2012——2013学年度第二学期教案

体育课教案（2012——2013年度第二学期）项目名称：引导课第1次课任课教师：王育江一.教学内容1.提出本学期的任务，要求和计划。

重申课堂常规和纪律。

2.讲述上生活方式与健康的关系。

3.进行几个课堂的游戏。

二.教学任务1.通过教师对本学期教学任务的讲解，使学生对本学期体育课的安排有个初步了解。

2.提高学生对良好的生活与身体健康之间关系的认识，有助于学生培养良好的生活习惯。

三.教学的重点和难点。

使学生对本学期的课程安排做到：心中有数，能够在课上和课下与教师积极配合是本课的重点，难点则讲过生活方式与健康的关系。

四.课的内容。

1.教师宣布上课，师生问好，教师做自我简介。

2.本学期的体育课的任务在前面学习与训练的基础上继续进行学生自身的体育，另外要加强对小学职业训练过程里所讲的学生自我身体主要包括“三基”素养，“全面的身体锻炼”以及体育中的思想品德教育。

3.重申课堂常规，上课的服装，请假手续，上课纪律。

4.生活方式与健康的关系①什么是生活方式——是指一个人每天按照一定的规律进行学习，工作，饮食，休息和文化娱乐。

体育锻炼等活动的形式，一个人的生活方式会呈现一定的规律性。

同学们每天的学生生活也是有规模的生活方式。

人的一天一般会出现2次工作高峰，这是因人的各种活动都受大脑支配，而大脑是一个生物体，会有活动能力的波动，所以应该配合大脑合理的利用每天有限的经理，这也是珍惜生命的一种表现，同时还可以在其他许多方面有益于身心的健康。

②什么是生活习惯——是日常生活中某些习性由于不断的重复而巩固下来的，并成为自动的行为方式。

良好的生活习惯应该是：心胸豁达情感乐观、劳逸结合、坚持锻炼、生活规律、善用闲暇、营养适当、防止肥胖、不吸烟酗酒、家庭和谐、适应环境，与人为善、自尊自重、爱好清洁、注意安全。

不良的生活习惯主要有：吸烟、饮酒过量，不恰当的服药，体育运动不够合理，热量过高多盐的饮食，饮食没有节制，不接受合理的医疗救护，对社会压力产生不良反应，破坏身体的生物节奏和精神节奏的生活。

太原师范学院2012—2013学年度第二学期
鼠妇的生活
备课教案
《鼠妇的生活》教学设计
（2）分类：除自由生活的外，也有寄生（蚤、虱子等）的种类。

包括甲壳纲（如虾、蟹）、三叶虫纲（如三叶虫）、
蛛形纲（如蜘蛛、蜱、螨）、多足纲（如马陆、蜈蚣）和昆
虫纲（如蝗、蝶、蚊、蝇）等。

（三叶虫今天在全世界发现的三叶虫化石可以分上万种，由于三叶虫的发展非常快，因此它们非常适合被用作
标准化石，三叶虫是最早的、获得广泛吸引力的化石，至
今为止每年还有新的物种被发现。

）
节肢动物对环境的适应力特强,生存地方包括海水、淡水、
高山、空气、土壤,甚至是动物及植物的体内及体外。

而鼠妇
是甲壳动物中唯一完全适应于陆地生活的动物。

但不像昆虫和
蜘蛛那样高度适应于陆地上生活。

2、鼠妇的外形特征：鼠妇的种类较多，体长椭圆形，稍
扁，长约10毫米；表面灰色，且有层薄油，不易被蜘蛛网等黏
住。

有光泽。

卷潮虫能盘起身体，像微扁的圆盘。

有眼1对，
触角2对。

胸部分7个环节，每节有同形等长的足1对。

腹部小，
分为5个环节，口器是咀嚼式口器。

（虹吸式、舔吸式、刺吸式）2min
附页：。

S版小学一年级语文下册教案（2012-2013学年第二学期）单位：姓名：1、有趣的汉字教学目标：1.认识“元、汉、桌、爷、毛、笔、您、事、示、休、息、啦”13个字；会写“毛、笔、元、示、写、字、太”7个字。

