下面是范文網(wǎng)小編分享的九年級(jí)英語集體備課教案范文模版3篇 初中英語集體備課教案模板，供大家參考。
九年級(jí)英語集體備課教案范文模版1
七年級(jí)英語集體備課教案
張宗榮
陳艷斌 Unit 6
pets
Reading Objectives To learn about rhyme schemes, stress and intonation of poetry To learn new vocabulary to talk about pets To read about animal behaviors Background information This section introduces students to three short poems are different not only in the choice of pets, but also in the way they focus on different aspects of style of each poem is different.‘My Dog’ focuses on behaviors adjectives.‘My Goldfish’ expresses the poet’s feelings about the goldfish’s lifestyle.‘Cats’ describes the different places where cats A Teaching procedures Ask students to study the poems and pictures on page the title ‘My Dog’ on the board and also the verb that are used in the poem: ‘chase’, ’catch’, ’hunts’, ’hide’, ’builds’, ‘bark’, ‘bite’, ‘fight’ and ‘look after’.Talk about their weaker classes, read ‘My Dog’ one like at a time and have students repeat after stronger classes, choose five students to read two lines students to find the adjectives in the poem which tell us about its characteristics, , ‘cleverest’.Work through the meaning of ‘wonderful tricks’.Then ask them to identify the verbs which describe the dog’s actions(‘chase’, ‘catch’, ‘hunts’, ‘builds’, ‘bark’, ‘bite’ and ‘fight’).Ask students some general questions to elicit details about the dog’s actions to generate some of the key verbs, , what does the dog do? For weaker classes, read the poem ‘My Goldfish’ and ask students to follow in their the meaning of ‘miaow’ and ‘bubbles’.For stronger classes, ask two students to each read a the poem ‘Cats’.As you read the poem, try to use gestures and mines to illustrate the different impressions presented in the about the words ‘window-ledge’, ‘edge’, ‘drawer’, ‘lap’, ‘cardboard box’ and ‘frocks’.Ask more able students to read the ‘Cats’ poem, first on their own and then with a reads lines 26-35 and S2 reads lines if any students have cats that like to sleep in unusual the class prepare this poem for choral different lines to individual students or pairs to create a dramatic one or two students to read one line only, , S1: Cats All: Cats sleep anywhere, S2: Any table, S3: Any chair, S4: Top of piano, This activity helps students to work as a team as they have to listen to their cues, which encourages them to work students which poem they like more able students to say why they like it, , I like the poem about cats because they are my favorite activity For stronger classes, ask students to copy the poem ‘Cats’ into their books, leaving enough space to draw the different objects to illustrate where cats live and students to interpret the use of prepositions to prepare a correct visual presentation of the B Teaching procedures 1 Read the words listed in the box in part B1 to the students to repeat each one and to pay particular attention to the sounds of the final students to complete the sentences with the correct them to read the sentences out loud so that they can hear the sounds of the weaker classes, you may need to read out the first word of each sentence slowly and ask students to repeat them before they start completing the less able students to work with a partner and take turns saying the rhyming pairs less able students to do the extra questions on page more able students, do not provide them with the extra gapped sentences and them to look for other rhyming pairs in the poems students whether they think the rhyming words make the poems more pleasant to listen all ask individual students what are the other roles of the rhyme in as many opinions as possible, , makes poetry easier to remember, creates a beat at the end of each line, helps create a pattern of sounds and a sound rhythm, creates a tune, helps create the images, the context and the instructions to part the words in the ask students to complete the sentences with the correct two volunteers to read out the completed activity Ask more able students to find any other rhyming pairs from the words learned in other them a reward for finding one, two or is a very useful pronunciation exercise as well as an activity which prepares students to use language creatively on their C Teaching procedures Ask students to do Part C1 in them to use a dictionary if the answer and clarify any areas of students to do Part C2 on their them that all the words can be found in the poem ‘My Goldfish’ on page more able students to do the task without referring the less able students to find the words in the poem to complete what Peter out the first ask four students to read out one line do part C3, students will have to refer to the poem ‘Cats’ on page more able students to do the task on their able students may need them with the names of places, and perhaps how many times each preposition is more able students where cats sleep based on the poem ‘Cats’ on page them that they can use any other words apart from ‘in’, ’on’ and ‘on top of’.
