如何进行集体备课才更有效？                         教学目标： <ol> <li style="color:#000000;font-style:normal;font-weight:normal;"> 充分发挥集体智慧，做到知识共享； </li> <li style="color:#000000;font-family:"Calibri","sans-serif";font-size:12pt;font-style:normal;font-weight:normal;"> 通过备课组的活动，增进老师之间的相互了解，培植一种交流、合作、研究的学术气氛； </li> <li style="color:#000000;font-family:宋体;font-size:12pt;font-style:normal;font-weight:normal;"> 开发学校现有的教育资源，推广学校优秀老师的教学经验，缩短年轻老师的成长周期，促进学校教学质量的整体提高。   </li> </ol> 教学过程： 一、如何开展集体备课 教师集体备课是以年级备课（教研）组为单位，组织教师开展集体研读大纲和教材、分析学情、制定学科教学计划、分解备课任务、审定备课提纲、反馈教学实践信息等系列活动。其具体运作方式如下： （一）确定集体备课的组织形式及参加人员 （二）集体备课的实施原则──四定、七备、六统一 1．“四定”：定时间、定地点、定内容、定中心发言人。 2．“七备”：备思想、备教材、备教法、备学生、备学法、备教学手段、备教学过程。 3．“六统一”：统一进度；统一目标；统一重难点；统一每一节课授课的共性内容；统一作业（课堂练习题和课后作业题，作业难度分三个层次）；统一单元检测试题。 （三）集体备课的操作程序和基本流程： 基本程序：个人初备，集体研讨，修正教案，课后交流、反思。 基本流程：  确立课题──组内讨论──确定主备（讲）人（形成初案）──集体研讨（形成共案──个性化设计（形成个案）──教学实践（跟踪）──课后交流、反思──二次──资料保存 （四）个人初备： 基本要求：脑中有纲（标）腹中有书、目中有人、心中有法、胸中有案。 具体要求： 1．备思想； 2．备教材：“八点备课法”──重点、难点、弱点、疑点、考点、易错点、易混点和盲点。 （1）依据“全册备课—单元备课—课时备课”的思路，准确备出单元、章节的重、难点以及解决重点的方法，突破难点的手段。 （2）深入研究教材，创新教学手段。 （3）备出教参上没有的东西，变成自己的财富（来于教参，又高于教参）。 （4）备出章节之间知识的过渡、衔接、拓展和深化。 （5）备问题的预设及设计意图 3．备学生： 充分了解学情，备出不同层次及不同要求。 以学生为本，站在学生的角度思考，以学生为出发点，备出切合学生发展需要的教案。 4．备教法：“教无定法，贵在得法。” 5．备学法：预习法、指导法、设疑法等，对学生要进行学法指导。 6．备教学手段：要详细列出教学手段，包括课前准备，课后巩固等。 7．备教学过程： （1）引入（2）教学环节（3）问题的预设与生成的处理预案 （4）总结（5）板书设计（6）练习设计（课堂和课后） （五）集体研讨 在集体研讨活动中，主备教师要提供给本组教师统一的教案，然后由主备教师（中心发言人）说课。 （六）修正教案 在集体备课中，中心发言人说课，老师们共同探讨、相互补充，使得教案内容更加充实、完善。但教案千万不能千篇一律，千人一面，否则就没有创新精神。     要做到：1．每一位教师在集体备课中都应当积极参与讨论，发表自己的独到见解，集思广益。 2．每一位教师在集体备课的基础上，要根据自己的教学风格、不同的教学对象，自己对教学理论、教学方法、教学内容的理解，在集体备课的基础上，各人可依据本班实际情况做适当调整，进行二次备课，使教案具有个性化特征。     3．教案上要有圈点、修改、补充、拓展和教后反思等记录。  （七）教学实践（重点跟踪）     经过备课组研讨过的教案是否可行还有待于考证，因此，有必要进行跟踪听课进行检验，以便得到总结、提高，备课组成员之间要互相听课、取长补短。  （八）课后交流、反思     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（二次备课，调整和修改教案），总结、反思阶段。课后交流，就是对备课的总结阶段。备课组教师在集体备课情况下授课，要进行交流，对教学进行反思，肯定优点，指出不足，以扬长避短，促进今后教学的进一步开展。  （九）资料保存     保存资料，供以后研究和参考。   二、集体备课应注意的问题 （一）集体备课活动应遵循的七个原则： 1．合作性2．实效性3．研究性4．创新性 5．统一性（辩证的统一）6．超前性7．完整性 （二）集体备课时教师要树立以下四个意识： 1．合作意识2．整体意识3．超前意识4．反思意识 （三）集体备课必须正确处理好“三个关系”： 1．正确处理好个人钻研与集体讨论的关系。 2．正确处理好备课与试讲的关系。 3．正确处理好骨干领路与培养新教师的关系。 （四）集体备课要克服四种现象： 现象一：集体备课成了“大杂烩”。 现象二：集体备课成了“集体剽窃.”。 现象三：集体备课成了“一言堂”。 现象四：集体备课成了“木偶戏”，缺乏个性。 （五）集体备课要避免流于形式： （1）虽然定时定点，人也到位了，但各干各的事或东扯西拉聊一通，白白浪费时间。 （2）虽然有集体备课活动记录，但无实质性内容。如只是知识点的罗列，提纲挈领，过于粗略，纯粹应付学校检查。 （3）虽然有一定的形式，但不够深入，质量不高。如：一位教师主备、主讲，其他老师不愿意参与，个别老师留一手；一位教师备好后，不进行讨论和研究，其他教师用，坐享其成…… （4）尽管研讨比较充分，形成了一体化教案，但到了自己课上仍然用自己的一套。 集体备课是一项极其细致且复杂的创造性活动，它是大面积提高教学质量，也是提高教师群体水平的一种有效手段。俗话说：一支独秀不是春，百花齐放春满园。只有搞好集体备课才能整体提高教学质量，希望老师们能在集体备课中不断地提高。

主题步骤

1
发布教案
2
集体研讨
3
形成共案

第1步：发布教案

开始时间 : 2017-12-05结束时间 : 2017-12-19

步骤描述： Unit 6 An old man tried to move the mountains. Period One  Section A  (1a-2d) 开阳五中  杨刚 I. Teaching Goals: <ol> <li style="color:#000000;font-style:normal;font-weight:bold;"> Language goals: </li> </ol> <ol> <li style="color:#000000;font-style:normal;font-weight:normal;"> Words &expressions:   Be able to use the words and phrases:   shoot, stone, weak, god, remind, silly,once upon a time, a little bit, instead of </li> <li style="color:#000000;font-family:"Times New Roman","serif";font-size:12pt;font-style:normal;font-weight:normal;"> Grammar: </li> </ol> <ul> <li style="color:#000000;font-style:normal;font-weight:normal;"> Be able to use conjunctions such as “as soon as, so...that...,unless” to tell a story </li> </ul> <ul> <li style="color:#000000;font-style:normal;font-weight:normal;"> Be able to use “how, what, who, why”etc.to ask about a story. </li> </ul> <ol> <li style="color:#000000;font-style:normal;font-weight:normal;"> Structure:: </li> </ol> <ul> <li style="color:#000000;font-style:normal;font-weight:normal;"> How does the story begin? </li> </ul> <ul> <li