下载文档原格式
新标准英语三年级上册教案第一册全册一、教学目标1.熟练掌握并正确运用本册教材中的英语单词和短语。
2.能准确、流利地运用本册教材中的英语句型进行口头表达。
3.能听懂并理解本册教材中的英语对话和篇章。
4.能运用所学知识进行简单的英语书面表达。
5.培养学生的英语学习兴趣，提高英语学习能力。
二、教学内容本教案设计为第一册全册的教学内容概述，包括以下主要内容：Unit 1 School Life•单元主题：学校生活•生词：school, classroom, teacher, student, book, pen, pencil, ruler, eraser •句型：What’s this? This is a/an…•对话练习：在对话中运用所学问句进行交流Unit 2 Family•单元主题：家庭•生词：father, mother, brother, sister, grandmother, grandfather, family •句型：This is my…•对话练习：介绍自己的家庭成员Unit 3 Toys and Games•单元主题：玩具与游戏•生词：car, doll, train, ball, block, game•句型：I have a/an…•对话练习：描述自己拥有的玩具和喜欢的游戏Unit 4 Numbers•单元主题：数字•生词：one, two, three, four, five, six, seven, eight, nine, ten •句型：How many…?•对话练习：询问和回答物品数量Unit 5 Colors•单元主题：颜色•生词：red, yellow, blue, green, orange, purple•句型：What color is it?•对话练习：询问和回答物品颜色Unit 6 Body Parts•单元主题：身体部位•生词：head, eye, nose, mouth, ear, hand, foot•句型：I have a/an…•对话练习：描述自己的身体部位Unit 7 Clothes•单元主题：服装•生词：hat, shirt, pants, dress, socks, shoes•句型：I like wearing…•对话练习：描述自己喜欢穿的衣服三、教学过程1.课前准备：教师预习本课教材内容并准备教学所需道具和教辅材料。
新标准英语三年级上册教案;第一册全册module 1 greetingsunit1 i’m sam.一、教学打算与分析：1、教学内容：学生用书：第一册第一模块第一单元活动用书：第一册第一模块第一单元活动1，活动22、教学目的：1.根本能听懂会说:“hello, hi, goodbye,bye-bye”2.学会运用句型“i’m…”进展自我介绍。
3.教学重点：学会并运用hello，hi进展相互间问好打招呼。
引导学生运用i’m …句型进展自我介绍。
4.教学难点：要求学生留意i’m中m的发音，不要吞音，发音要到位。
强调goodbye和bye-bye的正确发音。
二.课堂教学程序：1、启动：〔5分钟〕〔1〕课前播放学生熟识的英文儿歌hello 或字母歌渲染课堂学习的活泼气氛。
〔2〕老师可以在课前收集一些常用的英文单词或缩略语如：wto，tv，cd，kfc，best food让学生了解一些身边的英语，同时也请同学们说一说他们所知道的生活中的英语，这样有助于强化他们亲身经验英语的真实感受。
2.导入：〔3分钟〕启发学生当他们在新学期初次见面的时候，他们是如何相互间有礼貌的打招呼问好的呢？当他们在彼此生疏的状况下，是如何相互作自我介绍，相互沟通的呢？老师用语：新学期起先了，教师首先欢送各位新同学的到来，虽然同学们都来自不同的地方，但此时此刻我们就是一家人，那你情愿用自己最友好的方式相互问候和作自我介绍吗？3.呈现：〔12分钟〕〔1〕老师首先以自然的方式配以恰当的手势动作和不同的语调来向学生问好hello , hi。
同时也引导学生向老师说hello , hi 。
然后让学生相互间用hello, hi 练习问好。
〔注：老师说明并让学生了解hello , hi 的区分与联系。
一般在正式的场合用hello 为引起对方的留意而问好；而hi一般是用于对自己亲近的人打招呼。
操练时留意幸免重复运用。
〔2〕老师胸前佩带英文的名字卡片进展自我介绍：hello,i’m cindy,借助手势让学生理解句子含义。
小学新标准英语三年级第一学期教案小学新标准英语三年级第一学期教案Module 1 Greetings Unit 1 I’m Sam.一、教学准备与分析：1、教学目的：1.1技能与知识目标：A.基本要求：1.基本能听懂会说:“Hello, Hi, Goodbye, bye-bye”2.学会运用句型“I’m…”进行自我介绍。
B.初步要求：1.注意Hello和Hi以及Goodbye和Bye-bye的区别与联系。
让学生明确在不同的场合下运用恰当的问候语。
2.初步感知本册书中的主要人物：Sam, Amy, Lingling , Daming，并注意Sam和Amy的正确发音。
2.2运用能力目的：通过运用Hello, Hi, Goodbye, Bye-bye进行打招呼，并运用I’m…的句型进行自我介绍等情景让学生在感知、模仿、学习、体验的基础上逐步达到自然交流与真实运用语言的目的。
2.3素质教育的目的：培养学生初学英语的兴趣。
通过大量的游戏活动让学生充分体会学习英语的乐趣所在。
同时教育学生要有礼貌的与人交际，主动与他人沟通，并逐渐建立深厚友谊。
3．教学重点：学会并运用Hello，Hi进行相互间问好打招呼。
引导学生使用I’m …句型进行自我介绍。
4．教学难点：要求学生注意I’m中m的发音，不要吞音，发音要到位。
强调Goodbye和Bye-bye的正确发音。
5．任务设计：A. 学习任务：学习Hello, Hi, Goodbye, Bye-bye进行有礼貌的打招呼。
B. 运用任务：运用任务一：通过传话筒游戏操练Hello, Hi, Goodbye, Bye-bye问候语。
运用任务二：通过“亲密接触，找朋友”游戏，让学生作真实的自我介绍，来调动学生主动参与的积极性。
6．教学用具：英文名字卡片（教师自备），CD-ROM二．课堂教学程序：1、启动：（1）播放英文儿歌字母歌（2）课前收集一些常用的英文单词或缩略语如：WTO，TV，CD，KFC，Best Food让学生了解一些身边的英语，同时也请同学们说一说他们所知道的生活中的英语2．导入：教师用语：新学期开始了，老师首先欢迎各位新同学的到来，虽然同学们都来自不同的地方，但现在我们就是一家人，那你愿意用自己最友好的方式相互问候和作自我介绍吗？3．呈现：（1）教师首先以自然的方式配以恰当的手势动作和不同的语调来向学生问好Hello , Hi。
