零起点大学英语基础教程4(李桂兰) 整理教案

第一篇：零起点大学英语基础教程4(李桂兰) 整理教案

Unit 1 personal Qualities

I.Teaching aims and demands 1.Understand the background knowledge 2.Learn about the new words and phrases 3.Grasp the main idea and structure of the text 4.Conduct a series of reading, listening, speaking and writing activities II.Teaching importance and difficulties 1.Background information 2.The usage of some new words and phrases 3.Some sentence patterns difficult to understand III.Teaching methods A combination of traditional teaching methods with the communicative approach will be adopted.Special attention should be paid to classroom interaction.More encouragement is needed and more guidance will be given to them in their extracurricular study.Use the multimedia device where necessary.IV.Teaching procedure a.Warming-up Activities

1.Duty Report Have a brainstorming about words to describe personal qualities 2.Information related to the text

1)Cross-cultural communication

The key to effective cross-cultural communication is knowledge.First, it is essential that people understand the potential problems of cross-cultural communication, and make a conscious effort to overcome these problems.Second, it is important to assume that one’s efforts will not always be successful, and adjust one’s behavior appropriately.For example, one should always assume that there is a significant possibility that cultural differences are causing communication problems, and be willing to be patient and forgiving, rather than hostile and aggressive, if problems develop.One should respond slowly and carefully in cross-cultural exchanges, not jumping to the conclusion that you know what is being thought and said.Active listening can sometimes be used to check this out–by repeating what one thinks he or she heard, one can confirm that one understands the communication accurately.If words are used differently between languages or cultural groups, however, even active listening can overlook misunderstandings.2)Personal qualities

Personal qualities are personal characteristics of an individual.They are what make up one's personality.They help a person get along in a new situation.For example, dependability and patience are qualities that employers would like a good worker to have.Other qualities employers value are: honesty, assertiveness, flexibility, problem solving, friendliness, intelligence, leadership, enthusiasm, and a good sense of humor.Most employers want people who are dependable and who get along with others.Though skills are important, an employer will select new employees based on their personal qualities as well.b.Language points

1.Personal qualities generally have either positive or negative connotations.一般来说，一个人的品质包括两个方面：积极的和消极的。either or 要么…要么 neither nor 既不...也不

2.Our attitudes toward such personal qualities are partly personal,partly social,and partly cultural.我们对于个人品质的态度因个人、社会、文化因素而异。attitude toward/to 对…的态度

partly=in part= in a way=to some extent=to some degree E.g.But this forecast was only partly true.但这个预言只是部分地实现了。

The reason why one is fat is partly caused by overeating.造成肥胖的部分原因是饮食过多。

The hot weather is partly to blame for the water shortage.炎热的天气部分归因于缺水。

3.Some people also feel that gender play a role,with some qualities being more positively valued by women than by men and vice versa.有些人认为性别也是一个影响因素，对于某些品质女性比男性更为看重，反之亦然。play a role 起作用=play an part in vice versa 反之亦然 E.g.You hide nothing of yourself and can tell the other anything because you know they accept you just the way you are and vice versa.你丝毫也不掩饰自己，能告诉对方任何事情，因为你知道对方接受的就是你现在的这个样子，反之亦然。

He likes me, and vice versa.他喜欢我,我也喜欢他。

Vice versa可能是一组外来词组中的一个，这些词组在正常谈话中用得很紧凑，所以没有人会考虑它们的外国来源或者以前的意思。Versa可以被认为与 reverse有关系，这样，不论 versa还是-verse在 reverse中都可以追溯到拉丁文动词 vertere，“旋转” Versa实际上按照形式可以追溯到 vertere的过去分词 versus，但是按照句法可以追溯到“倒转，转换成对面”的意思。Vice是名词 vix用来表达“一个相互的关系”的绝对离格形式。整个词组的原义是“相互的关系被调换了”或者“正常的顺序反过来，反过来说。”这个词组于1601年首次记录在英语用法中。

5.Such attitudes are not always static.这些态度并不总是一成不变的。系V.+adj.=系表结构。

I am so ____(please)to hear that.Key: pleased 解析：系表结构。

系表结构有两部分构成：连系动词和表语 一 连系动词： 连系动词分为三类：be 动词，感 2 官动词，趋势动词。

1)Be 动词：am, is, are, was, were 2)感官动词：sound, look, taste, feel, smell 3)趋势动词：appear, become, grow, get, turn, seem, remain

注意： 有一些动词既可以做连系动词又可以作及物动词和不及物动词。He is growing very fast.---不及物动词 I am growing apples in my backyard.---及物动词 The sea is growing rough.---连系动词 He is tasting the food.---及物动词 The food tastes good.---连系动词 二 表语： 下列成分都可以做表语：名词，形容词，副词，动词不定式，动名词，现在分词，过去分词，表语从句．

使用举例(注意：连系动词不能够单独作谓语，他们必须和表语一起工作构成谓语): 1)名词: False： I am.Right： I am a student.2)形容词： False： He became.Right： He became strong.3)副词： False： She remained.Right： She remained there.4)现在分词： False： The story seemed.Right: The story seemed interesting.5)过去分词： False： The windows seemed.Right: The windows seemed broken.6)动名词： False： His job is teach English.Right: His job is teaching English.7)动词不定式： False： Her plan is become the winner in the game.Right: Her plan is to become the winner in the game.6）和7）的区别： 6）中动名词表示某人经常干某事：她从星期一到星期五天天教英语； 7）中动词不定式表示某人将要干某事：她的计划是将要成为比赛的胜者。