学习新偏旁“竹字头”、“秃宝盖”。

2.正确、流利地朗读课文。

3.初步了解汉字的造字规律，感悟汉字的表意功能，受到汉字文化的熏陶，激发学生学习汉字的兴趣。

教学重难点：1.识字、写字 2.正确、流利朗读课文3了解汉字的造字规律，感悟汉字的表意功能。

课前准备： 1.学生收集有关古人造汉字的有关资料。

2.挂图，生字卡片。

教学时间：两课时教学过程：第一课时一、激情导入1.猜字：出示挂图。

（甲骨文的“马”字）你们猜一猜，这是什么字？（这是“马”）这就是我们祖先最早创造的文字。

2.出示教材P1中的图。

请你们看一幅图画，发现什么了？（1）我发现图上有两个人在走，旁边的字像两个“人”字。

出示“从”叠在两个人身上。

（2）我看见一个小孩靠在树旁休息，旁边的字像一个人靠在树旁。

我觉得那个字像“休息”的“休”。

3.板书课题（有趣的汉字）4.读课题，说说“有趣”是什么意思。

二、读文识字汉字怎么有趣？你们读读课文就知道了。

1.自由读课文、识字。

要求：（1）遇到不认识的字，看拼音读准字音，记住这个字。

（2）找找有几个自然段，标上序号。

（3）看看课后生字表里的生字都认识了吗？2.同桌互相检查生字识记情况。

3.利用生字卡片检查生字识记情况。

（1）出示本课带生字的词语。

①小老师教读②学生轮读（2）出示本课的认读生字。

①学生轮读②游戏巩固生字第二课时一、读文，初步了解汉字有趣的造字规律。

1.这课有几个自然段？用手势告诉老师。

（四）2.请四名同学读课文，其他同学边听边想，这些汉字怎么有趣？3.小组交流，说说汉字怎么有趣。

4.集体汇报，交流学习情况，理解课文内容。

（1）引导学生读、议一、二自然段，了解象形字的造字规律。

①从第一自然段中学生读出古人写字象画画。

2012～2013学年第二学期初中语文
教研活动总体思路及活动方案
一、指导思想
以《义务教育语文课程标准》（2011年版）为依据，以加强初中语文教师队伍能力建设为中心，以课堂教学为实现教育目标的主阵地，紧密结合我区教师队伍实际，开展教研工作。

二、活动目的
本学期旨在通过一系列教研活动，聚焦课堂，全面提高语文教师专业素质和教育教学能力,进一步提高课堂教学的实用性与有效性
三、活动要求
1．本学期各学校语文教研组活动继续以“聚焦课堂，关注实效”为研究方向，采取上研讨课等途径，以听课、议课、研课为主要教研内容，通过有效教学促进教师探索并积累教育智慧，形成自己独特的教育风格，使自己的课堂教学实现实效、高效。

2.各主办学校在研讨活动中应确定活动的主题、内容、形式及中心发言人。

主题应充分体现新课程理念下教师教学行为方式和学生学习方式的转变，要做好活动方案，做好文本、图片、音像信息资料的收集和总结工作，最后，活动的总结以活动报告书的形式呈现并上报教育局。

