Unit 1 A land of diversity Ⅰ. 单元教学目标
技能目标Skill Goals
▲Talk about the USA
▲Talk about (going) places
▲Learn the words about the USA
▲Learn how to ask questions and make comments
▲Learn the usage of the Noun Clauses
▲Write an introduction to places
▲Study the culture and people of the USA
Ⅱ. 目标语言
功能句式
Talk about (going) places
Where have you visited recently?
When did people first live there?
What is the climate like?
Why is it so warm / cold / dry / wet there?
What?s the population of...?
How many nationalities live there?
What did you think about the people?
What is the most important festival there?
How do they celebrate it?
What other interesting things did you see?
That?s interesting / terrific / marvelous / cool / lovely / beautiful, wonderful!
You?re exciting / wonderful. Good / Creative /Fantastic / Super job! 1．四会词汇
Strait distinct Arctic means majority ministry Catholic hardship elect federal rail percentage Italy Denmark boom aircraft Korea Korean Pakistan immigration racial crossing vice nephew
词汇pole applicant customs socialist occur cattle indicate luggage shave tram apparent apparently brake conductor slip bakery ferry hire seagull angle nowhere punishment justice mourn civil authority reform grasp thankful insert
2．认读词汇
illustrate, Alaska, prehistoric, immigrant, Hollywood, Laotian, conqueror, cable, Andrew, wharf, Alcatraz
3．词组
Live on, the Arctic, by means of, make a life, keep up, back to back, team up with, mark out, take in a great/good many, apply for
结
构
Learn to use the Noun Clauses
重点句子1. However, it is likely that Native Americans were living in California... P2
2. Of the first Spanish to go to..., the majority were... P2
3. That is why... P2
4. Some died or returned home, but... P2
5. Although Chinese immigrants..., it was the building of... P2
6. It is believed that before long... P3
7. Built in 1873... was invented by... P8
8. It?s a... that takes in... P8
9. He was noticed by... and to find... P51
10. He spoke publicly about..., using his fame to help... P51
Ⅲ. 教材分析和教材重组
1. 教材分析
本单元以“地域文化”为主题, 旨在通过单元教学，使学生了解有关美国地理方面的知识；学习加利福尼亚州的简介，使学生对美国的文明史略见一斑；通过阅读名人传记，研究美国的民族文化，使学生对美国有全方位的认识，掌握有关
美国的历史、地理、文化、民族等方面的词汇；学会运用名词性从句等语法知识，并通过相关练习，提高学生的语言运用能力；通过阅读一篇图文并茂的美国游记，学会书写电子邮件或明信片，介绍某一名胜古迹和人文景观；通过学习、探究我国少数民族地区的多种文化，以及撰写我国某一城市、省份或地区的简介，加深对祖国地域文化的了解，提高写作能力。
本单元旨在通过对世界各地的名胜古迹、风土人情的研究与学习，丰富学生的世界地域文化知识，开扩视野，培养他们热爱祖国、热爱大自然、保护名胜古迹、造福人类的高尚情操。
1.1 Warming Up要求学生查阅美国地图，讨论有关美国地理方面的知识，为下一步的学习做好热身准备。
1.2 Pre-reading要求学生讨论有关加利福尼亚州的几张图片，了解当地风土人情、民俗文化。
1.3 Reading主要介绍了加利福尼亚州人口及民族、种族构成、融合、变迁的历史。通过学习，使学生了解加州不仅是美国人口最多的州，同时也是民族、种族最多、文化最为多元的州。
1.4 Comprehending要求学生在理解课文的基础上，写出发生在加州的重大历史事件，并分析讨论新世纪加州为什么会成为多种文化交织的共同体的原因。
1.5 Learning about Language由Discovering useful words and expressions 和Discovering useful structures两部分组成。并设计了词性转换、用课文中所学习的重点词汇填空、补全对话等练习。
1.6 Using Language由Reading and writing, Listening and speaking组成，通过对学生听说读写综合能力培养，要求学生在了解相关知识的基础上，阅读并改写部分游记；想象自己在某地度假，给朋友发一封电子邮件或寄一张贺卡介绍该地区的相关情况。
1.7 SUMMING UP 要求学生总结本单元所学的词汇、结构、话题等知识和内容。
1.8 LEARNING TIP从对话时应该注意的问题这一角度，对学生进行学法指导。
2．教材重组
2.1 Warming Up, Pre-reading, Reading和Comprehending四部分，都是关于美
国加利福尼亚州简介的内容，整合为一节精读课。
2.2 Learning about Language中的Discovering useful words and expressions 以及Workbook中的USING WORDS AND EXPRESSIONS 都是关于形容词、动词和名词后缀及其三者之间的相互转换，讲解与练习这三种词性用法, 以及课文重点词汇运用方面的相关练习，整合为一节语言学习课。
2.3 Learning about Language中的Discovering useful structures和Workbook中的USING STRUCTURES，都是有关名词性从句的用法的讲解与练习，整合为一节语法课。
2.4 Using Language中的Reading and writing, Listening and speaking，都是与假日旅游相关的知识，整合为一节综合课（I）。
2.5 Workbook中的LISTENING, LISTERNING TASK AND READING TASK，都是关于新奥尔良以及爵士乐及其创始人等相关内容, 整合为一节泛读课。
2.6 Workbook中的TALKING以及SPEAKING TASK与WRITING TASK四个部分, 都是关于中国城市、省份或地区的简介等方面的内容, 整合为一节综合课（二）。
3. 课型设计与课时分配
1st Period Reading
2nd Period Language study
3rd Period Grammar
4th Period Integrating skills (Ⅰ)
5th Period Extensive reading
6th Period Integrating skills (Ⅱ)
Ⅳ. 分课时教案
The First Period Reading
Teaching goals教学目标
1. Target language 目标语言
a. 重点词汇和短语
strait, means, slavery, Spain, majority, Catholic, Mexico, immigration, percentage, Denmark, Danish, aircraft, Korea, Korean, Pakistan, Pakistani, mix, mixture,
nationality, racial, the Bering, by means of, the Pacific Islands, make a life
b. 重点句子
However, it is likely that Native Americans were living in California... P2
Of the first Spanish to go to..., the majority were... P2
That is why... P2
Some died or returned home, but... P2
Although Chinese immigrants..., it was the building of... P2
It is believed that before long... P3
2. Ability goals能力目标
Enable the students to talk about the history of California.
3. Learning ability goals 学能目标
Enable the students learn how to talk about the history of California.
Teaching important points 教学重点
Enable the students learn how to talk about the important events in Californian history.
Teaching difficult points教学难点
Enable the students to explain the reasons why California is such a multicultural community in the 21st century.
Teaching methods教学方法
Skimming, scanning and discussion.
Teaching aids教具准备
A recorder, a computer, a projector and some pictures.
Teaching procedures & ways教学过程与方式
Step Ⅰ Lead-in
T: Boys and girls, we?ve learned English several years. We know that English is mainly used in England, Australia, the United States of America, etc. And we?re now learning American English. But how much do you know about the United States of America — a land of diversity? As we all know, the US is a world power with the most developed economy. It lies in the North America, bordering both the North
Atlantic Ocean and the North Pacific Ocean, between Canada and Mexico. There are fifty states in the US. Forty-eight of them are in the single region between Canada and Mexico; this group is referred to, as the continental or contiguous United States. Two of the 50 states, Alaska (a state in northwestern North America) and Hawaii (a state in the central Pacific on the Hawaiian Islands), are not contiguous with any of the other states. In the past few years, we?ve seen or heard many of the world?s events which have something to do with the US, such as the September 11 attacks, Iraqi war, Kartrina Hurricane, etc. Today we are going to learn more about this powerful country. First, look at the following pictures.
