三校聯(lián)片集體備課活動(dòng)

三校聯(lián)片集體備課方案?jìng)湔n是上好課的前提與保證，是提高教學(xué)效率保證教學(xué)效益的基礎(chǔ)。教師集體備課有利于發(fā)揮集體的智慧，彌補(bǔ)各位教師備課過(guò)程的不足，在“智力共享，資源共享”的原則下，將集體的智慧與個(gè)人的特色有機(jī)地結(jié)合起來(lái)，從而促進(jìn)教師的專業(yè)成長(zhǎng)，共同提高。為了將教師從繁重的備寫(xiě)任務(wù)中解脫出來(lái)，有更多的精力和時(shí)間去研究學(xué)生，輔導(dǎo)學(xué)生，解決好寄宿制學(xué)校減負(fù)增效的問(wèn)題，達(dá)到共同有效提高教學(xué)質(zhì)量的目的。吳忠二中、扁擔(dān)溝中學(xué)和金銀灘復(fù)興學(xué)校將共同協(xié)作，組織同學(xué)科教師一起研讀教材，分內(nèi)容精心備課，集體完成備課任務(wù)。 一、指導(dǎo)思想以新課程理念為指導(dǎo)，以提高課堂教學(xué)效益和教師素質(zhì)為目標(biāo)，以學(xué)習(xí)課程標(biāo)準(zhǔn)標(biāo)、研究教材、改進(jìn)教法、指導(dǎo)學(xué)法為重點(diǎn)，以示范觀摩、研討交流、反思總結(jié)為基本形式，以加強(qiáng)制度建設(shè)、完善工作機(jī)制為保障，規(guī)范備課流程，創(chuàng)新備課模式，立足校本、輻射聯(lián)動(dòng)，立足教材、著眼課堂，提高教學(xué)質(zhì)量。二、目標(biāo)任務(wù)（一）、集中三校教師集體智慧，強(qiáng)化教師間的交流學(xué)習(xí)，提高教師業(yè)務(wù)素質(zhì)。突出過(guò)程研究，加強(qiáng)研討交流，促進(jìn)教師教學(xué)觀念和教學(xué)行為進(jìn)一步轉(zhuǎn)變，提高教師研究教材、駕馭教材的能力和施教能力。（二）、規(guī)范集體備課流程。探索集體備課的形式、程序、組織方法，創(chuàng)新集體備課模式，提高集體備課的實(shí)效性。強(qiáng)化集體備課管理。完善管理制度，落實(shí)備課要求，保障集體備課工作健康開(kāi)展。（三）、深化學(xué)科教研活動(dòng)。以集體備課研究為突破口，豐富教研活動(dòng)的內(nèi)容、形式，提高教學(xué)常規(guī)落實(shí)水平。（四）精心備課，形成使用性較強(qiáng)的教案，裝訂成冊(cè)，減輕教師備寫(xiě)教案的負(fù)擔(dān)。（五）、提高教育教學(xué)質(zhì)量。發(fā)揮集體智慧，達(dá)到優(yōu)勢(shì)互補(bǔ)、資源共享，提高課堂教學(xué)效益，提升教育教學(xué)質(zhì)量。三、操作流程1、各學(xué)校組織本校教師按照任教學(xué)科，認(rèn)真研讀課程標(biāo)準(zhǔn)，準(zhǔn)確把握教學(xué)要求。2、各校備課組組織教師整體研讀全冊(cè)教材，做好全冊(cè)教材的總備課。3、三校根據(jù)各校師資，合理分配備課任務(wù)，扁擔(dān)溝中心學(xué)校、復(fù)興學(xué)校各承擔(dān)四分之一的備寫(xiě)任務(wù)，二中承擔(dān)四分之二的備寫(xiě)任務(wù)。4、各學(xué)校再將備課任務(wù)具體安排到到人。各學(xué)科的主備課教師要在通讀全冊(cè)教材的基礎(chǔ)上，認(rèn)真做好單元教材的分析，準(zhǔn)確把握單元教學(xué)內(nèi)容和課標(biāo)要求，理解教材的編排意圖，理清單元教學(xué)的知識(shí)點(diǎn)和能力訓(xùn)練點(diǎn)，寫(xiě)出單元教學(xué)計(jì)劃，并對(duì)參與備課的教師進(jìn)行交流輔導(dǎo)。5、在進(jìn)行課時(shí)備課時(shí)，主備教師要結(jié)合單元教學(xué)計(jì)劃，認(rèn)真研究教材，理清教材內(nèi)容，科學(xué)合理的確定三維教學(xué)目標(biāo)，準(zhǔn)確把握教學(xué)的重難點(diǎn)，精心選擇教學(xué)方法，合理安排教學(xué)程序，同時(shí)要做好板書(shū)設(shè)計(jì)和作業(yè)布置工作，寫(xiě)好初備稿。6、集體備課嚴(yán)格按照“個(gè)人初備集中交流修改完善個(gè)人完備備課組長(zhǎng)審閱教研組長(zhǎng)、主管領(lǐng)導(dǎo)審閱集中打印下發(fā)使用”的步驟進(jìn)行。各學(xué)校要根據(jù)工作安排，合理分配備課任務(wù)，督促教師認(rèn)真做好初備工作。開(kāi)展教研活動(dòng)，進(jìn)行集體交流，由主備人講解自己的備課思路和設(shè)計(jì)理念，本組教師進(jìn)行討論修改，主備教師在聽(tīng)取他人意見(jiàn)后，對(duì)初備教案進(jìn)行修改，并重新進(jìn)行備課，寫(xiě)出完整的課時(shí)教案，經(jīng)備課組長(zhǎng)、教研組長(zhǎng)、主管領(lǐng)導(dǎo)審核后進(jìn)行打印，裝訂成冊(cè)后下發(fā)到任課教師手中，做到同年級(jí)教師人手一份。各任課教師在拿到教案后，結(jié)合自己的教情和學(xué)生的學(xué)情，在教案上進(jìn)行二次復(fù)備。在上完課后，根據(jù)教學(xué)效果進(jìn)行三次復(fù)備，在教案中進(jìn)行修改，并寫(xiě)出課后教學(xué)反思。四、工作要求：1、三校將建立集體備課領(lǐng)導(dǎo)小組，組織協(xié)調(diào)三校集體備課的工作。