【导语】“潇洒二少”通过精心收集，向本站投稿了5篇颜集中学集体备课教案九年级政治2，以下是小编精心整理后的颜集中学集体备课教案九年级政治2，希望对大家有所帮助。
- 目录
篇1：颜集中学集体备课教案九年级政治2
颜集中学集体备课教案苏教版九年级政治2
颜集中学集体备课教案 9月1日 科 目 九年级思想品德 课 题 关心社会发展 课型 新授 参加人员 宋加年、李金龙、李炳才 中 心 发言人 宋加年 地点 初三办公室 教具 课件等 课件 教学目标 【知识与能力】 1、把握人与社会关系，培养关心社会、参与社会的实践能力。 2、能运用实例，说明个人离不开社会，社会离不开个人。 3、能知道关心时政的道理，学会关心时政的方法。 【情感态度价值观】正确认识人与社会的关系，增强关心社会的兴趣和情感。 教 学 重难点 教学重点：个人与社会的关系。 教学难点：个人与社会的关系。 板书设计 （1）个人离不开社会 1、探究人与社会的关系 （2）社会发展是人们共同努力的结果 关心社会发展 （1）具体途径 2、从关心时事做起 （2）重要意义 （3）辨明认识 教 学 过 程 一、【导入示标】 教学点拔 学法指导 叙述故事：简要讲述文本中P6的两则故事。 设疑导思：从中你能悟出什么道理？我们生活在社会上，社会的发 展与我们是否有关系？ 自由畅谈：学生依据自己的思考自由陈述自己的意见。 归结导入：事实说明个人的成长和发展离不开社会，因此我们关注 社会发展。（同时板书课题） 展示目标：教师可借助媒体等教具展示或语言直接陈述教学目标。 二、【感悟探究】 探究人与社会的关系 设疑导思： ◆为什么亚维伦的野童回到人类社会也难以过上正常人的生 活？而“鲁滨孙”却能很快适应社会生活？ ◆文本中的两则故事给你什么深刻启示？ 讨论探究：引导学生在自由阅读的`基础上先进行小组讨论，再选派 代表发言，最后请学生点评补充。 拓展知识：结合学生探究结果引导学生自读相关的“知识链接”， 强调：社会性是人的本质属性 引领感悟：人们常说：“个人是大海中的一滴水。”大海是有一滴滴 水组成的，而一滴水离开水就会干涸。联系我们个人生活实际，谈 谈对这句话的理解。 讨论交流：先进行分组讨论，再由学生代表发言，最后请其他学生 进行点评补充。 归结提炼：在探究和感悟活动的基础上让学生总结得出―― ◆人类社会的含义； ◆人与社会的关系。 三、【探究交流】 从关心时事做起 教 学 过 程 环节过渡：既然个人的成长和发展都离不开社会，因此我们每个人 教学点拔 学法指导 都必须积极关注社会发展。那么青少年应如何关注、了解社会？ 自由回答：从关心时事做起。 设疑导思： ◆我们平时了解时事政治的主要途径有哪些？ 讨论归结：关心时事的重要意义――文中P7的三个“有利于”。 的观点各自的看法。 点评补充：依据交流情况，组织学生评价、激励、补充。 内容提炼：我们是社会中的一员，我们离不开社会而独立存在，因 升华认识：关心社会发展，关心祖国建设，不仅是热爱祖国的重要 们：“风声雨声读书声，声声入耳。 家事国事天下事，事事关心。” 五、【训练反馈】 [一]、精挑细选 走进生活 1、人类社会赖以存在的基础是 （ ） A、物质生产活动 B、政治活动 C、精神生产活动 D、文化活动 2、个人不可能离开社会而独立存在，这说明的本质属性是（ ） A、动物性 B、社会性 C、依赖性 D、特殊性 3、青少年学生关注社会了解社会可以从（ ）做起。 A、从事政治活动 B、投身经济建设 C、关注时事政治 D、参与重大决策 4、1981年北京一青年曾撰题一联：“风声雨声不吱声，了此一生；家事国事不问事，平安无事！”这说明他 （ ） ①不求上进,缺乏社会责任感②安于现状,无视国家前途命运③缺乏回报社会意识④具有忧患意识,担心自己前途和命运 A、①②③ B、①③④ C、①②④ D、②③④ [二]、明辨是非 关注生活 有些同学说：“关心社会发展是成年人的与我们学生无关。”请 你试加评析 [三]、思考探究 学会生活 1、谈谈关心社会发展的原因； 2、说说关心社会的有效方式、途径及其意义。 有些同学说：“关心社会发展是成年人的与我们学生无关。”请 你试加评析 [三]、思考探究 学会生活 1、谈谈关心社会发展的原因； 2、说说关心社会的有效方式、途径及其意义。 你试加评析 [三]、思考探究 学会生活 1、谈谈关心社会发展的原因； 2、说说关心社会的有效方式、途径及其意义。 教后记：篇2：六下习作2读后感集体备课教案