Show some pictures on the screen.
T: All right. Now please tell me what you know about them? Who wants to have a try?
S1: The American flag is the Star - Spangled Banner. There are 50 stars with white and red strips on the rest of the flag.
S2: The stars stand for 50 states. The red color symbolizes courage; the white symbolizes freedom and the blue means loyalty and justice.
S3: The White House is the executive mansion of the President of the United States. The American President lives and works in the building.
S4: There are many important places in it, such as the pressroom and the oval office. S5: The Statue of Liberty is standing on a small island in New York Harbor.
S6: In 1886, French sent it as a gift for American Independence Day on her 100th anniversary.
S7: The crowned lady is 46 meters high, with a torch in her right hand holding aloft and Declaration of Independence in her left.
S8: For a century, the Liberty has been standing on the Island proudly symbolizing the
spirit of independence of the USA.
T: Very exactly. What else do you know about the USA?
S9: A federal republic, United States of America is composed of a federal district, Washington DC and 50 states. All the states except for Hawaii islands are situated in mainland America.
S10: It has a population of about 2,900 million. Its area is 9,370,000 sq km.
S11: The climate of USA is mainly temperate in nature but in Hawaii and Florida, it is tropical.
S12: The language they mainly use is English.
Step Ⅱ Warming up
Ask the students to turn to page 1 and look at the map of the USA and talk about it in groups of 4.
Fill in the given form. Then write on the map the names of the oceans, countries, mountain ranges, lakes, rivers and big cities. At last, check the answers with the whole class.
T: Good job! Do you want to learn more knowledge about the USA? Now please open your books and turn to page 1. Here is a map of the USA. Please look at it carefully. Try to write on the map the names of the oceans, countries, mountain ranges, lakes, rivers and big cities.
Oceans Countries Mountain Ranges Lakes
Rivers
Cities East West
North South West
East Huron, Ontario , Michig an, Erie, Superio r
Mississi ppi
Washingt on, New York, Los Angeles, Chicago, Houston, Philadelp hia, Miami, Atlanta, San Francisco
Pacif ic
Atlant ic
Cana da
Mexi co
Casca de, Coast, Brook, Alaska , Rocky
Appalach ian
Step Ⅲ Pre-reading
T: Can you find the location of California? Where does it lie?
S1: Yes, it is lying on the Pacific Ocean in the west and on Mexico in the south.
S2: California is on the west coast of the United States, which is diverse in topography, climate and ecological environment.
T: Correct. Anything else do you know about the state?
S2: It has an area of 411 square kilometers. And it is one of the American states of the largest population, with the most developed economy.
S3: You are right. Its economy takes the first place among all the states. So it?s one of the most important states.
S4: The pleasant weather, long beach and graceful natural landscape make the tourism prosperous.
T: Well done! Just as people go to the USA from many places today, so did in ancient times. Today we?re going to learn the short history of California. Now please look at the pictures about California. And discuss in groups of 4 what each picture means to you. A few minutes later, I?ll ask some of you to say something about them.
A few minutes later.
T: OK, now I?d like some of you to say something about the pictures.
S1: I can see a Native American farmer in the left picture on page 1. He was standing beside a camp in the forest. It seemed that he felt very happy. Maybe he had a good harvest.
S2: The villagers moved to these various camps in the forests during the harvest season, depending on the type of crop being gathered.
S3: In the middle picture, a man was panning gold. He looked not only thin and weak, but also thirsty and tired.
S4: I think it was difficult for them to achieve the dream of becoming rich.
S5: He might have to give up, leave California and go back home.
S6: The right picture illustrates modern California with beautiful buildings and busy street.
S7: By 1990, the nations being immigrated from different parts of the world had made California into the most racially and ethnically diverse state in the country.
S8: The picture on page 2 shows us a Spanish religious man.
S9: The picture on page 3 shows us Indian children were allowed to attend public schools.
S10: The number of African Americans in California increased dramatically following the turn of the 20th century.
Step Ⅳ Reading
Scanning
Ask the students to read the text silently and then ask some questions about the text. T: Today we?re going to read a short history of western painting. Now let?s read it quickly and find out the answers to the questions on the screen with your partners. Show the questions on the screen.
1. Who were the first to arrive in California to rush for gold?
2. When and why did the large number of Chinese immigrate to California?
3. What attracted people from different parts of the world to immigrate to California? T: Now who can answer Question 1?
S1: South Americans and people from the United States.
T: Good! Who?d like to answer Question 2?
S2: During the Gold Rush Period, many Chinese immigrated to California to achieve their dream of becoming rich.
S3: In the 1860s, a large number of Chinese went there to build the railway from the west to east coast.
T: Exactly. How about the third question?
S4: I think the temperate climate attracted immigrants to California.
S5: Maybe the modern lifestyle there is more attractive to people from other parts of the world.
T: Good job!
Skimming
In this part, the students will read the text again and try to get the main idea in groups of 4. Then show the following form on the screen. Give them a few minutes to fill in
the form. Then check the answers with the whole class.
T: Now please read the text again. And then let?s try to get the main idea of the text. I?ll show the form on the screen and give you a few minutes to fill in it.
Show the form with blanks on the screen.
CALIFORNIA
Stage People Time Event
Native Americans Asians 15,000 Arrived first Natives 1600s Suffered by
Europeans
Spanish Spanish 1600s Took native?s land
Ruled by Spain
1800s Became part of
Mexico
1821 Declared war &
Given back
1846 Settled in Russians Russians 1800s Settled in
Gold miners South
Americans
Americans,
Europeans,
Asians 1848 Discovered & Rush
for gold
1850 Became a state
Africans 1800s Moved from
Mexico
Chinese 1860s Built the railway Japanese Early 1900 Farmed
Deｎmark 1911 Established a town Jewish By 1920s Developed industry Italians Late 1900s Fished and made
wine
Africans 1942~1945 Worked in ship &
aircraft industries
Recent arrivals Indians,
Pakistanis 1970s Worked in
Computer industry
Cambodians, Koreans, Vietnamese, Laotians Recent
decades
Immigrated
Future Different parts Future Immigrated
Explanation
T: Now let?s deal with some language points in the text. Look at the sentences on the screen. Who can explain the sentences?
Show the following.
1. However, it is likely that Native Americans were living in California... P2
2. Of the first Spanish to go to..., the majority were... P2
3. That is why... P2
4. Some died or returned home, but... P2
5. Although Chinese immigrants..., it was the building of... P2
6. It is believed that before long... P3
Step Ⅴ Comprehending
Ask the students to read the passage again and try to know more about the pictures, the people and the events in different history periods. First ask students to practice Activities 1-3 in pairs. And then check the answers with the whole class.
T: Read the passage again. Now I?d like you to practice Activity 1.
S1: The first picture on page 2 shows us some life-styles of the Native Americans in California. Native Americans first arrived and have lived in California for thousands
of years.
S2: They established their homes along the central California coast long before the Europeans arrived.
S3: They suffered a lot by Europeans, thousands were killed or forced into slavery.
S4: The middle picture on page 2 is about the Gold Rush in California.
S5: One of the largest human migrations in history as a half-million people from around the world descended upon California in search of instant wealth.
S6: Many died or returned home, but most of them remained in California.
S7: The right one shows that California is a multicultural city with architectures of different styles.
S8: Attracted by the climate and lifestyle, more and more people from different parts of the world like to immigrate to California.
