九年级英语集体备课教案（范文模版）

第一篇：九年级英语集体备课教案（范文模版）

九年级英语集体备课教案

主备人：孙海燕 讨论：孙海燕 黄子恺

黄江萍

课题： Unit 3 Teenagers should be allowed to choose their own clothes

第一课时Section A 1a-2c

学习目标：

1、掌握should be allowed to 的用法

2、重点词汇license , silly , earring , instead of，pierce，serious，choose（chose，chosen）中考考点：should be allowed to 的用法 学习重点：练习听力及对话

学习难点：重点词汇用法及正确运用被动语态 教学流程： 一：课前检测 二：自主学习

16岁的青少年____________________ 被允许和朋友一起外出___________ 不够认真______________ 年龄不够大 三：探究展示

1：Teenagers should be allowed to choose their own clothes.(1)should be allowed 为含有情态动词的被动语态,英语动词有两种语态,既主动语态和被动语态,主动语态表示主语是动作的执行者,被动语态表示主语是动作的承受者.被动语态的构成：主语+be+及物动词的过去分词 be有人称和时态的变化.Eg: 我们学校每年都栽树.Trees in our school every year..被动语态的用法：（1）不知道动作的执行者是谁。这栋楼是5年前建的。The building was built 5 years ago.（2）没有必要指出谁是动作的执行者。校园天天都被打扫。

The school yard every day.（3）需要强调动作的承受者。

Eg: 英语被广泛应用。English widely.含有情态动词的被动语态其结构为：情态动词+ be+及物动词的过去分词

Eg: 作业应该按时上交。The homework should be handed in on time(1).sixteen-year-olds “ ”其等同于sixteen-year-old boysgirls，是由“数词+名词+形容词”构成的合成词。(2).get/make/have sth.done 使某事被做；请别人做某事。

Eg: We have got/made/had the TV repaired.我们已经请人把电视修好了。agree to(do)sth.同意（做）某事 agree with sb.同意某人（的意见）agree on(sth.)（就某事）达成一致意见

4：stop doing sth.停止做某事 注意：Stop to do sth表示停止某事而去做另一件事。Eg.They stopped talking when he came in.当他进来时，他们停止了说话。

5.instead of “代替；而不是”

6.It does’t look cool.look 是连系动词，形容词cool用作表语，look与 cool 构成系表结构。连系动词一般分为三类: 表示状态 am/ is/ are, was /were 表示感观 sound ,look, smell, feel, taste 表示变化 become, get, turn, seem 四：达标检测

1、我们允许在星期六晚上看电视。We on Saturday evening.2.如果你努力学习你会通过考试的。

If you work hard, you’ll ’

3、我将代替你去。I will go.五、中考链接

()1.Students should to choose their own clothes.A.allow B.allowed C.are allowed D.be allowed()2.The flowers by the students yesterday.A.are watered B.watered C.were watering D.were watered()3.Did you get your ears ? A.pierce B.to pierce C.pierced D.piercing()4.Do you think should drive? A.sixteen-years-old B.sixteen-year-olds C.sixteen-years-olds D.sixteen-year-old()5.You should have your hair。

A.cut B.cutting C.cutted D.to cut()6.“Stop , and listen to me,” the teacher said.A.talk B.talking C.to talk D.talked()7.John likes tomatoes.。

A.So I do B.So am I C.So do I D.So I am Unit 3 Teenagers should be allowed to choose their own clothes

