(完整版)英语集体备课记录
英语教研备课活动记录(3篇)
第1篇Date: [Insert Date]Location: [Insert Location]Participants: [List of Participants]Facilitator: [Name of Facilitator]Objective: To enhance teaching strategies, explore new resources, and discuss student learning outcomes in English language education.---I. IntroductionThe English教研备课活动于[Insert Date]在[Insert Location]举行，旨在提升教师的教学水平，探讨新的教学资源，并共同分析学生的英语学习成果。
本次活动由[Name of Facilitator]主持，共有[Number of Participants]名教师参与。
II. Opening Remarks[Name of Facilitator] began the session with a brief introduction to the objectives of the activity. He emphasized the importance of continuous professional development in the field of English language education and highlighted the need for collaborative efforts among teachers to improve student learning outcomes.III. Teaching Strategies and TechniquesA. Group Discussion on Current Teaching MethodsThe participants engaged in a lively group discussion about the teaching methods they currently employ. Each group shared their experiences and challenges, followed by a feedback session where suggestions were made for improvement.- Group 1: The group discussed the use of technology in the classroom. They highlighted the benefits of incorporating multimedia resources and interactive learning platforms but also acknowledged the challenges of ensuring that all students have access to these tools.- Group 2: This group focused on the importance of student-centered learning. They emphasized the need for creating a supportive and engaging classroom environment that encourages active participation and collaboration among students.- Group 3: The third group shared their experiences with project-based learning. They discussed how this approach helps students to develop critical thinking and problem-solving skills while applying their English language knowledge in real-world contexts.B. Workshops on New TechniquesFollowing the group discussion, a series of workshops were conducted to introduce new teaching techniques and strategies.- Workshop 1: "Flipped Classroom Approach" – This workshop provided participants with an overview of the flipped classroom model and demonstrated how it can be effectively implemented in English language classes.- Workshop 2: "Game-Based Learning" – Participants learned about the benefits of incorporating educational games into their teaching, which can enhance student motivation and engagement.- Workshop 3: "Collaborative Learning" – This workshop focused on the importance of group work and discussed various techniques forfacilitating successful collaboration in the classroom.IV. Resource SharingThe participants shared their favorite resources and materials that have been successful in their classrooms.- Resource 1: "TES Teach" – A website offering a wide range of lesson plans, activities, and resources for English language teachers.- Resource 2: "BBC Learning English" – A platform providing news, vocabulary, grammar, and pronunciation resources for English learners.- Resource 3: "Padlet" – A digital canvas where teachers can create interactive walls for students to share ideas, collaborate, and express their learning.V. Student Learning OutcomesThe group discussed the importance of assessing student learning outcomes and shared their experiences with different assessment methods.- Assessment 1: "Formative Assessments" – Participants sharedstrategies for using formative assessments to monitor student progress and provide timely feedback.- Assessment 2: "Summative Assessments" – The group discussed the importance of summative assessments in evaluating student achievement at the end of a unit or course.- Assessment 3: "Portfolios" – Participants explored the use of portfolios as a way to track student growth over time and provide a comprehensive view of their abilities.VI. Feedback and ReflectionThe participants provided feedback on the activity, highlighting its value and suggesting areas for improvement.- Feedback 1: "The workshops were very informative and practical. I look forward to trying out the flipped classroom approach in my next lesson."