第一篇：半日活动英语教案1
活动名称: Chant
活动目标:
1.引导幼儿在游戏中复习单词: bus car bike。
2.引导幼儿在游戏中学习使用单词:by。
3.能较好地遵守游戏的各项规则。
活动准备:
1、各种交通工具（bus car bike）的玩具模型，图片，单词卡片，小动物（小兔.小猫.小狗.）的房子和头饰。
2、幼儿对各种交通工具的名称已有初步的印象。
活动过程:
一、warm up
1.律动:《by bus》
师：let’s go by bus, ok?
2.How are you today ?
师：How’s the weather today? Are you happy now?
二、Presentation
1.出示魔术盒，教师依次变出公共汽车模型，小轿车模型和自行车模型。
师：What’s this?
生：It’s a bus/car/bike.Since we have so many transportation, I will take you to an interesting place.Now everyone , please close your eyes.(配班老师赶紧放好三个房子)
2.引导幼儿逐一认识小兔.小猫.小狗的家，师：Whose house is it ? Rabbit’s…/cat’s…/dog’s…
3.引导幼儿提问: how can we go to the（rabbit、cat、dog）’s house ? <引导幼儿学习用by 来表达.>
引出念谣：
By bike, by bike.Let’ go by bike.By car, by car.Let’s go by car.By bus, by bus.Let’s go by bus.4.个别提问,引导幼儿边操作边表达。
三、Game1、每个幼儿选择一个动物头饰带好（选择了哪个动物的头饰就去哪个动物的家做客），教师事先规定好去小兔家骑自行车，去小猫家坐公共汽车，去小狗家开小汽车。教师分组发出口令：去小兔家的宝宝出发，去小狗家的宝宝出发，去小猫家的宝宝出发。（宝宝排好队站在动物家门口）
2、幼儿已分成三组，每组幼儿戴着头饰操作相同的“交通工具”比赛谁先到达某个小动物的家。全体幼儿喊口令:By bike, by bike.Let’s go by bike.By bus, by bus.Let’s go by bus.By car, by car.Let’s go by car.获胜的小组得到一枚贴纸。
四、幼儿律动出活动室.《row row row your boat》
师：let’s go by boat, ok?
第二篇：半日活动教案1
中班半日活动教案
一、入园
晨检：亲切接待幼儿，观察幼儿来园时的情绪；检查幼儿安全、卫生、仪表等内容，作好记录。
区域活动：重点指导图书区幼儿看《白雪公主和七个小矮人》的故事和图画书。
二、幼儿广播体操：与幼儿一起听音乐做操，情绪积极，动作准确
三、集体教育活动《十个小矮人》（数学活动）活动目标：
1、继续学习对应数量与数字1～10。
2、能将点子和数字进行配对。
活动准备：
1～10的数字儿歌、十个小矮人图片、数字娃（1～10）、点子卡片
活动过程：
（一）、故事《小矮人》（自《白雪公主和七个小矮人》改编）引起幼儿兴趣。
师：小朋友你们听过《白雪公主和七个小矮人》的故事吗？你们知道吗？故事里不只七个小矮人，你们知道有几个吗？今天老师把他们都请到了我们班。（出示“十个小矮人” 图片，并在他们身上编号1～10），来打个招呼！
师：我们一起来数一数有几个小矮人呢？（老师与幼儿一起数）看看他们身上写着什么？（读1～10）
（二）游戏：小矮人找朋友
1、导语：小朋友你们喜欢小矮人吗？今天小矮人要和点子娃娃做游戏，可是小矮人找不到哪个点子娃娃是自己的朋友，想请小朋友们帮忙。你们愿不愿意帮助他们？（幼儿回答）。今天老师把点子娃娃也请到了我们班里，你们想不想见到他们呀？（教师把卡片分放在幼儿面前）小朋友们观察一下小矮人和点子娃娃它们之间有什么不同。现在咱们就来帮助小矮人找朋友。
2、幼儿帮助小矮人朋友，找完后，找个别幼儿说一说自己的想法。
师：数一数你找了几对朋友。（幼儿回答）
师：说说为什么他们两个是朋友？你是怎么知道的？（幼儿回答）
（三）小结：今天，帮助小矮人找到了朋友，你们真能干，小矮人都非常感谢你们，现在小朋友们都累了，先休息一下，一会咱们还要和小矮人玩好玩的游戏呢。
四、幼儿喝水入厕
五、集体教育活动《十个小矮人》（音乐游戏）
活动目标：
1、幼能够熟悉旋律，唱清楚歌词，验参与集体活动的快乐。
2、新的歌唱方式——默唱，在活动过程中学会初步的控制。
3、能合着节拍，点数“矮人”
活动准备：
数字图片，小矮人图片，小矮人帽子，心形图片
活动过程：
（一）、新的歌唱方式——默唱，在活动过程中学会初步的控制。现在咱们小朋友也休息够了，咱们来唱个歌吧，把小矮人请出来。（幼儿拍手唱歌----十个小矮人）在孩子学习歌曲时，教师加入了图片的帮助，边清唱边逐一出示图片，按照歌词将图片排列成123数字，然后小矮人图片，456数字和小矮人图片，78910的数字然后又是小矮人图片，孩子马上掌握了歌词还有歌曲旋律。教师又利用“心”形的图片把图谱中的某个数字藏起来。别看一个小小的心形图片，形象的让幼儿理解这就是“默唱”，让幼儿知道默唱就是要把心形藏起的内容放在心里唱，不能唱出声音来。教师清唱示范，练习。从默唱一个数字，到默唱三个数字，再到默唱小矮人，由浅入深。
（二）、游戏：《十个小矮人》
教师介绍游戏规则
1.全班幼儿站成一个大圆圈，请一名幼儿出来按歌词点数矮人。被点到的幼儿站在圈内做半蹲的动作，拍手扮矮人。未被点到的幼儿在圈外扮“高人”
2.唱第2遍歌曲时，“矮人”双手叉腰作半蹲状，按顺时针方向随音乐走动，“高人”两手斜上举、踮起脚尖按逆时针方向走动，每走4步站立拍手。
3.音乐结束以后，重新回到原位，继续进行游戏。
六、户外活动 ：游戏“十个小矮人”
七、整理离园
第三篇：小1半日活动流程
2011学第一学期小一班半日活动计划与反思 半日流程分配：
8：10—8:50晨间活动
王雪、赵蓉蓉：与家委配合，热情接待家长，帮助管理幼儿。蒋承雅：布置道具，组织幼儿晨间活动。
8:50—9:00早操时间
王雪：管理秩序
赵蓉蓉：带领幼儿做操
9:00—9:20入厕喝牛奶
赵蓉蓉：带领幼儿入厕，喝牛奶。
蒋承雅：家长填单子并说明注意事项：
1.手机调震动，没有很重要的事情不要接电话。
2.不要和孩子打招呼。
3.听课是不要讲话，不交头接耳。
4.幼儿回答好坏，都给予掌声。
5.课后把表格填好，交给家委，家委交到园长室。
6.课后请家长直接回家，不要回教室。
王雪：准备教学活动内容
9:20—10:00教学活动
王雪：组织幼儿进行教学活动
蒋承雅、赵蓉蓉：管理幼儿秩序
晨间活动：
晨间活动:咪咪球类区
活动目标：
1、体验游戏的乐趣，尝试两人合作的快乐。
2、在教师的引导下幼儿能够按照要求完成任务。
3、在游戏中学会两人合作抱球送到目的地。
活动准备：
两条绳子、四张小椅子、十六个篮球、4个框子
活动过程：
一、热身部分。
带领幼儿跑步5分钟，然后带领幼儿跟老师做热身操。
二、故事情景导入。
1、今天老师给你们带来了一位新朋友，它长的圆圆的，拍一拍它，它就会跳一跳，猜猜它是谁？
2、球宝宝今天可累了，它请小朋友帮忙送它回家，小朋友们，你们愿意帮助球宝宝吗？幼儿：愿意
三、练习。
1、两个小朋友合作，抱球平衡先前走，穿过小河，送球宝宝回家。
2、过小河时注意，小脚要抬高，不能绊倒绳子，不然球宝宝会掉进河里的。
四、开始游戏。
1、将幼儿分成两组，进行比赛，看哪组小朋友先把球宝宝送回家为胜。
2、过程中不断的喊加油，带动气氛。