第二课时Section A 3a-4

学习目标：

1.巩固should be allowed to 的用法。2.重点词汇so，either，by,on school nights,stay up

中考考点：should be allowed to , should not be allowed to

学习重点：

1、一般现在时的被动语态

2.自由谈论规则

学习难点：用被动语态讨论允许做某

教学流程： 一：课前检测

二：自主学习朗读Section A 3a-4，找出下列短语

例如_______ ____ 和朋友一起去看电影________________ 在星期五晚上________ __ 熬夜____________ 三：探究展示

1：Well,I’m allowed to go to the movies with friends on Friday nights。

注：at,on,in 的用法。(1)at表示时间时用于钟点前，用于时刻前，译为“在„„时(刻)”。如：at three/three o'clock at a quarter to six at noon ,at night at midnight(2)in表示时间时用于泛指一天的上午,下午,晚上等;用于某个较长的时间,如年,月,季节等。如：in the morning/afternoon/evening ,in 2003，in the day/daytime(3)on表示时间时用于星期、日期(包括该天的各部分)。如：on Sunday/Sundays,on Monday morning/afternoon/evening等。on也用于某一日的名词前，用于公共节假日前。如：On New Year's Day，on Children's Day 2：Stay up 意为“不睡觉；熬夜”

Eg.1)He stayed up all night.3)注意:sit up意为“迟睡；熬夜”

3：--I like it.。--So do I.。第二句是一个“so+主语+助动词/be动词/情态动词”结构的倒装句，表示前面所说的肯定情况同样适合于后者。do是助动词，随主语的人称和数而变化，且时态要与上句的时态一致。

四：达标检测、根据汉语提示完成下列句子，每空一词 1.Do you like（熬夜）？

2.I do my homework, Mike.（迈克也是）3.I（起床）at 8:00 this morning.五、中考链接 单项选择

()1.His father likes going hiking..A.So does his mother B.So is his mother C.So his mother is D.So his mother does()2.I don't like this pair of football shoes ,.A.either B.neither C.too D.also()3.Did your teacher allow you home? A.go B.to go C.going D.went()4.We aren't allowed to go out school night.A.at B.on C.in D.for()5.The fruit should be well during water.A.keep B.kept C.keeping D.to keep Unit3 Teebagers should be allowed to cloose their own clother

第三课时SectionB 1a~3a

学习目标：

1.1.Do you ever...? 2.理解听力内容

3.重点词汇 : strict, get to class late, fail a test, take the test, pass the test 中考考点：1Do you ever...? 学习重点：Do you ever get to class late?Yes, I sometimes get to class late.学习难点：Do you ever get to class late?Yes, I sometimes get to class late.教学流程： 一：课前检测

二：自主学习

.课前朗读：朗读本课的新单词、短语及句子等，完成下列练习。上课迟到 考试不及格 考试及格 对„„严格要求 sudy with friends finish a test early 三：探究展示

1：“be strict with”意为：“对„„严格要求”。

3：the other day几天前，是一个固定短语，等于 a few days ago,一般用于过去时。Eg: I saw David at the bank the other day.4：oter，another 的用法：

1）表示两件东西或两个人中“一个„„另一个”时，用one„„the other.2）表示不一定数目中的“一个”与“另一个”，用one„„another.3）强调确定数目中的“一个”与“其余的”，用one„„anothers.4）表示许多人或物中的“一部分”和“另一部分”，用some„„anothers.5）表示许多人或物中的“一部分”和“其余的部分”，用some„„the others.6）表示“一个接一个地”，用one after another.b）concentrate on 全神贯注；专心于„„。

四：达标检测

根据汉语提示完成下列句子，每空一词

1.我们应该对孩子严格要求。We should our children.2.如果他努力的话他会考试及格的。He’ll the exam if he hard.3.他经常上学迟到。He is often school.4.莉莉不得不呆在家里照顾她弟弟。

Lily stay at home and look his brother.5.早起对身体有好处。is good for health.五、中考链接 单项选择

（）1.Anna with Bill going to the mall this afternoon.A.is B.are C.be D.aren't（）2.He doesn't do this homework ,though he has.A.carefully enough;enough time B.carefully enough;time enough C.carefully enough;enough time D.enough carefully;enough time（）3.—I think teenagers should be allowed to go out with their friends in the evening.—.It’s not safe enough.A.I agree B.I think so C.I don't know D.I disagree（）4.He is a bit ill.But he goes to school at home.A.instead B.instead of C.instead of stay D.instead of staying（）5.Teenagers allowed to drive in the street.A.should not be B.should be not C.not should be D.should not Unit3 Teebagers should be allowed to cloose their own clother.第四课时SectionB 3a~selfcheck