四、本学期活动具体安排时间和地点：
石河子教育局教研室
石河子中学语文教学专业委员会
2013年3月25日。

人教新目标版2012—2013年度下学期七年级英语教学案授课教师__________2013年2月28日Unit 1 Can you play the guitar?一. Knowledge and abilities goals:1.vocabulary:dance,swim,sing,play chess , paint ,speak English, play the guitar2. How to use Model verb” can”.3. Listening and speaking skills and communicative competence.二. Teaching method: Listening and speaking methods. Pair works.三. Moral goals: Encourage students to express their abilities.Content of courses:In this period, students will learn some names of clubs ,such as art , music, chess club, swimming club, etc. students will learn the drills :Do you want to join…club ?Can you …?四. Importance and difficulty: canTeaching Aids: A tape recorder. Some pictures. A projector Some sports things, such as volleyball, basketball, etc. Preparation test paper for lessons before class.五. Teaching Time: 4 periodsPeriod 1 (Section A: 1a-2d)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节1.Knowledge Objects: Learn to talk about abilities.Know something about the culture of clubs. Can you/he..?What can you do? What club do you want to join?can, can’t, draw, dance, swim, speak, walk.2.Teaching key point: can3. Teaching Difficult point: can4.Teaching Procedures:Step 1. Lead-inEnjoy a song I’m a musicianT: Do you want to be a musician? S:T: Can you play the piano? S…T: What can you do? S: I can…T: What about you? S:T: OK, now please show your talent and tell us what you can do.Ask one of the students come to the front and do the action. Ask other students to guess what he or she can do.Step 2. PresentationT: Look at the pictures. What are they doing? S:Step 3 Pair workLook at the pictures. Ask and answer like this:A: Can you play basketball?B: Yes, I can. / No, I can’t.Can you…?Step 4 PresentationShow some pictures of famous stars. Practice the third person “he, she, they”T: Where can you play chess? S:T: Yes, in a chess club. This term, we have a lot of clubs. What club do you want to join? S…T: Sounds great. Can you…?S: Yes, I can/ No, I can’tIf the answer is negative, guide students to say:S: No, I can’t. But I can learn it from others.Step5 Pair workA: What club do you want to join?B: I want to join the…A: Can you …?B: Yes, I can . No, I can’t. But I can learn it from others.Step 6 ListeningListen to 1bListen to 2a and 2b. Tell them to give special attention to listening activity (names of the clubs). Finish the tasks.Step 7 Pair workLook at 2b and talk about what the people can do the clubs they want to join.Step 7 Role-play the conversation 2dT: If you like telling stories. What club can you join?S: Story telling club.T: Right. Please read the conversation following the recording. Who wants to join the story telling club? Then role-play the conversation.Step 8 Explain some language points.Step 9 HomeworkReflection after class：_________________________________________________________________________________ _________________________________________________________________________________ ______________________________________________________________________________Period 2 (Section A: 3a-3c)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节1. Knowledge Objects: go on learning to talk about abilities.—Can you play the guitar? —Yes, I can./ No, I can't.—What can you do? —I can dance.—What club do you want to join? —I want to join the chess club.2. Teaching key points: Conclude the usage of ‘can’; put all new language into practice through different activities.3. Teaching Difficult points: Distinguish “say, speak, tell, talk”4.Teaching Procedures:Step1:Greeting, Warming up and duty report.Watch a flash about the content of the Just for fun.Talk something about the flash: Why is the other boy unhappy?Introduce because of the difference of time zones, the time in different places are different. Revision: show the time in six places: Beijing, Tokyo, Paris, Los Angeles, New York, and London. Elicit the sentence pattern: What time is it?It’s……Draw attention to the “am” and “pm”. For instance, Beijing is seven o’clock in the morning. We can say Beijing is seven am. Los Angeles is three in the afternoon. So we can say Los Angeles is three pm. (teacher helps students answer).Step2:Review the words learnt in the last period and add more.(1)T：Here are some Chinese, let us see what time do they usually get up/ take a shower…get up take a shower eat breakfast go to school eat lunch run go homedo homework eat dinner go to bed(2)ask students to make a surveyAsk your friend 5 questions about his /her day. Then make a report.A: What time do you usually…?B: I usually…at…Step3:presentation.(1)Ben’s day. Introduce something about Ben.Using the sentence pattern: What time does he usually get up/go to school/…Pay attention to the verb form of the third person.Discuss Do you like ben’;s routines.(2)Show the picture of Scott. He usually gets up at 5 pm.Ask students to predict what his job is?(3)listen to the tape,and try to answer this question. then read through the passage,and match the pictures with the times.(4)read it again and fill in the chart.(5)answer the following questions1.Where does he work?2.How does he go to work?Step4:Work on 3a.（1）Read through the passage and tell me what his job is.（2）Read it again and match the pictures.(3)Answer questions:What does he do after he get up?Does he go to work after breakfast? What does he do?How does he go to work? By bus or on foot?What does he do before he goes to bed?What does“What a funny time to eat breakfast!”mean?Step5:Follow up.T：My friend Da Bao likes Scott's work, so he gets to Sai Te Hotel . But he doesn't find him.T: There are many children in the hotel. Look, they are coming. Please ask them questions to find the real Scott.Step6:Work on part4.T：Now six people make a group, and ask the other students when they usually go to bed . The leader lines up from the earliest to the latest bedtime.T: Let's listen Group1…Group2…Step7:Work on part 3 of self –check.T: Now I want to know something about what you do on weekends. You can go, ask your classmates and fill in the forms. Then you have a report.T: You may begin it like this "Ma Li gets up at …"Step8:Homework.Oral work:（1）Read 3a and recite it.