3、邀请爸爸妈妈一起参与，和宝宝一起送球宝宝回家，先送到者为胜。
五、结束部分：
教师说：小朋友今天表现得很棒，来，给自己鼓鼓掌，也谢谢爸爸妈妈们，现在我们请爸爸妈妈休息一下好不好。幼儿说：好。教师：我们来做放松操吧。
教学活动 ：
音乐：咿呀咿呀呦（小班）
活动目标：
1、尝试辨识反复出现的乐句“咿呀咿呀呦”，并运用肢体动作表现节奏“X XX X | X-|”。
2、在游戏情境中感受乐曲欢快、活泼的特点。
3、体验音乐活动地乐趣。
活动准备：
1、彩色纱巾、音乐伴奏。
2、事先在黑板上画好图谱，粉笔一支。
活动过程：
一、初步感受乐曲
1、听音乐，寻找其中反复出现的乐句。
师：现在，我们一起来听一段特别有趣的音乐，这段音乐里有一句话特别有玩，看看谁能找出来。
（师幼一同欣赏乐曲，当出现“咿呀咿呀呦”乐句时，教师与幼儿目光交流、呼应）
师：你听到了吗？你觉得哪一句最有趣？
幼：我听到。。，我找到。。
师：刚才我听到有小朋友都觉得“咿呀咿呀呦”最有趣。那我们再来听一次。“啦。。咿呀咿呀呦，啦。。”（教师哼唱乐曲，突出“咿呀咿呀呦”的乐句）
师：你们的耳朵可真灵。那我们跟它打个招呼吧！听到“咿呀咿呀呦”的时候，请大家挥挥小手，这样我就知道你们已经找到它了。
（师幼一同再次欣赏音乐，在“咿呀咿呀呦”出现的时候，教师用欣喜的表情和幼儿挥手互动，或用困惑的表情引导幼儿注意并不是每一乐句都会出现“咿呀咿呀呦”）
师：呵呵，这个“咿呀咿呀呦”有点调皮，有时会出来和我们打招呼，有时我们等它好久都不出来。它都在哪里出现呢？
2、根据图谱寻找固定乐句出现的规律。
（出示图谱）师：现在我们一起来看一看。（跟着音乐，教师随音乐用粉笔沿波浪线描画，在乐句“咿呀咿呀呦”出现的时候，用明显的摆动动作画出锯齿线，以突出乐句和音乐节奏）
3、运用肢体动作来表现固定乐句。
师：原来“咿呀咿呀呦”会和我们捉迷藏，它不是每一乐句都出来的。我们再来听一听、找一找，听到“咿呀咿呀呦”的时候就跳跳舞吧！
（教师示意幼儿解下纱巾，随音乐自由做动作，在“咿呀咿呀呦”处挥舞纱巾）
二、表现固定乐句的节奏
师：森林里的动物们想要造一座大房子。谁愿意来当小木匠？
幼：我愿意。
师：小木匠需要一把锯子来锯木头，看我，变变变，我的锯子变出来了。你们的锯子变出来了吗？
（教师将纱巾拉直，幼儿纷纷模仿）
幼：我的锯子变出来了。
师：好，我们现在一起来练练锯木头的本领。注意，要在“咿呀咿呀呦”出现的时候才能锯哦！
（师幼手持纱巾坐在位子上，听音乐在固定乐句出现的时候来回拉动纱巾，以表现锯木头的情景）
师：本领练好了，看看这里有没有木头？（教师将纱巾盖在头上，伸展肢体）呀！这里有一棵大树，哪个小木匠先来试试锯木头？
（教师请以幼儿合作演示锯木头。教师一边哼唱，一边示意该幼儿在“咿呀咿呀呦”的乐句处来回在教师手脚关节处拉动纱巾。随后，教师做出手臂、肩膀等处关节突然垂落的动作，以表示木头被锯断了。）
师：大家想不想来锯木头？被我摸到头的小朋友赶紧到前面找个空位置变成一棵大树吧。三、二、一‥‥‥呀，出现了一片森林！
（被邀请的幼儿模仿教师的动作扮演大树，教师调整个别幼儿的站位。）
师：其他小朋友都来当神奇的小木匠，带上小锯子，去找一棵大树，站在大树的身边。跟着音乐，我们开始干活喽！（幼儿一一对应地寻找合作伙伴，教师根据情况调配，以便每位幼儿都有合作表现的对象。）
师：好喽！木头锯好了，抱着自己的木头回家吧！（幼儿相拥着回到位子上）师：锯木头好辛苦，赶紧拿毛巾擦擦汗吧！
（师幼一同随音乐表现拿毛巾扇风的情景，在“咿呀咿呀呦”出现的时候，按照节奏在脸上轻拍表示擦汗。教师与个别幼儿互动，按节奏给幼儿擦汗。）
师：休息一会儿，精神又来了。我们接着锯木头。刚才当小木匠的小朋友现在赶紧变成一棵大树吧！
（幼儿互换角色，合作游戏）
三、结束活动
师：木头锯好了，小木匠们出了许多汗，一起来洗个澡吧！拿好你洗澡海绵球，一起来搓搓搓……
一、活动反思：
本次半日活动总体来说还是比较成功的，在晨间活动时，由于对幼儿对幼儿是否依赖家长的状况了解不准确，因此在晨间活动时有部分男孩子特别粘家长，导致幼儿比赛时部分家长也参与了，有点小混乱。在后面家长参与比赛时幼儿表现和家长表现都非常好，整个活动带来了不少欢乐。通过晨间活动的状况，在学习活动之前，我就给幼儿做了前期思想工作，告诉小朋友学本领是不可以粘着爸爸妈妈，也不能回头跟爸爸妈妈说话，还有每位小朋友都要认真学本领，表现棒棒的幼儿老师会给他大红花，还有奖品呢。在学习活动时，幼儿的表现都非常棒，家长也很配合，很安静，最后幼儿和家长互动环节，小朋友和家长都很开心。
瓯北浦西爱绿幼儿园
王雪 蒋承雅 赵蓉蓉
2011.12.15
第四篇：幼儿园半日活动记录1
幼儿园半日活动记录
（一）幼儿园：晋中市第二幼儿园
记录人：杨淑润
记录日期：2014.11.4
主题:多彩的秋天
班级：中二班
一、区域活动（8：10）
活动内容：自选。（早上小朋友来园时间参差不齐，无法进行集体活动，因而自选区域进行活动。教师对个别能力较弱的孩子进行指导。）
二、数学活动（8：40）
背景：上星期刚刚学过简单的分类，并用记录表进行了记录。这星期延续上星期的活动，在原有分类的基础上增加难度，选择用不同的方法进行分类。活动目标：
1、知道分类的概念。
2、学习用不同的方法进行分类，并用记录表记录下来。活动过程：叶子分到两个篮子里之后
1、教师出示颜色、大小、形状不同的叶子。问小朋友们他们有什么不同？
2、等到小朋友说出他们的颜色、大小、形状不同的时候，请小朋友上来分一分，分别分到不同的篮子里。
3、教师说，我们虽然分了，但容易忘记，我们把它记录下来就不会忘了。请小朋友上来把水果分好后，用记录表记录下来。记录的时候发挥小朋友们的想象应该怎样做记号，并且在后面记录。比如说按颜色分类，用红色代替红树叶，用绿色代替绿树叶。后面数量用圈圈表示。大小、形状以此类推。
4、教师在集体面前示范完毕之后，将36个小朋友分两组。一由老师分发教具，进行分树叶活动，由主班老师指导。另一组在卧室进行捏橡皮泥活动，由生活老师进行指导。
三、课后活动（9：00）
两组教学完成后，小朋友们上厕所、洗手、喝水，之后穿衣服准备做早操。
四、早操活动（9:15）
1、组织孩子排队，到大院做早操。
2、两套早操，缓慢型和运动型两种。
五、教学活动（10：00）
由于是分组教学，所以早操完毕之后，把两组调换过来，刚才分类的小朋友捏橡皮泥，捏橡皮泥的小朋友去分类。
六、课后活动（10:20）
上厕所、洗手、喝水、穿衣服
七、户外活动（10:30）
有两名老师带领孩子户外活动。今天玩的是骑车。
八、午餐（11:05）
餐前，孩子们看动画片。生活老师拿餐具、打饭。
九、进餐（11:30）
开始进餐，面、汤、菜三样。吃面就菜，最后喝汤。
分析：
1、家长与老师的积极配合对孩子行为习惯的养成很重要。早上孩子们来园时间不一样，所以区域活动的时间也不一样，有的孩子甚至开始上课了，都还没来。这样没有时间规律，我问一个迟到的孩子（他是班级里的迟到专业户）为什么来那么晚？他竟然回答说“妈妈舍不得叫我早起”。通过和老师的沟通，发现老师和家长已经多次沟通，但家长依然每天很晚送孩子来园。这个问题需要家长积极配合老师的教学活动，让孩子养成良好的生活以及学习习惯。
2、教学活动是灵活的有序的，而不应该僵化的，不是为了达到某一目的舍弃最主要的目的。
虽然现在提倡的是教学活动游戏化，但是我们不应该为了游戏而游戏。这个老师上课没有插入游戏让活动显得多余和花哨，而是平实自然的组织了一节数学教学活动，在教师与幼儿的一问一答中体现了师幼互动，即调动了孩子们的积极性，同时孩子们通过自己亲手操作也理解了分类，学会用不同的方法进行分类。
3、班级人数较多的现实情况下，分组教学是必要的。
班级人数较多的情况下，老师难免会忽略孩子的一些举动，不能照顾到全部的孩子。而分组活动减少了一半的人数，这样老师就可以有精力照顾到这一半的孩子，回答孩子们各种各样的问题，针对每个孩子不同的需要施与不同的教育。、保教结合，遵循幼儿为主，教师为导的教学理念。
孩子们一半上数学，一半捏橡皮泥，捏橡皮泥也是一门艺术，需要老师适当的指导。因此虽然生活老师以保育为主，也需要懂得教育。中二班的孩子捏的是与主题相关的秋天的菊花，生活老师在指导的过程中，并没有先入为主的说菊花应该怎么捏，而是说昨天我们刚刚欣赏过菊花，小朋友们想想菊花有什么特点呢，引导孩子们说出菊花的特点之后，让孩子主动操作的。
5、户外的教育性需要加强。
户外活动基本都是孩子自己玩，我认为应该抓住户外活动的契机进行安全教育或者穿插与主题有关的教育。同时教师应该大胆让孩子玩，而不是紧紧地看住孩子，保证孩子不出事就行了。
幼儿园半日活动记录
（二）幼儿园：晋中市第二幼儿园
记录人：杨淑润
记录日期：2014.11.主题:我的好朋友
班级：中二班
一、课前准备（3：00）
起床、上厕所、洗手、喝水、吃水果
二、音乐舞蹈（3:15）活动名称：请你喝我跳个舞 活动目标：
1、感受歌曲活泼欢快的旋律，体验与朋友一起唱歌跳舞的快乐情绪。
2、初步学会舞蹈，尝试根据歌词创编动作。活动过程：
1、倾听歌曲录音，回忆并学唱歌曲
●教师：当年想跟别人跳舞时，你会怎样说呢，这里有一首好听的歌曲，我们一起来听听看歌里的小朋友是怎样说的。●倾听歌曲，理解歌曲表达的意思。师幼共同回忆并演唱歌曲。
2、跟着音乐，学习创编简单的舞蹈动作
● 教师：歌里的小朋友请别人跳舞时 是怎样说的？你会做什么动作来邀请你的朋友呢？ ● 引导幼儿根据歌词创编简单的动作，并在此基础上讨论确定出邀请舞的动作。● 师幼共同随音乐边唱边表演
3、跟着音乐跳邀请舞，体验快乐的情绪。
三、课后活动(3:35)上厕所、洗手、喝水、穿衣服
四、户外活动(3:50)
攀爬
五：区域活动（4:25）
益智区：各种棋类、拼图（小花园）
阅读区：与主题相关的书籍，如树木、花等。
美工区：树叶拓印、树叶粘贴画。
计算区：夹花瓣：提供卡纸做成的花蕊，幼儿根据花蕊上的数字夹夹子，巩固50以内的点数。
科学区：树叶标本，提供放大镜观察树叶。分类：提供多种材料玩具制品，请幼儿进行木头与其他材料玩具制品的分类，玩木头玩具。
六、餐前准备及补点（4:45）
1、收玩具
2、进餐
3、喝水
4、叠衣服
七、集体教学（5:20）跟着视频跳舞蹈《小鸡小鸡》 分析：
1、幼儿常规培养很重要。所有活动的环节有一个共同特点就是孩子们很拖沓，喝水、上厕所要老师再三强调。收玩具用的时间较长。因此要训练他们的速度，不能一味的纵容他们。
2、区域活动存在材料形式化的问题。大多区域只是摆设，尤其美工区很少有人去玩。这说明教师的指导不到位，材料投放不符合幼儿的兴趣。教师可通过与幼儿商量，更新、丰富材料。
3、幼儿的自主性得到了充分的发挥。此园采用“放养”的方式教育幼儿，在很多活动中老师都特别尊重孩子的自主性，让孩子自由想象，同时培养孩子的独立性。
第五篇：英语教案1
Unit 1 Making a difference
Class3.4 Grade2
Sept.1 Teaching Goals:
1.Talk about science and Scientists 2.Learn more about the Infinitive 3.Practise describing people and debating
The First Period Teaching Aims: 1.Learn and master the following words: Inspiration, perspiration, undertake, analysis, obvious, within, quote 2.Talk about science and scientists.3.Listen to the description of some scientists.4.Do some speaking, describing people and debating.Teaching Important Points: 1.Train the students’ listening ability by listening practice.2.Train the students’ speaking ability by talking about science and scientists, describing people and debating.Teaching Difficult Points: 1.How to improve the students’ listening ability.2.How to help students finish the task of speaking.Teaching Methods: 1.Warming up to arouse the students’ interest in science.2.Listening-and-answering activity to help the students go through the listening material.3.Individual, pair or group work to make every student work in class.Teaching Aids:1.a multimedia 2.a tape recorder 3.the blackboard Teaching Procedures: Step I Warming up(10mins)1.T: There are many outstanding scientists in the world, who made great contributions to society and science.Now look at the pictures on page 1, tell me what are these scientists famous for?(Bb)Scientists Contributions Maria Curie Radium /Polonium Albert Einstein The Theory of Relativity 2.T: Well done.I think you are all interested in science and scientists.What do you think makes a successful scientist? Have a discussion in pairs or groups of four.Then report the results of your discussion.(It is the way he uses his tools that makes a successful scientist.A successful scientist must have much imagination and intelligence and he must be creative and hard-working.A successful scientist must be confident, curious and careful.But what I like to know is what made him/her interested in science…)
T: Now look at the quotes on page 1.do you know what they mean? And do you agree? 天才就是百分之九十九的汗水加上百分之一的灵感。想象力比知识更重要。生活中没有什么可怕的东西，只有需要理解的东西。分析明显存在的事物需要非凡的头脑。
你不可能把一切教给一个人，你只能帮助他在他自己的认知范围内去发现和了解事物。T: Do you know any other quotes about science and thinking? Wisdom is only found in truth.--Johann Wolfgang von Goethe.Knowledge is power.–Francis Bacon.Step II Listening(10mins)T: OK.Now lets do some listening practice on P2.We are going to listen to the descriptions of some famous scientists.Read the requirements by yourselves quickly.Listen to the tape for the first time to get a general idea, and then try to finish the exx.Step III Speaking(12mins)T: Now let’s look at the speaking part on P2.Work in groups of five.Each group member represents a branch of science, eg biology, maths, chemistry, physics, computer science.You are going to debate each other to see which branch of science is the most important and useful for society.First you should decide who will represent each branch and then prepare your role card to debate.You can use the expressions.Step IV Language points(15mins)1．It takes a very unusual mind to undertake the analysis of the obvious． 分析明显存在的事物需要非凡的头脑。(1)undertake(undertook，undertaken)vt．承担(工作，责任等)，承办+名词
例：He undertook the difficult task willingly． 他欣然承担那项困难的工作。will undertake the responsibility for you． 我会为你负起责任。vt.着手，进行，企图+名词
例：He undertook a new experiment． 他着手一项新的实验。
(2)analysis复数形式andyses．analyse vt． A chemical analysis化学分析
We made a careful analysis of the problem． 我们仔细分析了那个问题。
(3)obvious adj.(more obvious，most obvious)明显的，明白的，显而易见的 obviously adv．
例：He told her an obvious lie． 他对她扯了一个明显的谎言。It is obvious that…．…是显然的。
例：It is quite obvious that he didn't do it himself． 显然他没有亲自去做。
It seemed obvious that he suffered from a bad cold． 显然他得了重感冒。
2．There is no doubt that． 毫无疑问 ．． 例：There is no doubt that our team will win． 我队获胜是毫无疑问的。
I don't doubt that we will win the game．(否定句用that)我不怀疑我们将会赢得这场比赛。
Do you doubt that he has passed the final examination ?(疑问句用that)你怀疑他已通过期末考试了吗? I doubt whether he is the best man for the job．(肯定句用whether)我怀疑他是否是担任那项工作的最适当人选。
Homework Preview the reading material.Review the words and expressions in this period.Unit 1 Making a difference
The Second &Third Period Teaching Aims: 1.Learn and master the useful words and phrases.2.Train the students’ reading ability.3.Let the students learn from Stephen Hawking.Teaching Important Points: 1.Master the following phrases and sentence pattern: work on, go by, be engaged to, go on with sth, dream of, turn out There is no point(in)doing sth.2.Enable the students to understand the text better.3.Improve the students’ reading ability.Teaching Difficult Points: 1.How to make the students understand the reading text better.2.How to make the students understand the following sentence.There didn’t seem much point in working on the PhD.Teaching Methods: 1.Scanning the text to get some information about Hawking.2.Careful reading to answer some detailed questions.3.Discussion after reading the passage to make the students learn how to use the scientific method to solve the problem.4.Individural, pair or group work to make every student work in class.Teaching Aids:1.a computer 2.a tape recorder 3.the blackboard Teaching Procedures: Step I Lead-in and Pre-reading（15mins）
T: Yesterday we learnt some quotes from some scientists.Now look at the picture.Do you know who the person is?(Stephen Hawking, one of the greatest physicists of our time, A Brief History of Time)Today we are going to learn a passage about Stephen Hawking.It will tell us Hawking’s determination, thoughts and some theories.First let’s learn some new words and phrases.Then turn to P3.Look at the questions in Pre-reading quickly and then scan the text as quickly as possible and find the answers to them.Answers:1 Because he wanted a job.2 Hawking became famous in the early 1970s, when he and American Roger Penrose made new discoveries about the Big Bang and black holes.3 In 2002, Hawking visited China and spoke to university students in Hangzhou and Beijing.Step II Reading(30mins)T: Well done.Now read the passage once as carefully as possible.Then answer some detailed questions on the screen.You may discuss them in pairs if necessary.What did Stephen Hawking do when he was told that he had an incurable disease? 1.How would most people feel when they were told that they had incurable disease? 2.What did Hawking write in 1988? 3.What did Hawking explain in the book ? 4.According to Hawking, how do people misunderstand science? 5.What are the basic steps of the scientific method? 6.What is it that Hawking doesn’t like about his speech computer? Step III language points There didn't seem much point in working on my PhD—I didn't expec to survive that long• 取得博士学位对我来说没有什么意义，我没有期望活那么久。PhD(Doctor of Philosophy)指―博士学位‖
There is no point in doing sth．表示―做某事没有作用或没有意义‖。例：There is no point in arguing further． 继续争执下去没有意义了。
There is no point in protesting．It won’t help much． 抗议没有什么用处，于事无补。
that在此处为副词，意为―那么‖，可以修饰形容词。this也有此用法。例：I didn't expect he was that rude． 我没料到他会那么粗鲁。
I have never been out this late before． 我从未在外面呆到这么晚过。
Please cut my hair about this much． 请把我的头发剪掉这么长。
4．Yet two years had gone by and I was not that much worse． 但两年过去了，我的情况却没那么糟糕。Go by意思是―(时间)过去‖。
例：Time went by so quickly．We are already at the end of our summer holiday． 时间过得真快，转眼我们已经要结束暑假了。
Thirty years went by and her hair was beginning to turn gray． 三十年过去了，她的头发开始变白了。
5．In fact，things were going rather well for me and I had gotten engaged to a very nice girl，Jan Wilde．
事实上，事情发展得还挺顺利。我和一位非常好的女孩简•怀尔得订婚了。get／be engaged to sb．―与某人订婚‖
例：Did you hear they have got engaged last month? 你有没有听说他们上个月订婚的消息? Tom got engaged to Mary，whom he had met on the train． 汤姆和玛丽订婚了，他们在火车上认识的。
Be engaged in(on)+n．／doing sth．从事(工作)的，忙于……的 例：She was engaged in protecting wild birds． 她从事保护野生鸟类的工作。Right now I’m engaged． 我现在正忙着。
be engaged(电话等)通话中的，占线中的，相当于美国英语的busy． 例：The line／number is engaged。线路被占用。engagement n．订婚(to)例：announce one's engagement to…宣布与…订婚 break off one's engagement解除婚约，解约 engagement ring订婚戒指(戴在左手无名指上)6．Scientists，on the other hand，Hawking writes，know that their job is never finished and that even the best theory can turn out to be wrong．
霍金写到，从另一个方面说，科学家知道他们的工作是永无止境的，即使是最完美的理论，也可能是错误的。
Turn out to be―结果是‖―最后的情况是‖+副／+形／+to do／+that．．
例：The weatherman said it was going to rain this afternoon but it turned out to be very lovely．
天气预报说今天下午有雨，其实今天天气非常好。The lecture turned out to be very dull． 讲座结果很无聊。
Everything turned out well．一切顺遂。
The rumor turned out(to be)true．那谣言后来证明是真的。It turned out(that)two travelers had been killed 后来证实(查明)有两位旅客丧生。turn out vi.(为集会等)外出，去。
turn out vt.．(可分开用)关(熄灭)(煤气，电灯油灯等)turn out vt.(可分开用)生产(产品)，出产 例：The factory can turn out l000cars a day． 这家工厂一天能生产1000辆汽车。
7．Everyone has his or her special skills and interests，and only by discovering what we do best can we hope to reach our goals and truly make a difference．
每个人都有自己的专长和兴趣，只有发现自己的专长，我们才能期望达到自己的目标，真正与众不同。only修饰介词短语或从句时，要求倒装。
例：Only at that time did I realize its importance． 直到那时我才意识到它的重要性。
Only in this way can you make progress in your English study． 只有这样你才能在英语学习上取得进步。
Only when you finish your homework can you go out to play football． 只有当你完成作业你才能出去踢球。only修饰主语时，通常置于主语之前。
例：Only you understand me．只有你了解我。
only修饰主语以外时，通常置于动词之前(有be动词、助动词时，则置于其后)例：She only eats vegetables．她只吃蔬菜。
I only lent you the money．那笔钱我只是借给你(不是给你)。He only works when he's got homework． 他只在有家庭作业时才做功课。I've only seen him once． 我只见过他一次。
8．Imagine this：you are twenty-one years old and a promising graduate student at one of the top universities in the world．
想象一下这种情况：你二十一岁是世界最有名大学里的一个有希望的毕业生。imagine+名词
例：Can you imagine life with out electricity? 你能想像没有电的生活吗? The gir1 tried to imagine the gentleman as her father． 这女孩试着把这位绅土想像成自己的父亲。imagine+doing想像做•‖
例：I didn't imagine becoming a writer in my childhood． 在孩提时代，我并未想像成为一名作家。imagine+名(人)+doing想像(某人)做… 例：I can't imagine her marrying him． 我无法想像她和他结婚。
imagine+(that)…／wh—想像…；想…，推测(不可用进行时)例：Imagine you are a bird． 想像你是一只鸟。
Can you imagine how much 1 was surprised to see it ? 你能想像我看见它后感到多么惊讶吗? Iimagine(that)I have met you somewhere before． 我想以前曾在哪里见过你。
Can you imagine what he is doing? 你能猜测他在做什么吗?(Just)imagine(it)!想想看!Imagination(名)imaginative(形)promising(形)有希望的，有前途的，前途光明的 例：a promising actress有前途的女演员
9．Since then，Hawking has continued to seek answers to questions about the nature of the universe．
从那时起，霍金就继续寻求关于宇宙特征的问题的答案。seek+(for after)+名词 搜寻，寻找；寻求，探求；追求
例：They sought shelter from the rain．他们找寻避雨的地方。He found it worthless to seek fame． 他发现追求名声是不值得的。
We must seek(for)a solution to the problem 我们必须寻求解决问题的方法。seek+名 征求，请求，He sought his doctor's advice． 他向医生请教(征求医生的意见)。Step IV Listening and Consolidation T: Now I’ll play the tape.You can follow it in a low voice.Pay attention to your pronunciation and intonation.Then do exx in Post-reading.Homework T: Learn the words and phrases by heart and try to use them freely and correctly.Read the text fluently and recite some important sentences.Unit 1 Making a difference
The Fourth Period Teaching Aims: Review the words learnt in the last two periods.Learn how to explain the words in English.Learn and master the usages of the Infinitive.Teaching Important Points:Master the usages of the Infinitive.Teaching Difficult Points: 1.How to help the students learn to explain words in English.2.How to help the students master the usages of the Infinitive.Teaching Methods: 1.Review method to help the students remember what they have learnt beore.2.Explanation and inductive methods to make the students master the usages of Infinitive.3.Individual work or pair work to make every student work in class.Teaching Aids:the blackboard Teaching Procedures: Step I Revision(5mins)
Have a dictation of some words and expressions..Step II Word Study(10mins)T: Now let’s do an ex to see how to explain some words in English, according to the meanings of the sentences.Please turn to P5.Let’s do the ex in Word Study.Choose the closest meaning to the underlined word in each sentence.First we’ll learn a new phrase: use up.Do it by yourself and you can discuss in pairs.Step III Grammar(15mins)
Bb:1.He hoped to visit China again.2.It took a lot of time to finish the report.3.Please give the boy sth to play with.4.He went home to see his sick mother.5.Her wish is to become a pop singer.T: Tell me the function of the underlined part in each sentence.S: No.1 is used as the object.S: No.2 is used as the subject.It is more usual to use formal subject ―it‖ and the infinitive phrase is usually placed at the end of the sentence, that is ―it is…to do sth.‖.S: No.3 is used as the attribute.S: No.4 is used as the adverbial for purpose.S: No.5 is used as the predicative.T: Now let’s do an ex on the screen.Group the infinitives according to how they are used.1.Some things need(1)to be believed(2)to be seen.2.The doctor told him that he may not have more than twelve months(3)to live.3.(4)In order to get married ,I needed a job, and(5)in order to get a job , I needed a PhD.4.Readers were pleased and surprised(6)to find that a scientist could write about his work in a way that ordinary people could understand..He traveled around the world(7)to give lectures.6.What does it mean(8)to be a scientist? 7.People who listen to Hawking’s lectures sometimes find it difficult(9)to understand him.8.(10)To explain what they have seen , they build a theory about how things happen and the causes and effects.S: Subject:(8)Attribute(2)(3)Object(1)(9)Adverbial(4)(5)(6)(7)(10)Step IV Practice(15mins)T: Now let’s do some exercises on P6, Ex2 and Ex3.Rewrite the sentences with ―to be done‖ or ―to have been done‖.He wanted the nurses to take care of the patient.—He wanted the patient to be taken care of.Because ―the patient‖ is the logical object of ―take care of‖, the passive infinitive should be used in the second sentence.The car was reported to have been stolen.But when the action expressed by the Infinitive happens before the predicate, the perfect infinitive should be used.Homework Finish all the exercise in Grammar.Preview the content in Integrating skills.Unit 1 Making a difference
The Fifth Period Teaching Aims: 1.Revise the language points and grammar—the Infinitive.2.Learn and master the following phrases: take a look at, what if, the other way around 3.Do some reading and writing practice to improve the students’ integrating skills.4.Learn how to write a descriptive paragraph.Teaching Important Points:
1.Improve the students’ integrating skills.2.Help the students write a descriptive paragraph.Teaching Difficult Points: 1.How to help the students understand the passage better.2.How to help the students learn to write a descriptive paragraph.Teaching Methods: 1.Doing exercise to revise what we’ve learnt before.2.Asking-and-answering activity to go through the reading material.3.Discussion to help the students understand the passage better.4.Individual, pair or group work to make every student work.Teaching Aids:1.a computer 2.a tape recorder 3.the blackboard Teaching Procedures: Step I Revision(10mins)T: We know that the infinitive can be used as the subject, object, adverbial and so on.Now let’s do some exerciseto see if you have mastered them well enough.Look at the screen.1.