【正文】 s that describe jobs and the words that describe jobs in the first part of Section the (3c)Point out the blank strip of newspaper where students can write their own one or two are you going to write about? Repeat each of the students’ sentences and ask the class to repeat the sentences after example: Do you want an interesting but dangerous job? Do you want to meet new people? We need a the Smithtown Police Station at students to read their ads to a the pairs to correct each other’s work(4)Ask two students to read the conversation in the speech any questions students may have about say, Now please work in questions to find out what jobs each person wrote can use sentences like the ones we just students ask questions, move from group to any inplete or incorrect rephrase any inaccurate Ask the students to practice writing want 6Teaching aims: vocabulary the students to write about different jobs and jobs they want to the students to write about different jobs and jobs they want to procedures:Step upCheck the show some job pictures to the : We learned to talk about jobs people want in the last I asked you to write a want you finish it?Who’d like to share your work?Step word check(1)Ask students to check all the words they may wish to have students circle any words that they don’t students to find out the meanings of any words they don’t can do this by reviewing the unit, asking you, asking their classmates, or using a learner’s dictionary or bilingual (2)After students have recorded their new words, ask them to share their lists with other can be done with the whole class or informally, in pairs or small (3a)Draw students’ attention to the advertisement and the table that they understand what an “international school” is, and why people who work at such a school might need to know different out the jobs that they are looking for at the school, , music teacher and check that students understand the meaning of the word “skills”.Students fill in the (3b)Point out the a student read it out loud for the rest of the class(or read it out yourself).Draw attention to the use of the verb “speak” to describe the languages the person knows, and “can(do)” to talk about the skills that he or she the students to imagine that they want to do one of the jobs in don’t have to use real information about themselvesthey can imagine that they have the skills(and languages)needed to do one of the them that they have to show why they are good for the students to write letters like the example letter, showing why they are good for the jobs in for funAsk students to read the cartoon to , What is surprising about this cartoon? When you say “actor,” do you think of a person or an animal?Homework the students to summarize what they have learned in this the students to write an article about one of their ：注重語(yǔ)感教學(xué)。