（2）Go on making a survey to find out what your classmates do on weekends.Reflection after class：__________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________Period 3 (Section B: 1a-1f)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节1. Knowledge Objects: go on learning to talk about abilities. drum, play the drum, piano, play the piano, violin, play the violin2. Teaching key points: Improve listening and speaking3. Teaching Difficult points: Improve listening and speaking4. Teaching Procedures:Step 1 Warming- up and revisionDaily greeting.Check the homework. Let some Ss report what his/her family members can do.Step 2 PresentationPlay the sound of different kinds of instruments. Let Ss guess what it is.Act and show your classmates your talent.T: Please stand in front of your classmates. Act and say what you can.S1: (sing and dance) I can sing and dance.S2: (play the drum) I can play the drum..Step 3 ListeningTell the Ss that they will listen to some sounds of the instruments. Listen and number the words [1-4] in the order of the sounds you hear in 1a.Play the recording again and check the answers.T: Now let's work on 1c. First, let one student read the words and phrases aloud.Then listen to the 1d and circle the words and phrase you hear.Check the answers:T: Now please look at the chart in 1e. What can Bill, Cindy and Frank do? What can't they do? You'll listen to the recording again. Then try to fill in the blanks.Step 4 Group workWork in groups. Take turn to talk about what Bill, Cindy and Frank can and can't do.S1: Bill can play the guitar, but he can't sing.S2: Cindy can sing and play the drum, but he can't play the piano.Teacher can walk around the classroom, and give some help to the Ss.Step 5 HomeworkMake up a conversation between a volunteer and a person who is in charge of a sports club/old people’s home/music club.Reflection after class：__________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________Period 4 (Section B: 2a-self check)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节1. Knowledge Objects: go on learning to talk about abilities. also, people, help (sb) with sth, center,home, today, be good with, make, make friends, weekend, on weekends/on the weekend, teach, musician2. Teaching key points: Also, too; be good with, help with3. Teachi ng Difficult points: Describe one’s ability4. Teaching Procedures:Step 1 Warming-upCheck the homeworkAsk some pairs to show their conversationsStep 2 ReadingFirst, show some pictures of the boys and girls and some key words in 2a.T: Here are some pictures and information about Peter, Alan and Ma Huan. Can you describe them according to the pictures and key words?S1: Guide Ss to use “also, too”, and distinguish how to use these two words.Give comments on Ss’ descriptions.T: Now we’ll read three ads. What's the main idea of each ad? What's each ad's title? Now let's read the three ads and select a title for each ad. Ss read carefully and try to select a title for each ad. Check the answers with the class.Step 3 Review the usage of “tell”,Review and distinguish the usage and function of “help”T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad is right for him/her? Now read the descriptions in 2a and the ads in 2b again. Select a right ad for each person. Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person. They can talk about the answers in their groups.Check the answers with the class.Step 4 Homework1. Recite 2a and 2b2. Finish the exercise on p6Reflection after class：_________________________________________________________________________________ _________________________________________________________________________________ ______________________________________________________________________________Unit 2 What time do you go to school?1. Teaching Aims:1) Aims of Basic Knowledge:①V ocabulary: time, shower, usually, O’clock, what time, go to school, take a shower.②Grammar: What time do you…? What time does he / she…?③ Function: Use the simple tense to talk about the daily life.2) Aims of Abilities: Listening skill. Speaking skill. Reading skill. Writing skill.3) Aims of Emotion: Love life.2. Analysis of the Material:1) Brief Introduction of the teaching material:What time / When do you…?” “ What time / When does he…?”2) Teaching Focus: What time do you…? What time does he/ she…?3) Teaching Difficulties: Present tense.3. Learning Methods: Make a plan. Culture.4. Teaching Methods: Student- centered. Task-based Teaching.5. Teaching Time: 4 periodsPeriod 1(Section A: 1a-2a)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节Step One: Warming-upGreetingT: Good afternoon, everyone.Ss: Good afternoon, Miss Yang.Step Two: Presentation1.Adjust the time, and ask students questions.T: What time is it? Ss: It’s 12 o’clock. ( Write on Bb )( Help Ss to say )T: What time is it? Ss: It’s 10:15.( Help Ss to say )2.Ask one student to come to the front, adjust the time and ask the other students.S1: What time is it? Ss: It’s 9 o’clock.3.Teach the new words & phrases.Show some pictures of different clocks and the activities.T: I’m very busy these days. Can you guess what time I get up / eat breakfast / go to school / run / take a shower? ( Write on Bb)T: I usually get up at 6:35. ( Teach Ss the new word “ usually” )S1: You usually eat breakfast at …S2: You usually run at…S3: You usually take a shower at …4.Ask Ss to do the exercise of 1a, and then check the answers.Step Three: Listening1.Show Ss the timetable of Rick’s ( write on small Bb )Ask Ss listen to the recorder and fill in the chart.Then check the answers.2.Ask and answer.T: What time does Rick get up / eat breakfast / run / go to school / take a shower ?Ss: He gets up / eats breakfast / runs / goes to school / takes a shower at…( Ask Ss pay attention to the underlined phrases.)Step Four: Consolidation1.Ask Ss to look at the pictures and tell their days.Example: I usually get up at …. I eat breakfast at …. I go to school at …. At …, I take a shower.Step Six: Homework1.Try to remember all the words & phrases.2.Survey: Ask your classmates their routines, and give your report.3.Plan: January 1st is coming. Please plan it, and make your day wonderful.Step Seven Blackboard DesignReflection after class：_________________________________________________________________________________ _________________________________________________________________________________ ____________________________________________________________________Period 2 (Section A: 2b-Grammar Focus)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节1. Aims and demands :1) Language skills :Ss learn to talk about kinds of transportation, and how long it takes to go places, and how far apart places are.2) Target Language : Words : how far , get to , bicycle , subway , bus stop, train station , minute, kilometer, mile , transportation , calendarSentences: How do you get to school ? / How long does it take ? / How far is it ?3) Moral object : Through learning this unit , Ss can enable them to care for each other whenever crossing the roads and pay attention to the sign of traffic.2. Analysis of the material:Students have learned the transportation before.. In this unit ,they need to learn more details about the transportation. At the same time ,they need to learn “How long and How far” and they can use them freely.3. Teaching methods:pairwork , groupwork ,listening and speaking, practicing4, learning strategies:Personalizing Inferring vocabulary5.Teaching aids:Tape recorder, a projector or a computer6.Teaching period:Four periods.Period 3 (Section B: 3a-3c)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节1. Aims and Demands: Key vocabulary, How do you get to school ? How does he get to school ?2. Teaching methods : Listening Writing Pairwork3. Teaching Aids : A tape recorder.Step I Leading inT: Good morning, everyone! You know I live far away ,so I go to school by bus every day. What about you? David, “How often do you go to school?”S:--------T: So we will talk about how to get to places in this unit.Step IINow I will show you pic tures and let’s review the transportations we know. Then we will learn more about it .(take the subway) Please open your books and finish 1a.Step III1. There are five names in 1b.Now they are in the picture. We should find them.2. Play the tape .They should listen carefully and find the persons .Write the numbers next to the correct students in the picture above. After listening , check the answers together .Step IVPoint to the example in the box , ask two students to read it .then ask them to make up their conversations about how the people in the picture get to school .Teacher choose some pairs to act their conversations.Step VPracticing the listening :T: I will play two conversations The people are talking about how students get to school and how long it takes .The first time check the kinds of transportation that you hear. The second time match the time with the kinds of transportation activity 2a.Step VI1. Pay attention to the picture and dialogue.2. Make your own dialogue into pairs.3. Act it in front of the students.Step VIISummary and homework: This class we have learnt some key vocabulary and the target language .I hope after class you can survey how does your friends get to school .and pre-revise the 3a,3b.Step VIII Blackboard DesignReflection after class：_________________________________________________________________________________ _________________________________________________________________________________ _______________________________________________________________________________Period 2 (Section A: 3a-3c)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节1. Aims and demons: Key vocabulary : minute hour second take some body some time to do sth.Kilometer2. Teaching Methods : Reading and writing Pairwork3.Teaching Aids : Recorder A projectorStep I Reading1. Pay attention to these questions.2. Read this text by yourself and try to answer the questions3. Explain the text and check the answers.Step II Pairwork1. Pay attention to the conversation on the right.2. Read this text in different roles.3. Look at the picture and time on the left.4. Make the other conversations in pairs.(Give them five minutes)Step III ( Into group race)Three students a group. A ,look at page 21.B, look at page 85.C, look at page 86.If they want to get the answers in the chart ,they should ask the others questions.eg:1. How often does John go to school?2.How long does it take Maria to get to school?Get the answers from the conversations .At the same time ,they can practise the basic sentences in this unit.Step V WorkbookComplete these questions and answers.1. Q: How does she get to school? A: She takes the bus.2. Q; How do ____get to school? A:I _____my bike.3. Q:______ does he get to school? A: He ____ the subway.Step VI SummaryThis class we’ve had reading and writing practice. And we’ve done a game.Step VII HomeworkFinish off the workbook exercise.Reflection after class：_________________________________________________________________________________ _________________________________________________________________________________ ________________________________________________________________________Period 3 (Section B: 1a-2b)1. Aims and Demands: Key vocabulary: bus stop, bus station, train station, subway station.2. Teaching Methods: Listening methods. Reading methods. Pairwork. Groupwork. Practice.3. Teaching Aids: A tape recorder, a projector.Step ISection B 1a , Ss match the words with the pictures .Ask them to recognize the different stations. Check the answers together .Step IIPracticing listening : Play the tape twice , the first time please give out the general meaning . the second time check the things that Tomas wants to know. The third time how does Nina get to school? Step IIIPracticing reading :T: class , Do you want to know the students around world how to get to school ? ok, please read silently the article. (1 minute later ) T: Who can tell me the main idea of the article .? Good ,look at the five sentences, write T or F. Ss check the answer each other.Step IV 2bStudents look at the chart first. Make sure they know what to do. Ask them to finish the activity individually according to the chart. Then check the answers.Step V SummaryToday we have learnt some more key words and done some reading and writing practice.Step VI Home workPreview the 2b and finish the self check.Reflection after class：_________________________________________________________________________________ _________________________________________________________________________________ ________________________________________________________________________Period 4 (Section B: 2c-Self check)1. Aims and Demands: Writing practice ,make a survey, exercises over the workbook.2. Teaching Methods: Writing method, speaking method, self check method.3. Teaching Aids: A projector.Step 1 2cJust now you filled in an article about how students get to Hillsville High School. How do students get to your school?As a students say, list them on the board. Tell students to use the words on the board to write about how students at your school get to