第一篇：上漢語(yǔ)言語(yǔ)法課的感受（本站推薦）

《現(xiàn)代漢語(yǔ)語(yǔ)法研究》課學(xué)習(xí)總結(jié)

生命科學(xué)學(xué)院 1310170005 趙倩倩

本學(xué)期開(kāi)設(shè)的《現(xiàn)代漢語(yǔ)語(yǔ)法研究》將要告一段落，在這門(mén)課上收貨很多，感受頗深。在學(xué)習(xí)本課程之前，我以為自己對(duì)語(yǔ)言很熟悉，但其實(shí)我對(duì)漢語(yǔ)語(yǔ)法的知識(shí)了解甚少，平時(shí)總是憑借語(yǔ)感來(lái)組織自己的語(yǔ)言。所以“語(yǔ)法”成為我的一個(gè)盲點(diǎn)，選修這門(mén)課，正好給我提供了一個(gè)學(xué)習(xí)與研究語(yǔ)法的機(jī)會(huì)與平臺(tái)，使我對(duì)中國(guó)漢語(yǔ)語(yǔ)法又多了一些了解，以下就是我對(duì)這門(mén)課程的一些理解與感受。

1.對(duì)《現(xiàn)代漢語(yǔ)語(yǔ)法研究》這門(mén)學(xué)科的理解

語(yǔ)法學(xué)是語(yǔ)言學(xué)科的一個(gè)分支，它是不能忽視的，而且還是學(xué)習(xí)語(yǔ)言的拐杖，在平時(shí)生活中如果多一些語(yǔ)法學(xué)的知識(shí)，掌握了語(yǔ)法的規(guī)律，就能更好的理解和運(yùn)用語(yǔ)言，也別是作為一名理科生，學(xué)習(xí)文科學(xué)科的東西有助于幫助我們開(kāi)闊思維，擴(kuò)展自己的視野，可以學(xué)習(xí)到科研之外的知識(shí)，以后不至于在學(xué)習(xí)生活中鬧出一些不可避免的笑話和錯(cuò)誤。

這門(mén)課程主要闡述現(xiàn)代漢語(yǔ)語(yǔ)法研究的理論和方法的教程。內(nèi)容側(cè)重于現(xiàn)代漢語(yǔ)語(yǔ)法研究中的一些熱點(diǎn)問(wèn)題以及運(yùn)用的主要理論和方法，也適當(dāng)介紹當(dāng)前國(guó)際上形式語(yǔ)言學(xué)與功能語(yǔ)言學(xué)這兩大語(yǔ)言學(xué)派的研究思路，同時(shí)闡釋了當(dāng)前急需的漢語(yǔ)語(yǔ)法的應(yīng)用研究。

學(xué)習(xí)了《現(xiàn)代漢語(yǔ)語(yǔ)法研究》，我發(fā)現(xiàn)該課程有很強(qiáng)的系統(tǒng)性，前后之間存在緊密的聯(lián)系。在學(xué)習(xí)過(guò)程中，要將語(yǔ)言規(guī)律的理解和語(yǔ)言事實(shí)結(jié)合起來(lái)，用生活中活生生的語(yǔ)言材料來(lái)支撐觀點(diǎn)，從而更好的掌握語(yǔ)法知識(shí)，而不是一味的去背一些概念和名詞，漢語(yǔ)語(yǔ)法研究始終指向一個(gè)目標(biāo)，這就是：“漢語(yǔ)語(yǔ)法事實(shí)的客觀規(guī)律性?！保ㄐ细Ａx）要認(rèn)真領(lǐng)會(huì)，掌握語(yǔ)言學(xué)家分析問(wèn)題和解決問(wèn)題的方法和技巧，注意把握知識(shí)的內(nèi)在體系，自己頭腦中要形成一個(gè)清楚的輪廓、脈絡(luò)。這門(mén)課程的學(xué)習(xí)需要積極的思考，深入的理解，才能體會(huì)書(shū)中的概念。2.上語(yǔ)法課的收獲 通過(guò)這門(mén)課主要學(xué)習(xí)，我學(xué)會(huì)了對(duì)句法進(jìn)行分析，比如有結(jié)構(gòu)分析法、變換分析法、語(yǔ)義特征分析法、配價(jià)分析法等語(yǔ)言分析方法，使我對(duì)我們每天使用的“語(yǔ)言”有了深一層的理解。我們要透過(guò)表面現(xiàn)象來(lái)認(rèn)識(shí)、解釋一種句式或一種句法結(jié)構(gòu)所呈現(xiàn)的特性，可以有兩種研究思路與途徑，一是分析研究該句式或該句法結(jié)構(gòu)內(nèi)部的構(gòu)造特點(diǎn)，一是觀察了解該句式或該句法結(jié)構(gòu)跟其他句式或其他句法結(jié)構(gòu)之間的某種聯(lián)系。下面摘錄的層次分析法、語(yǔ)義指向分析法等屬于前一種思路與途徑；而像變換分析法，就屬于后一種思路與途徑。而且這三種分析方法都充分體現(xiàn)了句法分析中形式與意義的緊密結(jié)合。