苏教版六下习作2读后感集体备课教案
苏教版六下集体备课教案习作2写读后感 教学目标 ⒈指导学生读书做记号以及边读边思考的读书方法。 ⒉引导学生细细地品读例文，了解读后感的一般写法。 ⒊引导学生学会概述所读作品，了解作品的主题和精彩部分。 ⒋激发学生读书和写读书笔记的兴趣。 教学重难点 引导学生细细地品读例文，了解读后感的一般写法。 教学过程 一.习作准备习作前阅读要求： ⒈读一读海伦・凯勒的作品《假如给我三天光明》，或者读一读《海伦・凯勒传》。 ⒉阅读一组表现母爱的文章。 二.进入习作话题 读书后总会有感受，一定有很多话想说。今天，我们就来交流交流。 三.学习范文 ⒈先介绍关于盲人作家海伦・凯勒的作品，从以下两个方面来交流：①作品内容。②阅读后的'感受。说感受时，可以从文章的内容来说，也可以介绍自己对精彩语言的理解。 ⑴小组内交流。 ⑵大组交流。 ⒉阅读例文。 ⑴学生自由阅读例文。 ⑵交流阅读所得：文章是怎么开头的？中间主体部分写了些什么？是一个怎样的结尾？ 四.指导写作 ⒈教师提供阅读文本《谁送给我耳朵》（一个表现伟大母爱的故事）。 ⑴教师范读文章《谁送给我耳朵》。 ⑵师生对话，聊聊听完这个故事的感受。 ⑶学生默读文章，体会语言文字包含的丰富情感。 ⒉讨论交流如何写好这篇文章的读后感 ⑴小组内交流。 ⑵大组交流，师生互提建议。 ⒊学生练笔。 ⒋交流习作片段，师生评议、修改。篇3：新目标英语八下Unit 2 What should l do?集体备课教案
集 体 备 课
一、教学目标
1．谈论在学校和家庭中遇到的种种麻烦和问题
2．为他人找到合理的解决办法，提出相应的建议
3．为自己的问题找到解决办法
二、教学向导
语言功能
谈论遇到的问题
提出建议
语言结构
情态动词could,should的用法
Why don’t you…？结构
学习策略与思维技巧
听取特定信息
合作完成任务
三、主题词表
四、主题思维图及任务型活动
五、教学重难点及突破
重点：
要求学生学会运用情态动词should、could、shouldn’t；学会使用What should I do?You shouldn’t…You could…句型。
教学突破
通过大量的课堂提建议的口语交际，在真实情境中学会运用。
六、教学步骤
一、话题导入
1．教师列出表格，分为Problem栏和平共处advice栏，然后提出若干与学生生活密切相关的问题，如I want to buy a new guitar but I don’t have enough money.,引导学生提出自己的观点，并写下学生的建议。
2．教师导出Ia部分的五个问题，再依据个人的观点，把问题按严重性的程度进行排序。这个内容实际上已在引导学生发表自己个人观点。
二、课堂结对活动
1．播放录音，引导学生一边看彩色插图，一边听录音，要求学生指出图中女孩存在的问题。（1，2，5）
2．播放2a部分的录音，引导学生写下Nari的问题。教师将录音中出现的生词写在黑板上，并领读。
3．重新播放录音两遍，要求学生将2b中的Advice栏和Reasons栏进行连线。
4．引导学生模拟1c中的对话，进行课堂结对活动。针对1a部分的五个问题分别提出个人建议，进行课堂口语交际。
三、表达个人观点
1．朗诵3a中的对话，让学生听，并在方框中标出个人观点good idea、okay idea、bad idea.