school.Ask students to write individually.Choose some students to read their work to the class.Give them little present s if they do well.Step II 4 Survey Find someone who…Tell students we’ll do a survey. Please turn to page 92.First look at the chart. You want to know how far people live from school, how they get to school, and how long it takes them to get to school. Let me tell you how to do the survey. Go around the class and ask questions like this:How far do you live from school?How do you get to school?How long does it take to get to school?And find out these answers and write them names in the chart. The students with the most names in his or her chart wins the game.Step III Self checkTell them to use the words in the box to fill in the blanks. Ask them to do this exercise individually. After finishing, write some on the board .Underline any mistakes and ask students to tell how to correct each of them.Step IV 2Show the picture on the screen. Tell them imagine you meet an American who needs help. His friend is ill in hospital .He has got a map .But it’s a Chinese map. He doesn’t know Chinese. Can you tell him how to get to the hospital?Students work in pairs to present their conversations to the class.Step V SummaryToday we’ve reviewed key vocabulary in the unit and done writing and oral practice.Step VI HomeworkFinish off the exercise of the workbook and preview the next unit.Reflection after class：_________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________Unit 4 Don’t eat in class.Ⅰ. Analysis of the Teaching Material1.Status and FunctionIn this unit students learn to talk about school and family rules.Such a topic is so familiar to students that they must be active in all the activities in class.It is helpful to raise learning interest and useful to improve students’ listening,speaking,reading and writing skills.(1)The first period introduces some negative imperatives first.Then students are provided with much listening and oral practice using the target language “What are the rules?”(2)In the second period students do much listening and oral practice using the words “can” and “can’t”.After this class,students know more about what they can or can’t do at school.(3)The third period provides students with much oral practi ce using the phrase “have to”.And the game in the last part is useful to raise learning interest.It is useful to improve spoken English.(4)In the fourth period students learn to talk about what they do or don’t have to do at home.(5)In the fifth period students learn to write a letter to talk about their family rules.And they also learn to talk about some common signs.All the activities are designed to improve students’ reading and writing skills.(6)The self check in the last period is designed to give students more reinforced practice,especially writing practice.In this way,students better understand how to apply what they have learned in their daily life.2.Teaching Aims and Demands(1)Knowledge ObjectsIn this unit students learn to talk about rules.Make students learn and grasp imperatives and the usage of the words “can” and “have to”.(2)Ability ObjectsTrain students’ listening,speaking,reading and writing skills.Train students’ integrating skills.(3)Moral ObjectAs students,we must obey school rules.3.Teaching Key PointsLearn the key vocabulary and the target language. Learn the imperatives and the words “can” and “have to”.4.Teaching DifficultiesTrain students’ listening,speaking,reading and writing skills. Learn to write a letter.5.Studying WaysTeach students how to talk about rules in daily life.Ⅱ.Teaching Guidancenguage Function: Talk about rules.2.Target Languages:Don’t eat in class! Can we wear hats? No,we can’t.We don’t have to weara school uniform.3.StructuresImperatives. Can for permission. Modal have to.4.Key Vocabularyin class, classroom, hallway, gym, arrive,hate,go out, practice, inside, outside, uniform, sports shoes,fight,can,can’t,have to5.Learning Strategies: Scanning. Deducing.Ⅲ. Periods: Six periods.Period 1 (Section A: 1a-2d)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节Step 1 Revision Review some key words and language points learned in Unit 11 briefly. 1 2 345学校走廊Point to the pictures one by one and teach students to say, Don’t arrive late for class.Don’t run in the hallways.Don’t eat in the classrooms.Don’t listen tomusic in the classrooms.Don’t fight.Write the rules on the blackboard.Read and have students repeat several times.Students open their books. Point out the list of school rules.Invite a different student to readeach rule to the class.Step 2 Call students’ attention to the picture.Say, Each of these students is breaking one of these rules.Write the number of the rule eachstudent is breaking in the box next to him or her.Point out the sample answer.Students do the activity individually.Check the answers.Answers 1.boy looking at his watch2.boy running in the hallway3.girl eating an apple4.boywith headphones5.boys sitting at desks,fightingStep 3 1bAsk students to read the five rules in activity 1a once more.Point to the three names.Say,You are to listen to a conversation.Three students are breaking therules.Listen and write the number of the rules next to the name of the student who is breaking the rules.Play the recording for the first time.Students only listen.Play the recording again.This students listen and fill in the number of the rule after each name.Correct the answers.Answers Peter:2 Nicki:3 Joseph:4Step 4 1cInvite a pair of students to read the sample conversation to the class.Write it on the blackboard.Put students into pairs.Say,Student A is an exchange student.He or she doesn’t know the rules in the school.Student B tells him or her about the rules in 1a.Get students to work in pairs.As they are working,move around the room offering help as needed.Get some pairs of students to present their conversation to the class.(This activity provides oral practice using the target language.)Step 5 SummaryIn this class we’ve mainly learned to talk about school rules. As students, we must obey school rules.Step Ⅵ HomeworkWrite down the rules in activity 1a without looking at books.Reflection after class：_________________________________________________________________________________ _________________________________________________________________________________ _____________________________________________________________________________Period 2 (section A: 3a,3b,3c)。