学习目标：

1.重点词汇 : concentrate, concentrate on ,study, design, present, at present, opportunity, volunteer, local, member 2.理解文章意思

中考考点：would like to do, a good way to do 学习重点：What school rules do you think should be changed? Well, I think we should be allowed to wear our own clothes.学习难点：We would feel more comfortable and that is good for studying.教学流程： 一：课前检测

二：自主学习

朗读本课的新单词、短语及句子等，完成下列练习。

对„„有好处 如果需要的话 不得不，必须 打扫 the other day______ would like to...______ concentrate on_____ a good way to keep...happy_____ during the evening 三：探究展示

1：“be good for ”意为：“ ”，后接名词、代词或V-ing形式。Eg: Drink it up.It’ll be good for you.be good for be bad for be good at 2：“If necessary”意为“ ”。

Eg If necessary, we shall send a telegram home.如果有必要我们就往永里发电报。“Whenever possible”意为“ ”。3：“have to ”意为“ ”。

Eg: We have to do our homework.我们不得不做作业。“have to”在表示“必须”这个意义时，强调客观需要，否定形式，don't have to（没必要），常用来回答must引导的一般问句。

Eg :—Must I come back in ten minutes?我必须在十分钟内回来吗？ —No, you don't have to.不，没有必要。

“have to”与“must”的区别： ①强调客观需要，有人称，数和时态的变化，其否定形式don't have to 表示“不必”。②强调主观必需，无人称，数和时态的变化，其否定形式mustn't 表示“禁止”。4：“mess”意为“ ”，是名词。

Eg:The kitchen is a mess.厨房太脏了。Get cleaned up!You're a mess!赶紧收拾一下吧！你多脏呀！

5：Which pair of jeans to buy 是“疑问句+动词不定式”结构，在句中作宾语。

Eg: These jackets are all very beautiful.I really don't know which one to buy.这些夹克都很漂亮，我真不知道买哪件。

英语中还有一些疑问句可以用在这些结构中，如Who, What, When, Where, how等。“疑问句+动词不定式”结构在句中可以作 等成份。

四：达标检测

用所给词的适当形式填空

1.That’s a good way（keep）them happy.2.Keeping practicing is good for（improve）my English.3.Mr Brown will go fishing if it（not rain）tomorrow.4.Do you often volunteer（help）your neighbor? 5.What school rules do you think should（change）?

五、中考链接 单项选择

（）1.It’s a good way keep yourself.A.To;health B./;healthy C./;health D.to;healthy（）2.We should learn each other.A.to B.for C.of D.from（）3.Would you like the uniforms which were designed by yourselves? A.to wear B.to dress C.wearing D.dressing（）4.They won’t concentrate their clothes than their studies.A.mote about B.less on C.more on D.less about（）5.Our teacher is too strict us.—I agree with you.But she is also friendly us.A.with;to B.to;with C.for;to D.with;for Unit 3 Teenagers should be allowed to choose their own clothes

第五----六课时（Reading）

学习目标：

1.重点词汇 :obey,achieve,race,taught,importance,succeed,point,realistic 2.理解文章意思

中考考点：Reading skills

学习重点：短文中出现的短语和句型

学习难点：提高阅读能力

教学流程： 一：课前检测

二：自主学习

做决定_____________ 挡路_______________妨碍学业_____________ 担心 ____________ 随心所欲_______ _ 在学校的赛跑队___________________一个专业运动员______________________实现„的梦想_______ _我们的确认为__________________需要做某事_________________ 考虑__________________ 最后________________ „的重要性______________________ 对„认真_____________________练习做某事__________________ 几乎没有人__________________允许某人做某事______________________ 把时间花费在„上_________________ 花费时间做某事___________________