- Feedback 2: "It was great to see so many resources being shared. I'm excited to try out some of these new tools in my classroom."- Feedback 3: "The group discussions were very beneficial. I feel more confident in my teaching methods and strategies now."VII. Conclusion[Name of Facilitator] concluded the session by summarizing the key points discussed during the activity. He encouraged the participants to continue sharing their experiences and resources with each other and to apply the new strategies and techniques in their classrooms.VIII. Next StepsThe participants agreed to the following next steps:- Step 1: Implement the new teaching techniques and strategies in their classrooms and share their experiences with the group.- Step 2: Set up a regular schedule for follow-up meetings to discuss progress and challenges.- Step 3: Create a shared digital platform where resources and materials can be accessed and shared by all participants.---This English教研备课活动 provided a valuable opportunity for teachersto enhance their professional development and share their expertise. By exploring new teaching methods, resources, and assessment strategies, the participants are better equipped to support their students in achieving their learning goals.第2篇Date: [Insert Date]Time: [Insert Time]Location: [Insert Location]Participants: [Insert Names of Participants]Facilitator: [Insert Name of Facilitator]Objective: To enhance teaching strategies and improve English language proficiency through collaborative research and preparation.---I. IntroductionThe English教研备课活动 today was convened to discuss and develop innovative teaching methods and materials that can be implemented in our classrooms. The primary goal was to ensure that our students are notonly proficient in the English language but also develop a deep appreciation for its cultural nuances and literary values.II. Agenda1. Review of Previous Lesson Outcomes2. Discussion on Current Challenges in Teaching English3. Introduction of New Teaching Strategies4. Collaborative Lesson Planning5. Resource Sharing6. Feedback and Reflection---III. Review of Previous Lesson OutcomesThe facilitator began the session by reviewing the outcomes of the previous lesson. Participants shared their observations and feedback, highlighting both the successes and areas for improvement. Key points included:- Successes: The students demonstrated a good understanding of the vocabulary and grammar topics covered.- Areas for Improvement: The engagement of some students was low, and the activities needed to be more interactive.---IV. Discussion on Current Challenges in Teaching EnglishParticipants engaged in a lively discussion about the challenges they face in teaching English. The following points were raised:- Diverse Learning Styles: Students have different learning styles, making it difficult to cater to all.- Limited Resources: Many schools lack the necessary resources to support effective English teaching.- Cultural Barriers: Some students struggle with understanding the cultural context of English literature.---V. Introduction of New Teaching StrategiesThe facilitator introduced several new teaching strategies that could be implemented in the classroom:- Flipped Classroom: Assigning videos or readings for students to watch or read at home, allowing classroom time for discussions and activities.- Project-Based Learning: Assigning projects that require students to apply English in real-world contexts.- Gamification: Incorporating games and competitions to make learning more engaging.---VI. Collaborative Lesson PlanningParticipants were divided into small groups to plan a lesson using the new teaching strategies. Each group was tasked with:- Choosing a topic relevant to the current curriculum.- Developing a lesson plan that incorporates the new strategies.