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基于深度備課的集體備課相關(guān)規(guī)定 南外仙林分校外語(yǔ)部 一、集體備課程序 1.開學(xué)初，備課組長(zhǎng)負(fù)責(zé)制定《集體備課人員安排表》，將本學(xué)期集體備課主備任務(wù)分解到人(暫定:高中年級(jí)1次/1 人，初中年級(jí)1次/2人,采用“主+次”組合，由第一主備人執(zhí)筆），按期上傳至校園網(wǎng)公共平臺(tái)。 2.主備人提前10天撰寫出《單元教材內(nèi)容分析》和《課時(shí)教學(xué)主備教案》并上傳至校園網(wǎng)，由備課組長(zhǎng)發(fā)一線通提醒組內(nèi)老師及時(shí)認(rèn)真閱讀，在校園網(wǎng)公共平臺(tái)發(fā)表看法，提出修改意見，主備老師及時(shí)關(guān)注相關(guān)討論。 3.備課組長(zhǎng)按時(shí)召集組織集體備課，主備教師記錄老師發(fā)言，匯總網(wǎng)上老師意見，認(rèn)真研究，對(duì)教案作必要修改后上傳至校園網(wǎng)公共平臺(tái)，并印發(fā)給組內(nèi)老師。 4.授課教師認(rèn)真閱讀思考集體共案，根據(jù)學(xué)情及個(gè)人教學(xué)風(fēng)格，對(duì)共案的教學(xué)內(nèi)容和教學(xué)方法等作出必要調(diào)整并在“備注”欄加以說明。 5.每位老師須保存好個(gè)人二次備課教案以備檢查。 二、單元教學(xué)設(shè)計(jì) 課題 AWE M10 U3 主備人 蘇杰 項(xiàng) 目 目 標(biāo) 要 求 話 題 Protecting ourselves 語(yǔ)言知識(shí) 語(yǔ)音 Natural and fluent pronunciation and intonation 詞匯 Bathe, abrupt, weep, sideways, deadly, outward, unprotected, breast, abortion, mosquito, sneeze, bid, agenda, prescription, prevention, conclude, discriminate, additional, jog, drawer, unconscious, pan, porridge, super, reaction, capsule, appetite, cocoa, artificial, downward, slide, trap, suck, wipe, stain burst on the scene, prescription medicine/ drug, pain ill, case study, over-the-counter medicine, over again, wipe away 語(yǔ)法 The development of a text 功能 1. Describing illness 2. Describing social problems 語(yǔ)言技能 聽 Students will be able to listen to a lecture by a doctor on the dangers of taking medicines when it is not necessary. 說 Students will be able to talk about diseases and discuss alternatives to taking medicines. 讀 Students will be able to read a TV news transcript about Aids and article about the dangers of drugs. 寫 Students will be able to write an article giving warnings on the dangers of taking medicines when it is not necessary. 情感態(tài)度 Students learn to know something about the seriousness of the worldwide problem of Aids. Students learn to know the dangers of taking medicines unnecessarily. Students learn to know some dangers of drugs. 學(xué)習(xí)策略 Summarize what is in listening and reading; put more effort on the difficulties; cooperate with other; expand knowledge in other ways 注：目標(biāo)要求可參閱南京外國(guó)語(yǔ)學(xué)校仙林分校《英語(yǔ)教學(xué)實(shí)施綱要》第四部分“目標(biāo)內(nèi)容”中的相關(guān)描述。 三、課時(shí)主備教案 課題 AWE M10 U3 課型 Welcome+Wordpower 主備人 蘇杰 Learning objectives: At the end of this period, students will be able to: 1. learn useful strategy to expand their vocabulary; 2. develop their ability in listening and speaking; 3. enlarge their vocabulary of stopping bad habits. 4. learn different forms of abbreviations Focus of the lesson: 1. students’ ability to discuss how to protect ourselves 2. phrases related to habits and use them freely 3. some abbreviations Predicted area of difficulties： 1. students’ ability to express their opinion in English Learning aids: 1. PPT 2. blackboard Learning procedures: PROCEDURE CONTENT Lead in 1. Daily report: 2. Start the lesson by presenting the students some pictures, which are familiar to students. Then ask the question “What things are bad for our health?” （見PPT3-8） Presentation of Welcome to the unit The students are required to discuss the four pictures on Welcome to the unit, and they are supposed to express themselves in English. (見PPT9-20) Discussion of Welcome to the unit Give students several minutes to work in groups of four, discussing the three questions. Then ask some groups to report their opinions to the whole class. 1. Why do you think people do things that are harmful to their health and lives？ 2. What do you know about Aids? 3. Can you think of some other bad habits that harm people’s health and lives? （見PPT21-28） . Warm-up of Word power Can you think of any bad habits in our daily life? (Smoking/spitting/staying up too late/littering/watching TV all day long/eating sugary foods before going to bed …) (見PPT31) Vocabulary learning Part A: Read the short passage in Part A carefully, and then find some phrases about stopping bad habits in the passage. (見PPT32-35) Part B: 1. Filling in the blanks with proper phrases in Part A about stopping some bad habits according to some pictures. 