教师工作计划2012—2013学年度第二学期一、指导思想：本学期将以县普教工作要点为指导，紧密结合我校的教学工作计划，以《新课程标准》为指导，结合我班学生的实际情况，针对上学期存在的问题，倡导自主、合作、探究的学习方式，全面提高学生的学习质量，培养创新精神和实践能力，促进每个学生的全面发展，为他们的终身学习、生活和工作奠定基础。

二、工作目标：（一）、教学工作1、继续复习、巩固汉语拼音，借助汉语拼音识字、正音。

2、认识400个字，会写300个字。

要求认识的字能读准字音，结合词句等语言环境了解意思。

需要特别指出的是，要求认识的字不要作过细的字形分析，也不要求书写。

要求会写的字则要能读准字音，认清字形，了解意思，正确书写，并练习运用于口头和书面语言表达之中。

有主动识字的愿望，在生活中自主识字。

养成良好的写字习惯，书写规范、端正、整洁，感受汉字的形体美。

3、继续使用音序查字法和部首查字法查字典，培养独立识字的能力。

4、喜欢阅读，对阅读有兴趣。

学习用普通话正确、流利、有感情地朗读课文。

能背诵指定的课文和自己喜欢的课文片段。

在教师的指导下，学习默读，做到不出声，不指读。

5、能联系上下文和生活实际，了解课文中词句的意思，在阅读中主动积累词句。

6、能阅读浅显的课外读物，能与他人交流自己的感受和想法。

养成爱护图书的习惯。

7、学习使用句号、问号和叹号，体会所表达的不同语气。

8、积累自己喜欢的成语、对联、古典诗词、格言警句。

9、逐步养成讲普通话的习惯，增强愿意与人交流的意识，认真听别人讲话，能听懂主要内容。

能主动与别人交谈，讲述简短的故事和见闻。

说话时态度自然大方，有礼貌。

有表达的自信心，能就感兴趣的话题发表自己的意见。

10、对写话有兴趣，能把看到的、想到的写下来。

在写话中学习运用阅读和生活中学到的词语。

根据表达需要，学习使用逗号、句号、问号、感叹号。

学习写日记。

11、对周围的事物有好奇心，乐于观察大自然，热心参与学校、社区活动，并能表达自己的感受。

2012—2013学年度第二学期《毛泽东思想和中国特色社会主义理论体系概论》实践教学一、“民族情·时代秀·中国梦”实践展演策划方案[目标要求]通过诗朗诵、歌曲、舞蹈、情景剧、手语、访谈等形式来诠释概论课理论内容，期望以此方式进一步加深学生对马克思主义中国化理论成果的认知和理解；学生在活动中进一步理解了分工、合作、团结、友善的价值和意义，强化了集体主义荣誉感，对于实现马克思主义中国化理论成果内化于心、外化于行具有非常现实的意义。

[实施方案]1.活动时间：3学时2.活动地点：实践教学平台3.活动方式: 演出4.活动内容：以“民族情·时代秀·中国梦”为主题，通过多种方式诠释、展现概论课理论内容5.参加人数：2011级法学院全体学生6.指导老师：周义顺、王素萍、韩艳[实施过程]1.老师在课堂上布置实践教学安排任务及提出要求2.学生分组并上交各自策划方案3.老师审验各组策划方案，确定演出顺序4.正式演出5.活动结束，每个学生写一份心得体会[方案测评][方案成果]1.方案实施成果以光盘形式予以保存。

2.节目单、主持人解说词、新闻稿、各组策划方案、学生演出心得等装订成册。

[存在问题及改进措施]1.演出道具应进一步充实。

如话筒应再增加几个，以免在上下场交接话筒时耽误时间，影响节目的连续性。

电池应购买充电电池，循环使用，避免出现话筒无声。

服装应再多样化，避免相同服装在多个节目出现，同时应保证每个节目都能有演出服装。

2.组织管理应进一步完善。

由于组织不充分，审验各组策划方案及排练时间过多；演出秩序有些混乱。

今后应充分发挥学生主动性，每个环节都落实到学生，真正由学生来策划、主导整个活动过程，老师应从台前退到幕后，更多提供后勤服务。

演出结束时老师应进行点评，起到升华和画龙点睛的作用。

3.节目内容应进一步与理论课内容密切结合。

由于时间仓促，有些节目内容主题不突出，偏离概论课内容，今后应避免此种情况发生。

2012——2013学年第二学期二年级品德与生活教学计划昌乐县实验小学马文玲一、学情分析：二年级四班共有学生64人，大部分同学学习习惯都比较好，上课遵守纪律，能认真听讲，积极动脑思考回答问题。

