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完整版)英语组集体备课活动记录表了解购物的相关词汇，学会询问物品价格并进行购物对话。
重点是熟练掌握数字和货币的表达方式，以及购物对话的常用表达方式。
针对学生的情况，我们需要采用生动有趣的教学方法，引导学生积极参与课堂，提高学生的英语口语表达能力。
教学过程中，我们可以通过小组活动、游戏等形式，让学生在轻松愉快的氛围中研究。
同时，我们还需要设计一些针对性强的练，帮助学生巩固所学知识。
在课堂教学中，我们可以通过多媒体展示图片、视频等形式，引导学生进行语言输入和输出。
同时，我们还可以设计一些角色扮演活动，让学生在模拟的情境中进行对话练。
在教学过程中，我们需要注意学生的情绪变化，及时调整教学策略，保持课堂的活跃和积极性。
在课后反思中，我们需要认真总结教学过程中的优点和不足，及时进行改进和调整。
同时，我们还可以通过教学观摩、交流等形式，提高教师的教学水平和专业素养。
通过本次集体备课活动，我们不仅提高了教学质量，也增强了教师之间的交流和合作。
XXX。
XXX and understand the phrases "How much is it/are they?" and to ask their classmates about the price of XXX。
To begin。
students will review the song on page 40 of their textbook。
Then。
the teacher will present us fruits to the class and use adjectives such as color。
size。
length。
and shape to describe them。
Next。
XXX will XXX to the students。
After the n。
students XXXFinally。
XXX will introduce the target language structures "How much is it/are they?" and explain the difference een using it for singular and plural items。
八年级英语备课组集体备课记录一、备课时间。
[具体时间]二、备课地点。
[具体地点]三、参与人员。
[列出备课组全体成员名字]四、备课主题。
八年级英语教学内容的备课，涵盖教材分析、教学目标、教学重难点、教学方法、教学进度安排以及教学资源准备等方面。
（一）教材分析。
1. 教材版本。
人教版八年级英语教材，该教材内容丰富，注重培养学生的综合语言运用能力，从听、说、读、写四个方面全面提升学生的英语水平。
教材内容贴近学生生活实际，有助于激发学生的学习兴趣。
2. 单元结构。
- 每个单元围绕一个主题展开，包含Section A、Section B和Self - check三个部分。
- Section A主要通过各种活动引入新的词汇和句型，以听说训练为主，让学生初步感知本单元的重点内容。
- Section B则在Section A的基础上，进一步拓展词汇、句型的运用，加强读写训练，提高学生综合运用语言的能力。
- Self - check部分主要用于学生自我检测，帮助学生巩固本单元所学知识。
（二）教学目标。
1. 语言知识目标。
- 学生能够掌握本单元的重点单词、短语和句型，如[列举一些重点单词、短语和句型]。
- 能够正确运用一般现在时、现在进行时等语法知识进行简单的语言表达。
2. 语言技能目标。
- 听：学生能听懂有关[单元主题相关内容]的简单对话和短文，获取主要信息。
- 说：能够运用所学词汇和句型就[单元主题相关话题]进行简单的交流和讨论，语音、语调基本正确。
- 读：能够读懂与[单元主题相关]的文章，理解文章大意，掌握文章中的关键信息，并能根据上下文猜测词义。
- 写：能够根据所给提示或话题，写出简单的英语短文，内容完整，语法正确，书写规范。
3. 情感态度目标。
- 通过学习本单元内容，培养学生对[单元主题相关事物]的兴趣，激发学生学习英语的积极性。
- 引导学生关注[单元主题相关的积极情感内容，如文化、友谊等]，增强学生的跨文化意识和积极的情感体验。
第1篇活动时间：2023年10月25日，星期三，下午2:00-5:00活动地点：学校多功能厅参与人员：初中英语组全体教师活动主题：探讨新学期英语教学策略，提升教学质量活动记录：一、活动开场下午2:00，活动在轻松愉快的氛围中开始。
主持人简要介绍了本次集备教研活动的目的和议程，强调了集备教研对于提升教学质量的重要性，并鼓励老师们积极发言，共同探讨教学问题。
二、教学案例分析首先，由教研组长李老师分享了一堂精彩的英语阅读课。
李老师详细介绍了教学设计、课堂互动、学生反馈等方面的内容。
随后，其他老师们针对这堂课进行了热烈的讨论。
1. 张老师：李老师的教学设计非常合理，通过引导学生进行自主阅读和合作学习，提高了学生的阅读能力。
2. 王老师：课堂互动环节设计得很好，让学生在轻松愉快的氛围中学习，激发了他们的学习兴趣。
3. 刘老师：在教学过程中，李老师注重培养学生的英语思维，值得我们学习。
三、新学期教学策略探讨接下来，老师们围绕新学期的教学策略进行了深入探讨。
1. 针对新教材的特点，老师们认为应注重以下几个方面：- 加强词汇教学，提高学生的词汇量。
- 注重语法知识的讲解，帮助学生构建完整的语法体系。
- 关注学生的英语实际应用能力，提高他们的口语和写作水平。
2. 关于教学方法，老师们提出以下建议：- 采用任务型教学法，激发学生的学习兴趣。
- 运用多媒体技术，丰富课堂教学内容。
- 加强小组合作，培养学生的团队精神。
3. 针对课堂管理，老师们认为应做到以下几点：- 营造良好的课堂氛围，让学生在轻松愉快的氛围中学习。
- 关注学生的个体差异，因材施教。
- 加强课堂纪律，确保教学秩序。
四、集体备课最后，老师们针对下周的教学内容进行了集体备课。
针对不同年级和教材特点，老师们共同探讨了教学目标、教学重难点、教学方法和教学评价等方面的问题。
1. 七年级：重点讲解时态和语态，提高学生的英语表达能力。
2. 八年级：加强阅读和写作训练，提高学生的综合语言运用能力。
英语集体备课活动记录表2018—2019学年度第一学期第次时间2018年11月日第周星期地点年级年级科目英语备课组长主备课人参加人员三年级组英语教师备课主题Unit 5 How are you?教学设计教学目标：1.能学会使用问候语How are you?及其四种应答语。
2.学唱歌曲“Hello! How are you?”3.通过课堂活动培养学生主动参与、团结合作的意识，培养学生学习英语的兴趣。
教学重点、难点：能学会使用问候语How are you?及其四种应答语。
教具准备：录音机、人物图片、小黑板、词条。
教学过程：Step1. Warm up1. Free talk.T(出示图片)ook. Who is the girl? (Nancy)T(把图片给一生):Now, you are Nancy. Hi, Nancy.T: Who wants to say “Hi” to Nancy?2. Sing a song.T(贴出图片): Now, let’s sing “Hi” to Nancy. OK?Step2. Presentation & practice1. T贴出图片Mike)One day, Nancy and Mike are meeting. What is Mikesaying? Listen.播放两遍录音。
