<h3><b> 為了進一步貫徹落實英語課程標準，優(yōu)化課堂教學，提高教學效率和年輕教師的業(yè)務水平，10月12日上午開始，由學校組織開展"青年教師成長研磨課"，本校全部英語教師參加了此次活動。</b></h3> <h3><b> In order to further implement the English curriculum standards, optimize classroom teaching, improve teaching efficiency and the professional level of young teachers, starting from the morning of October 12th, "young teachers' growth grinding course" was organized by the school". All English teachers participated in this activity.</b></h3> <h3><b> 10月12日上午第一節(jié)由翁小莉老師上的外研版（三年級起）四年級Module 5 《Unit 1 Can you run fast?》的第一課時。在這節(jié)課中，翁老師通過復習之前所學的運動詞匯引入新的知識，并引導學生學會運用can來詢問別人的能力問題，表達自己會或者不會做的事情。接著從生活實際出發(fā)，讓學生能夠區(qū)分，理解詞組 run fast，jump high ，jump far， ride fast 并運用于Can you 的句型。通過多種讀書的形式進行教學單詞，讓學生在游戲中學習新單詞。通過小組對話演練進行課后拓展，并讓學生學會使用Can you 的句型。</b></h3><h3><b> 在上課過程中，翁老師發(fā)現(xiàn)學生的學習興致不高，課堂氣氛不活躍，所以就經(jīng)常性提問，并引入游戲調(diào)動學生的積極性。翁老師對待教學認真負責，條理清晰，對待學生嚴格要求，能夠鼓勵學生踴躍發(fā)言，使課堂氣氛比較活躍。</b></h3><h3><b> </b></h3> <h3><b> In the first section of the morning of October 12th, the first class of Module 5, "Unit 1 Can you fast run", was written by Professor Weng Xiaoli on grade four (grade three). In this class, Mr. Weng introduced new knowledge by reviewing the vocabulary he had learned before, and guided students to learn to use can to ask questions about other people's abilities and express what they would or would not do. Then, starting from the reality of life, let students distinguish and understand the phrases run fast, jump high, jump far, ride fast and sentence patterns used in Can you. Through a variety of reading forms of teaching words, let students learn new words in the game. Through the group dialogue drill after class expansion, and let students learn to use Can you sentence pattern. </b></h3><h3><b> In the course of teaching, Weng found that students' interest in learning is not high, the classroom atmosphere is not active, so regular questioning, and the introduction of games to mobilize the enthusiasm of students. Weng teacher is responsible for teaching, clear, strict demands on students, can encourage students to speak actively, so that the classroom atmosphere is more active.</b></h3> <h3><b> 10月12日下午第一節(jié)，由李紅珠老師展示了一節(jié)五年級上冊Module3 Unit 1 Where did you go？的新授課。李老師以Trip為主題組織教學活動，巧妙地使用多媒體課件開展教學活動，激發(fā)學生的學習興趣。讓學生在快樂的氣氛中學習新知，寓教于樂在此得到充分的體現(xiàn)。李老師精心設(shè)計的教學活動，循序漸進，層層深入，引領(lǐng)學生在40分鐘有限的課堂時間里，思維得到無限飛翔，快樂地暢游學習英語?？平M的其他老師專習旁聽，靜靜地融入本課堂，感受此課時快樂的學習氣氛。</b></h3> <h3><b> The afternoon of October 12th, by Li Hongzhu teacher shows a section of the fifth grade I Module3 Unit 1 Where did you go? New teaching. Li takes Trip as the theme to organize teaching activities, skillfully uses multimedia courseware to carry out teaching activities, and stimulates students' interest in learning. Let students learn new knowledge in the happy atmosphere, edutainment fully reflected in this. Teacher Li's well-designed teaching activities, step by step, depth, lead students in 40 minutes limited classroom time, thinking unlimited flying, happy to swim to learn english. The other teachers in the study group attend the lecture quietly and integrate into the classroom quietly, and feel the happy learning atmosphere of the class.</b></h3> <h3><b> 10月13日上午第一節(jié)，由青年教師冼慧敏老師執(zhí)教的三年級上冊Module4 Unit 1 It 's red！</b></h3><h3><b> 課上，冼老師教態(tài)親切自然，緊抓學習重難點設(shè)計教學，設(shè)計符合學生的活動，課堂活躍有實效，因此學生們配合度高，積極性強，課堂氣氛活躍。在冼老師由淺入深地帶領(lǐng)下，學生們很好的完成了教學任務。</b></h3> <h3><b> The morning of October 13th, the first day, young teacher taught by teacher Xian Huimin the third grade I Module4 Unit 1 It's red! In class, Xian teacher teach kindness and nature, grasp the importance of learning, design teaching, design in line with students' activities, classroom active and effective, so students with high degree of cooperation, enthusiasm, active classroom atmosphere. Under the guidance of Xian teacher, the students completed the teaching task well.</b></h3> <h3><b> 這樣的教研活動是一次智慧的碰撞，是教師們互相交流學習的平臺。</b></h3><h3><b> 這樣的教研活動還樹立了高效課堂的典范，讓全體英語教師明確了高效課堂的模式，為后教學注入了新的動力。</b></h3> <h3><b> This kind of teaching and research activities is a collision of wisdom, but also provides a platform for teachers to exchange learning. </b></h3><h3><b> Such teaching and research activities also set up a model of efficient classroom, so that all English teachers clear the efficient classroom model, for the post teaching injected new impetus.</b></h3>