8)表语从句： False：The question is.Right: The question is whether he will come here in time tomorrow.Right: The question is what he is going to do next.Right: The question is how he has managed to solve the problem by himself.6.In cross-cultural terms,there are some qualities,such as generosity,that are highly regarded in many different cultures,while others,such as hatred,are seen as negative.从跨文化角度来说，一些品质，如慷慨，在不同文化中都收到赞誉，而对于其他品质，如满怀仇恨，人们则持反对态度。such as 如

while conj.连词 ①=whereas然而

②=during the time that当„的时候 ③=although 虽然；尽管 ④=as long as只要

c.summary

1.Main idea and structure of the text 2.Key words and phrases d.assignment

1.Review the words and phrases 2.Review the lesson 3.Prepare for the analysis of the text 4.Preview the unit Finish the exercise Unit 2 How Much Do you Know About the World? I.Teaching aims and demands 1.Understand the background knowledge 2.Learn about the new words and phrases 3.Grasp the main idea and structure of the text 4.Conduct a series of reading, listening, speaking and writing activities II.Teaching importance and difficulties 1.Background information 2.The usage of some new words and phrases 3.Some sentence patterns difficult to understand III.Teaching methods A combination of traditional teaching methods with the communicative approach will be adopted.Special attention should be paid to classroom interaction.More encouragement is needed and more guidance will be given to them in their extracurricular study.Use the multimedia device where necessary.IV.Teaching procedure a.Warming-up Activities

1.Duty Report Have a brainstorming about words to describe How Much Do you Know About the World? Information related to the text

1)news report A news report is usually composed of three parts, namely the title, introduction and subject.Metaphor does not only possibly exist in news introduction and main body, but also often appears in news headlines.In order to make the readers take time to glance, or attract the readers’ attention, English news reports in addition to select people of common concern news, often spare no effort to in the news title language and expression skill.2)How much do you know about table manners around the world? In the United States, you are not supposed to eat with your hands.In Japan, you are not supposed to eat or drink while walking down the street, and you are supposed to make noise while eating noodles.It shows that you like the food.In Korea, even the youngest person isn’t supposed to start eating first.But in China, you are supposed to pick up your bowl of rice.Don't stick your chopsticks upright in the rice bowl.Instead, lay them on your dish.And sometimes the Chinese host use their chopsticks to put food in your bowl or plate.This is a sign of politeness.b.Language points

1.According to a recent study in the United States, the generation under 35 knows less, cares less, and reads newspapers less than any another generation in the past five decades.美国最近一项研究表明，在过去的50年中，35岁以下的这一代人，比起其他任何一代人都知之甚少，关心甚少，而且读报也甚少。according to 根据

2.Only 30 percent of Americans under the age of 35 said they had read a newspaper the previous day.年龄在35岁以下的美国人中仅有30%的人说他们前一天读过报。the previous day 前一天 the previous year 前一年 the previous month 前一个月

主语： only 30 percent of Americans under the age of 35 谓语： said 宾语从句：(that)they had read a newspaper the previous day 从句也是个句子，也存在主谓。

3.The percentage of people viewing television news programmers is down as well.收看电视新闻节目的比率也下降了。as well 也

viewing television news programmers现在分词作定语修饰people 后置定语

4.In other words, many Americans now don’t have the information they need to be good consumers, make good business decisions, vote, or understand the current issues of today.换言之，许多美国人现在没有获取他们需要得到的信息，如：如何成为好的消费者，如何做出明智的商业决策，如何投选票，活着如何理解当今时事。in other words 换句话说 need to do 需要做某事 make decisions 做决定 current issue 期刊

5.This is possibly one of the easiest and most accessible options for everyone.这对每个人可能是最轻松易行的选择。one of +最高级+名词的复数,„„之一 形容词的最高级adj.-est / most+adj.6.But just in case television isn’t possible, there is a third option—reading newspapers.可是万一不能看电视，还有第三种选择—看报纸。in case 如果、万一(条件状语)；

以防(目的状语)区分： in the case of

In case of

In case I decided to stay at home just in case my friends came round． 我决定留在家里，以防朋友们不期而至。

in case引导目的状语从句

Do tell us in case you have any trouble.万一有什么困难，一定告诉我们。in case引导条件状语从句

7.That is, they place the most important details or facts at the beginning of the article while the least important ones at the end.即把重要的细节和事实放在文章的开头，而次要的置于文章末尾。at the beginning of 在„的开始 while=whereas 而 little→less→least 8.All these options are easy as well as important.所有这些选择都同样简单易行而且同等重要。

as well as 也；和„一样；不但„而且„ ①“不但„而且„” A as well as B 语意重点在A不在B He can speak Spanish as well as English． 他不但会说英语，而且还会讲西班牙语。先译B再译A ②“和„一样好”

He speaks Spanish as well as English． 他说西班牙像说英语一样好。重点也在as well as前面。先译A再译B 9.Ignorance is not bliss;ignorance is ignorance.无知不是福，无知就是无知。

We can avoid being uninformed and ignorant by following one of the three options.我们按照这三个选择去做，就可以避免孤陋寡闻和无知。avoid doing 避免做某事 by prep.通过

10.We don’t want to be a nation in trouble because of our lace of knowledge.我们谁也不甘心因为知识欠缺而使我们的民族陷入困境。want to do 想要做某事 nation n.国家；民族；国民 because of + 短语 because +句子 lack of 缺乏

We are happy at the good news ____ Mr.Black has been awarded the Best Manager.A.that

B.which

C.what

D.whether Key: A 解析：同位语从句。

c.summary

1.Main idea and structure of the text 2.Key words and phrases d.assignment

1.Review the words and phrases 2.Review the lesson 3.Prepare for the analysis of the text 4.Preview the unit Finish the exercise Unit 3 AIDS—Acquired Immune Deficiency Syndrome I.Teaching aims and demands 1.Understand the background knowledge 2.Learn about the new words and phrases 3.Grasp the main idea and structure of the text 4.Conduct a series of reading, listening, speaking and writing activities II.Teaching importance and difficulties 1.Background information 2.The usage of some new words and phrases 3.Some sentence patterns difficult to understand III.Teaching methods A combination of traditional teaching methods with the communicative approach will be adopted.Special attention should be paid to classroom interaction.More encouragement is needed and more guidance will be given to them in their extracurricular study.Use the multimedia device where necessary.IV.Teaching procedure a.Warming-up Activities

1.Duty Report Have a brainstorming about words to describe How Much Do you Know About the World? Information related to the text