各校安排專人負(fù)責(zé)此項(xiàng)工作。2、在各校組織的二備任務(wù)完成后，三校同學(xué)科教師集中在一起開(kāi)展教研活動(dòng)，由主備人做好自己分擔(dān)部分教材的分析，課堂教學(xué)的設(shè)計(jì)思路，檢測(cè)的方式和標(biāo)準(zhǔn)。3、各主備教師在備寫(xiě)教案的同時(shí)，要設(shè)計(jì)好相關(guān)的課件，必要的練習(xí)和測(cè)查的試卷。4、各校要在下周三前完成相關(guān)備寫(xiě)任務(wù)，在下周五前完成打印和裝訂工作，下發(fā)到各位教師手中。5、各學(xué)校在拿到教案后，可組織教師認(rèn)真討論，進(jìn)行復(fù)備。同時(shí)安排時(shí)間進(jìn)行課堂教學(xué)觀摩。6、三校每學(xué)期至少集中組織一次教學(xué)觀摩及備課交流活動(dòng)。三校聯(lián)片集體備課領(lǐng)導(dǎo)小組組 長(zhǎng): 楊 明（吳忠二中校長(zhǎng)）楊國(guó)慶（扁擔(dān)溝中心學(xué)校校長(zhǎng)）馬自忠（金銀灘復(fù)興學(xué)校校長(zhǎng)）副組長(zhǎng): 魯 昆（吳忠二中副校長(zhǎng)） 郭少軍（扁擔(dān)溝中心學(xué)校副校長(zhǎng)） 張 棟（金銀灘復(fù)興學(xué)校副校長(zhǎng)）成 員: 王文奇（吳忠二中教務(wù)主任） 賈文興（吳忠二中教務(wù)副主任） 馬洪達(dá)（扁擔(dān)溝中心學(xué)校教務(wù)主任）吳志軍（金銀灘復(fù)興學(xué)校教務(wù)主任）各單元（章節(jié)）集體備課任務(wù)安排表單元、章節(jié)（課）課題或教學(xué)內(nèi)容課 時(shí)全冊(cè)教材分析表 學(xué)段目標(biāo) 本冊(cè)教學(xué)目標(biāo) 教材編寫(xiě)特點(diǎn)或教材結(jié)構(gòu) 教材重難點(diǎn) 單元備課單元主題課時(shí)安排單元課標(biāo)要求單元教學(xué)目標(biāo)單元教學(xué)重難點(diǎn)教 學(xué) 設(shè) 計(jì) 初 備 稿課題Module 5Unit1You like western classical music, dont you?計(jì)劃課時(shí)2項(xiàng) 目?jī)?nèi) 容補(bǔ)充或修改意見(jiàn)教學(xué)內(nèi)容分析本模塊以Western music為話題，設(shè)計(jì)了三個(gè)部分的內(nèi)容。旨在通過(guò)模塊教學(xué)使學(xué)生了解西方音樂(lè)的有關(guān)知識(shí)；了解奧地利著名作曲家約翰施特勞斯；學(xué)會(huì)表述反意疑問(wèn)句及其回答；能談?wù)搶?duì)不同類型的音樂(lè)及對(duì)于音樂(lè)的愛(ài)好和理解；談?wù)撟钕矚g的音樂(lè)；練習(xí)通過(guò)閱讀找出信息的能力；能根據(jù)所給的信息寫(xiě)音樂(lè)家的傳記。Unit 1 談?wù)摬煌愋偷囊魳?lè)，學(xué)習(xí)能描述音樂(lè)的一些形容詞；認(rèn)識(shí)反意疑問(wèn)句及其回答；談?wù)搶?duì)音樂(lè)的喜好。教學(xué)目標(biāo)Target language: 1. Words & phrases: pop, techno, beautiful, fun, lively, sad, serious, slow, traditional, sure, Austrian, composer, fan, on earth, noise2.Key sentences: Whos it by?Youve heard of him, havent you?He was German, wasnt he?You like western classical music, dont you?Ability goals: Enable students to listen to different types of music and learn tag questions教學(xué)重點(diǎn)難點(diǎn)Teaching important/difficult points :Learn to talk about different types music and tag questions.教具準(zhǔn)備A projector or some pictures and a tape recorder教學(xué)設(shè)計(jì)思路（含教法設(shè)計(jì)、學(xué)法指導(dǎo)）教學(xué)環(huán)節(jié)教 學(xué) 內(nèi) 容補(bǔ)充或修改導(dǎo)學(xué)過(guò)程導(dǎo)學(xué)過(guò)程導(dǎo)學(xué)過(guò)程第一課時(shí)GrammarStep I Self-studyIn this procedure,Ss should know what tag question is.1.Ask students to look at the grammer on page 172 by themselves.2.Summarise what tag question is.(1)定義：當(dāng)我們陳述了一個(gè)事實(shí)，而又不是很有把握，就可以在陳述句后加一個(gè)簡(jiǎn)短問(wèn)句，稱為反意疑問(wèn)句。(2)構(gòu)成：助動(dòng)詞系動(dòng)詞be(肯定或否定)主語(yǔ)（代詞）(3)注意：1.前肯后否，前否后肯；2.反意疑問(wèn)句的主語(yǔ)必須是代替前面主語(yǔ)的代詞；3.