通過(guò)這門(mén)課程我還了解到許多語(yǔ)言學(xué)的大家，比如陸儉明、朱德熙等語(yǔ)法大家，并且通過(guò)老師留的作業(yè)認(rèn)真讀了陸儉明的文獻(xiàn)，對(duì)其中的觀點(diǎn)很贊同，比如陸儉明的《語(yǔ)義特征分析在漢語(yǔ)語(yǔ)法研究中的運(yùn)用》中提出：“語(yǔ)義特征分析著眼于分析概括同一句式的各個(gè)實(shí)例中處于同一關(guān)鍵位置上的詞(總是屬于某類(lèi)實(shí)詞中 一個(gè)小類(lèi)所共有的語(yǔ)義特征，以解釋說(shuō)明代表這些實(shí)例的句式之所以獨(dú)具某些特點(diǎn),之所以能足以將該句式跟與之同構(gòu)的句式加以分化的原因?！边@個(gè)結(jié)論是我知道了某一小類(lèi)詞的語(yǔ)義特征對(duì)該小類(lèi)詞所在的句式起著約作用，這種制約作用突出地表現(xiàn)在使該句式成為具有特殊語(yǔ)法意義的獨(dú)特句式，從而使該句式區(qū)別于與之同形的其他句式。

3.對(duì)外漢語(yǔ)專(zhuān)業(yè)的同學(xué)的學(xué)習(xí)態(tài)度非常值得我學(xué)習(xí)

可能是專(zhuān)業(yè)的側(cè)重點(diǎn)不同的原因，在我們生物專(zhuān)業(yè)，課程不是那么重要，重要的是動(dòng)手做實(shí)驗(yàn)的能力以及及時(shí)跟進(jìn)專(zhuān)業(yè)領(lǐng)域內(nèi)的最新研究進(jìn)展，所以在語(yǔ)法課堂上我很驚訝每個(gè)同學(xué)聽(tīng)課都非常認(rèn)真，積極思考，甚至在課堂上經(jīng)常提出自己的見(jiàn)解與老師討論；課前還提前做好預(yù)習(xí)準(zhǔn)備，這種良好的學(xué)習(xí)風(fēng)氣讓我感受到了文學(xué)學(xué)者的風(fēng)氣，這種認(rèn)真的態(tài)度值得我去學(xué)習(xí)和反思。4.認(rèn)識(shí)到許多外國(guó)同學(xué)

本科的時(shí)候就聽(tīng)說(shuō)過(guò)學(xué)校有國(guó)際交流學(xué)院，但是在校園里也分不清楚外國(guó)和國(guó)內(nèi)同學(xué)，但是通過(guò)這門(mén)課程非常開(kāi)心可以近距離接觸到了外國(guó)的同學(xué)，對(duì)他們的生活有了一定的了解，特別是對(duì)其中有些同學(xué)非常敬佩，他們認(rèn)真的學(xué)習(xí)態(tài)度值得我作為一名做實(shí)驗(yàn)的理科生學(xué)習(xí)。以上就是我對(duì)《現(xiàn)代漢語(yǔ)語(yǔ)法研究》這門(mén)課程這學(xué)期學(xué)習(xí)的感受和收貨。《現(xiàn)代漢語(yǔ)語(yǔ)法研究教程》是語(yǔ)言學(xué)習(xí)者的必讀書(shū)目。不僅給了我們?cè)S多研究語(yǔ)法的理論與方法，更重要的是讓我們感受并去學(xué)習(xí)那種一絲不茍的學(xué)術(shù)精神。

第二篇：語(yǔ)法課

語(yǔ)法課課型

以人教版必修三UNIT3為例

紅色字體為板書(shū)內(nèi)容

藍(lán)色字體為設(shè)計(jì)目的黑色字體為口述內(nèi)容 綠色字體為提示內(nèi)容

Grammar(板書(shū)內(nèi)容)

教學(xué)目標(biāo)：準(zhǔn)確理解相關(guān)語(yǔ)法的基本概念，結(jié)構(gòu)，運(yùn)用。

重點(diǎn)：相關(guān)語(yǔ)法的基本概念和結(jié)構(gòu) 難點(diǎn)：以學(xué)促考，靈活運(yùn)用。

Part 1: Independent reading Ex 1:自主閱讀Ex 1 部分, 了解名詞性從句的用法

T: Good morning, boys and girls.Today, we’ll learn a new grammar style名詞性從句N(xiāo)oun clauses.Now please open your book, turn to page 21, book 3 and look at Ex 1.Read the play, which are mainly about this kind of grammar? Try to find the sentences.（pause）

T: Ok.Stop here!Can you say one sentence? Now, who want to share your works? Ok, Tom, please.(手勢(shì)語(yǔ)：平伸右手，手掌朝上，示意學(xué)生回答。做邊聽(tīng)狀，邊板書(shū)第一個(gè)句子，這個(gè)要提前備課，就是您早就準(zhǔn)備好的句子！)

S: May we ask what you are doing in this country?

T: Very good，sit down, please.Now, who want to say the next? Ok, Lily, please.(同上，寫(xiě)第二個(gè)句子！)

S: I didn’t know whether I could survive until morning.T: Very good, sit down, please.Now, who want to share the last one? Ok, Kate, please.(同上，寫(xiě)第三個(gè)句子！)

The fact is that I earned my passage by doing sth.（課本上的三個(gè)句子）

T: Very good，sit down, please.T: Now, we can see the Noun clause is a piece of cake.Let’s look at the Ex 2 and try to finish the exercise of this part.If you can not solve the problem, first, lists problems of your own, then you can discuss in pairs;after discussion, you two can’t solve it, come to the blackboard and write it down.Part 2 comprehension 理解(寫(xiě)完板書(shū)，此時(shí)，就下去轉(zhuǎn)一下，回來(lái)在黑板上寫(xiě)1-2個(gè)難句子，就當(dāng)是學(xué)生寫(xiě)的)

Difficult point 1: What do you think of the bet the brothers have made?