1)AIDS—Acquired Immune Deficiency Syndrome Human immunodeficiency virus infection and acquired immune deficiency syndrome(HIV/AIDS)is a spectrum of conditions caused by infection with the human immunodeficiency virus(HIV).Following initial infection, a person may not notice any symptoms or may experience a brief period of influenza-like illness.Typically, this is followed by a prolonged period with no symptoms.As the infection progresses, it interferes more with the immune system, increasing the risk of common infections like tuberculosis, as well as other opportunistic infections, and tumors that rarely affect people who have working immune systems.These late symptoms of infection are referred to as AIDS.This stage is often also associated withweight loss.HIV is spread primarily by unprotected sex(including anal and oral sex), contaminated blood transfusions, hypodermic needles, and from mother to child during pregnancy, delivery, or breastfeeding.Some bodily fluids, such as saliva and tears, do not transmit HIV.Methods of prevention include safe sex, needle exchange programs,treating those who are infected, and male circumcision.Disease in a baby can often be prevented by giving both the mother and childantiretroviral medication.There is no cure or vaccine;however, antiretroviral treatment can slow the course of the disease and may lead to a near-normal life expectancy.Treatment is recommended as soon as the diagnosis is made.[13] Without treatment, the average survival time after infection is 11 years.2)The Day We Went to a Hospital to See an AIDS Sufferer

Last Sunday all of our class with our class together with our head teacher went to a hospital to see an AIDS sufferer.We brought a bound of flowers and a basket of fruit m send to the patient.The female patient was very glad to see us.She told us that most of the people avoided seeing her since she was told that she carried the HIV virus.The doctor told us that the HIV virus wouldn't be infected through daily communication.People in China are often ignorant of the disease and look down upon those who suffer from AIDS.It is wrong.During our stay there, we talked with the woman bout her family and our school life.Some students sent her books and their favorite CDs.She was greatly touched and said in tears that she would be optimistic and confident of overcoming the disease.Our teacher hugged her good bye and promised we would come to see her often.On our way back to school, I was thinking that if everyone of us loves each other more and gives a hand when others are in trouble, the world will become more beautiful.b.Language points 1.Related words and phrases WHO世界卫生组织 as many as 多达 patient 病人

fight off 击退；抵御 mental disorder 精神失常 at present 目前 drug 药；毒品 spread v./n.传播 false adj.错误的 care for 照顾

blood test 血液检查

deal with 处理=cope with 2.The World Health Organization(WHO)says/ as many as 10 million people worldwide may have the virus that causes AIDS.主语： The World Health Organization(WHO)谓语： says 宾语从句:(that)as many as 10 million people worldwide may have the virus that causes AIDS 10 million 10个百万=1千万 百/千/百万/十亿

hundred/thousand/million/billion 百/千/百万/十亿 hundred/thousand/million/billion one thousand

three thousand hundreds of

成百上千的

thousands of

成千上万的millions of

数百万的billions of

数十亿的 译文：引起艾滋病的病毒

that引导定语从句，修饰the virus，the virus作了定语从句的先行词。

定语从句相当于一个形容词。“„„的” 形容词修饰名词；定语从句也修饰名词，即先行词。

3.AIDS is a life-threatening sickness that attacks the body’s natural defense system against disease.艾滋病是一种威胁生命的疾病，它侵袭人体的自然免疫系统。life-threatening 威胁生命的(复合形容词)sickness=disease=illness n.疾病

that引导定语从句，修饰sickness，sickness是定语从句的先行词。

4.The patient has little ability to fight off many other diseases—including pneumonia, cancer, blindness and mental disorders.患者几乎没有什么能力来抵御包括肺炎、癌症、失明和精神失常等众多疾病。patient 病人

fight off 击退；抵御

(fight on，fight over, fight back, fight down)mental disorder 精神失常

5.At present, there is no cure for AIDS and no vaccine medicine to prevent it.目前，艾滋病无法医治，也无法预防疫苗。at present =now 目前

6.The virus can be passed sexually or by sharing instruments used to take intravenous drugs.这种病毒传播可以通过性行为或共用静脉注射器。情态动词的被动语态：情态动词+be done by prep.通过(by doing)drug 药；毒品

7.You can not get AIDS by working or attending school with someone/who has the disease.与艾滋病患者一起工作或是学习不会感染上艾滋病。by prep.通过(by doing)who引导定语从句，修饰先行词someone 8.They include always feeling tired, unexplained weight loss and the uncontrolled expulsion of body wastes.包括长期乏力、原因不明的消瘦以及大小便失禁。feel系动词+tired形容词=系表结构

9.However, that you have one or more of these conditions does not mean/you have AIDS.主语： that you have one or more of these conditions(主语从句)谓语： does not mean

宾语从句:(that)you have AIDS 10.Until then, health experts say, the best immediate way to deal with the problem is through education and prevention.卫生方面的专家认为在此之前，教育和预防是解决这一问题的最佳、最直接的方法。good→better→best deal with 处理=cope with c.summary

1.Main idea and structure of the text 2.Key words and phrases d.assignment

1.Review the words and phrases 2.Review the lesson 3.Prepare for the analysis of the text 4.Preview the unit Finish the exercise

Unit4 Changing Attitudes to Lifelong Employment I.Teaching aims and demands 1.Understand the background knowledge 2.Learn about the new words and phrases 3.Grasp the main idea and structure of the text 4.Conduct a series of reading, listening, speaking and writing activities II.Teaching importance and difficulties 1.Background information 2.The usage of some new words and phrases 3.Some sentence patterns difficult to understand III.Teaching methods A combination of traditional teaching methods with the communicative approach will be adopted.Special attention should be paid to classroom interaction.More encouragement is needed and more guidance will be given to them in their extracurricular study.Use the multimedia device where necessary.IV.Teaching procedure a.Warming-up Activities

1.Duty Report Have a brainstorming about words to describe Attitudes to Lifelong Employment Information related to the text

1)

Job hunting

Job hunting, job seeking, or job searching is the act of looking for employment, due to unemployment,underemployment, discontent with a current position, or a desire for a better position.The immediate goal of job seeking is usually to obtain a job interview with an employerwhich may lead to getting hired.The job hunter or seeker typically first looks for job vacancies or employment opportunities.2.Suggestions to job hunting