S9: In the 21st century California will become such a multicultural state with a mixture of many races and cultures.
S10: The picture on page 3 shows us a Catholic religious man who came to California to teach the natives.
S11: In the early 16th century, Spanish fought against the naive people, took their land and settled in California.
S12: We can see so many African Americans were having classes in the school.
S13: In 1924, the United States Congress gave Native Americans the same rights as other citizens for the first time.
S14: School segregation and discrimination in housing were banned, but African Americans still encountered prejudice and hostility.
T: Read the passage again. And do Activities 2~3 in pairs.
A few minutes later.
T: OK, I?ll ask some of you to show y our answers.
Sample answers: (Refer to the above form)
Step Ⅵ Consolidation
First ask the students to talk about the writing style and techniques, writing
characteristic of this text in groups of 4, and check the answers with the whole class. Then ask the students to find out the main idea of the passage and try to retell the text in pairs. A few minutes later, ask some of them to retell it to the whole class.
T: Now I?d like you to talk about the writing style and techniques, writing characteristic of this text in groups of 4.
A few minutes later.
T: All right, what?s the writing style and techniques, writing characteristics of this text? Who can tell me?
Ss: Writing style and techniques: The passage is a historical narrative article. It introduces briefly the main history events of different periods of times in California. It also describes when, how and why the people from different parts of the world immigrated to California. The short history of California is described clearly and accurately, which gives the readers a deep impression.
Ss: Writing characteristics:
1. The text is arranged well in the order of time.
2. The text catches the feature of people and things and uses adjectives.
3. The text centers on the subject and the purpose.
4. The text seems more vivid and lively with the inserted pictures.
T: Well done! Now I?ll give you a few minutes to find out the main idea of the passage and practice retelling the text in pairs with the help of the form about the text. Show the above form again on the screen.
T: All right. I?d like some of you to tell us the main idea.
Ss: Main idea: The text mainly introduces the short history of California. It describes the great history events happened in various times. It also tells us when, how and why different people from all over the world having been immigrating to California. It explains to us the reasons why it will be a simple multicultural community in the 21st century.
T: OK, it?s time for us to do some retelling work. Who?d like to have a try?
Ss: California is the third largest state in the USA with the most developed economy. 15,000 years ago, the first settlers crossed the Bering Strait from Asia and arrived in
California. The Native Americans suffered greatly after the arrival of Europeans in the 16th century. In the 18th century, California was ruled by Spain until 1821 the people of Mexico gained their independence from Spain. California then became part of Mexico. But after the American-Mexican war in 1846, California was given back to the USA. In 1848, in California Gold was discovered, which attracted people from all over the world to arrive there to achieve their dreams of becoming rich. In 1850, California became the 31st state of the USA as a multicultural society. Attracted by the climate and lifestyle, more and more people from different parts of the world having been immigrating to California, including Asians, Africans, Americans and Europeans. In the near future, California will become a mixture of many races and cultures without any major racial or cultural groups.
Step Ⅶ Homework
1. Ask the students to discuss the question in Activity3 on page 3, trying to explain the reasons in their own words and write 3 ~ 4 sentences.
2. Ask the students to prepare for the word formations and collect suffixes of the nouns, verbs and adjectives.
The Second Period Language study
Teaching goals教学目标
1. Target language 目标语言
重点词汇和短语
Catholic, slavery, Spanish, mix, mixture, nationality, majority, immigrant, percentage, make a life, a great many
2. Ability goals能力目标
Enable the students to learn about the word transformation between the nouns, adjectives and verbs.
3. Learning ability goals 学能目标
Help the students learn how to know the parts of speech according to the suffixes.
Teaching important points 教学重点
Get the students to know the word about the USA.
Teaching difficult points教学难点
Get the students to know the word formation by adding suffixes.
Teaching methods教学方法
Study individually, practice in groups.
Teaching aids教具准备
A computer and a recorder.
Teaching procedures & ways教学过程与方式
Step Ⅰ Revision
Ask the students to discuss the question in Activity 3 on page 3, trying to explain the reasons in their own words and write 3 ~ 4 sentences. Ask them to share their answers and show their opinions.
T: First of al l, let?s deal with our homework. Now work in groups and discuss the question in Activity 3 on page 3, trying to explain the reasons in your own words and write 3 ~ 4 sentences. Share your answers with your group members.
A sample discussion:
S1: The Native Americans of California are continuing to heal from the wounds of the past. As California recognizes the value of its multi-ethnic diversity, its native people are encouraged to celebrate their heritage and share it with the wider California culture.
S2: The number of African Americans in California increased dramatically following the turn of the 20th century. Although old patterns of prejudice persisted, African Americans advanced in politics, business, sports and entertainment. School segregation and discrimination in housing were banned, but problems of unemployment, underemployment and racism continue to be addressed in the African-American community.
S3: By 1990, the number of European and Canadian immigrants had fallen dramatically, to less than 10 percent, and the number of immigrants from Mexico and
Central America had climbed to well over half of the total.
S4: Additionally, California?s share of Asian immigrants doubled and now accounts for 40 percent of new immigrants in the state.
T: Excellent! These trends have transformed California into the most racially and ethnically diverse state in the country, so that by the year 2000, if not already, no racial group will constitute a majority.
Step Ⅱ Suffixation
First, ask the students to show their collected suffixes. Ask them to review the function of verbs, nouns and adjectives. And then ask them to fill in the charts with the proper forms of the words by practicing Activity 1 on page 4. At last, check the answers with the whole class.
T: Today we?re going to learn about suffixes. Do you know what a suffix is?
S1: A suffix is a particle, which is added to the end of a root.
T: Good. Do you know anything more about it?
S2: Generally, suffixes do not change the meaning of the root, but its part of speech.
e.g. lead (v.)→leadership (n.) ill (adj.) → illness (n.)
S3: Although each suffix has its own meaning, it can?t be used separately without the root.
S4: However, some suffixes add new meanings to the newly formed words. e.g. meaning → meaningless think → thinker
T: Very good! Now who?d like to share your collected suffixes with us?
Ss: The following are some of the most commonly used suffixes.
1.Suffixes used as a noun signifier
Verb Adjective Suffix Noun
read -er reader
act -or actor
train -ee trainee
build -ing building attend -ance attendance punish -ment punishment invent -tion invention
sick -ness sickness
special -ist specialist
true -th truth
2. Suffixes used as an adjective signifier
Noun Verb Suffix Adjective wind -y windy hope -ful hopeful adventure -ous adventurous hero -ic (-ical) heroic nation -al national care -less careless trouble depend -some troublesome
comfort -ent/-ant dependent
active, -able/-ible comfortable
imagine -ive/-tive/-ative/-itive attentive,
imaginative
second -ary secondary
change -able changeable
annoy -ing annoying
excite -ed excited
3. Suffixes used as a verb signifier
Adjective Noun Suffix Verb
broad fright -en broaden , frighten
simple -fy simplify
modern -ize (-ise) modernize
T: Excellent! Now let?s fill in the chart with your partners. Please open your books and turn to page 4 and practice Activity 1 in Discovering words and expressions. Later we?ll check the answers with the whole class.
Step III Homework
1. Ask the students to finish Activities 1-3 on page 48 in the workbook.
2. Ask the students to prepare for the grammar about the Noun Clauses.
The Third Period Grammar
Teaching goals教学目标
1. Target language 目标语言
重点词汇和短语
The Noun Clauses, occur to
2. Ability goals能力目标
Enable the students to identify the different types of the Noun Clauses and learn to use them.
