英语组集体备课记录

英语组集体备课记录

英语组八年级集体备课活动记录表

时间/地点： 主讲人： 主讲内容： 英语教研组组长 Unit 6 How long have you been collecting shell? 一个单元四课时 1. Words and expressions in this unit. 一周教学进度： 一周教学目标： 2.现在完成进行时的用法。 3.Patterns: How long have you been doing sth.? I have been doing sth. since …. I have been doing sth. for … (period of time). 4.谈论人们做某事持续多长时间。 5.谈论人们的业余爱好。 6．谈论人们收藏某物多长时间。 教学重难点: 突破方法: 2. 用生动的课件调动学生的感官进行听说读写的训练。在教学过程中创造一种开放的，和谐的，积极互动的语言氛围，把课堂变成有声有色的舞台，让学生在乐中学。通过连贯的听说读写，游戏，竞赛等，培养学生的交际能力，发展他们的思维能力。 抄写本单元单词、词组并掌握和运用他们。 基本作业: 完成课后练习《学法大视野》。 背诵语法要点和短文。 英语学习辅导报 1. Words and expression in this unit. 2. 现在完成进行时的用法以及与现在进行时和过去进行时的区别。 1.通过学生的生活实例来调动他们的学习积极性，用比较的方法来区分相关几种时态的用法。 测验: 组内成员 补充意见: 冯兴华： 我们必须先让学生复习并理解现在进行时和现在完成时的用法和区别，再结合我们生活中的实例进行讲解现在完成进行时的用法。 何丽霞：在学习中要让学生养成学以致用、举一反三、主动自学的良好学习习惯。 葛粒粒：在课堂中要充分调动学生的学习积极性，多鼓励学生自己动脑动口，将所学语言要点结合到对话练习中去。 让学生了解本单元语言要点的用法并结合学生生活中的实例进行讲解更生动形象。重点强调现在完成进行时和现在完成时的用法和区别。 刘丽萍：培养学生观察力，想象力，记忆力以及思维能力。用生动的课件调动学生的感官进行听说读写的训练。在教学过程中创造一种开放的，和谐的，积极互动的语言氛围，把课堂变成有声有色的舞台，让学生在乐中学。通过连贯的听说读写，游戏，竞赛等，培养学生的交际能力，发展他们的思维能力。 本组各位教师能就此机会互相交流教学经验和教学方法，取长补短，共同提高。 用生动的课件调动学生的感官进行听说读写的训练。结合学生生活中的实例进行讲解更生动形象。 本次备课 活动的亮点: Unit 6 How long have you been collecting shell?

Teaching goals:

1. Words and expressions in this unit. 2.现在完成进行时的用法。

3.Patterns: How long have you been doing sth.? I have been doing sth. since ….

I have been doing sth. for … (period of time). 4.谈论人们做某事持续多长时间。 5.谈论人们的业余爱好。 6．谈论人们收藏某物多长时间。 Important and difficult points: 1. Words and expression in this unit.

2. 现在完成进行时的用法以及与现在进行时和过去进行时的区别。

Teaching aids:

teaching cards, pictures, a tape recorder.

Period 1

Teaching procedures: Step 1 Leading in

Ask one of the students the question: Liu Ziyang, when did you study English? Help the student answer: I studied English in 2003.Say,in this unit we’re going to talk about how long we’ve been doing things .Then ask :Liu Ziyang, how long have you been studying English ?Help him to answer : I have been studying English since 2003./I have been studying English for two years .Get Ss to repeat . Repeat the activity with other students. Step 2 Pre-task SB Page 44, 1a.

1. Ask a student to read the three questions, and answer the questions as example like this: I started class at 9:00 .I slept for ten hours. I have been skating for five hours/ I have been skating since five years ago. 2. Have Ss work in groups of four.

3. Ask the class each question and call on several different students to answer. Step 3 While-task SB Page 44, 1b.

1. Play the recording and get Ss to fill in the chart. 2. Correct the answers.

SB Page 44, 1c .In pairs, get the students to ask and answer. Then ask some pairs to say their conversations to the class. SB Page 45, 2a & 2b.

1. Read the instructions and have Ss know what to do. 2. Play the recording .Ss write down their answers. 3. Correct the answers. Step 4 Post-task SB Page 45, 2c.

1. Read the example in sample dialogue in activity 2c.

2. In pairs, role play the interview between Alison and the reporter. 3. Ask two pairs to say their conversations to the class. Step 5 Grammar Focus SB Page 45, grammar focus. 1. Review the grammar box.

2. Explain that in these sentences “since” comes before a date and “for” before a period of time.

3. Ask What is the difference between “How long did you skate?” and “How long have you been skating?”. Explain that “did” question means that the person has stopped doing the action .The “have you been” question shows that the person is continuing to do the action at the present moment. Step 6 Homework

Review the present perfect progressive.