九年級(jí)英語集體備課教案范文模版2
九年級(jí)物理組集體備課教案
第十六章第五節(jié)
機(jī)械能及其轉(zhuǎn)化
一.教學(xué)目標(biāo)
1.知識(shí)與技能
(1)知道機(jī)械能包括動(dòng)能和勢能。
(2)能正確理解有關(guān)動(dòng)能和勢能之間相互轉(zhuǎn)化的簡單現(xiàn)象。
(3)初步了解機(jī)械能守恒的含義。
2.過程與方法
通過觀察和實(shí)驗(yàn),培養(yǎng)學(xué)生觀察能力和分析歸納能力。
3.情感態(tài)度和價(jià)值觀
(1)關(guān)心機(jī)械能與人們生活的聯(lián)系,有將機(jī)械能應(yīng)用于生活的意識(shí)。
(2)培養(yǎng)學(xué)生具有愛國意識(shí)。
二、學(xué)習(xí)者的分析
學(xué)生來自于城鎮(zhèn),有豐富的知識(shí)背景,接觸許多包含著豐富物理知識(shí)的簡單或復(fù)雜的事物,為這節(jié)特殊的教學(xué)過程奠定基礎(chǔ)。
三、教具與學(xué)具
學(xué)生用實(shí)驗(yàn)器材:學(xué)生4人一組、滾擺、鐵鎖、細(xì)繩.鐵架臺(tái)
老師演示用實(shí)驗(yàn)器材:溜溜球.鐵架臺(tái).鋼球.細(xì)線.帶彈簧的斜面
四.教學(xué)課時(shí):1時(shí)
五.教學(xué)過程:
引入新課:
一.我們在初二的時(shí)候就已經(jīng)學(xué)習(xí)過關(guān)于能量的轉(zhuǎn)化,請回答,電燈工作的時(shí)候,能量是怎么轉(zhuǎn)化的?風(fēng)力發(fā)電機(jī)工作的時(shí)候,能量是怎么轉(zhuǎn)化的?水利發(fā)動(dòng)機(jī)工作的時(shí)候,能量是怎么轉(zhuǎn)化的?電動(dòng)機(jī)工作的時(shí)候,能量是怎么轉(zhuǎn)化的?
學(xué)生討論回答
二.情景:老師操作溜溜球,吸引學(xué)生注意力,并切入主題
(教師先通過提出一個(gè)關(guān)于能量轉(zhuǎn)化的問題,引起學(xué)生思考,并由所設(shè)計(jì)的情景,將學(xué)生引入學(xué)習(xí))
動(dòng)手動(dòng)腦搞探究:
一.老師提問:為什么溜溜球在松手后能夠不停的上下運(yùn)動(dòng)呢?這需要學(xué)生自己探究:
實(shí)驗(yàn)1:滾擺實(shí)驗(yàn)。
出示滾擺,并簡單介紹滾擺的構(gòu)造及實(shí)驗(yàn)的做法。事先應(yīng)在擺輪的側(cè)面某處涂上鮮明的顏色標(biāo)志,告訴學(xué)生觀察顏色標(biāo)志,可以判斷擺輪轉(zhuǎn)動(dòng)的快慢。
二.學(xué)生實(shí)驗(yàn)
老師展示課件引導(dǎo)學(xué)生復(fù)述并分析實(shí)驗(yàn)中觀察到的現(xiàn)象。開始釋放擺輪時(shí),擺輪在最高點(diǎn)靜止,此時(shí)擺輪只有重力勢能,沒有動(dòng)能。擺輪下降時(shí)其高度降低,重力勢能減少;擺輪旋轉(zhuǎn)著下降;而且越轉(zhuǎn)越快,其動(dòng)能越來越大。擺輪到最低點(diǎn)時(shí),轉(zhuǎn)動(dòng)最快,動(dòng)能最大;其高度最低,重力勢能最小。在擺輪下降的過程中,其重力勢能逐漸轉(zhuǎn)化為動(dòng)能。
仿照擺輪下降過程的分析,得出擺輪上升過程中,擺輪的動(dòng)能逐漸轉(zhuǎn)化為重力勢能。
加強(qiáng)鞏固
一.老師展示實(shí)驗(yàn)2:單擺實(shí)驗(yàn)。
綜述實(shí)驗(yàn)1、2,說明動(dòng)能和重力勢能是可以相互轉(zhuǎn)化的。
二.老師展示實(shí)驗(yàn)3:彈性勢能和動(dòng)能的相互轉(zhuǎn)化。
得出:動(dòng)能和彈性勢能也是可以相互轉(zhuǎn)化的。
自然界中動(dòng)能和勢能相互轉(zhuǎn)化的事例很多。首先分析課本圖,加深學(xué)生對(duì)動(dòng)能,勢能轉(zhuǎn)化的認(rèn)識(shí),再請學(xué)生列舉生活中動(dòng),勢能轉(zhuǎn)化的實(shí)例,老師和學(xué)生共同分析.概括結(jié)論
一.學(xué)生總結(jié),老師補(bǔ)充,得出結(jié)論:
