winter”summer, winter按照季节转换的规律和其象征性的颜色依次写出“spring（绿）, summer （红）, fall （黄）and winter（白）”3. Have students read the new words in different ways such as reading from low to high/reading by clapping hands /reading by standing quickly etc.4. 引导学生看板书，齐声歌唱。
Let students enjoy the chant.Spring, spring, spring is green.Fall, fall, fall is yellow.Winter, winter, winter is white.Summer, summer, summer is red.I like spring, I like fall.I like winter, I like summer.Step3操练PracticeActivity1: 霹雳手指Teacher asks and points to one card of the seasons, other students should answer it loudly. Then two students should find the card on Bb. and read it quickly(Group competition)What’s your favourite season?I like summer.Activity 2:分值游戏Have students choose one letter from the word season, then ask and answer it in pairs according to the picture on the screen(Group competition) Step4拓展Extension1．Have students describe the picture of spring and fall in English with the structure below:I can see… and I can do…Spring Fall2. Have students find the difference between winter and summer and saywith the structures below:•It’s ______in summer,but it’s _____in winter.•I can wear _______ in summer,and I can wear ______in winter.Summer WinterStep5作业Homework:1．Get students to finish “Let’s find out”2. Have students draw the pictures of four seasons and describe them in English.第二个议程：评课：本节课从教学内容出发，有效设计教学活动。
教材是教学之本，是教学设计的基础，新课程提倡跳出文本，并不是舍弃文本，跳出文本首先是基于文本，因此实施有效的英语课堂教学，首要的任务是钻研教材。