Now, many graduates are concerned about job hunting.However, before they dive into it, they have to think carefully what should be taken into consideration as for job hunting.As follows, I will give you some suggestions.First of all, we should concerned about whether this job suits your interest.Interest is the best master.If you don't show much enthusiasm about it, your job will not last long.Secondly, you should consider the room to develop.If it is not a promising job, you will not get a lot of satisfaction and are likely to leave it soon.In addition, salary and location should also be taken into account.Even if it is a suitable job, you will not be accustomed to it given a low salary or a remote location.In a word, before you take your first job, you have to take the factors above into careful consideration.b.Language points

1.Major cities are crowded with young men and women who have just graduated from high school or college and who are hunting for a job.一些大城市挤满了刚刚从中学或大学毕业的正在找工作的男女青年。

major 主要的；重要的 be crowded with 挤满 graduate from 毕业于

两个who都是引导定语从句；修饰young men and women；即先行词是：young men and women and前后连接保持一致(平行结构)

2.“You put on a suit for the first time and run from one interview to another.” “你第一次穿上一套西装，从一场面试赶往另一场面试。” put on 穿上

interview v./n.面试；采访 E.g.job interview 求职面试

telephone interview 电话面试，电话访问

personal interview 个人面谈；面谈调查；私人的会谈 exclusive interview 独家采访

in-depth interview 深入访谈；深度访问

1)The manager will interview the candidates in order of arrival.经理将按（到达）先后次序接见这些应征者。

2)The television interview will be aired to all parts of the country.这个电视采访节目将向全国各地播放。

3.One high school graduate argues that the employment season represents judgment day for many students.一位中学毕业生认为招聘季节对许多学生来说是要做出判断的日子。argue v.争论；争辩

argue with 争论；和…争吵 argue about 争论；议论某事 argue for 赞成；支持；论证 argue over 辩论某事，为…争论

argue against 反对；据理反对；争辩 1)Don't argue with me.不要和我争辩。

2)They are arguing over foreign policy.他们在讨论外交政策。

4.“Our whole lives are decided during this period/when we're looking for a company to work for,” she says.被动语态：be done when引导定语从句；修饰this period；即：this period是先行词。现在进行时：be(am/is/are)doing 5.“I know that when I finally find a job, I'll probably be with that company for the rest of my life, and that makes the job search very important.” “我明白当我最终找到一份工作时，也许我后半生就在这家公司干下去了，因此找工作显得十分重要。”

the rest of one's life...的余生

make sth.+ adj.“某事/物变得adj.” 6.For some employers, the policy of lifetime employment is particularly important because it means that they can put money and effort into training their staff.对一些雇主来说，终生雇佣制是特别重要的，因为这意味着他们可以花钱和精力培训他们的员工。

put...into doing sth.做出努力；下功夫 系表结构：is important because引导原因状语从句 that引导宾语从句

who引导定语从句；先行词是people；who在定语从句中作主语

whose引导定语从句，“....的”；先行词是people；whose在定语从句中作定语

7.“What we do here, however, is to select young people/who have potential and who can be trained,” he said.what引导主语从句

两个who都是引导定语从句，先行词都是people.情态动词的被动语态：情态动词+be done 8.One recently employed graduate says/that she is receiving a great deal of valuable training from the company.一位近日被雇用的大学生说，她正在接受本公司的一项非常有价值的培训。that引导宾语从句

现在进行时：be(am/is/are)doing a great deal of 大量的

c.summary

1.Main idea and structure of the text 2.Key words and phrases as usual 像往常一样 major 主要的；重要的 be crowded with 挤满 graduate from 毕业于 hunt for 需找 put on 穿上

interview v./n.面试；采访 one of +n.复

……之一 look for 寻找

be different from 不同于 a great deal of 大量的

be of great benefit to 对...非常有益 flexible 灵活的 lay sb.off 解雇某人

d.assignment

1.Review the words and phrases 2.Review the lesson 3.Prepare for the analysis of the text 4.Preview the unit Finish the exercise

Unit6Categories of teachers I.Teaching aims and demands 1.Understand the background knowledge 2.Learn about the new words and phrases 3.Grasp the main idea and structure of the text 4.Conduct a series of reading, listening, speaking and writing activities II.Teaching importance and difficulties 1.Background information 2.The usage of some new words and phrases 3.Some sentence patterns difficult to understand III.Teaching methods A combination of traditional teaching methods with the communicative approach will be adopted.Special attention should be paid to classroom interaction.More encouragement is needed and more guidance will be given to them in their extracurricular study.Use the multimedia device where necessary.IV.Teaching procedure a.Warming-up Activities

1.Duty Report Have a brainstorming about words to describe Categories of teachers Information related to the text

1）Types of teachers Teachers serve as the guiding force in a student's life.They are responsible for molding a student's personality and shaping his/her mental orientation.Teachers deeply impact our lives and direct the course of our future.One cannot deny the influence of teachers in one's life.In fact, it would not be an exaggeration to say that, till a certain age, out life revolves around our teachers.They are our constant companions, until we grow old enough to come out of their shadow and move ahead on our own.Right from the time we embark on our education trip, we come across different types of teachers.Some are friendly, some are strict, and some are the ones we idolize.We also dislike a few, who fail to impress us positively.Students begin to like teachers, according to their own individual preferences.They even classify their teachers into different categories, such as Friendly Teachers, Lenient Teachers, Perfectionist Teachers, Strict Teachers and Funny Teachers.All these classifications for teachers are based on some typical personality traits of the teachers.For ex-some teachers constantly criticize the students, some act like friends, some are fun to be with and so on.Let us explore them in detail.Friendly Teacher A friendly teacher, as the very term suggests, acts like a friend for his/her students.A teacher-friend, in fact, combines both the guidance of a teacher and the understanding of a friend.We all, at some point of time, aspire for an understanding teacher.Such a teacher acts like our friend, philosopher and guide.Funny Teacher A funny teacher is like a God-sent to the students.Such a teacher always wants to see his/her students smile andmake learning a pleasurable experience.They are not clumsy, as most people think them to be.Rather, they are witty and bring in humor in the most subtle form.Ideal Teacher An ideal teacher is the one we respect from our heart.He/she acts as a guide to the students, while not pushing them too much.Such a perfect motivates them and boosts their morale.He/she tries to encourage the students and refrains from criticizing them.Lenient Teacher A lenient teacher is easygoing and takes things as they come.He/she is not overly finicky about things, such as doing homework on time or not sitting quietly in the class, etc.Such teachers very well realize that being strict with a child can only make him/her withdrawn.However, this does not mean that one can do anything in the class of a pampering teacher.Strict Teacher A strict teacher is very tough on students.He/she always insists on adhering to the deadlines.Such a teacher dislikes any mistakes or carelessness on the part of the students.Students have to be extra cautious under such a teacher.He/she is like a disciplinarian, always keeping students on their toes.2.Another categories of teachers