反意疑問(wèn)句的謂語(yǔ)動(dòng)詞在時(shí)態(tài)和人稱上要與前面陳述句的謂語(yǔ)動(dòng)詞保持一致。Step II exercises1. Activity 1 on page 38Match the sentence in Box A with the question tags in Box B.You like rock music, a.have they?They sing well, b.cant they?He has wtitten ten new songs this year, c.didnt they?He wrote traditional music, d.do you?She was a musician, e.dont they?We can practice after school, f. dont you?You dont like this song very much, g.is it?They have never been to any concerts,h.hasnt he?This music isnt very popular, i.doesnt he?He has a lot of CDs, j.wasnt she?2. Activity 1 on page 128.Match the statements with the question tags.3. Activity 2 on page 128.Complete the sentences with question tags.第二課時(shí) Unit 1 Step I Lead-inIn this procedure, show some pictures to let the students know different types of music. T: Hello. Boys and girls. Nice to see you again.S: Nice to see you.T: Do you like music?S: Yes.T: There are many different kinds of music. What kind do you know?Learn new words of music types with the students. Ask students to read the new words: blues, classical, jazz, opera, pop, rock, techno, make sure they know the meaning of each word.T: We can use some adjectives to describe different kinds of music. For example, how is pop music?Help the students to say modern.T: OK. Next please work in pairs, and ask and answer questions about your favourite types of music and describe it.Sample conversation:S1: What kind of music do you like?S2: I like blues.S1: How is blues?S2: It is sad.Help students learn the words dramatic, lively, slow, serious. Ask some pairs to make up a short conversation in front of the class.Step II Listening and matchingIn this procedure, ask students to listen to the tape and match different types of music and the adjectives. Help students learn and remember the new words.T: There are many different kinds of music and we can use many adjectives to describe them. Now, lets look at the picture on page 34. Listen to the tape and decide which type of music the people in the photo play.Play the recording and check the answers. Then ask students to listen again and match the words with the music.Check the answers with students.Step III Listening and readingListening In this procedure, students will listen to and read a dialogue. Ask students to do pair work to find the people and the types of music they like. Learn some words in real situations.T: In these types of music, there is western classical music, do you like it?S: Yes.T: Sallys school orchestra is playing western