- Preparing resources and materials for the lesson.Group 1:- Topic: The Impact of Technology on Modern Life- Teaching Strategy: Flipped Classroom- Lesson Plan: Students will watch a video on the impact of technology at home. In class, they will discuss the video and create a presentation on how technology has changed their lives.Group 2:- Topic: Famous English Poets- Teaching Strategy: Project-Based Learning- Lesson Plan: Students will research a famous English poet and create a multimedia presentation on their life and work. They will also write a poem inspired by the poet they studied.Group 3:- Topic: English Grammar: Present Tense- Teaching Strategy: Gamification- Lesson Plan: Students will participate in a grammar game where they compete to correctly answer questions about the present tense. The winning team will receive a small prize.---VII. Resource SharingParticipants shared resources they had found useful in their teaching, including:- Online platforms for interactive learning (e.g., Kahoot!, Quizizz)- Websites with free English language learning materials (e.g., BBC Learning English, English Central)- Books and articles on teaching English as a second language---VIII. Feedback and ReflectionThe session concluded with a round of feedback and reflection. Participants expressed their gratitude for the opportunity tocollaborate and shared their excitement about implementing the new strategies in their classrooms. The facilitator emphasized the importance of ongoing reflection and adaptation to ensure continuous improvement in teaching practices.---IX. ConclusionThe English教研备课活动 was a productive and insightful session that provided participants with new ideas and strategies for teaching English. The collaborative nature of the event fostered a sense of community and support among the participants, ensuring that they were well-equipped to face the challenges of teaching English in the upcoming academic year.---End of Record第3篇Date: [Insert Date]Location: [Insert Venue]Participants: [List of Participants]Facilitator: [Name of Facilitator]Objective: To enhance the quality of English language teaching through collaborative planning and research.---I. IntroductionThe English教研备课活动于[Insert Date]在[Insert Venue]举行，旨在通过集体备课和教学研究，提升英语教师的教学水平，优化教学策略，激发学生的学习兴趣。
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。
初二英语组集体备课活动全纪录
初二英语组集体备课活动全纪录为了提高教学质量，提高教师的教学水平，我们初二英语组于2022年10月15日在备课室进行了集体备课活动。
此次活动主要围绕人教版新目标英语八年级上册Unit 7 How do you make your porridge?进行。
以下是本次活动的全纪录。
活动时间2022年10月15日上午9:00 - 11:30活动地点备课室参与人员1. 张老师2. 李老师3. 王老师4. 赵老师5. 刘老师活动内容1. 教学目标分析1.1 知识目标- 能听懂、会说、会读本课的生词和短语。
- 能正确运用情态动词can描述能力。
- 能运用所学知识进行简单的日常交流。
1.2 能力目标- 培养学生的听力、口语和阅读能力。
- 培养学生运用英语进行表达和交流的能力。
1.3 情感目标- 培养学生对英语学习的兴趣。
- 培养学生团结协作、积极参与的精神。
2. 教学内容分析2.1 教材内容- 课文：How do you make your porridge? - 生词：stir, slowly, bring to a boil等。
- 短语：make porridge, add...to...等。
2.2 重难点分析- 情态动词can的用法。
- 祈使句的构成及用法。
- 描述做某事的句子结构。
3. 教学方法及策略3.1 教学方法- 情境教学法- 任务型教学法- 交际法3.2 教学策略- 利用多媒体课件，激发学生兴趣。
- 分组讨论，增强学生合作意识。
- 课堂实践，提高学生实际应用能力。
4. 教学步骤4.1 导入- 利用图片引导学生谈论食物。
4.2 新课呈现- 播放课文音频，让学生跟读。
- 讲解生词和短语。
4.3 课堂活动- 分组讨论：如何做粥。
- 学生展示：各组分享讨论成果。
4.4 巩固练习- 完成课本练习题。
- 进行听力练习。
4.5 课堂小结- 总结本节课所学内容。
- 强调情态动词can的用法。
5. 作业布置- 抄写生词和短语。
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。
高中英语备课组活动记录
高中英语备课组活动记录本文记录了高中英语备课组在一次活动中的讨论和交流内容，旨在提高教学质量和学生的英语水平。
下面是本店铺为大家精心编写的5篇《高中英语备课组活动记录》，供大家借鉴与参考，希望对大家有所帮助。
《高中英语备课组活动记录》篇1在 2023 年 2 月 19 日，高中英语备课组进行了一次活动，旨在交流教学经验和讨论如何提高学生的英语水平。
以下是本次活动的记录:1. 讨论教学方法备课组首先讨论了不同的教学方法，分享了各自的经验和观点。
其中，有一位老师提出了“任务型教学法”,即让学生通过完成一系列任务来学习英语。
这种方法能够提高学生的主动性和积极性，让学生更加投入到学习中。
其他老师也提出了自己的看法和建议，大家共同探讨如何将这种方法运用到实际教学中。
2. 讨论教材备课组接着讨论了教材的使用问题。
老师们提出了自己在使用教材时遇到的问题和困惑，比如教材内容与学生实际水平不符、教材难度过大等等。
大家共同探讨了如何更好地使用教材，如何根据学生的实际情况进行教学，让学生更好地掌握英语知识。
3. 讨论学生英语水平提高的方法备课组还讨论了如何提高学生的英语水平。
老师们提出了各种方法，比如加强听力训练、增加阅读量、提高口语表达能力等等。
大家还讨论了如何激发学生的学习兴趣和积极性，比如通过开展英语角、组织英语演讲比赛等方式来提高学生的英语水平。
4. 总结本次活动在热烈的讨论和交流中结束了。
备课组老师们通过交流和探讨，互相学习和借鉴，收获了很多教学方法和策略。
大家一致认为，这样的活动对于提高教学质量和学生的英语水平非常有益，应该定期开展。
《高中英语备课组活动记录》篇2以下是一份高中英语备课组活动记录，记录了备课组成员在集体备课活动中的讨论和决策过程。
时间：2021 年 11 月 24 日地点：学校会议室主题：高中英语集体备课活动参会人员：备课组组长：XXX备课组成员：XXX, XXX, XXX, XXX活动流程：1. 备课组组长介绍了本次集体备课活动的主题和目的，并提醒大家要认真对待备课活动，积极参与讨论和交流。
(完整版)小学英语集体备课活动记录