3. Learning ability goals 学能目标
Help the students learn how to use the Noun Clauses.
Teaching important points 教学重点
Enable the students to use the Noun Clauses.
Teaching difficult points教学难点
Enable the students to distinguish different types of noun clauses.
Teaching methods教学方法
Comparing and practice.
Teaching aids教具准备
A projector, a computer and a blackboard.
Teaching procedures & ways教学过程与方式
Step Ⅰ Revision
Check the homework.
Step Ⅱ Presentation
At first, get the students to know what a noun clause is and what role it plays in the sentences. Then, discuss noun clauses as objects. Next, give them an example to show what are Noun Clauses and in what situations they should use them. At last show them the sentence structures of the Noun Clauses.
T: Today?s topic is noun clauses. A noun clause is an entire clause which takes the place of a noun in another clause or phrase. Like a noun, a noun clause acts as the subject or object of a verb or the object of a preposition, answering the questions “who(m)?” or “what?”. There are many types of noun clauses. Today we?re going to discuss only noun clauses as objects.
Show the following.
He knows that noun clauses are difficult.
T: OK. Please look at the sentence on the blackboard. There is a that-clause in the sentence. Do you know what clause it is called?
Ss: Yes. It is an object clause.
T: Right. How do you know this?
S: I think the c lause is used as the object of the verb “knows”.
T: Very good. There are three types of common noun clauses, which I?ll eventually cover. Now I?d like to show you more examples about them.
Show the following on the screen.
· That-clauses:
2020初中开学第一课主题班会教案 教学目标： 1、了解校园安全隐患。 2、掌握安全知识，培养学生"珍爱生命，安全第一"的意识。 3、进行预防灾害，预防突发事情的教育。 教学重点：掌握安全知识，培养学生"珍爱生命，安全第一"的意识。 教学过程： 一、校园中存在的安全隐患。(请学生列举一些现象) 1、学生集会、集体活动、课间活动的安全隐患。 2、学生饮食、就餐的安全隐患。 3、学生交通安全隐患。 4、校园隐性伤害的隐患。 二、学生集会、集体活动、课间活动中应该注意的安全事项。 1、上下楼梯要注意什么? ①不要因为赶时间而奔跑。②在人多的地方一定要扶好栏杆。③整队下楼时要与同学保持一定距离。④上下楼时不要将手放在兜里。⑤不要在楼道内弯腰拾东西、系鞋带。⑥上下楼靠右行。 2、集体活动中要一切行动听指挥，遵守时间，遵守纪律，遵守秩序，语言文明。 3、课间活动应当注意什么? ①室外空气新鲜，课间活动应当尽量在室外，但不要远离教室，以免耽误下面的课程。 ②活动的强度要适当，不要做剧烈的活动，以保证继续上课时不疲劳、精力集中、精神饱满。 ③活动的方式要简便易行，如做做操等。 ④活动要注意安全，切忌猛追猛打，要避免发生扭伤、碰伤等危险。 三、学生饮食、就餐的安全注意事项。 不吃过期、腐烂食品，有毒的药物(如杀虫剂、鼠药等)要放在安全的地方。
禁止购买用竹签串起的食物：油反复使用，竹签容易伤人，食品卫生得不到保证，油炸食品有致癌物质。 四、交通安全注意事项。 1、行人靠右走，过马路要走斑马线，注意观察来往车辆，红灯停，绿灯行，遵守交通规则。 2、乘坐公交车注意事项： ①车停稳后，方能上下车，上下车时注意秩序，不要拥挤。 ②乘车时，要站稳扶牢，不要把身体任何部位伸出窗外，人多时，应该注意看管好自身物品，谨防扒手。 ③注意公共场所礼仪，不要大声喧哗，保持环境卫生，主动为老弱病残让座等。 五、其他校园安全的注意事项： 1、如何正确对待老师的批评，甚至误解? 敢于自我反省，认真反思。如果真是老师误解，应该和老师好好交流。切忌偏激，甚至做出什么过激的行动。 2、你与同学发生矛盾怎么办? 自己的所作所为也要有安全意识。青少年时期容易冲动，容易感情用事，因此，在同学间遇到矛盾时，一定要冷静，要理智，切忌用拳头代替说理，给自己和同学带来不良的后果。 3、如何加强教室安全? 要注意教室的安全。上课离开本班教室一定要关好门窗，要将钱和贵重物品带在身上，不能给小偷有可之机;不要把球带到教学楼，在教室楼的走廓上踢，这种行为既违反了校规，又存在着很大的安全隐患，试想一想，若把玻璃窗踢碎，玻璃片飞入哪一位同学的眼中，那后果是不堪设想的。 4、为什么不能提前到校? 校门没开，一些学生在校外发生矛盾，无人调解会造成不必要的伤害。 在校门外拥挤，会造成意外伤害。 5、当自己感到身体不适时，怎么办? 及时告知班主任或任课教师，与家长取得联系。
“Working the land”教学设计 学科年级：高二年级英语 教材版本：人教新课标必修4 一、指导思想与理论依据 认真钻研新课标，树立新观念，探索新教法，以落实教学常规，规范教学行为为重点，以大兴教科研之风，走科教兴校之路为抓手，以改革课堂教学模式，推行先学后教当堂训练为突破口，在学校教学计划指导下进行工作。特别注重提高学生用英语进行思维和表达的能力。继续拓宽学生的知识面，全面培养听、说、读、写四会能力，理解、分析和阅读的能力，让学生尽快适应高中学习。 二、教材分析 本节课是人教新课标必修4 Unit2 Working the land（warming up reading）内容，学生在e xtensive reading部分已了解了“Chemical or Organic Farming?”的有关情况，为本节课的听说读写训练作了铺垫。虽然学生对chemical farming和organic farming有了一定的理解，但是要求他们把相关内容用英语表达出来仍有一定的难度。本节课的目的是让学生通过听、读活动，从语言材料中获取相关的信息，并通过对信息的加工和处理，提高他们的说、写能力。 三、学情分析 我们学校的学生整体上英语普遍偏差，上课虽然认真，老师要求在课堂上完成的学习练习较难完成。因此在教学中我根据两个不同的班级情况准备采用分层授课和分层布置作业使每一位学生得到提高。 这节课的目的是提高学生的听说读写综合能力。以一根主线下来，从听力中chemical farming的缺点到说、读、写部分的green food的优点，从语言的输入到语言的输出。首先让学生从听力材料中获知“Chemical farming”对食物的影响，训练学生的听力能力，提出绿色食品，注重食物安全。然后从阅读材料中获知“green food”的生长环境和好处。接着提供情景，让学生编对话，运用useful expressions of persuation，训练学生的口语表达能力。最后，在写作中，提供sample和三个情景，叫学生设计海报，提高学生的写作能力。 四.Design of Teaching Objectives 教学目标设计 (1）Develop students’ listening, reading, speaking and writing ability. (2）Let students learn some expressions of persuation. (3）Get students to learn to design a poster by advertising the safety and imporance of eating “green food”.