2．标出新词汇，教学新词汇。
3．引导学生进行结对稍大动，让学生发表个人观点，展开课堂讨论。
4．引导学生针对Geoffey学普通话一事来提出一些合理性的建议，让大家相互交换观点，并请一些同学读给大家听，最后教师总结出若干最佳建议。
Section B
◆重点
掌握一些重要词汇。
◆难点
学会谈论问题，并能提出书面建议。
◆教学突破
首先针对Erin的问题，提出个人的建议，模仿2c部分的对话展开双人交际Pair-work；听老师诵读3a部分的信件，并找出LEFT OUT的问题所在；学生完成3b部分的内容，给Left Out提出书面的建议；学以口头形式提出自己目前存在的某个问题，讲给大家听，让同学们给自己提出一个建议，并作笔录；学生两、三个人分成一组，随意性地进行口语交际，谈论P14的第4部分的某个问题，相互交换意见。
一、生词呈现
1．请学生朗读1a中的6个句子，引导学生发表意见分为 not important、important、very important。
2．播放2部分的录音。
3．老师将1a句中的生词和2a录音部分中的生词呈现在黑板上，教读。
二、发表建议
1．引导学生针对Erin的问题，提出个人的建议，模仿2C部分的对话展开双人交际。
2．老师朗读3a部分的信件，要求学生找出Left Out的问题所在。
3．要求学生给Left Out是出书面的建议。
4．要求学生以口头形式提出自己目前存在的某个问题，讲给大家听，让其他同学提建议，该同学须作笔录。
5．要求学生随意性地进行口语交际，谈论P14的第4部分的某个问题，相互交换建议，然后老师将一些合理的建议写在黑板上。
文化阅读
教学重、难点及突破
◆重点
学习新词汇和短语genuis,exhaustion,pushy,pressure,psychiatrist,independent,
drop off,take the middle road。
◆ 教学突破
引导学生在阅读时，通过上、下文来猜测生词，并通过第三部分的练
习来检测学生猜测生词的准确率。
一、阅读前的准备活动
1．要求学生完成第一部分中的表格。
2．要求学生看该部分短文的标题Fam-ily life suffers from activities，圈出方框中可能出现在短文中的词汇。
二、文化短文精读
1．要求学生快速阅读短文，注意了解短文内容，完成随堂练习。
2．教学生词，圈出重点的短语，讲解其含意。
3．要求学生再次精读短文，完成第三第四部分的检测题，再核对答案。
三、小组讨论活动
引导学生自由结对、分组活动，完成第三、第四部分的检测题，再核对答案。
单元教学总结
通过本单元的确良教学，教师引导学生大胆地、自由地用流利的英语来谈论问题并提出解决问题的建议，并让学生掌握一些谈论问题和提建议的常用词汇和句型。我们可以看出，一方面学生敢于开口说，克服了哑巴英语的现象，提高了口语交际的能力；另一方面，培养了学生团结协作、虚心接受他人意见的良好的个人品质。
篇4：二上第四单元认识除法教案集体备课2 (苏教国标版二年级上册)
课题：认识除法 第一课时
教学目标：
1 通过从平均分的活动中抽象出除法算式的过程，初步理解除法的含义，知道除法算式中各部分的名称。
2 培养积极参与数学活动的情感，并进一步学习与同学合作交流。
重点与难点：初步理解除法的含义。在平均分的活动中抽象出除法啊算式，让学生理解除法的含义。
课前准备 若干个圆片，小棒
板块 教师活动 学生活动 教学目标及达成情况
一 。创设情景，让学生初步体会除法的含义。
1．教学书上第36页的例题。
（1）创设情景，提出问题（指导看书上的插图）
讲述：小朋友，星期天你们假日小队经常活动吗？今天小明的假日小队组织外出爬山，他们决定坐缆车去山上游玩。从图中你知道了什么？
（2）引导学生主动探索，解决问题。
提问：你知道要坐几辆缆车吗？你是怎样想到的？
（3）教学除法算式