三：探究展示 success n.succeed v.successful adj.successfully adv.succeed in doing 成功做某事 think about 与think of 的区别 ①当两者译为： 认为、想起、记着时，两者可互用 I often think about/ of that day.。②think about 还有“考虑”之意，think of 想到、想出时两者不能互用

At last, he thought of a good idea.。We are thinking about going Qinzhou.我们正在考虑去钦州。对„ 热衷，对„兴趣 be serious about doing 如：She is serious about dancing.。be serious about sth.如：She is serious about him.她对他感兴趣。4 care about sb.关心某人 如：Mother often care about her son.4.also 也 用于句中

either也 用于否定句且用于句末 too 也 用于肯定句且用于句末 I am a student.我也是一个学生

I am a student，.我也是一个学生。I am not a student，.我也不是一个学生

四：达标检测

一、根据句意和中文意思或首字母，写出正确的单词。1.As a student, we have to o________ the rules.2.Our teacher listed three p_________ on how to write a good essay.3.He has been ____________(教)to be polite since he was 9.4.He isn’t ______________(现实)enough, and he always puts himself in his beautiful dreams.5.At last, he ______________(成功)and became a great businessman.五、中考链接 单项选择

()1.I don’t think teenagers should be allowed to drive, because they are ___________.A.not enough serious B.not serious enough C.too serious D.not serious()2.I have to stay at home ____________ school nights.A.in B.at C.on D.for()3.Many students will be __________ if the class is boring.

第二篇：六年级英语集体备课教案（模版）

Module2Unit1 We’re going to have a picnic

开元街道寺夹庄小学

张晓霞

一、教学目标

1.知识目标：

⑴能听懂、会说本篇对话；

⑵掌握本课中的四会单词：duck, noisy, picnic ⑶掌握句型：simple future tense: be going to When are we going to eat?

We’re going to eat at half past twelve.What are we going to do? We are going to walk around the lake.⑷能模仿课文，运用重点句型进行扩展性的情景会话；

2.技能目标：会用be going to谈论意图和计划

3.情感目标：培养学生英语学习兴趣的持续及敢于开口表达的情感态度

二、教学重点：四会单词及句型，课文的掌握

三、教学难点：能模仿课文，运用重点句型进行扩展性的情景会话

四、教学准备：录音机，图片，单词卡片等。

五、教学步骤：

Step 1 Warm-up 1.Sing an English song.2.Ask the children: What do you like doing in your spare time?(Let more students answer)Step 2 Introduction

1.Teach the new words in different ways: duck, noisy, picnic Then let Ss remember the words in their own small groups.2.T: I’m going to go to the park with my friends this weekend? I’m going to go at nine.How about you,children?(师板书重点句型)

What are you going to do? I’m going to….When are you going to go? I’m going to go at….3.Practice the sentences by different ways.4.Finish activity 3 of Page7.Ask the children to ask and answer in pairs.5.Text

T:Do you want to know what did Daming, Simon and Simon’s mother do during the weekend?

⑴ Put the chart on the blackboard and ask the children to look at the picture carefully.Listen to the dialogue carefully and ask several questions.⑵ Play the cassette and circle the new words.⑶ Play the cassette and ask some questions.When are they going to eat? What are they going to do? ⑷ Play the cassette again and pause after each sentence for the children to repeat.6.Practice in groups and act out the dialogue.Step 3 Summary

Group work: 让生自己总结“be going to”的用法。

Step 4 Expanding Language

Free talk: 让生创设情景，结对子用“be going to”进行对话练习，并进行展示。

Step 5 Homework 1.Read the text in roles.2.Learn SB Activity 3 by themselves.Blackboard Writing: We’re going to have a picnic New words：duck, noisy, picnic

What are you going to do? I’m going to….When are you going to go? I’m going to go at….