When I was a middle school student, the head teacher in charge of our class changed frequently.Therefore, I had more chances to meet different types of teachers whose teaching styles are quite different.Now, I’m a college student, and I have more about various kinds of teachers: responsible but rigid teachers, responsible and creative teachers and irresponsible and boring teachers.Teachers with strong responsibility but are rigid about teaching usually cannot get along very well with students.This type of teachers’ lectures always seems boring and inflexible.And very often, they have strict rules for students to obey orders which make it more like a high school class rather than a college lecture.Moreover, students are forced to accept their fixed ideas and the teachers never take the students’ opinions into consideration.While being strict with students is good, overdoing it will does great harm to the teacher-student relationship.As a result, students take little initiative in their classes and always feel stressful when faced with them.The second are responsible and creative teachers.Though they also have some requirements for basic orders in class, more often, they try to teach students not only knowledge from textbooks but also something more useful and practical.And they usually have great passions in class and make the meanings clear to their students.The students can hear the loudness, the quality and musical note of teachers’ voices always changing according to what they are talking about.And students are all involved in the classes.By this way, the teachers can always hold the attention and interest of students and the atmosphere in class is very relax due to the teachers’ sense of humor.What’s more, this type of teachers are often more willing to spending more time communicating and exchanging ideas with students and discover more effective ways to improve their students.Therefore, these teachers are quite popular among students and students in turn have more initiative in their studies.Finally, there are the irresponsible and boring teachers.These teachers are usually indifferent to the orders in class and have no restriction of their students.They don’t feel responsible for students and give students much “freedom” to do what they want to do—some students can even choose not to attend the lectures if they like.Sitting motionless before the class, the teachers tend to repeat the boring content from textbooks to their students.What’s worse, these teachers often no passion and try to avoid “wasting time” on their students.Most of them hold the view that the students’ performance in study does not have many things to do with them.And it turns out that this type of teachers get least popularity among students.In a word, there are different types of teachers and they all have their own teaching styles.As students, we are all call for more responsible and creative teachers who will actually teacher us something.With such perfect teachers, we will surely improve ourselves greatly.b.Language points

1.I was told not to expect to professors to care much about me...Care about:

1)对„感兴趣；注意；关心： I don't care about his opinion.我才不管他是什么意见呢。

2)为…担忧，担心，操心，忧虑： She always cares about losing her job.她总是担心丢掉她的工作。3)喜欢；对…中意：

I really care about the students in my class.我确实喜欢我班上的学生。

2.In fact, I have found that most of the professors here fall into three categories.Fall into: be included in or classified as 1)落入，陷入，掉进：

The boy fell into water and had to be pulled out at once.男孩掉入了水中，必须马上拉上来。2)分成，分裂为；归入，属于：

These problems may fall into three classes.这些问题可以分成三类。

This book falls into the class of children's stories.这本书归入儿童故事这一类。

3.The students tend to feel comfortable in the presence of this teacher.1）Tend to: be likely to We tend to meet up for lunch once a week.我们往往每周共进一次午餐。

Older mothers tend to be too idealistic about the pleasures of motherhood.较年长的母亲往往对身为人母的乐趣过于理想化。I tend to stick to fresh fruit for pudding.我一直坚持用新鲜水果做甜点。2)in the presence of: ton one’s face He signed his name in the presence of two witnesses.4.主语从句

一、主语从句的引导词

主语从句通常由连词that和whether、连接代词或连接副词以及关系代词型what引导。1.that引导 That he is still alive is a wonder.他还活着，真是奇迹。

That we shall be late is certain.我们要晚了，这是确定无疑的。2.whether引导

Whether it will do us harm remains to be seen.是否对我们有害还要看一看。

Whether they would support us was a problem.他们是否会支持我们还是一个问题。3.连接代词引导

Whoever is top from wins the game when two matched players meet.两强相争勇者胜。Whichever(of you)comes in first will receive a prize.无论(你们)谁先到都可以得奖。Whichever you want is yours.你要哪个哪个就是你的。4.连接副词引导

When we arrive doesn’t matter.什么时候到没有关系。How it was done was a mystery.这是怎样做的是一个谜。

Where I spend my summer is no business of yours.我在哪里过暑假不关你的事。5.关系代词型what引导

What we need is money.我们需要的是钱。

What I want to know is this.我想知道的就是这一点。What’s done is done.事已成定局。

What he says is not important.他说的话并不重要。

二、主语从句与形式主语it 有时为了考虑句子平衡，通常在主语从句处使用形式主语it，而将真正的主语从句移至句末。这分三种情况：

(1)对于以连词that引导的主语从句，通常用形式主语代主语从句： It’s a pity that he didn’t come.很遗憾他没来。

It is important that he should know about this.他必须知道此事。It’s vital that we be present.我们出席是至关重要的。

(2)对于以连接代词(副词)引导的主语从句，可以使用形式主语代主语从句，也可直接在句首使用主语从句：

Whether they would support us was a problem.他们是否会支持我们还是一个问题。It was a problem whether they would support us.他们是否会支持我们还是一个问题。

It remains to be seen whether it will do us harm or good.它对我们是利是害，还得看看再说。(3)对关系代词型what引导的主语从句，通常直接将主语从句放在句首。如： What we need is money.我们需要的是钱。