①讲述：6个小朋友，每辆车坐2人，问我们要坐几辆车。这样的问题可以用除法计算。怎样写算式呢？共有6个小朋友，先写6，再写÷（介绍除号，指导写法）每辆车坐2人，就在除号后面写2，刚才你们已经想出来了要坐3辆车，接下去怎样写？（边讲述边板书： 6÷2=3）
②介绍除法算式的读法。
③提问：结合这道例题说一说在这个除法算式中，6、2、和3各表示什么？
教学第36页的“试一试”
小结：把几个物体每几个一份地分，求分成了几份，可以用除法计算。
二 、继续教学除法的含义和除法算式各部分的名称。
1、教学第37页的例题。
（1） 提问：你从这道题中知道些什么？[板书：6枝铅笔 3人 每人枝]
新课标第一网
①列除法算式
讲述：把6枝铅笔平均分给3人，求每人分几枝，也可以用除法计算。谁能写出除法算式？（学生回答后板书：6÷3=2）
②介绍除法算式各部分的名称。
2、练习
读除法算式，说说被除数、除数、和商各是多少。
8÷4=2 15÷3=5 24÷6=4
教学第37页的“试一试”练习题
3、小结：把一些物体平均分成几分，求每份是多少，也可以用除法计算。
三、组织练习，加深对除法意义的认识
做第38页的“想想，做做”第1、2、3、4题。
在小组内交流，说说填写出来的除法算式表示什么意思。
四、全课总结
提问：小朋友，今天我们学习了什么内容？你们用什么方法学会了除法？你认为怎样的问题可以用除法计算？
（学生回答后板书：6个人 每辆车坐2个人 要坐（ ）人。）
小组合作交流，示范扮演。
让学生看图、读题、独立完成。订正后提问：结合这道题，说一说在这个除法算式里，12、3、4 各表示什么意思？
让学生观察和阅读例题
（2）小组合作学习，探讨解决这个问题的方法。最后把结果板书到括号里。
6÷3=2
结合这道题，说说这个算式表示什么意思？
学生独立完成后与同桌交流，说说这道除法式表示的实际意义。
学生独立完成，并与同桌交流括号内填什么数，这个数是用什么方法得到的。
从解决问题的需要引出“每几个一份”地分，求分成了几分的平均分的活动，并抽象出除法。在此基础上认识除号，指导读法、写法。
练习从“把一些物体平均分成几分，求每份是多少”的活动中抽象出除法算法，进一步体会除法的实际意义。
篇5：M8 Unit 2 集体备课教案(译林牛津版高二英语选修八教案教学设计)
Module 8 unit 2 The universal language
Period One Welcome to the unit
Teaching aim
Let the students get familiar with the topic of music. Encourage the students to practice their spoken English by talking about their favourite kind of music and discussing the pictures.
Teaching important and difficult points
1. Relate the information given in the book to the students’ own experiences and let them get familiar with different kinds of music.
2. Let them talk about music fully and freely.
Teaching aids
A computer and a projector.
Teaching procedures:
Step I. Lead-in (Discussion)
Do you like music? Why or why not?
How many kinds of music do you know? Can you list some types of music?