主题班会：我们携手走向明天 第一周星期一 一、组织目的： 1．在形成新集体时，同学之间难以融合,唯我独尊的现象严重，且同学之间还存在互不服气，相互排斥的不友好现象。针对此现象，按照校政教处的要求，组织以“我和我的集体”为中心的主题班会——《我们携手走向明天》，旨在增强集体凝聚力，唤起学生对集体的热爱、对同学的友爱之情。 2．力争通过此次班会，调动尽可能多的同学参与到建设一个积极向上、团结协作的集体中来。并在班会中发现同学们的特长，增进彼此的了解，促进友谊的发展。 二、准备步骤： 1．召开班委会，讲明以上目的。调动班委的积极性，出谋划策，着手准备。 2．主要负责人班长、宣委构思班会内容，注意从本班现实中搜集素材。 3．找班内有号召力的同学谈心，激发其参与活动的热情，并引导其在某些方面作表态。 4．审查班长、宣委的组织稿件。 5．审查有关人员的发言稿, 引导其从积极、正面的角度调动同学们爱集体、尊重他人的热情。 6．安排擅长绘画、书法的同学布置教室。 三、班会的具体步骤、安排： 1．班长致开幕词，提出第一个议题：“个人与集体有什么关系？当个人利益与集体利益发生冲突时你如何解决？” 2.提出第二个议题：“那么集体能不能改变个人，个人能不能改变集体呢？”——设计让持不同观点的人形成正、反方进行辩论。----做为此议题的总结发言。 3．设计几个小情景，引发全体同学参与讨论： （1）同桌在考试时传给你纸条，并问你题。 让学生各抒己见。 （2）一位同学上课写其他科作业被你发现，他对你说上次你犯错误他没告诉老师，并塞给你一块糖，李益尧的话做出结论：“宁可让他告诉老师我的错误，也要告诉老师他的错误，因为只有这样，我们才能同时改正错误，共同进步。” 4．又一个议题：“怎样和同学搞好关系，和睦相处”？ 某同学：“首先，同学之间应互相谦让，不要小肚鸡肠，如果同学有不足，你要自己先做好，然后再友善地提出。” 5．“那么我们应怎样看待别人的优缺点呢？”张达送给大家几句话，‘有则改之，无则加勉’，‘择其善者而从之，其不善者而改之’，‘忠言逆耳利于行’，一定要虚心对待别人给自己指出的缺点。”-----班长不断提出议题，讨论进入高潮。 6．班主任谈感想：“……我们应统一思想，要牢记集体利益高于个人利益，……为了使我们共同进步，在对待别人缺点时，要勇敢指出他人缺点，当别人的优点受表扬时，应为他感到高兴，而且我们要团结，人人从自己做起，不应排斥别人，而应接纳别人，采纳别人的长处……
BOOK4Unit2 Working the land (reading) Teaching Aims: 学能目标Learning ability goals :Learn sth. about Yuan Longping, such as his appearance, biography, his dream and his achievements. 能力目标Ability goals：1.Let them realize the role that agriculture especially rice plays in human life. 2.Let them know the importance of Dr Yuan’achievements to man and his noble character. Teaching important points: 情感态度与文化意识目标：Emotional and moral goals：1.Help the students learnY uan longping’s enterprising spirit, sublimating their view of live& their world view. 2.Inspire students to be persons with dreams and aspiration. Teaching difficult point： 1.Help the students read between lines and comprehend the passage completely. 2. Let them understand some difficult phrase and sentences. Teaching methods: Individual and group work . Explanation, Translation&Practice. Teaching aids: Multi-media and whiteboard Teaching Procedures:
初中开学第一课主题班会活动教案 暑假过去，新的学期到来了，一个开学主题班会是很有必要举行的，下面由为大家的初中开学第一课主题班会活动教案，希望可以帮到大家! 一、班会目的： 1)初三面临着升学，学习是学生的天职，在新学期到来之时，让同学们进一步认识到应该以新的姿态、饱满的精神投入到新学期，努力去完成学习任务，在新学期中，展现自我，超越自我。最后以自己满意的成绩向社会回报，向学校回报，向父母回报。 2)新学期新开始，本学期无论在规范做人、纪律、还是融入集体等方面都要严格要求自己，把握新的起点，开始新的进步! 二、班会准备 1)每位同学写一份新学期新打算的演讲稿。(营销方案策划书) 2)班委会与全班同学一起讨论完善班级管理制度---《自拟班规》。 3)班委会代表发言， 学生代表发言， 学生自由发言。 三、班会活动过程： 班主任： 今天我们又迎来了一个新学期。这也是我们初中生活的最后一个学期，在这个新学期里，每个同学一定都有自己的计划和奋斗目标。
初中开学第一课主题班会初中开学第一课主题班会 同学们，新学期新打算，你们做了怎样的计划和目标呢? 请班委会代表发言，学生代表做准备。 3、班委代表发言 作为班委会的一员，我要严格要求自己，处处做表率。升入初中以来，我总认为时间长着呢，学习态度不端正，成绩不理想。在这初中生活的最后一个学期，我一定努力学习，以优异的成绩升入高中深造。 此外生活在这个班级中，我要和同学们团结起来，和睦相处在这个大集体里，珍惜我们之间的友谊。对自己的工作大胆负责，给同学们创造好的学习环境。 班主任： 谢谢班委会代表精彩的发言，下面请学生代表发言。 4、学生代表发言 来到闫什镇中学，相聚在九年级二班，是我们的缘分。原来，我从不预习，预习也就是只是个形式，做给老师看罢了，对于课堂四十分钟，心情好便听一点，心情不好也就开小差。学习也是依个人的喜好而定，喜欢的老师所教科目成绩优异，然而不喜欢的老师所教科目成绩却十分差。现在是初中生活的最后一个学期，我感到了压力，有压力才有动力，我一定努力拼搏，为进入高中做好准备。另外尊敬师长，团结同学，积极参加各种活动。 班主任：
教案检查记录情况记录 精品文档 教案检查记录情况记录 根据学校安排，由教导处组织，学校领导、各教研组长参加，对2013年春季 开学至3月22号期间的教师教案和学生作业情况进行了检查，检查情况汇总如下: 语文组: 本次教案编写课时量充足，设计合理，结构完整，详略得当，作业次数充足， 批注认真，有评语。特别是杨焕荣、尹秋菊等老师的教案内容充实，书写认真，反 思深刻。 数学组: 各教师教案编写认真，规范，内容充实，环节完整，有教学反思。且能从实际 出发，由感而发，作业批改及时，有详细的批注，评语。简亚丽、何修建、王新爱 等老师，教案编写、作业批改很认真 英语组: 通过检查英语组全体教师都能认真备课且设计合理，条理清楚，书写工整。写 有反思的有楚玉莉、董玉玲、余为勇、陈海云老师。作业形式多样，批改认真，董 玉玲、孙俊老师全批全改且有鼓励性语言的有余为勇，存在问题是个别教师备课量 虽足但过于简单，没写课后反思。 政史地组: 本次检查中，教案编写都较认真，及时，足额，且内容较为充实，完备，结构 完整，书写认真，反思深刻，设计 1 / 12 精品文档
操作性强，方法多样，体现了新课改理念，作业批改较及时认真，个别同志有 针对性评语，对学生进行详细评价，具有很大的促进作用。但也有个别同志教案过 于简单，不能完全体现新课改要求，设计不十分合理，需要大力改进。 理化生组: 大多数教师多为详案，书写认真，结构完整，节节有反思。作业有批有改，极 个别教师部分教案书写有点简单，内容空洞。 通过各组反馈情况，总结如下: 好的方面 1(总体检查情况良好，绝大多数老师能根据所任学科教材及班级实际备课、编 写教案，课时教案目标突出，渗透了新课程理念，以人为本，面向全体，积极倡导 自主、合作、探究的教学模式，有一定教学准备，过程清晰。 2(大部分老师的教案具有内容规范、项目填写齐全、突出重难点等优点，还体 现了学习方法、课后练习具有实效性，学习形式多样性的特点。 3(多数老师能根据教学对象和所教科目的不同、科学设计教案、能根据不同年龄、不同层次的学生，采取不同的内容和进度。 4(教学反思有一定的量，大部分老师课后发现有更好的上课思路、方法，能及 时写的备课本上，补上去或修改 2 / 12 精品文档 好，使下次备课更加完美，较有效地达到了反思的目的。 5多数教师能够认真对待作业的布置及批改这一环节;批改及时、认真，对于作业完成出色或有进步的学生能够给出激励性的评语，调动了学生的积极性;模块测试，单词测试，课文背诵检查到位及时. 存在的问题
Unit 2 Working the Land Reading 教案 Teaching goals 教学目标 1． Target language 目标语言 a. 重点词汇 Sunburnt, struggle, decade, super, output, crop, hunger, disturbing , expand , Vietnam, circulate, Thanks to , battle, rid...of.. , be satisfied with, freedom, would rather. b. 重点句子 Indeed, his sunburnt face and arms and his slim , strong body are just like those of millions of Chinese farmers, for whom he was struggled for the past five decades.P1 2． Ability goals 能力目标 Enable students to know Yuan Longping. Practise stu dents’ ability to give a genera l idea to a text through fast reading. 3． Learning ability goals 学能目标 How to help students make up their minds to make contributions to motherland in the future like Dr Yuan. Teaching difficult points 教学难点 T each the basic reading skills: skimming and scanning. Help students really master the usage of words and expressions. Teaching methods 教学方法 Inspiration, Questioning and Discussion. Teaching aids 教具准备 A puter, a projector and a recorder. Teaching procedures & ways 教学过程与方式 Step1. Check the homework. 1. words revision 2. words review. Step2. P rereading 1. What is the main food in all East Asian and Southeast Asian countries? 2.prediction Look at the title and the pictures. Then answer the following questions.