但也有个别学生注意力不集中，爱做小动作，同桌之间窃窃私语，自制力较差，并且本班同学有一个共同的缺点就是上课回答问题声音较小。

在本学期的教学中要密切关注那些自制力较差的同学，并给那些回答问题声音较小的同学给予鼓励，让他们养成大声回答问题的好习惯。

二、教材分析本册教材共分四个单元，每个单元各有一个明显的主题，并配有精美的情境图，可谓是图文并茂，第一单元包括《爱向我走来》，《爱心献给你》，《爱心故事会》，第二单元包括《认识它们很重要》《学会自救》《自我保护不麻痹》，第三单元我是中国人内容包括《我做升旗手》《我爱我的祖国》，第四单元内容包括《把我进步告诉我》《有规律地生活》《为了更大的进步》，以教科书的图为主，适当地补充了一些童话、儿歌，故事内容丰富多彩，页面具有一定的宽裕度，这使教科书具有使用价值。

三、教学目标1.情感与态度方面的培养：（1）乐于助人，爱家乡、爱祖国。

（2）珍爱生命，热爱自然，热爱科学。

（3）自信、诚实、求上进。

2．行为与习惯方面的培养：（1）乐于参与有意义的活动。

（2）保护环境，爱惜资源。

3．知识与技能方面的培养：（1）掌握一些自己生活中需要的基本知识和劳动技能。

（2）使学生初步了解一些生活中最常见的自然、社会常识。

4．过程与方法方面的培养：（1）体验提出问题、探索问题的过程。

（2）尝试用不同的方法进行探究活动。

三、教学重点和难点及教学方法分析1．以时间和儿童成长的需要为基本线索设置主题本册教材以儿童的成长需要为主线，以儿童不断扩大的生活空间和时间为线索，整体呈现儿童的生活，从而引发儿童综合的学习和思考。

同时，重视学生的生活经验，着重选择与儿童生活关系密切的、儿童需要并乐于学习的内容，在反映儿童现实生活的同时，也适当关注儿童对未来生活的需求。

湖南学院教案本课程名称：大学书法（二）任课教师：谭学念职称：讲师系部：教科系教研室：艺术专业班级： 646、647、646、670、649、650、651、652、653、654、655、6562012—2013学年度第二学期点画呼应：由于行书收笔不再回锋作顿，而多是将笔锋提出，所以形成了点画的附钩和挑趯，即上笔终了时顺势带下，而下笔自然承上，使点画之间虽断似连，笔牵丝引带：点画间的勾挑使之顾盼呼应，有时将这种呼应通过笔锋提写出游丝，4.简括省略：在行书中省简的情况，就是合并原来的点画，形成行书中独有的写法。

如其中“无”字中间四竖和下边四点被一组相连的竖撇横代替了，既保持了原字的面貌又起到了简化作用。

5.收放变化：比较楷、隶、篆等规整严谨的字体，行书有一个与草书共同的特点。

即它可根据章法的需要和某字的特征，随时调整它的字形和笔画形态。

例如：王羲之离方遁圆：楷书方多圆少，折笔处多为方，而行书则随笔顺势转折，方圆兼用，灵活生动。

因此注意到方圆的变化，使之自然融汇，使书写的效果既有方笔的雄劲力重按轻提：楷书中的一些笔法，如顿笔回锋挫逆等，在行书的运笔中已经不再应用或很少应用了，更多运用的是顺势提、按的运用。

凡轻细之处需收笔轻提起，速度稍快。

而粗重处则需将笔重按下，速度稍缓。

“书法之妙，全在用笔。

”今天看来，有人以为前人这个论断未免偏颇。

其他如章法、墨法之类固然也很重要。

但书法是线条的造型艺术，提高线的表现力往往是书法家毕生追求探索的。

章法、墨法之类也离不开线条去完成表现，而线条用笔法的运动可以组合出秀美、雄强、古朴、稚拙等不同风格的作品，而用笔的关键是靠指、腕、臂的合理配合来完成的，指过于细弱，精巧处或许尚可，总体上却力不从心。

尤其是行书的灵动精妙处，有时全凭腕的运动来完成。

运腕是指在书写过程中腕要有意识地指挥毛笔左右挥洒，疾徐提按，使转变幻。

以使书写效果灵动流畅。

当然，腕与臂、指的相互配合亦是不容忽视的。