Difficult point 2: What do you think will happen to Henry? Research 1: students’ comprehension to the grammar.T: Very good, just now two of our students wrote down two sentences, they think the sentences are much harder to understand.Can we help them to under the two sentences? T: Now, who want to try? Ok, Susan, please.(手勢(shì)語(yǔ)：平伸右手，手掌朝上，示意學(xué)生回答。)Which sentence do you want to explain to them?(Pause)Ok, the first one.(Pause)Ok, Susan’s explanation is very good!I must say that the bet is very interesting.Sit down, please.T: Now, who can solve the second sentence?(Look around)Research 2: With the teacher’s help to understand the grammar.T: Nobody? Really? Ok, let me help you.You can use “I must say that_____________” Here.Here, can” that” be left out?(Pause)Right!It can not be left out.Does it have any meanings?(Pause)Right.It has no any meaning.（此處用漢語(yǔ)解釋語(yǔ)法現(xiàn)象，在講解時(shí)可以在原句上畫(huà)點(diǎn)記號(hào)什么的,目的是幫助，不是全部解決）Now, who can have a try in volunteer? Ok, Linda, please!(Pause)Ok, Linda’s explanation is very good!

I must say that Henry will live a happy life.Sit down, please.T: Now, who can draw a conclusion to the grammar which we learnt in this text in volunteer? Nobody? Ok, let’s discuss in groups!

Part 3: The rule of the grammar(寫(xiě)完板書(shū)，此時(shí)，就下去轉(zhuǎn)一下，回來(lái)看練習(xí)四，當(dāng)堂測(cè)驗(yàn))T: Well, Tom, it’s you again!Please!(Pause)Very good!Thank you, sit down please.名詞性從句：缺什么補(bǔ)什么，不缺什么用“that”.(簡(jiǎn)析語(yǔ)法現(xiàn)象)

And now let’s finish Ex 4, now I’ll ask some of you to finish two of them.The reason was ________________________.4 His concern is__________________________.T: Who will answer in volunteer? Bush and Black!OK!Come to the black board and finish them!(自己寫(xiě)上就OK了)The reason was that he met a strong wind.His concern is whether they can offer him a job.Very good!Quite right!Thank you, go back to your seat and sit down please.Part 4: Homework

T: Ok, so much for this class.After class, please finish Ex 5 on page 21.That’s all for today, see you

Speaking實(shí)戰(zhàn)講稿

Step 1: Leading in: by discussion.Hi, boys and girls.We are now living in a highly developed world, with advanced culture and highly developed civilizations.But have you ever thought what are the base of all the culture and civilizations? Oh, yes, they are based on those which were created by our great, great grandfathers lived a long, long time ago.No one exactly knows what they lived on, what were their housing and home decoration conditions, what kind of tools they usually used in their production activities, and what entertainment they had in their spare time.Anyway, we can imagine!So now, let’s divide into groups of four and, with the help of your imagination, discuss what kinds of food the early man ate, what their housing conditions and home decorations were like, what tools they made and what entertainment they had in their spare time.Then I’ll ask some of you to report the results to the whole class.Step 2: role play

T: Good, sit down.Please turn to page 72, look at the SPEAKING part.You should read it with your partner, then, do the roles play.(Teacher writes bb--middle)Making suggestions and giving advice:

1.What can you suggest?

Maybe we/you could …… 2.Can I ask you for some advice?

I suggest(that)…… 3.Can you help me decide?

That’s a good idea.4.What do you have in mind?

Well, but what about……

Have you considered doing……？

T: OK, time is up.In our daily life, we often ask someone for advice when we can’t make a decision.On the other hand, we often give other advice if they come to us for help.How can we ask for and give advice in English? Let’s look at the blackboard.There are several sentences about giving advice, please read it follow me.T: Make sure you can use these sentences when you are making suggestion.Who can give us a dialogue? Any volunteers?

T: x x, you please, you can choose one of the situation in speaking part.T: Excellent

Step 3: Interview

T: We are going to have an interview.You are a host and your partner is Helen.Now give a chat with Helen.I’ll give you several minutes to prepare.T: Time is up.Which pair would like you have a try? Lily, your group please.Q.What skills do you think young people need to succeed in life? A.Set Goals, plan for success, and believe in themselves.Q.In this high-tech world, what’s the most important aspect of education?

A.A well-rounded education with a broad view of the world.Q.Who was the biggest influence in your life? Why?

A.My parents, Sir Edmund Hillary

Q.What’s the toughest part of your job?

A.Finding time to do all that I want.Q.When you were a teenager, what place in the world did you most want to visit, and have you traveled there yet? Was it as wonderful as you thought it would be? Why or why not?

A.The magnetic North Pole was my dream.I am the first woman to walk there alone without support.I wrote a best-selling book about my journey with my polar bear dog Charlie who saved my life from polar bears.When I finally arrived after having survived storms, a tent fire, frozen fingers, broken sea ice and polar bears I had a tremendous feeling of achievement.I didn’t matter that I was first.It mattered that I had a goal, a plan and therefore I stood at the Pole.T: Very good.Thank you.I will ask another two students.Any volunteers?