T: Who can tell me? (出示：How are you? ) 领读句子。
T：Mike says “How are you?” What is Nancy saying? Listen.播放两遍录音。
指名说听到的句子。
(出示：Fine, thank you. )领读句子。
看板书，听老师说chant。
跟老师说chant。
齐说。
2. T：Now, let’s play a train game.T教师示范游戏规则)The first row please stand up and turn round. Thensay “How are you?” one by one.师生问答。
英语组集体备课记录英语组八年级集体备课活动记录表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 1Teaching procedures:Step 1 Leading inAsk one of the students the question: Liu Ziyang, when did you study English? Help the stu dent 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-taskSB 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-taskSB 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-taskSB 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 FocusSB 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 HomeworkReview the present perfect progressive.Period 2Teaching contents: Section A 3a, 3b, 4, Section B 1a, 1b, 2a, 2b, 2c.Teaching procedures:Step 1 Leading inAsk some students the questions: How long did you skate? How long have you been studying English ?Step 2 Pre-taskSB 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-taskSB 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-taskSB 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 HomeworkSB 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 3Teaching contents: Section A 3a, 3b, 4a, 4b, selfcheck.Teaching procedures:Step 1 Leading inCheck the homework .Ask on group of students to share their conversations with the class.Step 2 Pre-taskSB 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-taskSB 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-taskSB 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 hisletter to the class.Step 5 HomeworkHave students write their letters on their exercise books.Period 4Teaching contents: Reading: I’ve been studying history in China.Teaching procedures:Step 1 Before readingSB 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 readingSB 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 readingSB 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 it1. 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 Homework1. 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。
英语备课记录设计教师：说课时间：课题名称：Consolidation of the Relative Words授课时间：45分钟学生现状分析：定语从句一直是学生学习的难点，特别是关系词的掌握和运用。
经过前期的系统学习，学生们已经掌握了定语从句的概貌和规律，但是在关系词的运用方面仍然存在较多的问题。
教学目标：语言学习的最终目的是运用。
因此本节课的目标是：1、语言知识目标：了解定语从句的结构，掌握关系词的用法。
2、语言技能目标：能够在听、说、读、写的各种语言综合实践活动中熟练运用定语从句。
3、情感态度目标：在学习中培养合作精神。
4、学习策略目标：学会总结语言材料的规律并加以运用。
教学重点：关系词的正确选择。
教学难点：表示地点、时间、原因的先行词在从句中充当主语和宾语时关系词的选择。
教学模式：集中呈现----对比分析、专项梳理----巩固运用。
Teaching Procedures:Step I PresentationGuessing game: （以学生熟悉的话题导入，既可引起兴趣又集中呈现定语从句及关系词。
以抢答形式激发学生参与的兴趣。
）1.They’re something flat that we can write words on. They are yellows ones that have four legs.What are they?2. A gentle girl, whose pictures and handwritings are popular among us, is sitting beside a boywho is wearing glasses. Who is she?3.They are boards where we can write with chalk. While it is clean, it is black; but while it isdirty, it is white. What is it?Step II Brief analysis to the structure of the attributive clause. Pay special attention to the antecedents and the relatives words. （简单分析句子结构，重点在于先行词和关系词。