What are the common topics of music
Step II. Ask the students to look at the pictures one by one on P17. Then ask some questions about each picture.
Step III. Enjoy some music and ask the students to tell what kind of music they are.
Step IV. Make up a dialogue.
Ask you partner what kind of music he/she likes best and why he/she likes about it.
Step V. Ask the students to tell a story about a famous musician. If there is no, introduce one to the students.
Step VI. Discussion.
Chinese opera is a kind of music with a long history. But some young Chinese don’t like it at all. Some even think that it is noisy. So what do you think about Chinese opera? How can we make more people interested in Chinese opera?
Step VII. Summary.
Step VIII. Homework.
Preview the reading part.
Period Two &Three Reading
Teaching Aims:
1. Learn and master the following words and expressions:
Cast; fall in love; feature; unconditional; be drunk with; exercise control over; break one’s promise; terrify; conduct
2. Train the students’ reading ability.
3. Get the students to learn about the Turandot..
Teaching Important Points:
1. Learn to use the following useful phrases:
Cast; fall in love; feature; unconditional; be drunk with; exercise control over; break one’s promise; terrify; conduct
2. Train the students’ reading ability.
Teaching Methods:
1. Fast reading to get a general idea of the text.
2. Careful reading to get the detailed information.
3. Pair or group work to make every student work in class.
Teaching Aids:
The multimedia
Teaching Procedure
Step 1 Greetings
Step 2 Lead-in
To start the lesson by asking the students some questions
Ask the students to talk freely in order to create an easy atmosphere to encourage the students to practise their spoken language. Ask the students to prepare some information in advance. Get the student to have a general idea of the opera.
Step 3 Reading Strategy
Explain the definition of a review to the students since different types of article have various ways of reading.
1. What’s the definition of a review?
A review is a report or an essay giving some information as well as some opinion or ideas about a book, performance, a painting or something similar.
2. What should we pay attention to while reading a review of an opera?
a. A review of opera usually starts with some background information.
b. The review can five some important such as the actor’s names and finally an evaluation.
c. The review may include lots of very descriptive words that reflect feelings.
Step 4 Fast reading
Ask the student to scan the text to finish the exercises in Part A
Step 5 Listening and comprehension
Listen to the recording and ask the students to finish the exercises on P 20 Part C1
Answers:
1. Because she felt that she could almost feel the history.
2. She is cold-hearted.
3. He was killed.
4. She does not have to marry him.
5. He promised to allow Turandot to choose her own husband.
6. Eight.
7. Turandot was played by Sharon Sweet from the USA, Liu was played by Barbara Hendricks from the USA and Calaf was sung by Kristian Johannsson form Iceland.
8. The bringing together of the group of people from many countries, the music and the setting.
Step 6 Post-reading
In order to have an accurate understanding of the text, ask the students to finish Part D on P20. And explain some more language points to the students.
1. witness n.
e.g. According to (eye) witnesses, the robbery was carried out by two teenage boys.
witness vt
witness doing sth
e.g. He arrived home just in time to witness his brother being taken away by the police.
2.star vt (e.g. The studio would like to star her in a sequel to last year’s hit.)
cast vt (e.g. The doctor decided not to cast his new film with big-name actors.)
3. setting n.
e.g. The play has its setting in a wartime prison.
be set in … (e.g. The story was set in Britain of the nineteenth century.)
4. take on
a. to accept a particular job or responsibility:
e.g. She took too much on and made herself ill.
b. to employ someone:
e.g. She was taken on as a laboratory assistant.
c. to compete against or fight someone:
e.g. The Government took on the unions and won.
d. to begin to have a particular quality:
e.g. Her voice took on a troubled tone.
5. exercise vt (to use one’s right, power or influence)
e.g. The young employer simply does not know how to exercise his power over his employees.
Since you’re a citizen of our country, you should exercise your right to vote.
6. be desperate to do sth./be desperate for sth.
( to be eager or in great need to do/for sth.)
e.g. The old man was desperate to see his son, Who had left home to study abroad.