classical music. At the same time, Tony, Lingling, Betty, Daming are talking about their favourite types of music. Lets listen.Ask students to listen to the tape and fill in the blanks of Activity 4. Go through the answers with the students.Reading In this procedure, ask the students to read the dialogue again and find some details. Do Activity 5 as a competition to see if the sentences are true or false.T: Read the dialogue again and do Activity 5. Check if they are true or false. Lets have a competition between boys and girls. If a boy or a girl first stands up and correct the question correctly, he / she will get a star. Those who get more stars will be the winner.Sample conversation:S1: Theyre listening to western classical music.S2: True.S1: Strauss was born in the capital of Australia.S2: False. Strauss was born in the capital of Austrian.Add another three sentences for the students to decide. Show the following. The music Tony is listening is by Strauss. Sally doesnt like pop music. Daming likes rap music. At the same time, help students find out some difficult points. Deal with them together. Give students some other examples to make them understand further.In the end, count the numbers of stars with the whole students to see which side is the winner.Step IV DiscussionIn this procedure, practice some words and expressions in Activity 5 by having a discussion.T: There are some new words in the dialogue. Lets read these new words and try to remember them.Show the following. capital, composer, fan, musician, riverT: Work in pairs. Ask and answer questions in Activity 6.Sample conversation:S1: What s the capital of Shandong Province?S2: Jinan.S1: Who is your favourite composer?S2: My favourite composer is Beethoven. Check the answers. Ask some pairs to make up a short conversation. .Step V Pronunciation and speakingPronunciation In this procedure, ask students to listen to the tape and pay attention to the tone of tag questions.T: In the dialogue, there are some tag questions, can you find them?Help students to find the tag questions in the dialogue.T: Sometimes, tag questions may help us ask a real question or check information, but we must use different tones. Listen to the tape carefully, find out what tone we use when we ask a real question or check information.Play the tape and help students find out the different tones.T: When we want to ask a real question, will we use rising tone or falling tone?S: Rising tone.T: What about checking information?S: Falling tone.T: Well now, listen to the re