Lily, your group please.… … Blackboard design:

Speaking Step 1 Discussion

Step 2: Role play 1.What can you suggest? Maybe we/you could …… 2.Can I ask you for some advice? I suggest(that)……

Step 3: Interview

詞匯課課型試講教案

Teaching Plan for Module 1(SEFC Book 1)Unit 1 “My first day at senior high” The Third Period, language points I.Teaching Objectives 1.Language Objectives(1)Help students know the collocation and meanings of the following words and phrases: embarrassed, instruction, far from, nothing like, looking forward to etc.(2)Help students acquire the use of adjective ending –ing and –ed.(3)Help students know the use of present continuous tense 2.Ability Objectives(1)Enable students to use these new words correctly in speaking and writing.(2)Enable students to use adjective ending –ing and –ed correctly in daily life to describe sth.II.Important Points 1.Master some phrase, and some new words 2.Master the use of adjective ending –ing and-ed III.Difficult Points Analyze components of a sentence IV.Teaching Methods 1.Practice, discover, Asking and Answering, Explaining 2.Teaching Aids: text book V.Teaching Procedures Step I Reading(1 minute)T: Good morning, boys and girls.First let’s read the new words and new phrases, please turn to page 113 and read the new words from enthusiastic to amazed, go(enthusiastic, amazing, information, website, brilliant, comprehension, instruction , embarrassed, description, amazed)OK.Very good!Step II Lead-in(1 minute)T: Everybody, after we have studied this passage(My first day at senior high), we all know that the writer had a wonderful experience of his first day in senior high school.In this class let’s study some useful words and phrases.Phrases(look forward to, far from, nothing like)and words(bored/boring tired/tiring excited/exciting surprising/surprised interesting/interested embarrassed /embarrassing)Step III Careful analyzing(8 minutes)（此處挑兩個(gè)講即可）

OK.Well done!Now let’s look at some of the difficult points in the text!

1.The first one: 1.the classrooms in li kang’s school are amazing/ some students were embarrassed at first.Fellows we have already learned the adjective ending –ing and –ed in our junior high school, so let’s turn to page 7 and complete the sentences.Two minutes.(then the teacher check the answers), then let us look at grammar 2 the 2nd one choose the correct explanation according to the exercise we have done in page 7.ok it seems that you have a clear mind of the 2 kinds of endings, so let us find more examples in our text.(2nd paragraph, the classrooms are amazing, the3rd I don’t think I will be bored in Ms Shen’s class, the 4th paragraph some students were embarrassed at first)

The next one, 2?and Ms Shen’s method of teaching is nothing like that of the teachers at my Junior High school.（the sentence under the picture）Nothing like means , “絲毫不象”in Chinese.Eg: Math class is nothing like Chinese class, because the former is focus on logic thinking, the latter is main tell us how to think in a different way.The third, 3.I'm looking forward to doing it!

look forward to sth./doing sth.In this structure to is used as a preposition I look forward to hearing from you as early as possible.（do you remember some other this kind of phrases）There are some other preposition phrases :(ask students the same kind of words they have learned in their junior school：do you remember some other this kind of phrases look forward to 盼望…… turn to 求助于；轉(zhuǎn)向；翻到……pay attention to 注意…… stick to 堅(jiān)持get down to 開(kāi)始認(rèn)真干……object to 反對(duì)point to 指向see to 處理，料理devote…to… 貢獻(xiàn)……給…

Pay attention to ____(walk)along this risky bridge.There is not much time , lets get down to ___(walk)on this research.Teachers’whole life is devoted to_____(teach)We should object to ___(tell)lies.Step V Summary(1mins)T: In this class we have learned some useful phrases and words.do you still remember their meaning ?(nothing like , look forward to)and now are you clear how to use the adjective ending –ed and –ing.Step VI Homework Assignment(1 mins)T: After class, let’s have a revision of the present tense and preview listening and vocabulary, then do the exercises in text book.So much for this class, bye!VI.Blackboard Design

寫(xiě)作課課型 四色筆 講稿模板

紅色字體為板書(shū)內(nèi)容 藍(lán)色字體為設(shè)計(jì)目的 黑色字體為口述內(nèi)容 綠色字體為提示內(nèi)容

寫(xiě)作課：Writing class : Healthy eating（健康飲食）? Teaching Objectives（教學(xué)目標(biāo)）：

一、知識(shí)技能目標(biāo)： 1.認(rèn)識(shí)并掌握有關(guān)食物及健康飲食習(xí)慣的單詞、詞組；

2.用英語(yǔ)表達(dá)哪些是健康食物，哪些是垃圾食物，以及為什么；解決句式問(wèn)題。3.總結(jié)平衡膳食的定義，并且能提出一些健康建議。

二、情感態(tài)度目標(biāo)：了解有關(guān)營(yíng)養(yǎng)飲食的基本常識(shí)和培養(yǎng)健康的飲食習(xí)慣。? 教學(xué)重難點(diǎn)：

1.教學(xué)重點(diǎn):如何區(qū)分健康食品以及垃圾食品并且會(huì)用英語(yǔ)表達(dá);.2.教學(xué)難點(diǎn): 教會(huì)學(xué)生如何自如表達(dá)自己的意見(jiàn)和建議并且?guī)椭鷮W(xué)生總結(jié)出平衡膳食的定義。

? 教學(xué)方法：

1.Pair work and Group work（小組合作，交流式教學(xué)）2.Discussion and cooperative learning（自主探究、合作探究）3.Task-based approach（任務(wù)式教學(xué)）? 教學(xué)步驟：

Part 1 導(dǎo)入（Warming up）

1.以一句話：“Everybody needs foods, so do I”及麥當(dāng)勞、肯德基的相關(guān)飲食引入話題。(1 分鐘)T: Good afternoon, boys and girls.Today we’ll talk about “Healthy eating(板書(shū)的內(nèi)容)“.We have three meals everyday.Everybody needs foods, so do I.I want to know the following questions.The first question: Have you had lunch or breakfast in McDonald’s or KFC? The second question: Do you like the food there? The third question: Which one do you prefer?”(The purpose of this part is to stimulate Ss’ interest and call their attention to the topic.)Part 2 小組練習(xí)（Pair works）（3分鐘）