The boy is desperate for a new pair of football shoes.
7. leave vt 常用“leave＋宾语＋宾补”结构
(to let sb. do sth. or be in a state/to let sth. be in a state )
e.g. My grandma is over 80 years old, so do not want to leave her alone at home.
The poor farmer died, leaving his wife and three children in poor conditions.
When the couple went on holiday, they left their pet dog in the care of a friend.
8. transform vt (to make a complete change of the appearance or character of)
e.g. Plenty of rain might transform the area from a desert into a place full of plants.
It is said that the old railway station built about 100 years ago will soon be transformed into a railway museum.
Step 7 Homework
Period Four Word power
Teaching Aims:
1. Learn to read a passage of something about an orchestra and instruments used in an orchestra.
2. Enlarge the students’ vocabulary.
Teaching Important Points:
1. Understand the meanings of words and expressions related to an orchestra.
2. Master the words in this part and use them freely.
Teaching Difficult Points:
1. Knowing the main idea of the passage.
2. Remember some new words about an orchestra.
Teaching procedures:
Step 1 Greetings
1. Greet the whole class as usual.
2. Check their homework if any.
Step 2 Brainstorming
1. What is an orchestra like?
2. What kind of music is performed by an orchestra? (classical music/opera)
3. Do you know any famous orchestras in China or in other countries around the world?
Step 3 Vocabulary learning
1. Read the web page in Part A carefully, and then complete the following chart written on the blackboard.
Complete Part B individually and then check answers with a partner to see if they have got the answers.
Suggested answers:
strings: harp, violas, double basses
brass: saxophones, trombones, tubas
woodwind: oboes, bassoons, piccolos
percussion: timpani, xylophones, gongs
2. Read the report and complete Part C individually referring to Parts A and B.
Suggested answers:
(1) orchestra (2) chamber (3) symphony
(4) strings (5) brass (6) violins
(7) cellos (8) brass (9) trumpets
(10) Flutes (11) woodwind (12) bass drums
Step 4 Vocabulary extension
Please focus on Part D and complete it individually.
Answers to D:
the instruments in red: strings
the instruments in blue: woodwind
the instruments in green: brass
the instruments in yellow: percussion
Step 5 Homework
Period Five& Six Grammar and Usage
Teaching Aim:
Introduce the ellipsis.
Teaching Important Point:
The basic usage of the ellipsis and learn to use it in different situations.
Teaching Difficult Point:
How to help the students learn when to use ellipsis and how to use it correctly.
Teaching Methods:
Teaching and practicing.
Individual or pair work.
Teaching Aid:
Multimedia.
Teaching procedures:
Step1: Introduction to ellipsis
Ellipsis means leaving out words of a sentence when the meaning can still be understood. Ellipsis is used when you do not want to repeat words or phrases that are obvious. You’re to learn when to use ellipsis and how to use it correctly.
Step 2: Presentation
Sentences on the blackboard
- How is your cousin today? ---(She is )Much better.
(You) Open the the window, please!
(It) Sounds fine to me.
(It is a ) Pity our teacher couldn’t come.
(Is there) Anything wrong?
(Have you) Found your pencil?
Read these sentences and point put the words that have been left out in each sentence.
Step 3: Instructions
1. Go over Part 1& Part 2
Ellipsis is often used in imperative sentences, in short responses, in infinitive phrases and in informal English. Ellipsis is also used after hence, some prepositions or than. You should pay attention to the case in which ellipsis is used when two clauses with the same pattern and the same verb are used in a sentence.
Read the examples in Point 2 and get to know that in some special styles, words are left out just to save space and time. When it comes to signs and labels, newspaper headlines, instructions, postcards, diaries and notes, ellipsis is often used.
2. More examples
Step 4: Practices
1. Read Part A carefully and find out the words that can be left out.
Answers:
Singer: It was a real privilege for me to be cast. It had always been one of my strongest desires to have a part in Turandot.