動(dòng)能和勢能可以相互轉(zhuǎn)化
二.引出機(jī)械能的定義:
動(dòng)能和勢能之和
拓展知識(shí)
一.學(xué)生分組做教材中的“想想做做”,請學(xué)生分析現(xiàn)象產(chǎn)生的原因,分析這其中是否有其他能量的轉(zhuǎn)化
二.假設(shè)沒有阻力,會(huì)怎么樣呢?引出機(jī)械能守恒規(guī)律
三.再次分析溜溜球在運(yùn)動(dòng)過程中的機(jī)械能的變化情況
溫故而知新
人造衛(wèi)星
學(xué)生閱讀科學(xué)世界,并思考課后練習(xí)
反饋檢測
教師出示題目,適時(shí)點(diǎn)評(píng)
利用身邊的物體設(shè)計(jì)一個(gè)小實(shí)驗(yàn),親手做做,用來表現(xiàn)物體動(dòng)能,勢能的轉(zhuǎn)化
(學(xué)生各抒己見,再次調(diào)動(dòng)起學(xué)生的學(xué)習(xí)熱情)
小
結(jié):
請同學(xué)們總結(jié)一下,本節(jié)課你學(xué)到了哪些知識(shí),有哪些收獲?
布置作業(yè):
課本“動(dòng)手動(dòng)腦學(xué)在講授完這節(jié)課后，物理” 教學(xué)反思：
我有了如下反思：
1、明確教學(xué)目標(biāo)。能從知識(shí)與技能、過程與方法、情感態(tài)度與價(jià)值觀三個(gè)方面來確定教學(xué)目標(biāo)，符合《物理新課程標(biāo)準(zhǔn)》。教學(xué)過程設(shè)計(jì)注意緊密地圍繞著教學(xué)目標(biāo)。在教材處理和教法選擇上，注意從學(xué)生探究與交流的角度突破難點(diǎn)、突出重點(diǎn)。
2、教學(xué)思路設(shè)計(jì),符合教學(xué)內(nèi)容實(shí)際，符合學(xué)生實(shí)際，教學(xué)思路層次清晰，各個(gè)教學(xué)環(huán)節(jié)的過渡很自然、到位。在整個(gè)教學(xué)設(shè)計(jì)中，我始終發(fā)揮著課堂組織者和學(xué)習(xí)引導(dǎo)者的作用，使學(xué)生通過活動(dòng)、觀察、思考、討論、歸納、交流等行為自然地掌握所學(xué)知識(shí)，這一點(diǎn)充分體現(xiàn)了“以學(xué)生的主體、以教師為主導(dǎo)”的新課程理念。
3、充分發(fā)揮現(xiàn)代教學(xué)技術(shù)的作用。這節(jié)課應(yīng)用了多媒體教學(xué)，選擇了許多圖片和視頻，使許多實(shí)例直觀的呈現(xiàn)在學(xué)生眼前，比如自己拍的過山車視頻，各種機(jī)械能轉(zhuǎn)化的動(dòng)畫等，這樣是學(xué)生對(duì)知識(shí)的應(yīng)用不僅僅限制的文字的理解上，而是直接將知識(shí)與實(shí)際聯(lián)系起來。同時(shí)也沒有脫離物理實(shí)驗(yàn)的作用，有效的把課件和實(shí)驗(yàn)結(jié)合在了一起。
4、注意物理與生活的緊密聯(lián)系。每個(gè)重要的知識(shí)點(diǎn)的得出都能先根據(jù)學(xué)生的一些已有經(jīng)驗(yàn)總結(jié)，學(xué)完以后讓學(xué)生列舉相關(guān)的生活實(shí)例。這樣既能達(dá)到練習(xí)鞏固知識(shí)點(diǎn)的目的，同時(shí)又體現(xiàn)從生活走向物理，從物理走向社會(huì)的新課程教學(xué)理念。當(dāng)然，本課設(shè)計(jì)的不足也還是有不少的。比如：
1、學(xué)生交流討論的時(shí)間不足，沒有充分發(fā)揮學(xué)生相互的評(píng)價(jià)作用。
2、細(xì)節(jié)不夠完美。有些設(shè)計(jì)我雖然感覺很好，但學(xué)生可能是生活經(jīng)驗(yàn)不足不好理解，造成了課堂還不夠熱烈。
以上是我對(duì)這節(jié)課的反思，如有不當(dāng)之處，懇請各位領(lǐng)導(dǎo)和老師批評(píng)指正！在今后物理教學(xué)中我會(huì)不斷的反思，在反思中不斷進(jìn)步。
九年級(jí)英語集體備課教案范文模版3
Module2Unit1 We’re going to have a picnic
開元街道寺夾莊小學(xué)
張曉霞