T: Now, two students in pairs to ask each other about the above three questions, and then I’ll ask some of you to practice the dialogue in front of all of us.Now, let’s begin.(下去轉(zhuǎn)轉(zhuǎn))T: Ok.Now, which pair wants to act this dialogue in volunteer?(Pause)Tom and Kate, please.Good!Sit down please.T: Any other pair?(Pause)Well, Linda and Susan, please.(Pause，pretend to be listening)Good!Sit down please.Part 3 頭腦風(fēng)暴（Brain storming）3分鐘

1.Now, I will divide the whole class into two parts, the students on the left will be Group One, and the students on the right will be Group Two.Let’s compete between the two groups.One student will be the leader to collect the names of the food.Let’s see which group will get more names of the food.Who will be the leader? Ok!Tom and Kate.Ready? Go!(Pause)Ok!Now, let’s show the two sheets.（展示兩張紙，寫(xiě)點(diǎn)對(duì)應(yīng)的內(nèi)容就行，一會(huì)好念，提前備課時(shí)就寫(xiě)好）Group One win the game!Well done!(把學(xué)生分成兩組競(jìng)賽，看哪組的同學(xué)收集的食物單詞多，然后教師教導(dǎo)朗讀(2-3分鐘)Part 4 句型練習(xí)（Sentence structure practicing）（2分鐘）

Now, I’ll show some of the names of food on the black board,(讀其中的一些食物名稱(chēng))let’s discuss which are junk food and which are healthy food? You can use the sentence structure” I think that(or the food name)is junk/healthy food because….” And you can talk about “What is the name of the food? / What nutrition does it mainly contain?” Four students in a group, and let’s begin.(Pause, Junk food VS Healthy food,板書(shū)完成后，此時(shí)可下去轉(zhuǎn)轉(zhuǎn))老師先展示如何使用句型：“I think that(or the food name)is junk/healthy food because….”來(lái)描述什么是健康食品，什么是垃圾食品。然后把學(xué)生按4人分成一組進(jìn)行討論練習(xí)，老師給出了對(duì)話該涉及的內(nèi)容范圍：What is the name of the food? / What nutrition（營(yíng)養(yǎng)物質(zhì)）does it mainly contain?（2分鐘）

Part 5: Activity task----make a survey活動(dòng)任務(wù)---做調(diào)查報(bào)告(2分鐘)T: Now I’ll give you a sheet.Ask 3 students around you about their dieting habits, and offer them some advice.You can use the sentence structure as” You should take less…, and you should have more….”(Pause，可以下去轉(zhuǎn)轉(zhuǎn))給學(xué)生發(fā)一張表格，引導(dǎo)學(xué)生按照表格詢(xún)問(wèn)周?chē)?個(gè)左右的同學(xué)，了解同學(xué)間的飲食習(xí)慣，并能提出一些健康建議。

調(diào)查的表格如下:(可忽略不備)Name（名字）Breakfast（早餐）Snacks（零食）Lunch（午餐）Dinner（晚餐）

Part6.布置作業(yè)（1分鐘左右）

T: Ok, let’s see the food Pyramid map together.（稍微暫停）From this picture you may well understand how to keep a balanced diet in our daily life.After class, write a composition about “Healthy Eating”.Ok, so much for this class.Class is over, see you!老師在課件上展示食物金字塔圖，讓學(xué)生了解飲食的營(yíng)養(yǎng)應(yīng)如何平衡，然后布置作業(yè)：讓學(xué)生自己寫(xiě)一篇健康飲食的作文。板書(shū)設(shè)計(jì)

Healthy Eating 1.Junk food VS Healthy food 2.Balanced diet

Reading Step 1 Lead-in 導(dǎo)入 Brainstorm Class begins.Good morning, boys and girls.Today we will learn a new unit together.First let’s get to know the man, who is called Mr.Nature.He is very emotional.When he is happy, he stays calm and shows us beautiful natural scenery.But when he gets angry, he becomes a troublemaker and causes many natural disasters.Do you know the meaning of natural disaster? Yes, it means自然災(zāi)害, for example, the earthquake happened in Ya’an last month, which caused great damage.Besides earthquake, what other kinds of natural disasters do you know? Please brainstorm and try to think of as many natural disasters as you can.Suggested answers: typhoon 臺(tái)風(fēng)/ volcanic eruption 火山爆發(fā)/thunderstorm 暴風(fēng)雨 Flood 洪水/tsunami 海嘯/ drought 干旱/ hurricane(tornado)颶風(fēng)，龍卷風(fēng)

Guys, you’ve done a great job.Have you experienced any natural disaster we mentioned just now? You please.Suggested answers: You have experienced flood in summer.What did you see? The flood water covered the whole city and you had to stay at home.Can you describe your feelings at that time? You felt frightened and nervous.Step 2 Reading 1)Skimming/Listening Yes, I totally agree with you.In most cases, natural disasters can be very frightening.Today we will read a passage about natural disasters.Please take out your handout and listen to the tape.After listening, please tell me the main idea of this passage and in what order this passage is organized.You only have 2 minutes.Ready? Go!Time is up.Who would like to tell us the main idea? Tom, would you please have a try? Suggested answers: This passage talks about Tangshan earthquake, the largest earthquake of 20th century.Very good? Can you tell me in what order this passage is developed? In order of time.How do you know that? Because the writer first describes strange things in the first part and then tells us the city was destroyed by the earthquake.Lastly, he says the army came after earthquake.Yes, you are right.2)Scanning In the first part, the writer tells us strange things happened before the earthquake.We know that before some natural disaster, there are sometimes warning signs from nature.If we have such kind of knowledge, we can reduce the damage.Please go through the first paragraph quickly and try to figure out what signs did the author mention? You only have one minute.Here we go!Now let’s read for more details.Let’s go through the whole passage and try to find the answers to the following three questions.Step 2 Fast reading 泛讀