（一年级起点）新标准英语三年级上册教案第一课时（25）Warmer:Repeaant Fd, thirddule 8 tw2. Alass Do you like athletics? Awhat athletics activlike and don`t like. Teaw words and wboard2: Activity 1. Listen andAldren to look at the page. Elicit as muation abouures as you can in English by asking quFor example, What aldren going to do? What is Amy/ Daming/ Sam going to do? Wwace?2.Play the caad the dialogue. The children listen and followbPlay the cassette again, pausing after each utteraldading picture. Perform a simple gesture with your fingdicaaning of each athletics activPlay the cassette again. Taulaat each utteraurage the class to act aaRepeat this activity, asking individual studat the uttera: Activity 2. Follow up: Act it ouDivide the clagroups and give each group a rolPE teacher, Daming, Lingling, Sam or Amy or Daming`s dad.2.The claduce the dialogue which each group saying its rolThe class can now continue thisactivaall grouve around the claaise and encouragay Very good! Well done! or Clever boy/girl! When a child dg particularlve, invlass to clap. Say, Clap, everyone! You can then givld aInvite groups or palalassma: Match and say.Aldren to look at pictuldren and to draw a laathletics event that they are going to d: Now look and wNow alalabout what each child is going to d: Listen and colour.Alass to look auacing rabbPlay the caad the text. Alalour the rabbits according to whaar aboua: Now write about the rabbThe children now look aloured pictures and compl第二课时（26）Warmer:Pradinal numbers around the class. Pa child. He/ She saTald. He/ She sadue uandart again. Aldren bat this activity you can incread2 : Activity 1. Listen and repeat.Remember: Teach pupiluundbolWwords ‘fish’and ‘shoe’blackboard. Draw children’s aund/∫/ bg the sound.2.Explain thaund has a particular symbol and wbol belowwo wordNow play the cassette and askchildren to listen carefullRepeat. Tauldat the words a numbIave some difficuluncing the soundly, givauction. When you give pupilauuund very slowly and clearlAsk individual pupils to say the wordat they auncing the soundwordlTead soundame waRead more words wur sounds. Ask childd out wbol the words contain. Note: Pupils aquiredubolgu can ask childading symbolblackboard. You can ala large card with each symbolwall or ask a pupil to hold up a large card with each symbol. Then ask childding symbol the word you read contaIf some words you read have not been taugdoesn’t matter. But remember : pronouund quite clearly to your pupils. If pupils have some difficuluncing some words, you can use the letters which also contaundu can also ag studadd more words wame soundTeaundame wa: Listen and repeaWhen you davious activity, you can attentively uwordactiv2. Play the c assette and draw children’s aundust learned in activity 1. Ask childay awords containing the just learned sounds. Iave some difficulty, help them by reading the words separatelPlay the cassette again and aupilat. Repeat several times until pupilscan readluently wly pronunciaust learned sound: Sing and practise /θ/ and /Ә/This original song praunds/θ/ and / Ә /Play the caThe children lgDrawldren`s aures and demonstrate the awPlay the cassette again. Aldactions as they lTeag line by lPlay the cassette and encouragldg alongRepeat. Taaleft hand evaund /θ/ andght hand evund / Ә /.