style="color:#000000;font-style:normal;font-weight:normal;"> Once upon a time, there was a very old man... </li> </ul> <ul> <li style="color:#000000;font-style:normal;font-weight:normal;"> What happened next? </li> </ul> <ul> <li style="color:#000000;font-style:normal;font-weight:normal;"> As soon as the man finished talking, Yu Gong said that his family could continue to move the mountains after he died. </li> </ul> <ul> <li style="color:#000000;font-style:normal;font-weight:normal;"> Why was Yu Gong trying to move the mountains? </li> </ul> <ul> <li style="color:#000000;font-style:normal;font-weight:normal;"> Because they were so big that it took a long time to walk to the other side </li> </ul> <ol> <li style="color:#000000;font-style:normal;font-weight:bold;"> Ability goals: By learning, Ss can tell a story in English, using the target language. </li> <li style="color:#000000;font-family:"Times New Roman","serif";font-size:12pt;font-style:normal;font-weight:normal;"> Moral goals: By learning the story of Yu Gong, Ss are expected to realize that nothing is impossible if we have enough determination and perseverance. II. Teaching Importance 1. To understand and ask about how the story goes on. 2. To have Ss tell a story and use the conjunctions properly while telling. III. Teaching Difficulties: To enable Ss to tell Chinese legends or stories and give some opinions.in English IV. Teaching Methods: Audio-visual Method; Task-based Teaching Method;; Communicative Method. V. Teaching Aids: CAI, PPT VI. Teaching Strategies: Summarize the stories according to the conversation VII. Teaching Procedure: Task 1: Lead-in (2 mins) Purpose: To interest the Ss and introduce the unit goal: tell a story. Play a music video called Yu Gong Moved the Mountains by Jiang Tao. Ask “Have you heard of this song before?” and tell Ss that it sings about an ancient Chinese traditional story. Ask who knows the name of it and then present the language goal in Unit 6: Tell a story. Task 2: Presentation (A guessing-game) (3mins) Prupose :To set the scene, increase Ss’ vocabulary and introduce the target language. 1. T: In Section A, we’ll learn about some famous Chinese traditional stories. Can you  guess what stories these are? Look at the screen and guess.     Divide the class into two teams. A and B.   Present a picture of a story little by little on the screen until one team correctly calls out the name of the story in English or Chinese, e.g. “Hou Yi Shoots the Suns”. Show the story title on the screen ask “Who is the main character in each story?”Give this team a point and then continue the game the same way one after another. 2.Work on 1a   Ss read the story titles and match them with the pictures in 1a, then check the answers.  Make sure that Ss can understand the new word “shoot”.   Journey to the West   b     Yu Gong Moves a Mountain   d   Hou Yi Shoots the Suns   a      Nu Wa Repairs the Sky     c Task 3: Listening (3 mins) Work on 1b Purpose: To help Ss recognize the target language in natural speech. </li> </ol> <ol> <li style="color:#000000;font-style:normal;font-weight:normal;"> T tells Ss that Anna and Wang Ming are talking about a story and ask Ss to listen the conversation once and find out which story it is. Ss who get the answer may raise hands. </li> <li style="color:#000000;font-family:"Times New Roman","serif";font-size:12pt;font-style:normal;font-weight:normal;"> Play the recording once more, Ss listen and check the facts they hear. </li> <li style="color:#000000;font-family:"Times New Roman","serif";font-size:12pt;font-style:normal;font-weight:normal;"> Check the answers.   √  The two mountains were very high and big.   √  A very old man tried to move the mountains.      