(1)To learn about the universe , you need(2)to have a telescope(3)to observe the stars with.2.It takes time(4)to know a man.3.Please remember(5)to bring me a book.4.I’ve got a lot of work(6)to do.5.(7)In order to catch the first bus ,she got up early.6.It is important for us(8)to learn English.Subject:(4)(8)Object:(2)(5)Attribute:(3)(6)Adverbial:(1)(7)T: Let’s do another ex.Fill in the blanks, using the Infinitive.1.The goal of Stephen Hawking’s research is to and to is his biggest dream.2.The doctor thought he only had three more years to , which turned out.3.We took a taxi to.We hurried there, only to.We were unhappy to.4.He studied hard to.5.Lunch is ready.Let’s stop to.T: Now let’s revise the useful expressions.Do an ex to see whether you have mastered them well.1.He one day becoming a famous violinist.2.Tom Ann.3.Two weeks slowly.4.His suggestion to be a good one.5.He his ink.6.If we don’t finish painting the room today, we can it tomorrow.7.He a novel.Step II Reading(15mins)T: There were many scientists in the world in the past, whose discoveries and inventions can help us understand the world better.Can you say out the names of some scientists and their discoveries? T: Do you know why and how they made these important discoveries or inventions? The passage tells us what makes the scientists made their discoveries.Turn to P7.Read the passage quickly and then answer some questions on the screen.1.What’s the characteristic of Galileo Galilei?
2.Why could Stephen Hawking make contributions to science work? 3.What can be described as the ability to use knowledge? 4.What’s the most important thing if we want to make a difference? 5.How can we hope to reach our goals and truly make a difference? T: I’ll explain some expressions and sentence structures.1.take a look at 2.what if 3.the other way round 4.…it was only later that the world recognized his greatness.5.…only by discovering what we do best can we hope to reach our goals and truly make a difference.Step III Listening and Discussion(15mins)T: Listen to the tape twice.Then discuss the questions in pairs or groups.1.Of all the characteristics mentioned in the passage, which do you think is the most important? Why? 2.What do great scientists like Stephen Hawking , Galileo Galilei and Zhang Heng have in common? Find out more about them and how they work and think: What is the scientific spirit? How do scientists solve problems? How do scientists make a difference? What can we learn from great scientists?
Use the questions below to get started.What is the scientific spirit? How do scientists solve problems? How do scientists make a difference? What can we learn from great scientists? Step IV Writing(10mins)T: Who is your favourite scientists? Write a paragraph.Before writing, think about what you want to write and what the readers need to know.How can you best describe him or her? What is the most important or interesting fact about the scientist? Why do you like him or her? List an outline of the passage.Then write some useful sentences to help them.Step V Homework Go over all the important points learnt in this unit and finish your writing.
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