英语集体备课活动记录表2018—2019学年度第一学期第次时间2018年11月日第周星期地点年级年级科目英语备课组长主备课人参加人员三年级组英语教师备课主题Unit 5 How are you?教学设计教学目标：1.能学会使用问候语How are you?及其四种应答语。
2.学唱歌曲“Hello! How are you?”3.通过课堂活动培养学生主动参与、团结合作的意识，培养学生学习英语的兴趣。
教学重点、难点：能学会使用问候语How are you?及其四种应答语。
教具准备：录音机、人物图片、小黑板、词条。
教学过程：Step1. Warm up1. Free talk.T(出示图片)ook. Who is the girl? (Nancy)T(把图片给一生):Now, you are Nancy. Hi, Nancy.T: Who wants to say “Hi” to Nancy?2. Sing a song.T(贴出图片): Now, let’s sing “Hi” to Nancy. OK?Step2. Presentation & practice1. T贴出图片Mike)One day, Nancy and Mike are meeting. What is Mikesaying? Listen.播放两遍录音。
T: Who can tell me? (出示：How are you? ) 领读句子。
T：Mike says “How are you?” What is Nancy saying? Listen.播放两遍录音。
指名说听到的句子。
(出示：Fine, thank you. )领读句子。
看板书，听老师说chant。
跟老师说chant。
齐说。
2. T：Now, let’s play a train game.T教师示范游戏规则)The first row please stand up and turn round. Thensay “How are you?” one by one.师生问答。
初二英语组集体备课行动记录
初二英语组集体备课行动记录时间
2023年4月10日，星期一，上午9:00-11:00
地点
学校会议室
参与人员
- 张老师
- 李老师
- 王老师
- 赵老师
- 刘老师
备课内容
第一部分：课程回顾与分析
1. 张老师带领大家回顾了上一周的课堂教学情况，包括学生的学习状况、存在的问题以及教学效果。
2. 李老师分享了她在课堂上的教学经验和教学方法，特别是如何激发学生的学习兴趣和积极性。
第二部分：课程规划与设计
1. 王老师提出了本周的教学计划，包括课题、教学目标、教学内容、教学方法和教学评价等方面。
2. 赵老师针对教学计划提出了自己的建议，特别是在教学方法和教学评价方面。
3. 刘老师分享了她在教学中的优秀实践，特别是如何有效地进行小组合作和课堂讨论。
第三部分：教学资源与工具
1. 大家共同探讨了如何利用现有的教学资源和工具，如多媒体课件、教学网站等，以提高教学效果。
2. 确定了本周的教学资源需求，并分配了相应的任务。
第四部分：教学评价与反馈
1. 讨论了如何进行有效的教学评价，包括学生学习成绩的评定和教学效果的评估。
2. 确定了本周的教学评价任务，并分配了相应的责任。
总结
本次集体备课活动取得了圆满成功，大家积极分享教学经验和教学方法，共同制定了本周的教学计划和教学评价任务。
通过本次活动，初二英语组的教师们展示了团队合作的精神和专业素养，为提高教学质量和学生的学习效果做出了积极贡献。
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。
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学生
教学目标： 语言学习的最终目的是运用。因此本节课的目标是： 1、 语言知识目标：了解定语从句的结构，掌握关系词的用法。 2、 语言技能目标：能够在听、说、读、写的各种语言综合实践活动中熟练运用定语从句。 3、 情感态度目标：在学习中培养合作精神。 4、 学习策略目标：学会总结语言材料的规律并加以运用。
1. This is the factory
I visited last summer.
2. I ’ll never forget the day
I spent in the village.
3. The teacher was surprised at the reason
he explained for being late.
Step III Fill in the blanks as fast as you can. 为下一步的对比、分析、总结给出材料。 ）
（立即复现定语从句，让学生再次体验，并
1. Mr. Smith,
teachers us computer, is one of the best teachers
Assignments ： （课后练习是学生课堂学习的延伸和巩固。 ） Writing: Write down the sentences you ’ve just talked about to form a short passage, whose topic is: My school.
students. （ who, that）
are loved by
Step IV Comparison, Analysis and Conclusion. 体现了自主性和探究性学习原则。 ）
先行词
主语
宾语
（让学生自己总结，给出部分必要提示。源自定语表语人
who, that
whom, that whose
体现自主探究
Step V Open Exercises （任务型学习。由机械训练到意义训练。话题符合学生的年龄特 征，学生熟悉，有话可说。成果展示有口头，有文字。 ） A task: Suppose you are receptionists, introduce our school to the guests coming to the conference today, using attributive clause. 1. Pair work: The teacher shows some pictures of our school, asking the students to make sentences using attributive clauses. 2. Group Work: One group are invited to the platform to show their outcome. 3. The students show their outcome.
英语备课记录
设计教师： 说课时间： 课题名称： Consolidation of the Relative Words 授课时间： 45 分钟
学生现状分析： 定语从句一直是学生学习的难点， 特别是关系词的掌握和运用。 经过前期的系统学习， 们已经掌握了定语从句的概貌和规律，但是在关系词的运用方面仍然存在较多的问题。
What are they? 2. A gentle girl, whose pictures and handwritings are popular among us, is sitting beside a boy
who is wearing glasses. Who is she? 3. They are boards where we can write with chalk. While it is clean, it is black; but while it is
that
物
which, that
which, that of which, whose that
先行词
表示地点的名词 表示时间的名词 reason
在从句中充当
地点状语 时间状语 原因状语
关系副词 where when why
Fill in the blacks: 的原则。）
（对难点进行特别提醒， 通过例题对比让学生发现规律。
教学重点： 关系词的正确选择。
教学难点： 表示地点、时间、原因的先行词在从句中充当主语和宾语时关系词的选择。
教学模式： 集中呈现 ----对比分析、专项梳理 ----巩固运用。
Teaching Procedures: Step I Presentation Guessing game: （以学生熟悉的话题导入，既可引起兴趣又集中呈现定语从句及关系词。 以抢答形式激发学生参与的兴趣。 ） 1. They ’re something flat that we can write words on. They are yellows ones that have four legs.
dirty, it is white. What is it?
Step II Brief analysis to the structure of the attributive clause. Pay special attention to the antecedents and the relatives words. （简单分析句子结构，重点在于先行词和关系词。让 学生形成清晰的概念。 ）
Group 1:
1. This is the factory
I used to work.
2. I’ll never forget the day
I joined the Party.
3. Can you tell me the reason
you were late yesterday?
Group 2: