浅谈如何开展初中英语集体备课活动
备课是上好课的先决条件。教师能否上好课关键在于上课前是否做了充分的准备，即是否进行了深入细致的备课。传统的“单兵作战”的备课方式已经跟不上时代发展的要求，集体备课活动增进教师之间的相互了解；可以形成一种交流、合作、研究的学术气氛；可以充分开发学校现有的教育资源，推广优秀教师的教学经验，缩短年轻教师的成长周期，促进学校教学质量的整体提高。
一、 集体备课的基本程序
集体备课通常可以按照：个人初备→集体研讨→修正教案→重点跟踪→课后交流的基本程序进行运作
1.个人初备
（1）个人备课时，一定要认真学习和研究课程标准、大纲、考纲、教材、教学参考书以及其它的相关材料；一定要突出重点，突破难点，抓住关键。同时，教师还要深入了解学生，摸清学情，以便有的放矢地进行教学。要做到摸清学生的学情，既要研究学生的智力因素（比如，学生的学习兴趣、学习态度和学习习惯等）。
（2）每位备课教师必须写出备课提纲，确定教学的重点和难点，提出具体的教学目标（认知和情感目标）；新教师应写出详细的教案。
（3）每位教师都要尽力提出有独创性的设计方案，以便资源共享。
（4）每位教师应提出自己有疑问的地方，以便集思广益，攻克难点。
（5）每位教师应该超前备课，这样有利于把握全局，也有利于教师在课堂上解决部分学生因超前预习提出的问题。集体备课时最好能准备好下一周的教案。
2.集体研讨
教师在第一次集体备课时，一定要对本学期的课程进行整体规划，简要写出本学期的教学计划，并制定好单元教学计划。教师在集体备课时要遵循“整体——部分——整体”的思路，分别陈述各自的备课方案，最好采用“说课”的形式进行比较，以便扬长避短，统一思想，达成共识。集体备课时还应注意做到以下两点：
（1）“四个统一”
“四个统一”即统一教学进度，统一教学目标，统一教学重难点，统一阶段测试。提倡“四统一”不是要“一刀切”，而是应根据教学的具体情况，经集体分析，作出合理安排。
（2）中心发言
集体备课时要确定一个中心发言人。中心发言人可以由老教师或教学水平高的教师担任，以便做好“传、帮、代”工作。同时，也要大胆启用青年教师担任中心发言人。这样做有利于青年教师迅速成长。
集体备课时也可邀请备课组以外经验丰富的优秀教师来组内进行专题讲座，以开阔组内教师的视野，扩大交流的空间。
3.修正教案
集体备课时由中心发言人说课，教师们共同探讨，相互补充，使教案内容更加充实和完善。但教案应避免千篇一律，否则就没有创新精神。
4.重点跟踪
经过备课组研讨过的教案是否可行还有待于在教学实践中考证。因此，有必要进行跟踪听课，以便及时总结和不断改进。
5.课后交流
一个完整的备课过程应该有五个:阶段准备阶段、分析阶段、创造阶段（编写教案）、提高(阶段即第二次备课，调整和修改教案)和总结阶段。课后交流是备课总结阶段的主要内容。备课组教师授课后要进行交流，并对每位教师的教学进行评估，肯定优点，指出其不足，促进每位教师教学水平的提高。
二、 教师在集体备课时要树立以下几个意识：
1.合作意识
合作是进行集体备课的前提条件。集体备课时要创造一种平等、民主、互相尊重、互相合作的氛围。对每一个
阶段的工作，备课组教师都要有明确的分工。例如，有些教师可以去寻找有关的资料；有些教师可以准备教具。在进行专项复习时，要根据各位教师的长处，备课组长指定专人负责，准备阅读、改错和书面表达等练习材料。
2.整体意识
集体备课时教师要有整体意识，例如，第一次集体备课时教师要纵览全局，制订整个学期或整个学年的教学计划；同时，还要注意教材各章节之间的内在联系。集体备课活动有可能会因意外的事情受到影响而暂停，备课组长一定另找时间及时补上，以保证备课内容的系统性和连续性。
3.超前意识
教师超前集体备课，不仅能增强教学的目的性和针对性，而且有利于将问题消灭于萌芽状态。在制订好整体教学计划后，集体备课时最好能提前准备一、两个单元的课。初中英语预备教材每个单元均包含4课。例如，教学Unit 1之前，就要备好Lessons 1—4的教案；而且可专门准备一节主题为“How to Learn English Well”的学法指导课，指导学生掌握英语学习的方法，并让学生了解本学年段英语学习的常规要求。例如，作业格式、课外阅读量、写英语周记的篇数以及精听和泛听的要求等。
4.反思意识
通过对教学行为的反思来提高教学能力是教师成长的重要途径。教学行为研究可以是在教师自己的课堂教学中开展小范围的调研活动。众多在教学上获得成功的教师都十分重视写教学后记。有位学者指出，教师的成长=经验+反思。教师只有通过不断反思自身的教学行为，才能扬长避短，才能促进教师专业化的发展。写教学后记是教师反思自身教学行为的行之有效的办法。教师参加集体备课，将教学方案付诸课堂实践，并对自己（或他人）的教学过程进行评判性反思和分析，研究并总结出最基本的教学原始资料。可为积累教学经验奠定基础。
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英语教学质量，提高英语教师群体水平的一种有效的手段。抓好英语集体备课组建设意义重大，每个学校都应持之以恒地做好这项工作。
初一英语集体备课记录 第二次
中心议题：学科专题研究-----如何撰写教学案例
初一英语集体备课 教案
新目标英语七年级下册教案 Unit 4 I want to be an actor.Period 5. Period 6
Period 5
Teaching aims:
1. Teach vocabulary words.
2. Target languages:
Is it a busy job?