Read the text quickly and try to finish the following exercises.A.New words or phrases burst: break open because of pressure from inside at an end: finished nation: all the people in the country steam: gas that hot water gives out in ruins: destroyed extreme: very great in degree useless: of no use shocked: surprised very much rescue: save somebody or something from danger shelter: a place that protects you from the weather or danger B.Questions 1.When did the Tangshan earthquake happen? Suggested answers: The earthquake happened at 3:42 am on July 28, 1976.2.How many people were killed or injured in the earthquake? Suggested answers: More than 400, 000 people were killed or injured in the earthquake.3.Was all hope lost? How did the army help the people there after the earthquake? Suggested answers: No, all hope was not lost.The army sent 150,000 soldiers to Tangshan to help the rescue workers.The army organized teams to dig out those who were trapped and to bury the dead.Step 3 post-Reading 1.Discussion Suppose an earthquake happens now, what should we do to keep ourselves safe? Please discuss natural wonders in groups and your discussion should be based on the two questions.This time, the group leader should take down your group members’ ideas and sum them up in your own words.Later, we will share your ideas with all of us here.Understand me? Time is up.Any group would like to share your idea with us? Suggested answers: 1.Don’t be nervous and keep calm.2.Don’t try to run out of the classroom at once.3.Protect your head by putting your school bag on your head.4.Squat under your desk.5.Leave the classroom after the earthquake.2.Interview Have you noticed that news reporters and interviewers play an important role in keep us informed after Ya’an earthquake happened? Next, please choose a paragraph and act out an interview between a reporter and survivor from the Tangshan earthquake.Make a dialogue with your partner.I will give you three minutes and then I will invite some of you to act it out.Step 4 Summary and assiagnment We have done a lot of things today.Firstly, we have talked about….Then, we discussed.Next, we learned some useful words and expressions.Here comes your assignment: 1.Retell the passage.2.Search the Internet to find more information about earthquake.

第三篇：語(yǔ)法課教案

泰州學(xué)院 外國(guó)語(yǔ)學(xué)院 09英教

（五）學(xué)號(hào)：09952014 張茜

語(yǔ)法課教案 Unit 4 I.Teaching Objectives

1.Perception objective: a)The Ss can hear, read and use the main sentences patterns “What are you doing? I?m…/We are…”

b)The Ss can understand and read the conversation of the lesson.2.Ability objectives: a)The Ss can use the sentence pattern of talking in telephone.b)The Ss can use the pattern to express their thoughts in the proper scene.3.Emotion objective: By completing the task, the Ss increase their interest and set up self-confidence in language study.II.Difficult Points The students can use the sentence pattern to chat with others and can make simple dialogues.III.Teaching Methods

1.Communicative teaching method 2.Audio-visual teaching method 3.Task-based teaching method

IV.Teaching Tools

Pictures, ppt

V.Teaching Time 45 minutes

VI.Teaching Process

Step 1.Warming up a)Free talk

T：How are you? S：I?m fine.Thank you.T：What?s the weather like today? S：It?s sunny.b)Review the new words and phrases in this unit, such as “sweep the floor” “wash the clothes”.Step 2.Presentation a)First, show some pictures and give the primary form of verb phrases at the same time.Then show the present participle of the words.泰州學(xué)院 外國(guó)語(yǔ)學(xué)院 09英教

（五）學(xué)號(hào)：09952014 張茜

For example, the teacher shows a picture and gives the primary form “read a book”.Then show the present participle “reading a book”.b)Second, give the form of present participle

c)Third, show pictures and ask Ss talk with her and guide Ss to use these sentences pattern “what are you doing? I?m …/We?re …”.For example, “what are you doing? I?m reading a storybook”.d)After presentation, ask Ss “what we have learnt today?” and give them five

minutes to discuss together.Then sum up: 1.the sentence pattern “what are you doing? I?m …/We?re …”.2.Be(am/is/are)+ 動(dòng)詞ing 用來(lái)表示正在發(fā)生的事和進(jìn)行的動(dòng)作，這種表達(dá)形式就是現(xiàn)在進(jìn)行時(shí)。動(dòng)詞ing形式就是現(xiàn)在分詞

Step 3.Drills(Task time)

Task 1: Say out and spell First, ask Ss to say out primary form and present participle of these words and spell them.For example, show the word ?stand?, the Ss should read first, then say out ?standing? and spell it ?s-t-a-n-d-i-n-g?.Task 2: Make a telephone call Design a real situation about calling and let Ss work in pairs to make a telephone call like this: A: Hello, is that…? B: Yes.A: What are you doing now? B: I?m…

Task 3.Read and translate Give the Ss some incomplete sentences and ask them to fill in the blanks by using the sentences pattern and phrases.Task 4.Play a game The game is ?look and guess?.The teacher asks one student to draw in front of the stage and do the corresponding actions.Other students will guess what he/she is doing now.Step 4.Consolidation and extension

a)Fill in the blanks, then answer Ask Ss to fill in the blanks and then answer questions like this: T: What are you doing ? S1: I?m…

T: What is your English teacher doing? S1: He/She is…

b)Find and say 泰州學(xué)院 外國(guó)語(yǔ)學(xué)院 09英教

（五）學(xué)號(hào)：09952014 張茜

Show a picture about a park and ask Ss work in group to point out what are they doing and use sentences we learnt today.For example, Susan and Sam are running.Step 5.Homework 1.Copy the new words in Part B.2.Write about the pictures in Part C.3.Review some other verbs.Step 6.Blackboard design

Unit 6

running

swimming sweeping

What are you doing?