一、教學(xué)目標(biāo)
1.知識(shí)目標(biāo)：
⑴能聽懂、會(huì)說本篇對(duì)話；
⑵掌握本課中的四會(huì)單詞：duck, noisy, picnic ⑶掌握句型：simple future tense: be going to When are we going to eat?
We’re going to eat at half past are we going to do? We are going to walk around the lake.⑷能模仿課文，運(yùn)用重點(diǎn)句型進(jìn)行擴(kuò)展性的情景會(huì)話；
2.技能目標(biāo)：會(huì)用be going to談?wù)撘鈭D和計(jì)劃
3.情感目標(biāo)：培養(yǎng)學(xué)生英語學(xué)習(xí)興趣的持續(xù)及敢于開口表達(dá)的情感態(tài)度
二、教學(xué)重點(diǎn)：四會(huì)單詞及句型，課文的掌握
三、教學(xué)難點(diǎn)：能模仿課文，運(yùn)用重點(diǎn)句型進(jìn)行擴(kuò)展性的情景會(huì)話
四、教學(xué)準(zhǔn)備：錄音機(jī)，圖片，單詞卡片等。
五、教學(xué)步驟：
Step 1 Warm-up an English the children: What do you like doing in your spare time?(Let more students answer)Step 2 Introduction
the new words in different ways: duck, noisy, picnic Then let Ss remember the words in their own small : I’m going to go to the park with my friends this weekend? I’m going to go at about you,children?(師板書重點(diǎn)句型)
What are you going to do? I’m going to….When are you going to go? I’m going to go at…. the sentences by different activity 3 of the children to ask and answer in
T:Do you want to know what did Daming, Simon and Simon’s mother do during the weekend?
⑴ Put the chart on the blackboard and ask the children to look at the picture to the dialogue carefully and ask several questions.⑵ Play the cassette and circle the new words.⑶ Play the cassette and ask some are they going to eat? What are they going to do? ⑷ Play the cassette again and pause after each sentence for the children to in groups and act out the 3 Summary
Group work: 讓生自己總結(jié)“be going to”的用法。
Step 4 Expanding Language
Free talk: 讓生創(chuàng)設(shè)情景，結(jié)對(duì)子用“be going to”進(jìn)行對(duì)話練習(xí)，并進(jìn)行展示。
Step 5 Homework the text in SB Activity 3 by Writing: We’re going to have a picnic New words：duck, noisy, picnic
What are you going to do? I’m going to….When are you going to go? I’m going to go at….
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