第三篇：七年级英语集体备课教案

七年级英语集体备课教案

张宗荣

陈艳斌 Unit 6

pets

Reading Objectives To learn about rhyme schemes, stress and intonation of poetry To learn new vocabulary to talk about pets To read about animal behaviors Background information This section introduces students to poetry.The three short poems are different not only in the choice of pets, but also in the way they focus on different aspects of animals.The style of each poem is different.‘My Dog’ focuses on behaviors adjectives.‘My Goldfish’ expresses the poet’s feelings about the goldfish’s lifestyle.‘Cats’ describes the different places where cats sleep.Part A Teaching procedures Ask students to study the poems and pictures on page 90.Write the title ‘My Dog’ on the board and also the verb that are used in the poem: ‘chase’, ’catch’, ’hunts’, ’hide’, ’builds’, ‘bark’, ‘bite’, ‘fight’ and ‘look after’.Talk about their meanings.For weaker classes, read ‘My Dog’ one like at a time and have students repeat after you.For stronger classes, choose five students to read two lines each.Ask students to find the adjectives in the poem which tell us about its characteristics, e.g., ‘cleverest’.Work through the meaning of ‘wonderful tricks’.Then ask them to identify the verbs which describe the dog’s actions(‘chase’, ‘catch’, ‘hunts’, ‘builds’, ‘bark’, ‘bite’ and ‘fight’).Ask students some general questions to elicit details about the dog’s actions to generate some of the key verbs, e.g., what does the dog do? For weaker classes, read the poem ‘My Goldfish’ and ask students to follow in their books.Explain the meaning of ‘miaow’ and ‘bubbles’.For stronger classes, ask two students to each read a stanza.Read the poem ‘Cats’.As you read the poem, try to use gestures and mines to illustrate the different impressions presented in the poem.Learn about the words ‘window-ledge’, ‘edge’, ‘drawer’, ‘lap’, ‘cardboard box’ and ‘frocks’.Ask more able students to read the ‘Cats’ poem, first on their own and then with a partner.S1 reads lines 26-35 and S2 reads lines 36-46.Ask if any students have cats that like to sleep in unusual places.Have the class prepare this poem for choral reciting.Allocate different lines to individual students or pairs to create a dramatic impression.Ask one or two students to read one line only, e.g., S1: Cats All: Cats sleep anywhere, S2: Any table, S3: Any chair, S4: Top of piano, This activity helps students to work as a team as they have to listen to their cues, which encourages them to work collaboratively.Ask students which poem they like best.Encourage more able students to say why they like it, e.g., I like the poem about cats because they are my favorite animals.Extension activity For stronger classes, ask students to copy the poem ‘Cats’ into their books, leaving enough space to draw the different objects to illustrate where cats live and sleep.Encourage students to interpret the use of prepositions to prepare a correct visual presentation of the poem.Part B Teaching procedures 1 Read the words listed in the box in part B1 to the class.Ask students to repeat each one and to pay particular attention to the sounds of the final syllables.Ask students to complete the sentences with the correct words.Encourage them to read the sentences out loud so that they can hear the sounds of the words.For weaker classes, you may need to read out the first word of each sentence slowly and ask students to repeat them before they start completing the sentences.Ask less able students to work with a partner and take turns saying the rhyming pairs aloud.Ask less able students to do the extra questions on page 91.For more able students, do not provide them with the extra gapped sentences and words.Ask them to look for other rhyming pairs in the poems themselves.Ask students whether they think the rhyming words make the poems more pleasant to listen to.Accept all opinions.Then ask individual students what are the other roles of the rhyme in poetry.Elicit as many opinions as possible, e.g., makes poetry easier to remember, creates a beat at the end of each line, helps create a pattern of sounds and a sound rhythm, creates a tune, helps create the images, etc.Explain the context and the instructions to part B2.Review the words in the box.Then ask students to complete the sentences with the correct words.Ask two volunteers to read out the completed articles.Extension activity Ask more able students to find any other rhyming pairs from the words learned in other units.Give them a reward for finding one, two or more.This is a very useful pronunciation exercise as well as an activity which prepares students to use language creatively on their own.Part C Teaching procedures Ask students to do Part C1 in pairs.Encourage them to use a dictionary if necessary.Review the answer and clarify any areas of uncertainty.Ask students to do Part C2 on their own.Remind them that all the words can be found in the poem ‘My Goldfish’ on page 90.Ask more able students to do the task without referring the poem.Tell less able students to find the words in the poem to complete what Peter says.Read out the first line.Then ask four students to read out one line each.To do part C3, students will have to refer to the poem ‘Cats’ on page 90.Ask more able students to do the task on their own.Less able students may need help.Provide them with the names of places, and perhaps how many times each preposition is used.Ask more able students where cats sleep based on the poem ‘Cats’ on page 90.Tell them that they can use any other words apart from ‘in’, ’on’ and ‘on top of’.