I?m …/We?re

cleaning 3

第四篇：上禮儀課的感受.

上禮儀課的感受

“做人先學(xué)禮”，可見(jiàn)學(xué)習(xí)禮儀的重要性。禮儀是一種文明，一種素養(yǎng)。我國(guó)偉大的思想家、教育學(xué)家孔子認(rèn)為：“不學(xué)禮，無(wú)以立?！笔钦f(shuō)一個(gè)人只有學(xué)習(xí)禮儀，才可使其思想感情潛移默化，才能在社會(huì)上立足成業(yè)。禮儀，也是我們國(guó)家五千多年來(lái)人與人之間的相處之道。

禮儀教育是人生的第一課，在大三的這個(gè)學(xué)期，我選修了禮儀課這個(gè)課程。我覺(jué)得這是大學(xué)生必須要學(xué)習(xí)的一門(mén)課程。在當(dāng)今的青少年學(xué)生中，不少人對(duì)應(yīng)有的禮儀不重視，禮儀觀念淡薄，導(dǎo)致思想品德滑坡。在學(xué)校里很?？梢砸?jiàn)到一些人不懂得尊重他人，不會(huì)禮讓?zhuān)恢v禮貌，甚至隨心所欲，滿(mǎn)口粗言爛語(yǔ)。這些現(xiàn)象不得不引起我們的深思。自古以來(lái)，“禮儀之邦”的美稱(chēng)會(huì)不會(huì)斷送在我們手中。所以，在學(xué)生中開(kāi)展禮儀教育，重塑中華文明的新形象是非常重要的。

于個(gè)人，首先，學(xué)習(xí)禮儀有利于提高自己的禮儀素養(yǎng)。其次，在學(xué)校與社會(huì)上，自己需要更加自信，更加積極主動(dòng)的去展示自己，而禮儀是自己成長(zhǎng)和成功必需的法寶。禮儀是人們表達(dá)思想感情，反映社會(huì)生活和精神文明的一 種藝術(shù)方式，它通過(guò)特有的語(yǔ)言、表情、動(dòng)作等來(lái)顯示人的素養(yǎng)，以一種特殊的感受來(lái)撞擊 人的心靈。它也可以通過(guò)特殊的環(huán)境布置、特殊的活動(dòng)、特殊的氛圍，來(lái)體現(xiàn)人們對(duì)長(zhǎng)輩、領(lǐng)導(dǎo)、貴賓、朋友乃至素不相識(shí)的客人的尊重，來(lái)適應(yīng)社會(huì)規(guī)范及道德規(guī)范，促進(jìn)交往和友誼。無(wú)論國(guó)家貴賓的接待還是常人的待人接物莫不如此。禮儀還體現(xiàn)在人們?nèi)烁竦钠降?，?及對(duì)他人勞動(dòng)與付出的肯定與贊許，并使他人獲得愉悅。學(xué)習(xí)現(xiàn)代禮儀，不僅規(guī)范了自己的行為，使舉止得體，言語(yǔ)文雅，而且還培養(yǎng)了禮貌待人的好習(xí)慣。尤其是老師平時(shí)舉的典例，課堂上的各種模擬，都是我受益匪淺，懂得了許多，了解了許多以前所部了解的，同時(shí)也了解了許多國(guó)家不同的風(fēng)俗習(xí)慣。

人際交往中，社交禮儀已經(jīng)成為必不可缺少的一部分。社交禮儀教育有利于我們與他人建立良好的人際關(guān)系，形成和諧的心理氛圍，促進(jìn)我們的身心健康。禮儀不僅可以有效地展現(xiàn)一個(gè)人的教養(yǎng)、風(fēng)度和魅力，還體現(xiàn)出一個(gè)人對(duì)社會(huì)的認(rèn)知水準(zhǔn)、個(gè)人學(xué)識(shí)、修養(yǎng)和價(jià)值。隨著社會(huì)的進(jìn)步，禮儀在生活、工作中的重要作用已經(jīng)被越來(lái)越多的人認(rèn)同。禮儀已經(jīng)成為提高個(gè)人素質(zhì)和宣傳單位形象的重要條件。眾所周知“不學(xué)禮，無(wú)以立”。要從狹小封閉的環(huán)境中走出來(lái)，除了應(yīng)具備一些必備的專(zhuān)業(yè)技能外，還必須了解如何與人相處的社交禮儀。禮儀的學(xué)習(xí)能夠幫助你順利地走向社會(huì)，走向世界，走向未來(lái)，能夠更好地樹(shù)立起自身的形象，在與人交往中給人留下彬彬有禮、溫文爾雅的美好印象。

學(xué)習(xí)了禮儀知識(shí)后，我感受頗深、受益匪淺，更加深刻的懂得禮儀在生活中的重要性，更加清楚的明白禮儀的深邃內(nèi)涵。對(duì)個(gè)人來(lái)說(shuō)，禮儀是外部形象和內(nèi)在素質(zhì)的集中體現(xiàn)，禮儀既是尊重他人也是尊重自己的要求，在個(gè)人事業(yè)發(fā)展中也起著非常重要的作用。適當(dāng)?shù)亩Y儀對(duì)內(nèi)部可以融洽關(guān)系，對(duì)外界可以樹(shù)立形象，營(yíng)造和諧的工作和生活環(huán)境，它還可以提升人的涵養(yǎng)，增進(jìn)彼此之間的了解溝通，在細(xì)微之處更顯真情。禮儀在日常生活中無(wú)處不在，常常發(fā)生在我們身邊的小事中，但又往往被我們所忽略。所以學(xué)習(xí)和運(yùn)用禮儀要注重平時(shí)，注重細(xì)節(jié)，從小培養(yǎng)，形成良好習(xí)慣。講文明、講禮儀，需要的是人人從自我做起，從小事做起。具體說(shuō)來(lái)要求個(gè)人要注重儀容儀表、待人接物、禮節(jié)各個(gè)方面。由此可見(jiàn)，禮儀貫穿于日常生活的點(diǎn)滴之中，穿衣、打招呼、遞名片等行為之中?，F(xiàn)實(shí)中我們都渴望成功，都期待自己能夠事業(yè)有成，所以必須要學(xué)好并運(yùn)用現(xiàn)代禮儀知識(shí)，來(lái)贏得人們的認(rèn)同。學(xué)習(xí)和運(yùn)用禮儀，可以規(guī)范地設(shè)計(jì)和維護(hù)個(gè)人形象，充分展示個(gè)人的良好素質(zhì)與優(yōu)雅風(fēng)度，當(dāng)我們都能夠以禮待人時(shí)，人和人之間將變得更加和睦，生活將變得更加美好。學(xué)習(xí)和運(yùn)用禮儀，向交往對(duì)象表達(dá)自己的尊重、敬佩、友好與友善，就可以增進(jìn)人與人之間的了解與信任。如果每個(gè)人都能夠正確地運(yùn)用禮儀，必將促進(jìn)社會(huì)交往進(jìn)一步發(fā)展，進(jìn)而造就營(yíng)造和諧的人際關(guān)系。

總之，現(xiàn)代禮儀對(duì)當(dāng)代大學(xué)生來(lái)說(shuō)，都是十分重要的，在職業(yè)競(jìng)爭(zhēng)中，學(xué)歷只占一部分，而部分則要?dú)w屬于你的禮儀舉止是否得體，得體的禮儀舉止會(huì)使我們?cè)谖磥?lái)的競(jìng)爭(zhēng)中占據(jù)更大的優(yōu)勢(shì)。

謝奇君 124162009036

第五篇：學(xué)生上夢(mèng)想課感受

“上夢(mèng)想課的感受”二則

（一）上杭縣通賢中心小學(xué)

闕建彬

我班的同學(xué)十分喜歡上夢(mèng)想課，因?yàn)樵趬?mèng)想課上，同學(xué)們不必很?chē)?yán)肅，可以很輕松的上課，還能學(xué)到很多知識(shí)，就連我班上幾個(gè)平時(shí)上課不認(rèn)真的同學(xué)上夢(mèng)想課都變得十分認(rèn)真。

第一節(jié)夢(mèng)想課，闕老師上的是《遇挫不折——情緒智能》的第一課時(shí)，在《我猜我猜我猜猜猜》這一活動(dòng)中開(kāi)始了，各個(gè)小組的同學(xué)們?cè)诶蠋熃o我們準(zhǔn)備的大白紙上都寫(xiě)出了自己想到的情緒詞匯：開(kāi)心、忐忑、興高采烈、氣憤、不安、擔(dān)心、傷心、肝腸寸斷、大驚失色、憤憤不平??，寫(xiě)完后，每一個(gè)組派了一個(gè)代表上臺(tái)展示，然后選擇一個(gè)詞匯進(jìn)行表演，臺(tái)下的同學(xué)來(lái)猜，直到猜到了為止。同學(xué)們陸續(xù)表演了喜怒哀樂(lè)等各種表情。有的同學(xué)笑得直拍桌子，有的眼淚都笑出來(lái)了，有的笑得直喊肚子疼。

做完了第一個(gè)游戲，又開(kāi)始了第二個(gè)游戲《我樂(lè)我樂(lè)我樂(lè)樂(lè)樂(lè)》，游戲規(guī)則是在下面五組字母中找出你姓氏漢語(yǔ)拼音的第一個(gè)字母來(lái)決定你要學(xué)什么動(dòng)物的叫聲，然后分組。每個(gè)組選一名同學(xué)來(lái)模仿動(dòng)物的叫聲。最搞笑的是黃麗萍同學(xué)，她學(xué)公雞叫結(jié)果學(xué)成了母雞叫，把我們都逗得合不攏嘴。

這次夢(mèng)想課讓我知道了：情緒無(wú)處不在，心情無(wú)時(shí)不變。我們要學(xué)會(huì)運(yùn)用情緒智能面對(duì)挫折和逆境。

（二）上杭縣通賢中心小學(xué)

張婷

上了幾節(jié)夢(mèng)想課之后，我便開(kāi)始喜歡上夢(mèng)想課了，上夢(mèng)想課可以畫(huà)畫(huà)，可以講故事，還可以玩游戲??

有一次我們上夢(mèng)想課玩游戲，我們玩的是結(jié)繩子的游戲，同學(xué)們手牽手，按照游戲規(guī)則不能放手，還得想辦法把亂糟糟打結(jié)了的繩子解開(kāi)。在這個(gè)游戲中我們學(xué)到了不成功決不放棄，團(tuán)結(jié)起來(lái)就一定能成功。一節(jié)課，在老師同學(xué)的歡聲笑語(yǔ)中，都過(guò)得飛快，同學(xué)們都很急切地期盼上下一節(jié)夢(mèng)想課。

夢(mèng)想課與我們上的語(yǔ)文、數(shù)學(xué)、英語(yǔ)等課都不同，夢(mèng)想課堂可以讓我們?cè)诳鞓?lè)中學(xué)習(xí)，在這快樂(lè)無(wú)比的環(huán)境里健康成長(zhǎng)，我們真是幸福?。?/p>