Period 2

Teaching contents: Section A 3a, 3b, 4, Section B 1a, 1b, 2a, 2b, 2c. Teaching procedures: Step 1 Leading in

Ask some students the questions: How long did you skate? How long have you been studying English ? Step 2 Pre-task SB Page 46, 3a.

1. Ask Ss to read the passage and fill in the table. 2. Check the answers. SB Page 46, 3b.

Read the instructions and ask Ss to complete the task. Correct the answers. Step 3 While-task SB Page 47, 1a & 1b.

1. Ask different students to say the items they see in the picture.

2. Ask students to write the names of things they collect and things they would like to correct in the chart.

3. Ask some students to read their lists to the class.

4. In pairs, let students tell their partner what they collect and what they would like to collect .Say why .

5. Ask several pairs to say their conversations to the class. SB Page 47, 2a & 2b.

1. Read the instructions and let the students know what to do. 2. Play the recording and get students to fill in the chart. 3. Correct the answers. Step 4 Post-task SB Page 47, 2c.

1. Ask two students to read the example in the sample dialogue. 2. Have students practice conversations in pairs. 3. Ask two pairs to say their conversations to the class. Step 5 Homework SB Page 46, Part 4.

1. Read the instructions and ask two students to read the dialogue. 2. Make sure students understand what they need to do. 3. Have students complete the work in groups of four after class.

Period 3

Teaching contents: Section A 3a, 3b, 4a, 4b, selfcheck. Teaching procedures: Step 1 Leading in

Check the homework .Ask on group of students to share their conversations with the class.

Step 2 Pre-task

SB Page 48, 3a.

1. Ask some different students to tell what they see in the picture. 2. Read the instructions and make sure students know what to do.

3. Ask students to read the e-mail on their own and then draw lines matching each snow globe with its description. 4. Correct the answers. Step 3 While-task SB Page 48, 3b.

1. Read the instruction to make sure students know what to do.

2. Ask students to complete the message, writing about Bob, Marcia or Liam in activity 2a.

3. Ask some students to read their messages to the class. SB Page 48, 4a.

1. Ask two students to read the dialogue.

2. Ask a student the same questions but let him answer with his own hobbies. 3. In groups of four, have students complete the work. 4. Ask two groups of students to share their conversations. SB Page 48, 4b.

1. Point to the questions and ask a student to read them to the class. 2. In groups of four, get students discuss each question.

3. Read the four questions one by one and ask each group to say their answers to the class.

Step 4 Post-task

SB Page 49, Selfcheck, Part 1.

1. Ask students to fill in the blanks on their own. 2. Ask one student to write the answers on the Bb. 3. Correct the answers.

4. Ask some different students to make sentences with the words given. SB Page 49, Selfcheck, Part 2.

Ask students to complete the letter on their own .Then ask on student to read his

letter to the class. Step 5 Homework

Have students write their letters on their exercise books.

Period 4

Teaching contents: Reading: I’ve been studying history in China. Teaching procedures: Step 1 Before reading SB Page 50, Section 1.

1. In groups of four, get students to discuss the three questions.

2. Ask a speaker from one group to tell the class what the group knows .Help to complete any missing dynasties and famous characters the class should know. Step 2 While reading SB Page 50, Section 2.

1. Ask students to read the passage silently once for general meaning .Ask students if there is anything they don’t understand. 2. Let students read the passage again for detail. Step 3 After reading

SB Page 51, Section 3, 3a. Ask students to scan the text for information to complete the sentences.

SB Page 51, Section 3, 3b & 3c.

1. In groups of three, let students practice the sample conversations first, then make their own conversations.

2. Ask two groups of students to present their own conversations in front of the class. Step 4 Go for it

1. Direct the students’ attention to the box and read the heading on the left and ask students to list other things they would miss. 2. Ask students to share their ideas.

3. In the same way, do with the right part of the chart.

Step 5 Homework

1. Remember the words and expressions in this unit. 2. Review the present perfect progressive.

英语组集体备课工作总结

备好课是上好课的先决条件。教师能否上好课关键在于上课前是否做了充分的准备，即是否进行了深入细致的备课。传统的“单兵作战”的备课方式已经跟不上时代发展的要求，集体备课活动可以增进教师之间的相互了解；可以形成一种交流、合作、研究的学术气氛；可以充分开发学校现有的教育资源，推广优秀教师的教学经验，缩短年轻教师的成长周期，促进学校教学质量的整体提高。本学期，在学校和教研组的领导下，我们九年级进行了集体备课活动。由于集体备课是最近产生的新鲜事物，没有任何经验可以借鉴。这就要求我们英语组的八位老师在探索中求发展。