Jane: How were you hired for the job?
Singer: Well, I’m a musical performer,………One day, saw a poster that the production company’s Personnel Department had put up saying that they were looking for singers. I applied for the job, and they sent me an invitation to try out for a part in the chorus.
Jane: Was it difficult to try out?
Singer: Yes, it was difficult……
……
Singer: The best part was visiting Beijing because the performance was staged in the Forbidden City.
……
Singer: Yes, I would like to visit Beijing again.
Jane: Well, it’s been fun talking to you. I thank you for your time.
2.Read the instructions in Part B and finish the part individually.
Answers:
1 b 2 c 3 a 4 d 5 e
1 Bob James, the pop star dies of drug abusing.
2 This is the door to the stage.
3 The performance last night was not as good as usual.
4 Please handle this with care.
5 Turandot is really a wonderful performance, and the setting is fantastic too.
3. Do Part C1 and C2 on page110 of the Workbook. After doing the two exercises, they will know more clearly how to use ellipsis correctly.
Step 5: Exercises
1. - Are there any English story books for us students in the library?
- There are only a few, ___________.
A. if any B. if there C. if some D. if has
2. - Would you like to go with us?
- Yes, _____________.
A. I'd B. I'd like C. I'd like to D. I'd like to do
3. - Would you like to have a try once again?
- ________________.
A. Yes, I like B. No, I don’t like it
C. Yes, I want very much D. Yes, I’d like to
4. - What do you think made Mary so upset?
- ___________ her bicycle.
A. As she lost B. Lost C. Losing D. Because of losing
5. - When did they get down to the job?
- _______________.
A. Until they left B. Till they arrived
C. Since they finished it D. Not until they turned to me
6. - Are you angry?
- Yes. He should at least answer when _____________.
A. speaking B. spoken to C. spoken D. speaking to
7. Be careful while _________ the street.
A. to cross B. crossing C. he crosses D. being cross
8. _______ us for a dinner, don’t you?
A. Don’t you join B. Join C. Have to join D. Let’s join
9. I promise we’ll be there at 6, _________.
A. rainy or shine B. rains or shining
C. rain or shine D. rain or shining
10. In the car accident the child was hurt, but ___________.
A. the mother is killed B. the mother killed
C. the mother being killed D. the mother has killed
11. __________ I don’t remember where I met him.
A. Fact is which B. what the fact is that
C. The fact is what D. Fact is
12. He raised his hand __________ silence.
A. as if to command B. as though he going to command
C. as though to command D. as of he commanding
13. Francis Preston Blair, Jr., _________ born in Kentucky, lived and practiced law in Missouri.
A. was B. he was C. although D. who he was
14. We are to install this instrument ____________.
A. as originally planned B. as it originally planned
C. as was originally planned D. as it being originally planned
15. __________, people and objects are presented in a flat, often angular, abstract manner in Jacob
Lawrence’s paintings.
A. Always able to recognize B. The ability to recognize always
C. While always recognizable D. Always can be recognized
Answers:
1-5 ACDCD 6-10 BBBCB 11-15 DCCAC
Period Seven& Eight
Task Writing a website negative emotional language
Teaching Aims:
1. To train the students’ ability of listening and writing.
2. To master the skills in the writing of the life story of a composer
3. To practise writing the life story of a composer
Teaching procedure:
Step 1 Review the last period of the unit
Skills building 1: listening for facts about people
When we are listening for facts about people, there are certain things we need to listen for. These includes:
1. date when they were born and died
e.g. He/She was born/died on 26 May 1962.
2. places where they were born or died. These might be or countries.
e.g. He/She was born in London, England.
3. specific things that they did in their life. This will include dates and places such as when and where they got married or had a child, etc.
e.g. He married Jane in Paris in 1999.
4. information about why they did something and who or what influenced them.
e.g. He wrote this opera because he liked East Asia.