What I want to know is this.我想知道的就是这一点。有时也可将助用形式主语。如：

It is clear enough what he meant.他是什么意思很清楚。(4)如果句子是疑问句，则必须用带形式主语it的结构：

Is it true that he is the girl’s father? 他是那女孩的父亲，是真的吗？

How is it that you are late again? 你怎么又迟到了？(from www.xiexiebang.com)

三、连词that的省略问题

引导主语从句的连词that 有时可省，有时不能省，其原则是：若that引导的主语从句直接位于句首，则that不能省略；若that引导的主语从句位于句末，而在句首使用了形式主语it，则that可以省略：

That you didn’t go to the talk was a pity.很遗憾你没去听报告。(that不可省)It was a pity(that)you didn’t go to the talk.很遗憾你没去听报告。(that可省)5.Students avoid seeing them for conferences if at all possible.1）Avoid doing sth 避免；避开，躲避；消除 She sheered off in time to avoid an accident.轮船及时转向，避免了一次事故。

They were tacking about to avoid the enemy guns.他们来回转向以避开敌人的炮火。

You can easily fake up an excuse to avoid going out with him.为避免同他一起外出，你可以很容易地编造一个借口。

加doing的动词 小记

我想(wish)冒险欣赏(enjoy)你,我承认(admit)我想你.有人建议(suggest)躲开(escape)你.可我再也受不了(bear)(stand)(erdure)梦想(fancy)幻想(imagine)你.三次延期(delay)不介意(mind),否认(deny)避免(avoid)不实践(practice).怎能完成(finish)我激情(appreciate),我不喜欢(dislike)这样做.你懂(understand)吗? 2）if（possible）

可以省略掉it is ,如if possible.If true, this will cause us a lot of trouble.还有一种情况就是if条件句中的主语与主句的主语一致，还要有系动词时，这样这个主语和系动词可以一起省略掉。如:She will be a good doctor if studying in a medical school.c.summary

1.Main idea and structure of the text 2.Key words and phrases d.assignment

1.Review the words and phrases 2.Review the lesson 3.Prepare for the analysis of the text 4.Preview the unit Finish the exercise

第二篇：李桂兰总结

每天的工作晨会《版本一》

8.30；主持人；晨会开始，各位优秀的伙伴大家早上好！《激情》 全体员工；好！

主持人，很高兴有我为大家主持一天的晨会！今天的心情怎么样？员工；好极了！

主持人；今天的心情怎么样？

员工：棒极了！

主持人；今天的心情怎么样？

员工；爽极了！

主持人；请大家面对孔子像朗诵弟子规；请大家整理衣冠正心素荣，以一颗赤诚。感恩的心象孔老夫子行三鞠躬礼！一鞠躬：起，在鞠躬，起。三鞠躬；礼毕。弟子规朗诵。完毕。

主持人；请各位优秀的伙伴汇报今天的工作和安排

每位员工汇报一天的工作和计划。

主持人；朗诵我们的誓词《》

主持人；下面以龙的呼唤结束今天的晨会；拍手：一二三四嘿！一二

三四嘿！一二三四一二三四!嘿!嘿!嘿！

工作晨会版本《二》 晨会结束。

开始同上，吧朗诵弟子规省去，主持人；请各位优秀的伙伴汇报一天的工作和安排；员工；每位员工汇报一天的工作和安排。主持人，朗诵我们的誓词《》

主持人；下面以三句口号结束今天的晨会；

全体人员；三个加油，一个YS，加油！加油！加油！YS！

每天下班的总结

全体员工围坐在一个马蹄形的源泉里；

主持人；请各位优秀的伙伴总结在今天一天的时间里，自己遇到的问

题是什么？在发现问题的时候，这个问题是自己的问题还是

对方的问题？需要自己提升的是什么？需要团队支持的是

什么？自己做的好的是什么？

员工；每位员工总结一天工作当中面对的问题和自己做的好的是什

么？《全体员工总结完》

主持人；面对员工的问题针对每个人和他清晰，不让他们吧问题带到

明天的工作中。《激励，带动积极性的语言》主持人；下面以三句口号结束今天的总结，三个加油一个YS！

加油！加油！加油！YS！

第三篇：邓桂兰教案

Unit4 where’s my backpack?

邓桂兰老师

一．教材分析

本课是《新目标英语》七年级第四单元，本单元围绕室内物品开展多种教学活动。本节课的主要内容是学习有关物品的新单词，掌握介词on, in, under的用法，学习询问物品在哪里以及回答其所在地点的句型Where’s the…? It’…Where’re the … ? They’re…

二．教学目标（Teaching aims and demands）1．知识目标(Knowledge objects)

Key vocabulary: table, bed, dresser, bookcase, sofe, chair, drawer, plant, where, on, in, under.Target language: Where’s the backpack? It’s under the table.Prepositions: in, on, under 2．能力目标(Ability objects)

Train students’ listening, speaking, reading and writing skills.Train students’ communicative competence using the key vocabulary and the target language 3．德育目标(Moral objects)

Students should take good care of their things.Enable students to know that it’s a good habit to keep a room clean and tidy.三．教学重点(Teaching key points)The names of furniture items.How to ask where things are and how to answer.四．教学难点（Teaching difficult points）

Learn the usage of prepositions of place.Train students’ listening, speaking, reading and writing skills.五．教学方法及途径(Teaching methods): Task – based language teaching Guessing games, pair work, group work, team work, role play.六．教学步骤(Teaching procedures)Step 1 问候和课前热身(Greetings and warming up)T: Hello!Everyone.Nice to meet you!S: Hello!Mr Luo.Nice to meet you, too!T: This morning we are going to learn English together.Please get ready for class.Now show me your two hands!Let’s count the numbers from one to ten.Just follow me!One, one XXX, two, two XXX… Do it as quickly as you can.课前问候和热身让学生在轻松、愉快的气氛中集中注意力，促进学生眼、耳、口、手多种器官的动用，积极学习。

Step 2 学习新单词(Learning the new words of furniture)1.Make a powerpoint before class.Show it on the screen.T: I have got some pictures here.Now please lood at the screen.What can you see? S: We can see a …

T: Table.Follow me.Table.S: Table.T: Whole class.(Whole class read the new word together.)T: Whole class.(Whole class read the new word together.)T: Groupl / Group 2…