初中德育主题班会教案 学校德育是指教育者按照一定的社会或阶级要求，有目的、有计划、有系 统地对受教育者施加思想、政治和道德等方面的影响，小编收集了初中德育主 题班会教案，欢迎阅读。 初中德育主题班会教案【一】活动背景： 在当今的青少年学生中，不少人对应有的礼仪不重视，礼仪观念淡薄，导 致思想品德滑坡。一些人在学校里，不会尊重他人，不会礼让，不讲礼貌；在 社会上不懂怎样称呼他人，甚至随心所欲，满口粗言烂语；在家里不懂孝敬长辈，唯我独尊，为所欲为等形象屡见不鲜，这些现象不得不引起我们的深思。 青少年学习”礼仪”，要以学会尊重他人为起点，礼仪本身就是尊重人的外在表 现形式，”礼仪”从话里来，话从心中来，只有从内心尊重人，才会有得体的礼 仪言行，尊重他人是人与人接触的必要和首要态度。 活动目的： 1、通过看录像、听录音、阅读材料、讨论等系列活动，使学生懂得我们中华民族是世界闻名的”礼仪之邦”，讲文明礼貌是中华民族的优良传统，是做人的美德，更是一个现代文明人必须具备的美德。 2、通过主题班会活动，使学生继承优良传统美德，增强爱国情感，从小养成良好的行为习惯，初步树立社会责任感。2、把礼仪常规贯穿到歌谣、小品、朗诵等各种表演形式之中，让学生受到情趣的熏陶和思想品德的教育，懂得礼 仪对于每个学生成长的重要性。 活动准备： 1、开班会前，我们班开展一系列教育活动作为班会的前期铺垫：搜集中华文明礼仪的故事等资料；调查争做文明学生的做法。 2、关于学生礼仪的音像、文字材料。 3、环境布置（黑板、场地等）。 4、组织学生准备有关节目。
活动过程： 一、活动导入 主持人：自古以来就是礼仪之邦，文明礼貌是中华民族的优良传统，作为 高中生，我们更不能忘记传统，应该力争做一个讲文明、懂礼貌的好学生，让 文明之花常开心中，把文明之美到处传播！现在我宣布：《文明礼仪伴我行》 主题班会现在开始。 二、活动开始 （一）、家庭文明礼仪。 主持人：是一个有着几千年文明历史的古国，文化源远流长。作为礼仪之 邦，历史上有很多故事至今仍深深的教育着我们，下面请观看历史故事：《孔 融让梨》、《黄香诚心敬父母》（放录像） （放完录像）主持人：看到这两个小故事，同学们觉得在生活中我们应该 怎么对待我们的父母和兄弟姐妹？ 学生自由发言。 主持人：现在我们都是独生子女，没有兄弟姐妹，那么我们在一起生活的 同学们呢？看了下面的表演的小品，我想大家一定会有不同的看法。下面请欣 赏由高烨等表演的小品：《快乐的同学们》 （表演结束）主持人：通过这个小品，大家认为该如何与同学们相处？ 学生自由发言。 主持人：如果家里来了客人我们应该怎么做呢？下面请欣赏小品《家里来 客了》 （二）、校园文明礼仪 主持人：是一个有着几千年文明历史的古国，文化源远流长“礼学”是文化的重要组成部分。在，自古以来，讲究做人要懂得礼貌谦让，因此被称为“文章
Unit2Working the land Teaching objectives 1.Knowledge objectives (1).important words Sunburt.decade.super.output.crop.hunger.disturb.expand.circulate. Vietnam.battle.freedom.therefore.equip.grain.export. (2).important phrases Struggle for, Thanks to, Ri d…of, Be satisfied with, would… rather. (3).important sentence pattern Finding ways to grow more rice has been his life goal. Just dreaming for things, however, costs nothing. 2. Ability objectives Improve students’ reading ability through reading activities. 3. Affective objectives (1) After learning the passage, students are expected to know about Yuan Longping and his quality. (2)Enable students to know Dr Yuan’s key secret to success. Teaching important points 1. List the words .phases and sentences listed above. 2. Enable students to improve their reading comprehension. Teaching difficult points
初中主题班会教案汇编 做一个文明的中学生 杨艳丹 一、指导思想 针对个别同学在言谈举止和学习上不符《中学生日常行为规范》的现象，决定召开一个以“做一个文明的中学生”为主题的班会，以进一步规范个别同学的言行。 二、班会形式 对白、小品、个人汇报、唱歌等 三、活动准备 1、组织学生围绕这次班会主题搜集本班同学遵守或者违反《中学生日常行为规范》的下反两面材料 2、选取有代表性的材料指导学生编写故事、编排成小品 四、班会纪实 主持人甲：“做一个文明中学生”主题班会现在开始 战国时期的孟子说：“不以规矩，不成方圆。”大家都知道：规与矩原指标验下方形和圆形的两种工具，后来引申为人们言行上不准则和规范。我们中学生行为的“规”和“矩”指什么呢？它就是《中学生日常行为规范》。 主持人乙：《规范》内容向我们全面展示出当代中学生应如何塑造自己的形象，不少同学严格遵守《规范》去做，但是，有个别同学未必真正领会它。今天，我们希望通过这次班会，同学们能深入地理解《规范》要求，进而内化为自己的行动。 甲：同学们，当我们回顾这么多年的学生生涯，大家定会滔滔不绝地讲述起一幕幕感人的情景。 乙：下面，我们就请同学们踊跃发言，把感受最深的动人故事献给大家。 （同学依次讲述） 甲：刚才几位同学讲述原互相帮助，友好团结，文明礼貌的动人故事，令人难忘，我们真为有这样好的同学和班集体而感到自豪。 乙：让我们以热烈的掌声向这些好同学表示无限的祝福和崇初的敬意。 甲：可是，最近发生在我们班的几件事却令人遗憾。现在，我们已经把它编成小品——《碰撞以后》，请大家先观看第一场。 第一场：两位同学，其中A在看风景，赞叹不已。B走过A身旁时，正好A转身，相互，便互相出言不逊，后撕打起来。此时，Q同学扮“政教处老师”上台批评双方，才得以和事。 乙：在日常生活中，类似这种小事而导致事态扩大的的事件时有发生。这既有损于自己的形象，又损害了集体的名誉。如果他们碰撞以后采取另一种方式，又会如何，请大家再看第二场。