Yes, it is.
Is it a job in a hospital?
No, it isn’t.
3. Enable the students to write the newspaper want ad.
4. Help the students to write the newspaper want ad.
Teaching procedures:
Step 1. Reading (3a)
Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line.
Then read each ad again separately, pausing to allow students to ask questions about anything they don’t understand. For example, in the first ad, students may not know that working late means “working at night.” To work hard means to use a lot of energy to do the job.
It is also acceptable to say, “Do you like to work in the evening and at the weekends?” However, the phrasing, “Do you like to work evening and weekends?” is less formal and equally acceptable.
Ask students to fill in the blanks in the ads using the words actor, reporter, and waiter. Check the answers.
Step 2. Writing (3b)
Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.
Ask students to fill in the blanks using words from this section. Say, Look at the pictures next to each blank line. The pictures will help you guess the correct word.
Suggest that they look at the names of jobs and the words that describe jobs and the words that describe jobs in the first part of Section B.
Check the answers.
Step 3. Writing (3c)
Point out the blank strip of newspaper where students can write their own ads.
Ask one or two students. What are you going to write about? Repeat each of the students’ sentences and ask the class to repeat the sentences after you. For example: Do you want an interesting but dangerous job? Do you want to meet new people? We need a policeman. Call the Smithtown Police Station at 555-2323.
Ask students to read their ads to a partner. Ask the pairs to correct each other’s work. Step 5.Group work(4)
Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.
Then say, Now please work in groups. Ask questions to find out what jobs each person wrote about. You can use sentences like the ones we just read.
As students ask questions, move from group to group. Rephrase any incomplete or incorrect questions. Also rephrase any inaccurate answers.
Homework
Ask the students to practice writing want ads.
Period 6
Teaching aims:
1. Teach vocabulary words.
2. Enable the students to write about different jobs and jobs they want to be.
3. Help the students to write about different jobs and jobs they want to be.
Teaching procedures:
Step 1.Warming up
Check the homework. Then show some job pictures to the students.
Say: We learned to talk about jobs people want in the last period. And I asked you to write a want ad. Did you finish it?
Who’d like to share your work?
Step 2.Key word check(1)
Ask students to check all the words they know. You may wish to have students circle any words that they don’t know.
Ask students to find out the meanings of any words they don’t know. They can do this by reviewing the unit, asking you, asking their classmates, or using a learner’s dictionary or bilingual dictionary.
Step 3.Vocab-Builders (2)
After students have recorded their new words, ask them to share their lists with other students. This can be done with the whole class or informally, in pairs or small groups. Step 4.Writing (3a)
Draw students’ attention to the advertisement and the table below. Check that they understand what an “international school” is, and why people who work at such a school might need to know different languages. Point out the jobs that they are looking for at the school, P.E. teacher, music teacher and check that students understand the meaning of the word “skills”.
Students fill in the table.
Step 5.Writing (3b)
Point out the example. Have a student read it out loud for the rest of the class (or read it out yourself). Draw attention to the use of the verb “speak” to describe the languages the person knows, and “can (do)” to talk about the skills that he or she has.
Tell the students to imagine that they want to do one of the jobs in 3a. They don’t have to use real information about themselves-they can imagine that they have the skills (and languages) needed to do one of the jobs. Remind them that they have to show why they are good for the job.
Ask students to write letters like the example letter, showing why they are good for the jobs in 3a.
Step 6.Just for fun
Ask students to read the cartoon to themselves.
Ask, What is surprising about this cartoon? When you say “actor,” do you think of a person or an animal?
Homework
1. Ask the students to summarize what they have learned in this unit.
2. Ask the students to write an article about one of their family.
教学反思：
注重语感教学。加强听说训练，努力做到视、听、说同步，培养语学习兴趣。每篇课文的生词、句型和文章都是朗读的好材料。要注意创造情景，让学生懂得不同句子的重音有不同的语感，显示不同的语言心理。同样，语调的不同，重音的移动，也体现了说话者不同的心理状态。经过训练，学生在以后朗读中也就注意了正确使用语音、语调和重读、弱读及升调，朗读也会绘声绘色，津津有味了，课堂上学生们兴趣盎然，学习积极性也大大提高了。
发言人: 董跃珠 本节课的设计比较适合初一学生的心理特征，从他们最喜欢、最感兴趣的话题入手，“谈论各种影片、对各种电影的喜好”等，如此话题都是学生喜闻乐见的，因此，学生应用目标语言的积极性很高，在熟练目标语言之后，进行一定的笔头练习， 讲笔头练习和口头练习
相结合， 对学生基础知识的巩固起到一定的加强作用。
发言人: 朱静飞 本堂课的设计思路很清晰，目标明确，注重对学生听说写三方面的训练，课堂导入环节设计巧妙，从学生感兴趣的东西入手，激发学生的学习兴趣，一下子就能抓住学生的注意力：由学生说影片名到将影片归类（课标所要求教授的知识点），再到谈论学生对各种电影的好恶、对话练习，都是一些学生感兴趣的活动。教学过程中，由简渐难，并且引用图片，增强直观性。