(The students in group 1/2… stand up and read the word as loudly as they can).T: Boys / Girls.(Boys or girls stand up and read the word.)Point to the table and help the students to say, table.Point to the dresser and help the students to say, dresser.Use the same approach to teach and practice bed, bookcase, sofa, chair, drawer and plant.2.Words games.Teacher says it in Chinese and get the students to say it in English.(And then exchange)Teacher says the new words silently and get the students to guess the word.课前收集本单元基本词汇的图片，利用课件呈现图片（遮住事物的一部分或哈哈镜效果），让学生猜单词，学单词。为了避免学生学习单词枯燥的现象，采取大脑风暴的集体、分组、个人、男女生、不同声调、快慢速、升降调等读法和做口型游戏猜词法，让学生主动参与、激发学生学单词的激情和兴趣。

Step 3 学习课文1a Match the words with the pictures 1.Ask students to read the words on the left of the illustration.Ask students to do 1a.Match the words and the items in the picture by writing the letter of the item on the black line after the word.2.Check the answer.Step 4学习介词on, in, under.(Learning the prepositions of place)1.Using some objects(a backpack and some books)to learn the prepositions of place.T: I have got a backpack.Oh, where is my backpack? Help the students to answer.(It’s on the table.)

T: It’s on the table.On, on, on.(Put right hand on the left hand.)T: Where’s my backpack?

S: It’s on the table.T: On the table.(Put a hand on the table.)On the chair.(Put a hand on the chair)Let students do as the teacher does.Use the same approach to teach and practice on, in, under.2.Play a game.(Teacher makes action and students say it in Enlgish.Teacher say it in English and students make action.)根据七年级学生的实际情况和认知水平，采用图片和肢体语言进行教学，通过―视觉辅助‖活动，学生在脑海里形象地记住了这几个介词的用法，这样使教学内容由难到易、由抽象到直观、由枯燥到丰富。在课堂教学中，再一次激发学生的学习兴趣，保护学生学习的积极性，传授学习策略，培养学生学习的技能。

Step 5学习课文1b(Listen and number [1—5] the things in the picture when you hear them.)Point to the items in the illustration and ask the students to name each one.Listen to the recording twice.Play the tape for the first time.Students only listen.Play the tape again.Students listen and number the things in the picture when they hear them.Check the answers.Step 6 练习目标语言(Practice the target language)Show three pictures on the screen one by one.Get the students to guess where it is.Where is the backpack/pencil case ? It’s on / in / under the…

Where’re the books?

They’re on / in / under the….T: What’s this in English?

S: It’s a backpack.T: Where’s the backpack? Can you guess?

S: It’s on the table.T: Maybe you are right.(Ask another student to guess where it is.)Use the same approach to guess the pencil case and the books.Step 7 学习课文1c Pair work Make your own conversations.Have a match.Ask the students to act it out in front of the class.设计情景，找丢失的或藏起来的物品。学生好胜心理和集体荣誉感很强，通过竞赛的方式可以促进学生主动参与活动，巩固所学知识。

Step 8 巩固练习

Show some pictures and exercises on the screen.Group work.Give a piece of paper to each group.Get the students to do it.1.Where is the table? _____ _____ _____ ___.2.Where’s the bed?

_____ _____ _____ ___.3.Where are the chairs? _____ _____ _____ ___.Check the answers.课堂练习进一步巩固所学内容，还可以检测学生对本课知识的掌握情况，有利于学生对自己的语言错误和语言方面的不足有更清楚的认识。

Step 9 总结(Summary)1.Get students to sum up what we have learned in theis class.2.And then teacher makes a brief sum-up.In this class, we’ve learned the names of furniture items, prepositions and how to ask where things are and how to answer.让学生自己做课堂总结，然后再由教师做综合陈述。

Step 10作业 Homework 1.Make conversations using what we’ve learned in this class.2.Copy the new words.Step 11 板书(Blackboard design)Unit 4 Where’s my backpack?

in Where’s my backpack? Where’re my keys? on It’s under the table.They’re on the dresser.under 七．教学反思

七年级学生大胆、活泼、好动、喜欢交流，用多媒体课件画面让学生感受身边的事物，选取与学生生活贴近的情景，采取―头脑风暴‖、快速反应以及竞赛等课堂教学活动激发学生学习英语的兴趣，让学生主动参与到教学活动中来，同时通过一系列的师生互动、生生互动、小组合作等活动，进一步提高了学生的听、说、读、写的综合能力。此外，在教学过程中，对个别不敢开口的同学，应及时给予鼓励，让他们敢于开口，对活动有困难的学生，教师要适当帮助，让他们能顺利地完成任

第四篇：2013老师工作计划李桂兰

2013―――2014年教师个人工作计划

英林学校 李桂兰

本学期我继续担任五年级的语文教学工作兼任四年三个班级的综合实践活动教学工作，为了提高自己的业务水平和教学素质，具体计划工作主要有以下几点：

一、指导思想方面：

认真贯彻学校新学期工作计划与教学计划，认真学习《教师法》、《教育法》、《义务教育法》、《教师职业道德规范》及《未成年人保护法》等法律法规，使自己对各项法律法规有更高的认识，做到以法执教。忠诚于党的教育事业，立足教坛，以课改为中心，以科研为导向，注重课堂常规教学，强化集体备课，在学习中成长，在反思中进步。以培养学生“探究学习”、“自主学习”、“合作学习”为核心，创造适合学生发展的空间，张扬学生个性，全面提升学生的科学素养。加强教学常规管理和教学研究，开辟教学改革新领域，进一步让教学成为实施素质的教育的重要阵地。

新学期里，本人将积极接受学校分配给自己的各项教育教学任务，以强烈的事业心和责任感投入工作。遵纪守法，遵守学校的规章制度，工作任劳任怨，及时更新教育观念，实施素质教育，全面提高教育质量，保持严谨的工作态度，工作兢兢业业，一丝不苟。热爱教育、热爱学校，尽职尽责、教书育人，注意培养学生具有良好的思想品德。认真备课上课，认真批改作业。