Step 2 Listening
While listening to the recording, ask the students to apply listening skills in practical use, such as note taking. The teacher should be responsible for the speed of the recording and make sure the student can finally understand the text as a whole. After the teacher can check the answers with the students.
Step 3 Table fill-in
In this section, the students first are required to go through three passages on p 27. Since during the listening we have just finished part of the exercise, the teacher can design a skimming and scanning practice here, asking the students to find the relevant information of the table provided on P 26. And later ask the students to check their answers by presentation.
Skills building 2: finding out about people’s lives
Sometimes you need to find out about people’s lives. You can start by asking the following questions.
Which city/country was he/she born in?
When was he/she born?
What instruments did he/she play?
When was …written?
When did he/she die?
Where did he/she die?
Did he/she have brothers/sisters? What were their names?
When did he/she get married?
Who did he/she marry?
Can you tell me any other information about him/her?
Is there anything else you can tell me about him/her?
Step 2 asking for further information
In this section, the students are supposed to work in pair to practice the skills in skills buildings 2. The teacher can encourage the students to pracise their spoken language during this part, and later the teacher can also provide the sample answers to the students.
Skills building 3: writing someone’s life story
When writing someone’s life story on an exhibition board, you need to:
1. Start with his/her name as a little with the dates of his/her birth and death underneath.
2. Perhaps use a timeline to illustrate what the person did in his/her life.
3. Write the information in the order that it happened.
4. Include pictures to make it attractive.
Step 3: writing the life story of a composer
In this section, the students should apply their learned skills to practical use. First they have to collect some facts about the composers, find out about people’s lives and then write someone’s life story. The teacher first of all should remind the students of these steps and then give some instructions to the students. If it is needed, the teacher can also give the students a sample writing to show how they are supposed to phrase their article.
Step 4 Homework
Prepare for next period.
Period Nine& Ten Project The universal language
Teaching aim
Help students use what they have learnt to finish a project by working together.
Teaching important and difficult points
1. Help the students understand the text to collect as much information as they can.
2. Ask the students to have a discussion about which singer or band they will focus on, what they will include in the project and how they can organize their webpage.
Teaching aids
A computer and a projector.
Teaching procedures:
Step 1 Dictation.
Step 2 Lead-in
In this unit, we have discussed different kinds of music. So today let’s have a closer look at the history and development of pop music.
Step 3 First reading
Ask the students to read the article “From jazz to pop” and then answer the questions.
What is this text mainly about?
It is about the history and development of pop music.
How many periods can pop music be divided into according to the writer?
Five periods. Early jazz, swing music, R&B, rock and roll, and 1960s pop music.
Step 4 Second reading
Read different parts of the text on by one.
Early jazz
1. What was the most important instruments used in jazz?
The trumpet is one of the most important instrument used in jazz
2. Who is considered as one of the founding fathers of jazz?
Louis Armstrong
From wing music to rock and roll
1. What is the difference between swing music and traditional jazz?
Swing music is faster than traditional jazz and have a sort of swinging feel to the music.
2. What are included in “big bands”?
Big bands included a pianist a violinist and a bassist, as well as others.
3. Who is considered as one of the pioneers of rock and roll?
Big Joe Turner.
1960s pop music
1. Which band was the most successful rock and roll band of the 1960s?
The Beatles.
2. What is “Beatlemania”?
The phenomenon that masses of fans of the Beatles welcome this band at the airport.
Step 5 Finish exercises B1 and B2 on the page 109
Step 6 Discussion.
Work in groups to discuss how to research and what to research about a singer or a band and then answer the questions in part B.
Step 7 Homework
Each group should choose a singer or a band to research and then divide the work among group members. Each group member will be responsible for searching for some information. Use the information collected to make a webpage after class and present them to the class on the display wall.
★ 集体备课计划
★ 集体备课方案
★ 集体备课心得体会
★ 集体备课总结
★ 教学集体备课总结
★ 集体备课教研计划
★ 生物集体备课总结
颜集中学集体备课教案九年级政治2（共5篇）