第四篇：九年级物理组集体备课教案

九年级物理组集体备课教案

第十六章第五节

机械能及其转化

一.教学目标

1.知识与技能

(1)知道机械能包括动能和势能。

(2)能正确理解有关动能和势能之间相互转化的简单现象。

(3)初步了解机械能守恒的含义。

2.过程与方法

通过观察和实验,培养学生观察能力和分析归纳能力。

3.情感态度和价值观

(1)关心机械能与人们生活的联系,有将机械能应用于生活的意识。

(2)培养学生具有爱国意识。

二、学习者的分析

学生来自于城镇,有丰富的知识背景,接触许多包含着丰富物理知识的简单或复杂的事物,为这节特殊的教学过程奠定基础。

三、教具与学具

学生用实验器材:学生4人一组、滚摆、铁锁、细绳.铁架台

老师演示用实验器材:溜溜球.铁架台.钢球.细线.带弹簧的斜面

四.教学课时:1时

五.教学过程:

引入新课:

一.我们在初二的时候就已经学习过关于能量的转化,请回答,电灯工作的时候,能量是怎么转化的?风力发电机工作的时候,能量是怎么转化的?水利发动机工作的时候,能量是怎么转化的?电动机工作的时候,能量是怎么转化的?

学生讨论回答

二.情景:老师操作溜溜球,吸引学生注意力,并切入主题

(教师先通过提出一个关于能量转化的问题,引起学生思考,并由所设计的情景,将学生引入学习)

动手动脑搞探究:

一.老师提问:为什么溜溜球在松手后能够不停的上下运动呢?这需要学生自己探究:

实验1:滚摆实验。

出示滚摆,并简单介绍滚摆的构造及实验的做法。事先应在摆轮的侧面某处涂上鲜明的颜色标志,告诉学生观察颜色标志,可以判断摆轮转动的快慢。

二.学生实验

老师展示课件引导学生复述并分析实验中观察到的现象。开始释放摆轮时,摆轮在最高点静止,此时摆轮只有重力势能,没有动能。摆轮下降时其高度降低,重力势能减少;摆轮旋转着下降;而且越转越快,其动能越来越大。摆轮到最低点时,转动最快,动能最大;其高度最低,重力势能最小。在摆轮下降的过程中,其重力势能逐渐转化为动能。

仿照摆轮下降过程的分析,得出摆轮上升过程中,摆轮的动能逐渐转化为重力势能。

加强巩固

一.老师展示实验2:单摆实验。

综述实验1、2,说明动能和重力势能是可以相互转化的。

二.老师展示实验3:弹性势能和动能的相互转化。

得出:动能和弹性势能也是可以相互转化的。

自然界中动能和势能相互转化的事例很多。首先分析课本图15.5-2,加深学生对动能,势能转化的认识,再请学生列举生活中动,势能转化的实例,老师和学生共同分析.概括结论

一.学生总结,老师补充,得出结论:

动能和势能可以相互转化

二.引出机械能的定义:

动能和势能之和

拓展知识

一.学生分组做教材中的“想想做做”,请学生分析现象产生的原因,分析这其中是否有其他能量的转化

二.假设没有阻力,会怎么样呢?引出机械能守恒规律

三.再次分析溜溜球在运动过程中的机械能的变化情况

温故而知新

人造卫星

学生阅读科学世界,并思考课后练习

反馈检测

教师出示题目,适时点评

利用身边的物体设计一个小实验,亲手做做,用来表现物体动能,势能的转化

(学生各抒己见,再次调动起学生的学习热情)

小

结:

请同学们总结一下,本节课你学到了哪些知识,有哪些收获?

布置作业:

课本“动手动脑学在讲授完这节课后，物理”1.3.4.6 教学反思：

我有了如下反思：

1、明确教学目标。能从知识与技能、过程与方法、情感态度与价值观三个方面来确定教学目标，符合《物理新课程标准》。教学过程设计注意紧密地围绕着教学目标。在教材处理和教法选择上，注意从学生探究与交流的角度突破难点、突出重点。

2、教学思路设计,符合教学内容实际，符合学生实际，教学思路层次清晰，各个教学环节的过渡很自然、到位。在整个教学设计中，我始终发挥着课堂组织者和学习引导者的作用，使学生通过活动、观察、思考、讨论、归纳、交流等行为自然地掌握所学知识，这一点充分体现了“以学生的主体、以教师为主导”的新课程理念。

3、充分发挥现代教学技术的作用。这节课应用了多媒体教学，选择了许多图片和视频，使许多实例直观的呈现在学生眼前，比如自己拍的过山车视频，各种机械能转化的动画等，这样是学生对知识的应用不仅仅限制的文字的理解上，而是直接将知识与实际联系起来。同时也没有脱离物理实验的作用，有效的把课件和实验结合在了一起。

4、注意物理与生活的紧密联系。每个重要的知识点的得出都能先根据学生的一些已有经验总结，学完以后让学生列举相关的生活实例。这样既能达到练习巩固知识点的目的，同时又体现从生活走向物理，从物理走向社会的新课程教学理念。当然，本课设计的不足也还是有不少的。比如：

1、学生交流讨论的时间不足，没有充分发挥学生相互的评价作用。

2、细节不够完美。有些设计我虽然感觉很好，但学生可能是生活经验不足不好理解，造成了课堂还不够热烈。

以上是我对这节课的反思，如有不当之处，恳请各位领导和老师批评指正！在今后物理教学中我会不断的反思，在反思中不断进步。

第五篇：九年级历史下学期集体备课教案

九年级历史下学期集体备课教案

第10课 欧洲联盟

（1课时）

主讲：胡永飞

成员：周绍立

吴开杨

一、教学目标： 1.知识与能力： 知道欧洲联盟； 2.过程与方法：

知道欧洲联盟；

3、情感态度与价值观：

使学生能够了解战后欧洲资本主义进一步发展的主要史实、特点及其原因；认识到科学技术作为第一生产力所发挥的作用越来越大，在科技革命推动下，资本主义国家进行了一系列的自我调节和改良，经济有了较大的新发展，但是在发展过程中矛盾重重，经历了曲折和波动。二．教学重点和难点

概要了解第二次世界大战后欧洲资本主义世界发展变化的基本状况。

三、学法指导：质疑导学法

四、课时安排：一课时

五、教学过程： 导入：

向学生展示《重建柏林》和《1950～1970年主要资本主义国家经济年平均增长率的比较》，让学生从图表中直接感觉战后西欧经济发展的步伐，并由此引导学生思考：战后西欧为什么能够获得迅速发展?也可运用教材上有关“欧盟”的几张图片，引导学生思考：“欧盟”的前身是什么组织?这个组织是在怎样的背景下建立的?它们的建立对世界产生了哪些重要影响，等等。激起学生学习的兴趣后，再导入新课。