第三课时（27）Warmer:Repeaglast lesson tw2: Activity 1. Read and colour.Wubolboard.Pbure and ask What`s this? And What sound has it got?Aldren to look aure and colour the obd, blue, yellow or black accordingunda: Activity 2. NowwordluAlawordboxluable, accordingunda: Activity 3. GaDemonstrate the galass. Showwdoing dathletics activities wgers as follow:Run 100 metres: your fingers “run” aro und the table in a circlRun 200 metres: your fingers “run” around the table in a circle fivDo high jump: yourfingers “run” and then “jump over” youand warranged like a pole.Do long jump: your fingers “run” and then jump as in long ju2.Start to do an athletics activity with your fingers and ask What am I going to do? The class asks quwith goingxample Are you going to do high jump?3.Wlass are readan do this activag the athletics activities wgablve around the claat they are usinglanguagallucture going: Activity4. Listen andDrawldren`s aub2.Play the caPause after each utteraudd andappropriate pictuRepeat. Taat eaar, whilgure at the sa: Activity5. Listen and repeat. In paudents take tuures in Activity 2 and ask What am I going to do?: Now ask and answThe children now talk abouanswers to Activity 2 by asking and answering.Call volunteer pa“perform”versaRepeaant Fd, thirddule 8 tw2. Alass Do you like athletics? Awhat athletics activlike and don`t like. Teaw words and wboard.Pradinal numbers around the class. Pa child. He/ She saTald. He/ She sadue uandart again. Aldren bat thisactivity you can incread.Tell the class what you are going to dw morningwgxample, I am going to have my breakfast. I am going to get dressed. I am going to glAsk students What are you going to dw morning? Elicit as maas possible and praise all aanswue with what you are going to dw aand evening.Elicit as many answudents as possible about what they are going to dw aand evening.Now alass to write 2about what they are going to dw morning , and another 2aand evening.Now auddraw pictures accordinganswave wve around the class as they wlp, praise and encouragReward the claachievement. This is a difficult activ知识拓展（有机体现课程二次开发）运动会报名。
新标准英语三年级上册教案一、教学目标。
1. 知识目标。
1) 能够听、说、认读26个英语字母及其大小写形式；2) 能够掌握基本的日常用语和表达方式；3) 能够理解简单的英语短文和故事；4) 能够运用所学的知识进行简单的交流和表达。
2. 能力目标。
1) 培养学生的英语听、说、读、写能力；2) 培养学生的观察、思维、想象和表达能力；3) 培养学生的学习兴趣和学习策略。
3. 情感目标。
1) 培养学生对英语学习的兴趣和自信心；2) 培养学生的合作意识和团队精神；3) 培养学生的跨文化意识和国际视野。
二、教学重点和难点。
1. 教学重点。
1) 掌握26个英语字母的大小写形式；2) 掌握日常用语和表达方式；3) 理解简单的英语短文和故事。
2. 教学难点。
1) 听、说、读、写能力的培养；2) 学生对英语学习的兴趣和自信心的培养。
三、教学内容和教学过程。
1. 教学内容。
1) 英语字母的认读和书写；2) 日常用语和表达方式的学习；3) 简单的英语短文和故事的理解。
2. 教学过程。
1) 创设情境，引发学生兴趣；2) 教师示范，学生模仿；3) 学生练习，教师辅导；4) 小组合作，互相交流；5) 游戏活动，轻松愉快；6) 总结归纳，巩固提高。
四、教学手段和学时安排。
1. 教学手段。
1) 多媒体课件；2) 语音设备；3) 教学实物；4) 游戏道具。
2. 学时安排。
本教案为期10周，每周3节课，每节课45分钟。
五、教学评价。
1. 评价方式。
1) 学生课堂表现；2) 学生作业完成情况；3) 学生考试成绩。
2. 评价标准。
1) 能够熟练掌握所学知识；2) 能够灵活运用所学知识；3) 能够积极参与课堂活动。
六、教学反思。
通过本教案的实施，学生的英语听、说、读、写能力得到了较大的提高，学生的学习兴趣和学习策略也得到了有效培养。
同时，教师在教学过程中也发现了一些问题，需要进一步改进和完善。
在今后的教学中，将继续探索更加有效的教学方法，不断提高教学质量，为学生的英语学习创造更好的环境和条件。
Book 5 Module 6 Unit 1 I’ve got a new kite.教学目标与要求1、知识目标：（1）单词：computer game, jigsaw puzzle（2）句型：I’ve got... We’ve got...2、能力目标：（1）能够听、说、认读三会单词computer game, jigsaw puzzle。
（2）能够使用I’ve got....和We’ve got...表示我有……和我们有……。
3、情感目标：激发学生学习英语的兴趣；教育学生在和伙伴们玩耍时有学会分享、宽容，要细心。
二、课前准备单词卡片、多媒体课件、配套光盘、实物三、教学过程Step 1: Warm upA magic box:pen, pencil, ruler, book, eraser, crayon, pencil-boxdress, T-shirt, shirt, jacket, coat, sweatertoy car(train, bike) ,doll, bear, kite, ball，jigsaw , jigsaw puzzle直接在此呈现(通过这一热身活动，复习学具、衣服、玩具等词汇，同时引出jigsaw puzzle。
开课的词汇复习训练为孩子后面的学习做好铺垫)Step 2: Presentation and practice1. .T: Children, look, I’ve got a jigsaw puzzle. And I’ve got a kite .(实物)Write down I’ve got…（板书）T: Please guess :What’s the meaning of “I’ve got”I’ve got =I have got 我有（卡片教读）2. T: I’ve got a book（pen, pencil…）(实物).And you?Guide Ss talk about their own stationeries with “I’ve got…”(通过拼图、风筝实物导入本课重点句型I’ve got...再通过描述自己的学习用品初步巩固此句型)3.T:Children ,I’ve got some pictures in the boxes, if you did good job, you can get one, let’s have a competition, OK?(小组评价的内容和本课有关，其中每组有4幅特殊的图片，可以最后用来做拼图练习，巩固We’ve got…)4.(出示第一幅图片) T: Look . Who are they?Ss: Daming and Sam.T: Yes. A question for you: What have Daming and Sam got? Let’s listen and find out theanswers .Let Ss watch the CD-ROM and complete the sentence “ I’ve got…” about Sam and Daming. Then share the answer. Learn the word ‘computer game’.（板书）(整体感知文本，从中获取相关信息)贴Daming 和Sam头饰补充完整句子Sam : I’ve got a new kite! (借用题目)Daming: I’ve got a computer game.(加上a computer game) 用实物教授computer game5.（出示第三幅图片）T: Children ,just now we knew Sam has got a new kite. Daming has got a computer game. But they want to exchange to play with their toys. What do they say? This time open your books and try to find out the answers.T: Daming says:Can I play with your kite?Sam says:Can I play with your computer game? (Can I…?在模块5学过,学生应该能自己找出答案) Let’s check up.(跟读原版录音，强调连读)T: I’ve got a bear. Do you want to play with the bear? How to say ?S: Can I play with your bear?T: Sure . Here you are.（再拿出bike示范，之后让学生拿出自己的玩具交流。
新版人教版(一起)小学英语三年级上册全册教案1. 单元名称: [单元名称]1.1 教学目标- 掌握基本的单词和短语- 研究基本的语法知识- 培养学生的听、说、读、写的能力- 培养学生积极参与课堂活动的意识1.2 教学内容- 单元主题及相关话题- 单词和短语- 语法知识- 听、说、读、写的综合训练1.3 教学重点- 掌握本单元的重点词汇和短语- 理解并运用本单元的语法知识- 培养学生的听力和口语表达能力1.4 教学准备- 教材及教具准备- 备课笔记和课件制作2. 教学步骤2.1 Warm-up (热身活动)- 使用图片或实物引发学生兴趣，激活他们的英语思维2.2 Presentation (呈现课文)- 依据教材内容，通过图表、幻灯片等形式向学生呈现课文2.3 Practice (练)- 运用不同的研究活动形式，如分组活动、问答、对话等进行课文的练2.4 Production (表达达成)- 给学生一定的表达空间，让他们用所学语言进行交流和表达2.5 Review and Assessment (复和评估)- 对本节课所学内容进行复和总结，帮助学生巩固所学知识3. 教学评价3.1 评估方式- 书面测试- 口头表达- 听力测试- 课堂表现观察3.2 评价标准- 利用标准评估学生在不同项目上的表现- 提供正向反馈和建议，鼓励学生积极参与课堂活动4. 教学延伸- 根据学生的研究情况和掌握程度，进行相关的拓展研究活动- 建议参考更多的教学资源和教材进行进一步的研究以上是新版人教版(一起)小学英语三年级上册全册教案的基本框架和内容，请根据具体的课时进行详细的教案编写和组织。
（一年级起点）新标准英语三年级上册教案第一时（2）Step1 arer:1 Repeat the hant First, send, third fr dule 8 t r three ties2 As the lass D u lie athletis? As the hat athletis ativities the lie and dn`t lie Teah the ne rds and rite the n the bardStep 2: Ativit 1 Listen and pint1As the hildren t l at the page Eliit as uh infratin abut the pitures as u an in English b asing questins Fr exaple, hat are the hildren ging t d? hat is A/ Daing/ Sa ging t d? h is the inner f the rae?2Pla the assette r read the dialgue The hildren listen and fll in their bs3Pla the assette again, pausing after eah utterane fr the hildren t pint at the rrespnding piture Perfr a siple gesture ith ur fingers t indiate the eaning f eah athletis ativit4Pla the assette again This tie pause fr the lass t repeat eah utterane Enurage the lass t at as the repeatRepeat this ativit, asing individual students t repeat the utteranesStep 3: Ativit 2 Fll up: At it ut1Divide the lass int grups and give eah grup a rle in the str, either the PE teaher, Daing, Lingling, Sa r A r Daing`s dad2The lass then prdue the dialgue hih eah grup saing its rle3The lass an n ntinue this ativit in pairs r sall grups4ve arund the lass t ffer praise and enurageent Sa Ver gd! ell dne! r lever b/girl! hen a hild des sething partiularl ipressive, invite the lass t lap Sa, lap, everne! u an then give the hild a stierInvite grups r pairs t the frnt f the lass t perfr the str t their lassatesStep 4: ath and saAs the hildren t l at pitures f the hildren and t dra a line t ath the t the athletis event that the are ging t dStep : N l and riteN as the lass t plete the sentenes abut hat eah hild is ging t dStep 6: Listen and lurAs the lass t l at the piture f the raing rabbitsPla the assette r read the textAs the lass t lur the rabbits arding t hat the hear abut their psitins in the raeStep 7: N rite abut the rabbitsThe hildren n l at their lured pitures and plete the sentenes第二时（26）Step 1 arer:Pratie the rdinal nubers arund the lass Pint t a hild He/ She sas first Then pint t anther hild He/ She sas send, et ntinue up t tenth and then startagain As the hildren bee re petent at this ativit u an inrease the speed Step 2 : Ativit 1 Listen and repeatReeber: Teah pupils t prnune the sunds, nt the sbls1rite the rds ‘fish’and ‘she’n the blabard Dra hildren’s attentin t the sund/∫/ b stressing the sund2Explain that this sund has a partiular sbl and rite the sbl bel these t rds3N pla the assette and as hildren t listen arefull4Repeat This tie pause fr hildren t repeat the rds a nuber f ties If the have se diffiult in prnuning the sund rretl, give the se neessar instrutin hen u give pupils neessar instrutin, prnune the sund ver sll and learlAs individual pupils t sa the rds he that the are prnuning the sund in the rds rretl6Teah the send sund in the sae a7Read re rds ith these fur sunds As hildren t find ut hih sbl the rds ntain Nte: Pupils are nt required t prnune the sbls r regnize the u an as hildren t pint t eah rrespnding sbl n the blabard u an als sti a large ard ith eah sbl n the all r as a pupil t hld up a large ard ith eah sbl Then as hildren t pint t the rrespnding sbl the rd u read ntainsIf se rds u read have nt been taught et, it desn’t atter But reeber : prnune the sund quite learl t ur pupils If pupils have se diffiult in prnuning se rds, u an use the letters hih als ntain these sundsu an als as the strng students t add re rds ith the sae sund8Teah the ther sunds in the sae aStep 3: Listen and repeat the sentenes1 hen u d the pratie in the previus ativit, u an attentivel use se rds in the sentenes in this ativit2 Pla the assette and dra hildren’s attentin t the sunds the ust learned in ativit 1 As hildren t pa attentin t the rds ntaining the ust learned sunds If the have se diffiult, help the b reading the rds separatel3 Pla the assette again and as the pupils t repeat Repeat several ties until pupils an read the sentenes fluentl ith the rretl prnuniatin f the ust learned sundsStep 4: Sing and pratise /θ/ and /Ә/This riginal sng praties the