初中主题班会教案汇编 1 做一个文明的中学生 杨艳丹 一、指导思想 针对个别同学在言谈举止和学习上不符《中学生日常行为规范》的现象， 决定召开一个以“做一个文明的中学生”为主题的班会，以进一步规范个别同 学的言行。 二、班会形式 对白、小品、个人汇报、唱歌等 三、活动准备 1、组织学生围绕这次班会主题搜集本班同学遵守或者违反《中学生日常行 为规范》的下反两面材料 2、选取有代表性的材料指导学生编写故事、编排成小品 四、班会纪实 主持人甲：“做一个文明中学生”主题班会现在开始 战国时期的孟子说：“不以规矩，不成方圆。”大家都知道：规与矩原指标 验下方形和圆形的两种工具，后来引申为人们言行上不准则和规范。我们中学 生行为的“规”和“矩”指什么呢？它就是《中学生日常行为规范》。 主持人乙：《规范》内容向我们全面展示出当代中学生应如何塑造自己的形 象，不少同学严格遵守《规范》去做，但是，有个别同学未必真正领会它。今 天，我们希望通过这次班会，同学们能深入地理解《规范》要求，进而内化为 自己的行动。 甲：同学们，当我们回顾这么多年的学生生涯，大家定会滔滔不绝地讲述 起一幕幕感人的情景。 乙：下面，我们就请同学们踊跃发言，把感受最深的动人故事献给大家。 （同学依次讲述） 甲：刚才几位同学讲述原互相帮助，友好团结，文明礼貌的动人故事，令 人难忘，我们真为有这样好的同学和班集体而感到自豪。 乙：让我们以热烈的掌声向这些好同学表示无限的祝福和崇初的敬意。 甲：可是，最近发生在我们班的几件事却令人遗憾。现在，我们已经把它 编成小品——《碰撞以后》，请大家先观看第一场。 第一场：两位同学，其中A在看风景，赞叹不已。B走过A身旁时，正好 A转身，相互，便互相出言不逊，后撕打起来。此时，Q同学扮“政教处 老师”上台批评双方，才得以和事。 乙：在日常生活中，类似这种小事而导致事态扩大的的事件时有发生。这 典明中学石春晖收集整理1
教导处对作业、教案检查的总结报告 在教导处组织下，以教研组为单位，我们本学期在学初、期中、期末对全体任课教师的作业教案进行了检查与评价。本次检查与评价我们抱着客观、公正的态度，注重检查作业、教案的质量，依据我校制定的相关要求进行的。主要目的是对老师们本学期的工作做一个记载，同时发现好的做法及时推广，发现问题及时纠正。因此，我在总结过程中希望每位教师都能抱着学习的态度来听，这样有利于完善自己。下来，我就从三方面对本次活动作以下总结: 一、优点: 1、全体教师作业、教案数量达标;能重视学生学习主体性和教师主导作用，注重课堂教学情境设计、合理安排内容，不同的教学内容采用形式多样的备课方法。 2、教案书写工整、规范、教学环节齐全、条理清楚。 3、教材基点把握准确，能显示教研教改思路，注意学法渗透，具有教师活动、学生活动设计及设计意图。 4、合理使用信息技术手段，在教案备写中能看到课件、碟片、大屏幕等字眼。 5、教案有的教师开始注重教后修补。 6、新、老教师听课记录达标，记录认真，评析到位。 7、教案具有实用性和可操作性，重视对难点、重点的反复推敲。 8、作业批改详细、认真，鼓励语新颖准确，作文批改认真、批注到位。 9、作业布置分量适中，注重双基，分层次作业，形式多样(活动作业)。 10、各教研组通报会通报到位，注重实效，为作业批改、教案备写指明方向。 二、不足: 1、个别教师备课过程简单，教学设计粗略，字迹潦草，龙飞凤舞，重数量忽质量，更重要的是个别教师有错字、病句现象。
2、个别教师的教学重点、难点、教学目标与课时案及不吻合。 3、个别新教师教案只是教材内容的罗列或者是教材内容的填充，未能体现教学组织和设计，就象是教材的翻版。 4、个别新教师的教案记流水帐，如师说什么，生答什么。 5、个别教师教学反思没有落到实处。 6、个别教师作业批改不规范，细节、步骤中的问题来纠正，一道大题只打一个对号，没有要求补错，鼓励性评语较少。 7、备课新授课多，极少见备练习课和试卷讲评课。 8、个别教师欠认真、细心，如作业本学校名称写错等现象说明这一点。 9、教师对什么是教案知之甚少，不能学习常规制度。 10、听课记录参与活动的评析认真，不参与的记录评析粗略。 11、照抄教案书籍现象严重。 12、作文批改不认真，批注模棱两可。 三、努力的方向: 1、教研组长应加强对个别教师作业、教案进行个别指导，力争将作业批改、教案备写纳入正规化。 2、教导处加强教案的质量管理，要求教师写实实在在的教案，要注重备教法和学法。 3、提倡广大教师备表格教案，要求教师对教案实行再回笼。 4、要求写实实在在的教学心得，不要写空洞的理论。 总之，本次作业教案检查与展评比以前好得多，好的做法我们要认真学习，发扬广大，对于存在的问题要及时解决、不断完善。作业、教案的质量优劣直接关系着教学效果的好与坏，我们决不能走形式，走过程来应付检查，我们必须不断地总结经验与教训，不断探索、不断创新，才能提高教育教学质量。另外，在本次活动中，通过全体教师的展评，我
Unit 2 Working the land Reading 教案 Teaching aims Knowledge aims: 1)words and expressions: sunburn, struggle, super, expand, circulate, equip, export, rid ... of, be satisfied with, lead a ... life, search for, would rather, thanks to, with the hope of, rather than 2)important sentences; 3)knowledge of the topic: to learn sth. About Yuan Longping and his great achievement Ability aims: 1) 2) Enable students comprehend Dr. Yuan’s work and life and learn how to describe Dr. Yuan including his personality. Emotional aims: 1)Enable students learn how to help the world get rid of hunger. 2)cultivate ss’ sense of sympathy and humanism. 3)To get them to learn some noble character from Dr Yuan. Teaching important and difficult points: (1) Help students comprehend the text and grasp the main idea of each paragraph.. (2) Help students learn the usage of new words and expressions. (3) How to improve students’ reading skill s. Teaching method: Task-based language teaching and discussion Teaching Aids: Teaching Procedures: Step 1 Warming up Show some pictures to the students and ask students two questions: 1. Do you know these grains? 2. Have you ever been to the countryside?