A man told Yu Gong that he could never do it. Task 4: Discussing (5 mins) Work on 1c Purpose: To help Ss use the target language in natural speech. </li> </ol> <ol> <li style="color:#000000;font-style:normal;font-weight:normal;"> T: Now Let’s discuss these questions in the box. (Have Ss read the questions, make sure that they understand each question.) </li> <li style="color:#000000;font-family:"Times New Roman","serif";font-size:12pt;font-style:normal;font-weight:normal;"> Ss discuss the questions in pairs, they can use the tapescripts on P103 for help.    (While Ss are discussing, show the useful expressions on the screen to offer tips)      once upon a time;  there was/were ; so... that.... </li> <li style="color:#000000;font-family:"Times New Roman","serif";font-size:12pt;font-style:normal;font-weight:bold;"> Have some pairs volunteer to ask and answer the questions. </li> <li style="color:#000000;font-family:"Times New Roman","serif";font-size:12pt;font-style:normal;font-weight:bold;"> Task 5: Listening Work on 2a  (4 mins) Purpose: To give Ss listening practice with the target language. </li> </ol> <ol> <li style="color:#000000;font-style:normal;font-weight:normal;"> Pre-listening.   Show the pictures in 2a. Say”These pictures show how the story of Yu Gong went on, but they are in the wrong order.What happened in each picture?”( Ss can volunteer to say something about the pictures ) After that , have Ss try to number the pictures according to what they think the story should be like. </li> <li style="color:#000000;font-family:"Times New Roman","serif";font-size:12pt;font-style:normal;font-weight:normal;"> While listening: Say “Let’s continue to listen to this story. Listen to Wang Ming carefully.” Play the recording, Ss listen and check if their guessings in advance are right or wrong. </li> <li style="color:#000000;font-family:"Times New Roman","serif";font-size:12pt;font-style:normal;font-weight:normal;"> After listening  Check the answers in class. Work on 2b (6 mins) Purpose: To give Ss practice in listening for specific items in conversations. (Listen for specific items in conversations.) 1. Pre-listening Before listening, have Ss read each sentence and explain some difficult sentences (e.g. “as soon as, remind and unless”)for Ss to make sure that they understand them. And then Ss predict and underline the answers they think will be correct. </li> </ol> <ol> <li style="color:#000000;font-style:normal;font-weight:normal;"> While listening  Play the recording again and Ss circle the words they6 hear. </li> <li style="color:#000000;font-family:"Times New Roman","serif";font-size:12pt;font-style:normal;font-weight:normal;"> After listening   Review the correct answers by reading the whole sentence with the class,and have Ss raise their hands if they predicted the answers correctly in advance. Task 6: Look and talk (8mins) Purpose: To give Ss practice in retelling or talking about a story. </li> </ol> <ol> <li style="color:#000000;font-style:normal;font-weight:normal;"> T: Well, Wang Ming told us the story of Yu Gong today. Can you try to tell this story as him? Just do it . Let’s say “YES, I CAN.”(The whole class say “YES, I CAN.”loudly. </li> <li style="color:#000000;font-family:"Times New Roman","serif";font-size:12pt;font-style:normal;font-weight:normal;"> T shows all the pictures about the story in order.   Ss look at the pictures and try to tell the story in their own words. Remind them using the information in 1b and 2b. Ss can also use the tapescripts for help </li> <li style="color:#000000;font-family:"Times New Roman","serif";font-size:12pt;font-style:normal;font-weight:normal;"> Ask individuals to retell the whole story one after another. Task 7: Role-play (10 mins) Work on 2d Purpose: To give Ss the opportunity to use the target language in a controlled manner. </li> </ol> <ol> <li style="color:#000000;font-style:normal;font-weight:normal;"> T: Thanks for telling us the famous story. Well, what do you think we can learn from this story or the character Yu Gong?    