我们这次备课认真遵循了集体备课的基本程，即个人初备→集体研讨→修正教案→重点跟踪→课后交流的基本程序进行运作。 1、首先在召集人的布置和协调下进行个人初备。

(1)个人初备时，各位教师不仅认真学习和研究了课程标准、大纲、考纲、教材、教学参考书以及其它相关材料；旨在突出重点，突破难点，充分考虑学生的知识基础、智力水平、能力水平等，又要研究学生的非智力因素(比如，学生的学习兴趣、学习态度和学习习惯等)。

(2)每位备课教师都写出了备课提纲，确定教学的重点和难点，提出具体的教学目标(认知和情感目标)；同时写出了详细教案。

(3)每位教师都尽力提出有独创性的设计方案，以便资源共享。 (4)每位教师都提出了自己有疑问的地方，以便集思广益，攻克难点。 (5)每位教师都提前一周备课，使这次集体备课真正起到了指导下一周授课的作用。

2、然后我们在学校安排的统一集体备课时间进行了集体研讨。

课时遵循“整体——部分——整体”的思路，分别陈述各自的备课方案，我们采用了“说课”的形式进行比较，做到扬长避短，统一思想，达成共识统一”不是要“一刀切”，而是根据教学的具体情况，经集体分析，作出合理安排。

3、备课的同时我们对教案进行了修改和整合

集体备课时，由各个发言人说课，教师们共同探讨，相互补充，使教学内容更加充实和完善。八位教师各抒己见，一种和谐的讨论氛围使在场的每一位老师都很享受。 5、课后交流

作为一个完整的备课过程应有五个阶段：准备阶段、分析阶段、创造阶段(编写教案)、提高阶段(第二次备课，调整和修改教案)和总结阶段。课后交流是备课总结阶段的主要内容。备课组教师授课后要进行交流，并对每位教师的教学进行评估，肯定其优点，指出其不足，促进每位教师教学水平的提高。在这一点上我在课后及时找到几位听课教师得到反馈。老师们认为这节课基本达到了我们制定的教学目标很好地完成了教学任务。

二、我们还认识到教师在集体备课时要树立以下几个意识： 1、合作意识

合作是进行集体备课的前提条件。集体备课时要创造一种平等、民主、互相尊重、互相合作的氛围。对每一阶段的工作，备课组教师都要有明确的分工。例如在准备时，我们组八位老师分别承担了热身、词汇、阅读、语法、语言运用、作文等不同专题的备课任务。 2、整体意识

集体备课时教师要有整体意识。例如，第一次集体备课时要纵览全局，制定整个模块甚至整个学年的教学计划；同时，还要注意教材各环节之间的内在联系。集体备课活动应该坚持备课，听课，评课，总结等各个环节，缺一不可，以保证备课内容的系统性和连续性。 3、超前意识

教师超前集体备课，不仅能增强教学的目的性和针对性，而且有利于将问题消灭于萌芽状态。在制定好整体教学计划后，集体备课时最好能专门准备一节主题为“How to Learn English Well”的学法指导课，指导学生掌握英语学习的方法，并让学生了解本学年段英语学习的常规要求。例如，作业格式、课外阅读量、写英语周记的篇数以及精听和泛听的要求等。 4、反思意识

通过对教学行为的反思来提高教学能力是教师成长的重要途径。教学行为研究可以是在教师自己的课堂教学中开展小范围的调研活动，这通常包含“制定计划→实施教学→观察教学情况→教后反思”这样一个循环往复的过程。众多在教学上获得成功的教师都十分重视写教学学后记是教师反思自身教学行为

的行之有效的办法。教师参加集体备课，将教学方案付诸课堂实践，并对自己(或他人)的教学过程进行评判性反思和分析，研究并总结出最基本的教学原始资料，可为积累教学经验奠定基础。集体备课是一项极其细致且复杂的创造性活动，它是大面积提高英语教学质量，提高英语教师群体水平的一种有效手段。抓好英语集体备课组建设意义重大，我们应持之以恒地做好这项工作。 5、学习意识

这次备课所有参与的老师都是中心发言人。但是针对不同专题我们以后也可以确立不同的中心发言人。中心发言人可以由老教师或教学水平高的教师担任，以便做好“传、帮、代”工作。同时，我们青年教师也要用于担任中心发言人。这样做有利于年青教师迅速成长。集体备课时也可邀请备课组外经验丰富的优秀教师来组内进行专题讲座，以开阔组内教师的视野，扩大交流的空间。 三、集体备课活动的得与失

由于集体备课活动刚刚起步，老师的经验不足，以及时间较短，所以这就必然为我们取得更大成绩带来难度。但我想，随着各个组经验的不断总结，以及广大老师的不断摸索，它必然会发挥越来越大的作用。因为首先它是广大教师智慧的汇集，通过充分调动大家的积极性，不断改进我们的教学方案，以达到最佳效果。其次，它也能帮助老师不断提高。因为在讨论过程中，老师也是向他人学习的过程，取他人之长，补自己之短。这就有效地避免了单个老师备课的不足之处。

英语教研组