（一）、战后初期西欧经济的恢复和发展

1、图片《重建柏林》、《二战后的欧洲城市》等

（战争的巨大破坏，一片废墟，当时人们对欧洲的重建普遍不抱任何希望，有人甚至认为仅把柏林市的瓦砾清除干净就需要20年的时间，要想复兴简直比登天还难。事实果真如此吗？）

2、课堂讨论：战后西欧经济的恢复发展的主要原因有哪些？

（教师及时引导：高素质的劳动力是由于工业革命以及第二次工业革命使得西欧在人才、技术、管理经验甚至对外经济联系方面都具有很大的优势，为西欧经济恢复与发展奠定了较好基础。采用最先进的科技成果是由于伴随着第三次科技革命的进行，西方资本主义国家又先后投资建立了一系列新兴工业，如核能、计算机、激光、宇航等。同时，又对传统的工业部门，如钢铁、汽车制造等进行了固定资本的投资和技术改造，对农业部门也注意提高农业机械化的程度。现代科学技术转化为生产技术后，极大的促进了战后西方主要资本主义国家经济的高速发展。其次，战后美国加大对西欧的经济援助在客观上为西欧国家经济的恢复和发展提供了必要的物质条件。恰当的经济发展政策，指的是西欧国家加强了对经济的宏观指导，利用国家力量推动资本主义经济的发展。有利于国家对经济生活的干预和调节，促进了对基础工业和新兴产业的投资，）

3、看图学史：《马歇尔计划的受援国》

（教师启发式提问：欧盟包括哪些国家？它的前身是个什么组织？）

（二）、欧洲共同体的形成

1、特色论坛：欧共体建立的原因是什么？

（西欧国家感到：美苏两国对西欧都有野心，要提高自身的安全系数，提高西欧国家的国际地位，加快经济发展步伐，必须密切联系加强合作，于是60年代建立“欧共体”。西欧国家希望通过建立一个经济共同体来振兴经济并降低未来战争的可能性。）

2、思维拓展：欧洲联盟成立后，这些国家人民的生活将会发生哪些变化？

（三）欧洲联盟的建立

1993年，西欧国家在欧洲共同体的基础上建立了欧洲联盟，简称欧盟。使用统一货币——欧元。欧盟成员国内部人员、资本和货物可自由流通，不同国家的人可以自由自在地在任何一个成员国工作、学习或居住；同时，欧盟还力求在外交和国家安全方面步调一致。欧盟成为世界上最大的经济体。

六、本课小结

1、促进欧洲走向联合的根本原因是战后欧洲经济的迅速恢复和发展

2、欧洲走向联合的两个阶段：欧洲共同体—→欧洲联盟；由经济合作—→经济政治一体化

3、影响：见p56影响

七、板书设计

（一）、战后初期西欧经济的恢复和发展

措施：社会改革、调整政策、利用美援、宏观指导、发展科技 典型：德国：原因——政治改革、非军事化、美国扶持、制定政策、重视科教、人民素质 成果——50年代进入繁荣时期

60年代初成为欧洲头号资本主义经济大国

（二）、欧洲共同体的形成

原因：经济发展,西欧国家联系密切,开始一体化进程 时间：1967年成立

目标：争取自由交流,促进经济发展 影响：政治上——成为威胁美国的新的一极 经济上——改变资本主义世界经济格局

（三）欧洲联盟的建立 时间：1993年

成员：到2004年25个成员国 总部：布鲁塞尔

简介：统一护照；统一货币；盟旗；盟歌；

主要机构：欧洲委员会、欧洲议会、欧洲联盟委员会；欧洲法院等； 影响：政治上――力求在外交和国家安全方面步调一致

经济上――欧盟成员之间资源共享、优势互补，成为世界最大的经济体

八、布置作业：完成本课三维优化之练习

九、教学后记：