《告别陋习，走向文明》主题班会 安庆十七中902班 活动目的：通过这次班会，让学生意识到，文明礼仪就在我们每个人的身边，在日常生活中要注意文明礼仪培养学生从现在做起，从自我做起，从一点一滴做起，做一个新世纪讲文明的好孩子，并为学校的和谐建设做出贡献 活动形式：小品表演、组内讨论、自我总结、集体宣誓 活动过程： 一、班主任寄语： 同学们，我们的华夏大地，是礼仪之邦，几千年源远流长的是我们祖祖辈辈传承下来的文明礼仪，这是我们的财富和骄傲因此，学习礼仪有助于提高我们的个人素质，如果我们时时处处都能讲文明，那么，我们就会显得很有修养老师希望通过今天的班会活动，每个人都能增强文明素质，为我们的班级、校园，为我们的社会做出贡献 二、小品表演： 学生表演：乱扔垃圾，打饭插队，践踏草坪等不文明现象，其他学生观看，并引发学生进行如下讨论： （1）你觉得这些行为怎么样？有什么害处呢？ （2）如果你有这些不文明行为，你以后会怎么办？ （3）你在咱们的校园里或者在其他地方还见到过哪些不文明行为？我们作为新时代的青少年，到底应该怎么做？ 三、小组讨论： 同学们以小组为单位讨论每个成员有哪些不文明行为下面是讨论结果： 第一组： 1号：不积极学习、回答问题； 2号：喜欢掩盖自己的缺点，还有点懒惰； 3号：不爱劳动、懒惰、脾气暴躁； 4号：脾气古怪，不好相处； 5号：脾气不好，不讲卫生； 6号：不注意同学相处； 7号：自私自利，只顾自己往前冲，不顾别人
第二组： 1号：有些固执，脾气犟，上课不积极发言，胆小； 2号：没有主见，爱耍小聪明，经常抄作业，不爱劳动，爱骂人； 3号：爱耍小聪明，上课不认真听讲，爱做小动作，爱抄作业，不爱劳动，懒惰； 4号：做事很慢，上课一直走神，不认真听讲、做题； 5号：脾气不好，不听别人劝，爱吃零食，不爱劳动； 6号：爱打小报告，小气； 7号：胆小，不听别人劝 第三组： 1号：欺负弱小，上课不爱发言； 2号：浪费水资源，用饮水机里的水洗手，欺负弱小，爱抄别人作业； 3号：上课爱做小动作，不发言； 4号：说话吞吐，经常和别人换座位； 5号：小气，爱告状； 6号：上课不积极发言，爱做小动作； 7号：爱发脾气，不听别人意见 第四组： 1号：爱讲价钱，不认真学习，不听话； 2号：上课乱发言，不守纪律，午休乱跑； 3号：自己不动脑筋做作业，爱抄别人的，说谎话； 4号：上课偷吃东西，不守纪律，说话不文明； 5号：作业拖拉，丢三落四； 6号：作业拖拉； 7号：上课不积极发言 四、自查陋习，实施对策 在这个阶段，我要求学生各自找出自己存在的陋习，并制定出相应的措施在上一个环节，学生们分析的可能只是皮毛，这会，大家都实事求是地对自己做了最真实的剖析，并为自己找到了方向
Unit2 Working the land Period 1 Warming up and pre-reading. Step 1 Lead-in. Poem By Li Shen Farmers weeding at noon,Sweat down the field soon. Who knows food on a tray,Due to their toiling day. Then let one student recite the poem in Chinese. Step 2 Warming up by questioning Hello, everyone. We shall read about man who works the land today. Have you ever grown any plants? If not, what kind of plant would you like to grow? How will you grow it? (For reference: Mr. Li, I worked with my father in the rice field last year. We grow hybrid rice and use animal wastes to make the soil rich.) Has anyone of you ever been to the countryside? What did you do there? (For reference: I went to Chuankou the day before yesterday. It is a small mountain village 75 li n orth of Beijing. I went there to visit my uncle’s family. I like that small beautiful village very much. ) Who are from a farmer’s family? What do you know about farming? Step 3 Pre-reading and talking Questioning and answering Rice is main food in South China. What do you think would happen if tomorrow there was suddenly no rice to eat?
Unit2 working the land Language points 教案 Teaching goals 教学目标 1. Target Language 目标语言 a. 词汇和短语 Learn the use of the following words and phrases. Hunger sunburn sunburn struggle super output expand circulate satisfied equip freedom violin motorcycle grain export suitable chemical confuse mineral reduce supply pest level whatever Rid… of be satisfied with lead …a life would rather refer to s b. 重点句子 Thanks to his research, the UN has more tools in the battle to rid the world of hunger. 2. Ability goals 能力目标 1. Know about agriculture and its importance. 2. Help the students’ improve the way of reading words’ ability. 3. Learning ability goals 学能目标 1. Learn about some sentence patterns and be able to use them freely. 2. Get the students to grasp some vocabulary learning strategies. Teaching important points 教学重点 a.To grasp the useful important words and phrases of this units. b. Grasp the usage of some words and expressions. Teaching difficult points 教学难点 Help students really master the usage of words and expressions. Master the main words and phrases of this units. Teaching methods 教学方法 Talking, questioningandanswering activity. Teaching aids 教具准备 A puter. Teaching procedures & ways 教学过程与方式 StepⅠLanguage points
生命教育主题班会 活动目的： 1、让学生进一步认识到生命的重要性，从而更加珍爱生命； 2、珍爱生命，更努力的去学习，从而报答关心你的每个人； 3、珍爱生命，乐于奉献，造福人类，体现人生最大价值。 活动地点：多媒体教室 活动时间：2012年5月13日 活动人员：八年六班全体学生及班主任 活动形式：Powerpoint演示；小组讨论与探究；小品表演等。 活动准备： 1、学生通过各种渠道搜集有关生命教育方面的资料。 2、制作Powerpoint 课件， 活动过程: (一)观看幻灯片演示： 1.认识多彩的生命构成了缤纷的世界（图片） 生命是地球上最珍贵的财富：当我们看见小草翠绿，树影婆娑，听到虫鸣鸟叫，人群喧闹，闻到清新空气，百花芳香，我们感受到万物欣欣向荣，世界充满生命力和无穷希望。整个世界因生命的存在而变得生动和精彩。 2.了解生命的来之不易（图片） 举例：螳螂是一种昆虫，由于雌螳螂要孕育后代,所以必须吸取大量养分以备产卵,因此雌螳螂在完成交配之后，就会杀死雄螳螂。对于雄螳螂来说，繁衍
也就意味着死亡，小螳螂的出生总是伴随着父亲的死亡。小螳螂的出生是用爸爸的性命换来的。 3.人类孕育的艰辛 ①胎儿期，就是指受孕到出生这一时期，约40周，即通常说的十月怀胎。胎儿的发育阶段为280天。 ②肚子一天天地大起来了，每个月例行去医院检查身体。 ③最近不知是怎么了，睡觉到半夜总想吐的感觉，但又什么也吐不出来，很难受。 ④翻身这个简单的动作也不是很利索就能做到了，搞不好腿还会抽筋。 ⑤肚子大了，压迫膀胱，憋不住尿，这是孕期正常现象-----尿频。 ⑥休息的时候去街上为宝宝选一些物品。⑦不敢生病，即使生病也不敢吃药。 ⑧不敢做剧烈运动，不敢提重物，不敢爬高。 4.学会珍爱生命 ①车祸仅仅是威胁我们生命安全的一个方面。（图片） ②有时候，人类在重大自然灾害面前是那样的不堪一击。（图片视频） ③日常生活中，疾病也是人类的重大杀手。（图片） ④生命是如此脆弱，我们要善待自己的生命，保护好生命，让生命绽放出炫烂的光彩！ 5.我们生活得很精彩 举例：不屈服于命运的张海迪；春晚表演千手观音的残疾人们；残奥会的英雄……世界因生命而精彩。真爱生命的人，无论何时何地，无论遇到多大挫