sunds/θ/ and / Ә /6Pla the assette The hildren listen t the sng3 Dra the hildren`s attentin t the pitures and denstrate the atins shn4 Pla the assette again As the hildren t perfr the atins as the listenTeah the sng line b line6 Pla the assette and enurage the hildren t sing alng7 Repeat This tie as the t raise their left hand ever tie the hear the sund /θ/ and their right hand ever tie the the sund / Ә /第三时（27）Step 1 arer:Repeat the sng fr the last lessn t r three tiesrite the fur phneti sbls n the bardPint t bets in the piture and as hat`s this? And hat sund has it gt?As the hildren t l at the piture and lur the bets either red, blue, ell r bla arding t the sunds the ntainStep 3: Ativit 2 N p the rds in the rret lunsAs the lass t p the rds in the bx in the rret lun f the table, arding t the sund the ntainStep 4: Ativit 3 Gae1Denstrate the gae t the lass Sh the h t ie ding different athletis ativities ith their fingers as fll:Run 100 etres: ur fingers “run” arund the table in a irle neRun 200 etres: ur fingers “run” arund the table in a irle five tiesD high up: ur fingers “run” and then “up ver” ur ther hand hih is arranged lie a pleD lng up: ur fingers “run” and then up as in lng up2Start t d an athletis ativit ith ur fingers and as hat a I ging t d? The lass ass questins ith ging t, fr exaple Are u ging t d high up?3hen the lass are read, the an d this ativit in pairs, iing the athletis ativities ith their fingers n their tables4ve arund the lass t he that the are using the rret language, espeiall the struture ging t1Dra the hildren`s attentin t the pitures in their bs2Pla the assette Pause after eah utterane fr the students t find and pint t the apprpriate piture3Repeat This tie as the t repeat eah sentene the hear, hile pinting t the piture at the sae tieStep 6: Ativit Listen and repeatIn pairs, the students tae turns t pint t the pitures in Ativit 2 and as hat a I ging t d?Step 7: N as and anserThe hildren n tal abut their ansers t Ativit 2 b asing and anseringall vlunteer pairs t the frnt t “perfr” their nversatins1 Repeat the hant First, send, third fr dule 8 t r three ties2 As the lass D u lie athletis? As the hat athletis ativities the lie and dn`t lie Teah the ne rds and rite the n the bard Pratie the rdinal nubers arund the lass Pint t a hild He/ She sas first Then pint t anther hild He/ She sas send, et ntinue up t tenth and then start again As the hildren bee re petent at this ativit u an inrease the speedTell the lass hat u are ging t d trr rning entin t r three things, fr exaple, I a ging t have breafast I a ging t get dressed I a ging t g t shl EtAs students hat are u ging t d trr rning? Eliit as an respnses as pssible and praise all attepts t anserntinue ith hat u are ging t d trr afternn and eveningEliit as an anser fr the students as pssible abut hat the are ging t d trr afternn and eveningN as the lass t rite 2 sentenes abut hat the are ging t d trr rning , and anther 2 fr the afternn and eveningN as the students t dra pitures arding t the ansers the have ritten,ve arund the lass as the r t ffer help, praise and enurageentReard the lass fr this ahieveent This is a diffiult ativit fr the知识拓展（有机体现程二次开发）运动会报名。
