【正文】 九龍中學(xué)中學(xué)教導(dǎo)處、教科室。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)過程中產(chǎn)生了問題或形成了觀點(diǎn)，需要援助或分享而招集的集體備課活動(dòng)。（6）網(wǎng)上交流式。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。（4）集體與會(huì)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。對(duì)于一些理論性較強(qiáng)的問題，適宜采用這種形式。（6）布置和分配下一次的活動(dòng)任務(wù)。（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。討論時(shí)要以《課程標(biāo)準(zhǔn)》等為依據(jù)。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。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。集體備課的目標(biāo)：通過集體討論，實(shí)現(xiàn)“三個(gè)明確、三個(gè)統(tǒng)一、三個(gè)促進(jìn)”。時(shí)間過短會(huì)使內(nèi)容單薄，最后使集體備課混同于平時(shí)的交流。教學(xué)過程中，由簡(jiǎn)漸難，并且引用圖片，增強(qiáng)直觀性。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)生喜聞樂見的，因此，學(xué)生應(yīng)用目標(biāo)語言的積極性很高，在熟練目標(biāo)語言之后，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。同樣，語調(diào)的不同，重音的移動(dòng)，也體現(xiàn)了說話者不同的心理狀態(tài)。每篇課文的生詞、句型和文章都是朗讀的好材料。初一英語集體備課記錄 第二次中心議題：學(xué)科專題研究如何撰寫教學(xué)案例初一英語集體備課 教案新目標(biāo)英語七年級(jí)下冊(cè)教案 Unit 4 I want to be an 6Period 5Teaching aims: vocabulary languages:Is it a busy job?Yes, it it a job in a hospital?No, it isn’ the students to write the newspaper want the students to write the newspaper want procedures:Step (3a)Call attention to the three newspaper ads and read these ads to the blank each time you e to a blank read each ad again separately, pausing to allow students to ask questions about anything they don’t example, in the first ad, students may not know that working late means “working at night.” To work hard means to use a lot of energy to do the is also acceptable to say, “Do you like to work in the evening and at the weekends?” However, the phrasing, “Do you like to work evening and weekends?” is less formal and equally students to fill in the blanks in the ads using the words actor, reporter, and the (3b)Call attention to the newspaper ad and ask a student to read it, saying blank for each blank students to fill in the blanks using words from this , Look at the pictures next to each blank pictures will help you guess the correct that they look at the names of jobs and the words 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 wh