加強(qiáng)聽說(shuō)訓(xùn)練，努力做到視、聽、說(shuō)同步，培養(yǎng)語(yǔ)學(xué)習(xí)興趣。每篇課文的生詞、句型和文章都是朗讀的好材料。要注意創(chuàng)造情景，讓學(xué)生懂得不同句子的重音有不同的語(yǔ)感，顯示不同的語(yǔ)言心理。同樣，語(yǔ)調(diào)的不同，重音的移動(dòng)，也體現(xiàn)了說(shuō)話者不同的心理狀態(tài)。經(jīng)過(guò)訓(xùn)練，學(xué)生在以后朗讀中也就注意了正確使用語(yǔ)音、語(yǔ)調(diào)和重讀、弱讀及升調(diào)，朗讀也會(huì)繪聲繪色，津津有味了，課堂上學(xué)生們興趣盎然，學(xué)習(xí)積極性也大大提高了。發(fā)言人:董躍珠本節(jié)課的設(shè)計(jì)比較適合初一學(xué)生的心理特征，從他們最喜歡、最感興趣的話題入手，“談?wù)摳鞣N影片、對(duì)各種電影的喜好”等，如此話題都是學(xué)生喜聞樂(lè)見的，因此，學(xué)生應(yīng)用目標(biāo)語(yǔ)言的積極性很高，在熟練目標(biāo)語(yǔ)言之后，進(jìn)行一定的筆頭練習(xí)，講筆頭練習(xí)和口頭練習(xí)相結(jié)合，對(duì)學(xué)生基礎(chǔ)知識(shí)的鞏固起到一定的加強(qiáng)作用。發(fā)言人: 朱靜飛本堂課的設(shè)計(jì)思路很清晰，目標(biāo)明確，注重對(duì)學(xué)生聽說(shuō)寫三方面的訓(xùn)練，課堂導(dǎo)入環(huán)節(jié)設(shè)計(jì)巧妙，從學(xué)生感興趣的東西入手，激發(fā)學(xué)生的學(xué)習(xí)興趣，一下子就能抓住學(xué)生的注意力：由學(xué)生說(shuō)影片名到將影片歸類（課標(biāo)所要求教授的知識(shí)點(diǎn)），再到談?wù)搶W(xué)生對(duì)各種電影的好惡、對(duì)話練習(xí)，都是一些學(xué)生感興趣的活動(dòng)。教學(xué)過(guò)程中，由簡(jiǎn)漸難，并且引用圖片，增強(qiáng)直觀性。第五篇：備課組如何有效地開展集體備課活動(dòng)備課組如何有效地開展集體備課活動(dòng)?鄰水九龍中學(xué)次數(shù)和時(shí)間：各備課組至少每周集中一次備課活動(dòng)，每次集體備課時(shí)間不少于40分鐘。時(shí)間過(guò)短會(huì)使內(nèi)容單薄，最后使集體備課混同于平時(shí)的交流。集體備課活動(dòng)需要備課組認(rèn)真策劃組織。集體備課的目標(biāo)：通過(guò)集體討論，實(shí)現(xiàn)“三個(gè)明確、三個(gè)統(tǒng)一、三個(gè)促進(jìn)”。三個(gè)明確：明確單元教學(xué)的目標(biāo)和要求以及其在學(xué)期、學(xué)科教學(xué)目標(biāo)和要求中的地位和意義；明確單元知識(shí)體系以及其在學(xué)期、學(xué)科教學(xué)知識(shí)體系中位置和關(guān)系；明確本單元中考要求及其在考試要求中的位置。三個(gè)統(tǒng)一：統(tǒng)一單元教學(xué)要求，教學(xué)要求在集體備課中形成共識(shí)；統(tǒng)一教學(xué)進(jìn)度；統(tǒng)一單元測(cè)試。三個(gè)促進(jìn)：促進(jìn)團(tuán)結(jié)協(xié)作的形成；促進(jìn)各成員、尤其是青年教師業(yè)務(wù)素質(zhì)的提升；促進(jìn)教學(xué)質(zhì)量的整體提高。活動(dòng)內(nèi)容：（1）對(duì)照教學(xué)計(jì)劃，檢查當(dāng)前教學(xué)進(jìn)度的執(zhí)行情況。（2）討論、明確本單元的教學(xué)目的和要求。討論時(shí)要以《課程標(biāo)準(zhǔn)》等為依據(jù)。（3）研究本單元的教學(xué)重點(diǎn)、難點(diǎn)、疑點(diǎn)及其處理辦法。（4）探討單元檢測(cè)的命題內(nèi)容、方式和人員，安排統(tǒng)一測(cè)試的時(shí)間。（5）檢查總結(jié)前一階段的教學(xué)情況，探討教學(xué)中的問(wèn)題并制訂相應(yīng)的改進(jìn)措施。（6）布置和分配下一次的活動(dòng)任務(wù)?；顒?dòng)方式：（1）事先形成初步教案，然后采取“一人主講、集體討論”式。對(duì)于一些理論性較強(qiáng)的問(wèn)題，適宜采用這種形式。（2）“群體發(fā)言、集思廣益”式。這種方式有利于每一位組員認(rèn)識(shí)的提高，但需要有一個(gè)明確的主題或話題。（3）沙龍式。不定主題，不定話題，大家自由發(fā)言，以求各種觀點(diǎn)互相碰撞，彼此啟發(fā)。這種形式需要每一位組員都帶著觀點(diǎn)來(lái)，事先每一位組員應(yīng)做好準(zhǔn)備，沙龍活動(dòng)沒(méi)有旁聽。（4）集體與會(huì)式。一些更高一級(jí)的相對(duì)大型的研討會(huì)，備課組在時(shí)間等條件允許的情況下集體參加。這種形式最好有后續(xù)活動(dòng)，比如收獲的交流工作經(jīng)驗(yàn)等。（5）聽課評(píng)課式。（6）網(wǎng)上交流式。從活動(dòng)啟動(dòng)角度看，可以有規(guī)定活動(dòng)式、生成活動(dòng)式。規(guī)定活動(dòng)式就是根據(jù)備課組的教學(xué)需要確定的備課組集體活動(dòng)；生成活動(dòng)式就是教師在教學(xué)過(guò)程中產(chǎn)生了問(wèn)題或形成了觀點(diǎn)，需要援助或分享而招集的集體備課活動(dòng)。以上是備課組集體備課活動(dòng)的導(dǎo)向性意見，各備課組應(yīng)根據(jù)本組的實(shí)際情況開展活動(dòng)。九龍中學(xué)中學(xué)教導(dǎo)處、教科室