2. Summarize some phrases about habit: (見PPT36-40) Abbreviation Part A Explain the different forms of abbreviation to the students by asking the following questions. 1. What are abbreviation words according to Part A on page 39? 2. What are three types of abbreviations? 3. What are general abbreviations? 4. What is an acronym? 5. What is an initialism? (見PPT41-45) Part B Check the answers together with the students to see if they have really understood the three types of abbreviations. General abbreviations: Info, Eve Acronyms: UNESCO, scuba Initialisms: CD, CCTV (見PPT46-47) Homework 1. Surf the Internet to find more examples of abbreviations. 2. Relevant exercises in Assessment book. 課題 AWE M10 U3 課型 Reading（I） 主備人 蘇杰 Learning objectives: At the end of this period, students will be able to 1. learn and master the words and expressions in the text. 2. train their reading ability. 3. learn about how to protect themselves from Aids. Focus of the lesson: 1. words and expressions in the text 2. students’ reading ability Predicted area of difficulties： 1. students’ reading ability training Learning methods: 1. PPT 2. blackboard Learning procedures: PROCEDURE CONTENT Warming up 1. Daily report 2. Lead-in: Ask students to answer the questions related to Aids, through which the topic has been introduced How much do you know about Aids? Are you familiar with this red ribbon? What can you associate the logo of Aids with? What does it mean? (Red ribbon is related to Aids. It means that we should give Aids patients love and care, understanding and support.) (參見課件P2-4) 2. A game: The teacher plays a game with the students to check how the students learn about Aids. (參見課件P5-16) Reading comprehension 1. Fast reading Read the text quickly and answer the three questions on the textbook. (參見課件P18-20) 2. Skimming Allow Ss several minutes to read the text quickly to find some detailed information and then fill in the chart. (參見課件P21-24) 3. Careful reading Allow the students several minutes to go through the passage and answer some questions related to the supporting details. 1) What are the three ways Aids is transmitted? 2) What is being done in China to help control the Aids epidemic? 3) What is the aim of UNAIDS? 4) What does UNAIDS do for people who think they might have the virus? 5) Why did Ajani not catch the virus from his mother? (參見課件P25-30) Main idea Ask students to discuss with their partner and summarize the main idea of body paragraphs. (參見課件P31) Output Discussion: What can be done to improve the situation? Homework 1. Review the whole text after class. 2. Each group designs a PSA about Aids for the Red Cross. Write down what you know about Aids and call on people to care for Aids patients. 課題 AWE M10 U3 課型 Reading（II） 主備人__ 蘇杰 Learning objectives: At the end of this period, students will be able to 1. Learn and master the Reading strategy. 2. Explain the difficult language points. 3. Get the students to practice the key points Focus of the lesson: 1. usage of the key words Predicted area of difficulties: 1. usage of the new words and phrases Learning aids: 1. PPT 2. blackboard PROCEDURE CONTENT Warming up 1. Daily report. 2. Review: Ask students some questions about Aids to consolidate the understanding of the text. Reading strategy Explain to the students the links between paragraphs and do some exercise. (參見課件P1-8) Introducing the key words 1. There is no cure for HIV or Aids. cure n. 藥方; 治愈; 解決辦法 There’s no known cure for a cold. 治療感冒尚無(wú)良方。 She tried every means to cure her child of the bad habit. 她想盡一切辦法試圖改掉她孩子的這個(gè)惡習(xí)。 There is no cure for rising prices. 沒有解決物價(jià)上漲的辦法。 cure v 治愈[(+of)] Penicillin cured him of pneumonia. 青霉素治愈了他的肺炎。 Antibiotics help to cure many diseases that were formerly fatal. 抗生素有助于治療許多以前會(huì)是致命的疾病。 That nasty shock cured him of his inquisitiveness for ever. 