二、积极投身课改，加强学生的素质教育。

我注重推行素质教育，坚决把实施素质教育落实在行动上。关心爱护全体学生，尊重学生的人格，平等、公正对待学生。对学生严格要求，耐心教导，不讽刺、挖苦、歧视学生，不体罚或变相体罚学生，保护学生合法权益，促进学生全面、主动、健康发展。

学案在目标要求、课堂角色、教学方式等方面不同于教案。它着眼于如何调动学生学习的主动性，如何引导学生获取知识、培养学习能力，它侧重使学生“会学”。

本学期侧重学习学案的制作。“学案”的设计，关注学生学习的全过程，关注学生学习的有效性，关注教师教学的针对性，关注课堂师生共同成长的互动性。其核心是：根据学生的有效学习的需要，以及班级授课的特点，设计和组织课堂学习。学生的学习基础、学习兴趣及学习能力，是教师设计教学的出发点，了解学生的学习意向，体察学生的学习情绪，诊断学生的学习障碍，从而确定有效的、切实可行的教学对策。吃透和挖掘教材的育人因素，立足学生的全面发展，解决全面育人问题;吃透教材的编写意图、知识体系，解决知识的结构问题;吃透教材中对不同层次学生的学习要求，解决因材施教、“差异教育”问题;吃透让学生参与知识发生、发展与应用全过程的脉络和布局，把握住知识的停靠点、能力的生长点和思维的激发点，解决学生思考、参与、探求的问题。学案的设计应经历由粗到精，由师到生，由表及里的过程，以个人设计为前提，以学为主考虑设计，集体研讨优化设计，分层把关确保质量的操作流程。并通过轮流设计、交流研讨、课后反思、不断改进等措施，达到学生学有所得，师生共同成长的效果，确保教学设计的落实和学习问题的解决，体现教和学的有效性。

三、教学工作方面：

我将积极引导我校教师参加教学研究工作，不断对教法进行探索和研究。谦虚谨慎、尊重同志，相互学习、相互帮助，维护其他教师在学生中的威信，关心集体，维护学校荣誉，共创文明校风。对于素质教育的理论，进行更加深入的学习。在平时的教学工作中努力帮助后进生，采取各种措施使他们得到进步。

我将积极从提高课堂教学效益的各个侧面探讨提高课堂教学效益的因素。我将积极学习，翻阅有关资料，对教育理论、目标教学、教学方法、学法指导、智力因素和非智力因素等进行再认识，提高用理论来指导实践的能力。积极实行目标教学，根据教材和学情确定每节课的重难点。平时备好课，上好课，向40分钟要质量。坚持周前备课，努力做到备课标、备教材、备学生、备教具，备教法学法。从知识能力两方面精心设计教案，并积极地使用各种电教^器木才，提高课堂教学效益，坚决杜绝课堂教学的盲目性和随意性。

在课堂教学方面我力争课堂解决问题，在教学中抓关键，突重点，排疑点，讲求教法，渗透学法，既教书更育人，使学生的身心得到全面和谐的发展。课堂上语言准确简洁，突出重点，突破难点，精讲多练，充分发挥教师的主导作用和学生的主体作用，使学生的听、写、读等综合能力都得到提高。

四、出勤方面：

在工作中我一定要做到不迟到、不早退，平时团结同志，尊老爱幼，做到互相关心，互相爱护。作为一名教师，我一定自觉遵守学校的各项规章制度，以教师八条师德标准严格要求自己，工作严肃认真，一丝不苟，决不应付了事，得过且过，以工作事业为重，按时完成各项任务。

第五篇：三年级德育工作计划 李桂兰

三年级德育工作计划

英林学校 李桂兰

三年级孩子正处于是非不太明辨阶段，所以老师的作用就非常重要。下面我对三年级德育工作做一计划，以促进孩子们的思想品德的提高。

一、抓养成训练，营造良好班风

1、学生的养成训练：培养孩子们从小遵章守纪、长大遵纪守法的公民意识和自觉行为。

2、小干部责任落实。对每个小干部进行管理工作分配，抓好班级核心力量的培养。

3、卫生关系健康，也关系文明的程度，是民族素质体现的一个标志。抓好卫生习惯的养成，从抓好抽屉无垃圾抓起。

二、重视安全，落实措施

1、继续利用好班队会，有针对性地进行安全教育。

2、要求学生课间不到台阶上玩耍，不往地上扔东西。

3、引导学生课间文明的、有意义地玩耍。减少无所事事时的疯打追逐现象。

4、本学期安排一次以安全为教育主题的班队活动，提高学生的安全意识。

三、思想教育

1、通过校园文明礼仪教育活动，提高学生对文明礼貌重要性的认识，从而自觉地规范自己平时的言行，并逐渐养成良好的文明习惯，教育和培养学生继承和弘扬我国优秀的传统文化和道德。

2、做好以“爱国爱校爱班级”为主题的爱国教育主题月活动，深化学生对伟大祖国的认识和热爱。

3.深入开展“感恩之心，关爱之心”为主题的教育活动,大力开展以孝敬长辈，尊师重教，友爱同学，关心幼小为基本内容的亲情教育。

四、培养学生的集体荣誉感

让他们懂得任何成就都是大家合作的成果，单靠一个人的努力是远远不够的，从中让学生懂得合作的快乐；让他们一起打扫卫生，尝到劳动的快乐；让他们听同学讲故事、唱歌、读书，去发现别人的美，产生学习的动力，渐渐明白：集体是有你、有我、有他所组成的。我们作为三年级的一员，要互相关心，互相团结，互相进取。

五、充分发挥班干部的作用，形成向上班集体。

在这个学期里，通过班委这个小集体建立正确、健全的舆论，带动整个班集体开展批评与自我批评，形成集体的组织性、纪律性和进取心，亦即以面带面。另一方面，我要有效地利用好每周的班会活动开展一些专题性的活动，扎实有效地加强一个学生的常规训练。使每个学生具有服从集体，服从命令的思想，具有自我约束力，形成习惯。

总之，本学期我要创造性的完成对学生的思想品德教育，营造一个良好的创造教育的氛围，使创造教育之花绚丽绽放。