Then ask for some personal opinions about the story.    After this, T may say “Wow! you have so many different ideas about the story. Why don’t we listen to other people’s opinions about it ?” </li> <li style="color:#000000;font-family:"Times New Roman","serif";font-size:12pt;font-style:normal;font-weight:normal;"> Pay Ss’ attention to 2d and Show the following chart to Ss . Ask Ss to listen to the conversation and underline the correct information to completer the chart. </li> </ol> <table style="border:currentColor;border-collapse:collapse;" border="1" cellspacing="0" cellpadding="0"> <tbody> <tr> <td width="194" valign="top" style="border:1pt solid windowtext;background-color:transparent;"> Wang Ming’s opinions </td> <td width="194" valign="top" style="background-color:transparent;"> Claudia’s opinions </td> <td width="194" valign="top" style="background-color:transparent;"> Teacher’s opinions </td> </tr> <tr> <td width="194" valign="top" style="background-color:transparent;">   </td> <td width="194" valign="top" style="background-color:transparent;">   </td> <td width="194" valign="top" style="background-color:transparent;">   </td> </tr> </tbody> </table>   Then check the answers by asking individuals to answer. <ol> <li style="color:#000000;font-style:normal;font-weight:normal;"> Let Ss read after the teacher and find some verb phrases that they have learned.   E.g: try to do sth, keep doing sth, give up, agree with sb   Then have Ss find the new expressions and try to explain how to use them. E.g: </li> </ol> <ul> <li style="color:#000000;font-style:normal;font-weight:normal;"> I think it’s a little bit silly.     a little bit (= a little)   + 形容词或副词时，表示“一点儿” </li> <li style="color:#000000;font-family:"Times New Roman","serif";font-size:12pt;font-style:normal;font-weight:normal;"> But what could Yu Gong do instead of moving the mountains? instead of 是复合介词，后接名词、代词、动词的-ing形式或介词短语等，意为“代替，作为……的替换”。       </li> </ul> <ol> <li style="color:#000000;font-style:normal;font-weight:normal;"> Ss role-play the conversation in groups and then ask volunteers to act it out . Task 8:Summary (2 mins) Purpose :To help Ss learn absorption capacity of the key language.points and learn the spirits of perseverance from Yu Gong.    First have Ss summarize the main points by asking “What have you learned in this class?” Then the teacher give a short conclusion and show all the key language points on the screen.Write on the Bb to encourage Ss, e.g.:               Anything is possible if we work hard Homework: (2 mins) 1. Recite the conversation in 2d after school. 2. Tell the story Yu Gong Moves a Mountain in English to your parents.     Blackboard Design Unit 6 An old man tried to move the mountains.   </li> </ol> <table align="left" style="margin:auto 6.75pt;border:currentColor;border-collapse:collapse;" border="1" cellspacing="0" cellpadding="0"> <tbody> <tr> <td width="157" valign="top" style="border:1pt solid windowtext;background-color:transparent;"> once upon a time there was/were... so ... that...                               unless as soon as a little bit silly instead of </td> </tr> </tbody> </table> How does the story begin? Why was Yu Gong trying to move the mountains? What happened next? This story reminds us that you can never know what’s possible unless you try to make it happen. ... . Anything is possible if we work hard. Keep trying and don’t give up.

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