下面是范文网小编分享的九年级英语集体备课教案范文模版3篇 初中英语集体备课教案模板，供大家参考。
九年级英语集体备课教案范文模版1
七年级英语集体备课教案
张宗荣
陈艳斌 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’.
九年级英语集体备课教案范文模版2
九年级物理组集体备课教案
第十六章第五节
机械能及其转化
一.教学目标
1.知识与技能
(1)知道机械能包括动能和势能。
(2)能正确理解有关动能和势能之间相互转化的简单现象。
(3)初步了解机械能守恒的含义。
2.过程与方法
通过观察和实验,培养学生观察能力和分析归纳能力。
3.情感态度和价值观
(1)关心机械能与人们生活的联系,有将机械能应用于生活的意识。
(2)培养学生具有爱国意识。
二、学习者的分析
学生来自于城镇,有丰富的知识背景,接触许多包含着丰富物理知识的简单或复杂的事物,为这节特殊的教学过程奠定基础。
三、教具与学具
学生用实验器材:学生4人一组、滚摆、铁锁、细绳.铁架台
老师演示用实验器材:溜溜球.铁架台.钢球.细线.带弹簧的斜面
四.教学课时:1时
五.教学过程:
引入新课:
一.我们在初二的时候就已经学习过关于能量的转化,请回答,电灯工作的时候,能量是怎么转化的?风力发电机工作的时候,能量是怎么转化的?水利发动机工作的时候,能量是怎么转化的?电动机工作的时候,能量是怎么转化的?
学生讨论回答
二.情景:老师操作溜溜球,吸引学生注意力,并切入主题
(教师先通过提出一个关于能量转化的问题,引起学生思考,并由所设计的情景,将学生引入学习)
动手动脑搞探究:
一.老师提问:为什么溜溜球在松手后能够不停的上下运动呢?这需要学生自己探究:
实验1:滚摆实验。
出示滚摆,并简单介绍滚摆的构造及实验的做法。事先应在摆轮的侧面某处涂上鲜明的颜色标志,告诉学生观察颜色标志,可以判断摆轮转动的快慢。
二.学生实验
老师展示课件引导学生复述并分析实验中观察到的现象。开始释放摆轮时,摆轮在最高点静止,此时摆轮只有重力势能,没有动能。摆轮下降时其高度降低,重力势能减少;摆轮旋转着下降;而且越转越快,其动能越来越大。摆轮到最低点时,转动最快,动能最大;其高度最低,重力势能最小。在摆轮下降的过程中,其重力势能逐渐转化为动能。
仿照摆轮下降过程的分析,得出摆轮上升过程中,摆轮的动能逐渐转化为重力势能。
加强巩固
一.老师展示实验2:单摆实验。
综述实验1、2,说明动能和重力势能是可以相互转化的。
二.老师展示实验3:弹性势能和动能的相互转化。
得出:动能和弹性势能也是可以相互转化的。
自然界中动能和势能相互转化的事例很多。首先分析课本图,加深学生对动能,势能转化的认识,再请学生列举生活中动,势能转化的实例,老师和学生共同分析.概括结论
一.学生总结,老师补充,得出结论:
动能和势能可以相互转化
二.引出机械能的定义:
动能和势能之和
拓展知识
一.学生分组做教材中的“想想做做”,请学生分析现象产生的原因,分析这其中是否有其他能量的转化
二.假设没有阻力,会怎么样呢?引出机械能守恒规律
三.再次分析溜溜球在运动过程中的机械能的变化情况
温故而知新
人造卫星
学生阅读科学世界,并思考课后练习
反馈检测
教师出示题目,适时点评
利用身边的物体设计一个小实验,亲手做做,用来表现物体动能,势能的转化
(学生各抒己见,再次调动起学生的学习热情)
小
结:
请同学们总结一下,本节课你学到了哪些知识,有哪些收获?
布置作业:
课本“动手动脑学在讲授完这节课后，物理” 教学反思：
我有了如下反思：
1、明确教学目标。能从知识与技能、过程与方法、情感态度与价值观三个方面来确定教学目标，符合《物理新课程标准》。教学过程设计注意紧密地围绕着教学目标。在教材处理和教法选择上，注意从学生探究与交流的角度突破难点、突出重点。
2、教学思路设计,符合教学内容实际，符合学生实际，教学思路层次清晰，各个教学环节的过渡很自然、到位。在整个教学设计中，我始终发挥着课堂组织者和学习引导者的作用，使学生通过活动、观察、思考、讨论、归纳、交流等行为自然地掌握所学知识，这一点充分体现了“以学生的主体、以教师为主导”的新课程理念。
3、充分发挥现代教学技术的作用。这节课应用了多媒体教学，选择了许多图片和视频，使许多实例直观的呈现在学生眼前，比如自己拍的过山车视频，各种机械能转化的动画等，这样是学生对知识的应用不仅仅限制的文字的理解上，而是直接将知识与实际联系起来。同时也没有脱离物理实验的作用，有效的把课件和实验结合在了一起。
4、注意物理与生活的紧密联系。每个重要的知识点的得出都能先根据学生的一些已有经验总结，学完以后让学生列举相关的生活实例。这样既能达到练习巩固知识点的目的，同时又体现从生活走向物理，从物理走向社会的新课程教学理念。当然，本课设计的不足也还是有不少的。比如：
1、学生交流讨论的时间不足，没有充分发挥学生相互的评价作用。
2、细节不够完美。有些设计我虽然感觉很好，但学生可能是生活经验不足不好理解，造成了课堂还不够热烈。
以上是我对这节课的反思，如有不当之处，恳请各位领导和老师批评指正！在今后物理教学中我会不断的反思，在反思中不断进步。
九年级英语集体备课教案范文模版3
Module2Unit1 We’re going to have a picnic
开元街道寺夹庄小学
张晓霞
一、教学目标
1.知识目标：
⑴能听懂、会说本篇对话；
⑵掌握本课中的四会单词：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能模仿课文，运用重点句型进行扩展性的情景会话；
2.技能目标：会用be going to谈论意图和计划
3.情感目标：培养学生英语学习兴趣的持续及敢于开口表达的情感态度
二、教学重点：四会单词及句型，课文的掌握
三、教学难点：能模仿课文，运用重点句型进行扩展性的情景会话
四、教学准备：录音机，图片，单词卡片等。
五、教学步骤：
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?(师板书重点句型)
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: 让生自己总结“be going to”的用法。
Step 4 Expanding Language
Free talk: 让生创设情景，结对子用“be going to”进行对话练习，并进行展示。
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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