那沉重教訓(xùn)根除了他凡事愛打聽的毛病。 2. HIV and Aids are spreading across the world at a frightening rate. rate n. 比率, 等級(jí), 程度 Our investment accounts return a high rate of interest. 我們的投資項(xiàng)目利潤(rùn)回報(bào)很高。 That’s one part of the job done at any rate. 不管怎么說, 這個(gè)工作已經(jīng)做了一部分了。 They drove at a steady rate. 他們以平穩(wěn)的速度開車。 At this rate, we shall soon be bankrupt. 這樣下去的話, 我們很快就要破產(chǎn)了。 3. be familiar with 意思為“熟悉、通曉、 精通”，一般主語(yǔ)為人；而be familiar to意思 “為……所熟悉”，一般主語(yǔ)為物。例如： He is more familiar with modern jazz than I. 他比我更熟悉現(xiàn)代爵士樂。 His name is familiar to me, but I haven’t met him. 他的名字我很耳熟，但我未曾見過他 These tales are familiar to Chinese children. 這些傳說對(duì)于中國(guó)小孩而言是聽?wèi)T了的。 4. Dr David Ho, a Chinese-American Aids expert in biochemistry, has devoted himself to bringing up-to-date technology and international attention to China’s Aids problem. devote…to ( doing) sth = be devoted to (doing) 獻(xiàn)身；專心于…… Nurses devote themselves to the care of the sick. 護(hù)士致力于病人的護(hù)理事業(yè)。 We should devote our selves to serving the people. 我們應(yīng)該全心全意地為人民服務(wù)。 He devoted all his time to his job. 他把他的全部時(shí)間都用在工作上了。 This magazine is devoted to science. 這個(gè)雜志專門刊載科技文章。 After he has retired, he will devote himself to gardening. 退休后，他將要致力于園藝。 5. Their grandfather is now caring of them, and because their mother had access to prescription Aids medicines when she was pregnant, they did not get HIV from her. 詞組have access to 表示“有接近、進(jìn)入、出去或使用……的權(quán)力 ”。例如： Every student in our school has access to the library. 在我們學(xué)校每位學(xué)生都可利用圖書館。 Lawyers may have free access to the classified material. 律師們可以自由使用已歸類的材料。 The doctor in charge of the case had access to the restricted area in the hospital. 負(fù)責(zé)這個(gè)病例的醫(yī)生有權(quán)進(jìn)入醫(yī)院的禁區(qū)。 (參見課件P10-21) Homework 1. Make sentences with useful phrases and expressions in the text. 2. Read the text again to have a deep understanding of the whole passage. 課題 AWE M10 U3 課型 Grammar & Usage 主備人 蘇杰 Learning objectives: At the end of this period, students will be able to 1. know the elements of a paragraph; 2. do some exercises to consolidate the different elements of a paragraph. Focus of the lesson: 1. writing a paragraph Predicted area of difficulties: 1. the usage of elements of a paragraph 2. using all these elements in their writings Learning aids: 1. PPT 2. blackboard PROCEDURE CONTENT Warming up 1. Daily report Lead in Let’s review the text of reading and answer the questions ? How many paragraphs are there in the text? ? What is the title of the text? ? Can we learn what the text is about from the title? ? If you are asked to divide the whole text into several parts, how will you divide it? ? What is the main idea of the first part? ? What is the second part about? ? What is the last part about? （參見PPT1-8） Presentation The development of a text How is a text developed? A text should be written in the way that allows readers to move from one idea to the next easily. For a text to develop logically, we should include the following: ? The title ? The beginning paragraph ? The body paragraphs ? The concluding paragraph. ? What should a title be like? ? How do you understand these titles? ? What should be included in the beginning paragraph? ? Each body paragraph usually contains a topic sentence, some supporting sentences and a concluding sentence to the paragraph. ? What should the topic sentence be like? ? Where can it be found? ? What are supporting sentences? ? What is the function of a concluding sentence in a paragraph? ? How does the concluding paragraph function in a text? (參見課件P9-18) Homework Write an article with the title “How to stay healthy” according to the requirements 課題 AWE M10 U3 課型 Task 主備人 蘇杰 Learning objectives: At the end of this lesson, students will be able to: 1. Teach students how to identify degrees of obligation. 2. Improve the students’ ability of listening. Focus of the lesson: 1. identifying degrees of obligation 2. skill building of listening Predicted learning difficulties: 1. identifying degrees of obligation Learning aids: 1. PPT 2. tape and tape recorder Learning procedures: PROCEDURE CONTENT Warming up Daily report and comments Lead-in When we want to give advice, what sentence patterns can we use? ? You had better … ? You don’t have to ? You should/ought to … ? You had better not … ? You have to … ? You must/must not … Read the following sentences and tell the meaning of each sentence. ? You do not have to go to school tomorrow if you are feeling ill. ? My suggestion is that you should stay at home if you were feeling ill. ? You should send her a note. ? It is your duty to send her a note. ? Citizens must register in order to vote. Skills building 1: identifying degrees of obligation: Read the following and tell which expresses the strongest obligation, which expresses less strong obligation, which expresses the least strong obligation, and give you reasons. Listening (1A) Listen to a lecture by Dr Gray and write the modal forms the doctor uses. Listening (1B) Read the guidelines of part B and answer the question Skills building 2 Asking for and offering alternatives When you are receiving advice, but you don’t want to make a current solution or plan, what will you do? Asking for alternatives: Offering alternatives: Asking a doctor for alternatives Suppose you were Mrs. Tang, and you wanted to know what should be done to cure your cold. You went to ask a doctor for some advice. Make some sentences using the patterns asking for alternatives given in this part. Skills building 3: Writing warnings When you are writing an article containing advice，what language is often used to express warnings? The imperative is often used to express warnings. . Output Work in groups of four, discussing their articles with their group mates. Ask some of the students to report their articles to the whole class. Homework 1. Workbook A1、A2、D1. 2. Preview “Project”. 課題 AWE M10 U3 課型 Project 主備人 蘇杰 Learning objectives: At the end of this period, students will be able to: 1. read the passage about drugs. 2. make a poster about the dangers of drugs. Focus of the lesson: 1. understanding the dangers of taking drugs 2. making a survey in China and make a poster for the Red Cross Predicted learning difficulties: 1. discussing what kind of information to include in their poster Learning aids: 1. PPT 2. blackboard Learning procedures: PROCEDURE CONTENT Warming up Leading in Daily report Lead in: 1. Brainstorm the names of some drugs which are familiar to them. 2. If the students can’t name them, just show some pictures to the students and give them some figures to make them understand the frightening results better. 3. Discuss the possible dangers caused by drugs and make students realize the importance to keep away from drugs. (參見課件P1-20) Fast reading Try to find out how the booklet is developed? (the clue of the passage) Part 1 Question-raising Part 2 Question-analyzing Part 3 Question- preventing Part 4 Question- solving (參見課件P21-23) Listening True or false 1. It is said that people take drugs illegally for the same reason. 2. There are a lot of main classes of drugs, each of which has the same effect on the body. 3. Though drugs can produce different reactions, they are all addictive, physically and/or psychologically. 4. Downers can increase the heart rate and make users feel very energetic and happy. 5. Downers are more addictive than uppers, and in the case of heroin, users may slide into addiction within weeks of use. (參見課件P24) Detailed reading 1. How many classes of drugs are there? What are they? 2. What happens when people take drugs? 3. What are the side effects of drugs called uppers? 4. What are the legal punishments for carrying drugs? 5. How can drug users begin a new life according to the writer? (參見課件P25-30） Consolidation Work in groups of four and try to design a poster about the dangers of the drugs for your School Health Week. Homework 1. Finish the workbook exercises. 2. Write a composition about the dangers of drugs.