【导语】“互联网没有隐私”通过精心收集，向本站投稿了14篇BookⅡ (上)Lesson 43 教案，以下是小编整理后的BookⅡ (上)Lesson 43 教案，希望能够帮助到大家。
- 目录
- 第1篇：BookⅡ (上)Lesson 43 教案第2篇：Lesson 43第3篇：Lesson 43第4篇：Lesson 43第5篇：Lesson 1 Unit 1 Book 2第6篇：Lesson 2 Unit 1 Book 2第7篇：上学期Lesson 20教案第8篇：上学期Lesson 20教案第9篇：上学期Lesson 5 教案第10篇：上学期Lesson 6教案第11篇：Book 1A Unit 1 Lesson 2第12篇：Book Two Unit21 Lesson 81课堂实录第13篇：Book 1, Lesson 38 --- The Olympic Games第14篇：Lesson Plan for Lesson 22 (JEC Book II)
篇1：BookⅡ (上)Lesson 43 教案
Learning aims: 1.Tag question
2. Say something about four seasons
3. Improve the oral English
Teaching steps:
Step 1 Revision
1. the fifth day of the week Friday
2. the day before Wednesday Tuesday
3. the last month of the year December
4. the first month of the year January
5. the month before June May
6. the month after February March
7. the season lasts from June to August summer
8. the season in which the weather is very cold winter
Step 2 Look &say
T: Most of the exercises are about months and seasons. There are twelve months in a year, and four seasons in a year, which season do you like best, why?
S: say sth about their favourite season
T: There are some pictures here can you say sth them?
S: Say sth about the pictures after such questions:
① What’s the weather like?
② What do people do?
③ Which season do you like best?
Step 3 Read &act
T: just now we talked about the scene, people’s activity and the weather. Let’s see what the weather is like in Sydney?
Open the books , play the tape.
S: Listen to the tape, answer the question.
Raise some problems if any.
Act the dialogue out .
Step 4 Presentation
T: In the dialogue there is sentence “The weather is cold, isn’t it ?”
What kind of the sentence is it?
S: Tag question
T: Show the sentences of Part 2 in the book , have students find the similarities.
S:前半部分句子用肯定形式，那后半部分句子用否定形式。
前半部分句子用否定形式，那后半部分句子用肯定形式。
后半部分句子是简短的一般疑问句，谓语动词同前面的一样，如果前面只出现行为动词，则找出相应的助动词构成一般疑问句。
Step 5 practice
1. You’re from Australia , aren’t you ?
2. The weather in China now is very cold, isn’t it?
3. It is summer in Australia now, isn’t it?
4. Jim knows the way Australians speak, doesn’t he?
5. Han Mei knows little about the weather in Sydney, does she?
Step 6 Homework
Exercise 3 on the WB
篇2：Lesson 43
Properties: Recorder; Overhead Projector; Pictures.
Teaching aims:
1. Measurement.
2. The Passive Voice
3. With modal auxiliaries (can, may, must. . . .)
Language Focus:
Learn how to use measurement and the Passive Voice with modal auxiliaries
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Check the students’ retelling.
III. Leading in
Let the students look at the following sentences. Pay more attention to the underlined words.
1. Peter is one metre seventy tall.
2. The room is ten metres long.
3. The window is 3 metres wide.
4. The hill is 50 metres high.
5. The well is 4 metres deep.
Ask the students to tell the structure. Point out the position of the adjective at the end of the sentence again.
IV. Practice
Do Exercise 1 in the students' books. Read through the phrases in the boxes, and make up true sentences by themselves. Then check the answers with the whole class.
Let the students do some translation exercises.
V. Presentation
Revise the instruction for planting trees, using “should” and “must”.
(not + be + past participle). Then tell the students that we can use the Passive Voice in the same way. Give them some examples.
1. The homework must be done.
2. The fish must be cooked.
3. The books should be returned tomorrow.
4. The tree must be tied to the stick.
5. The hole should be dug first.
Let them repeat the sentences. Point out the use of must/ should + Passive Voice. Then help the students change the sentences into the Active Voice and make sure they can understand the difference between the Active and Passive Voice.
For instance:
We should plant many more trees. (Active)
Many more trees should be planted. (Passive)
The Passive Voice is used when it is not necessary to mention the doer of the action.
VI. Practice
Get the students to make up sentences using the words in the boxes. Do Exercise 2 and Exercise 3. First do the first one as an example, and then let the students work in pails, and make up sentences. Collect some examples from the whole class.
VII. Workbook
Do Exercise 1 orally first, then write down the answers.
For Exercise 2, do it together. The answers are: 1. think 2. long, wide, wide 3.deep, deep 4.high/ tall, high/ tall 5.tall
For Exercise 3, Fill in the blanks, check the answers. The answers are:
Be, made, long, wide, through, stopped, warm, more, all, in
Exercise in class
Put these sentences into the Passive Voice.
1. You must finish your work today.
2. They can repair the road in two hours.
3. We shouldn't laugh at that poor child.
4. Can they plant trees in that place?
5. They may grow some flowers in the garden.
Answers: 1. Your work must be finished today.
2. The road can't be repaired in two hours.
3. The poor child shouldn't be laughed at.
4. Can trees be planted in that place?
5. Some flowers may be grown in the garden.
VIII. Homework
1. Revise the contents of this unit, particularly the use of the Passive Voice.
2. Make ten sentences in both the Active Voice and the Passive Voice.
篇3：Lesson 43
课型：讲练课
课时：一节
ⅠTeaching Materials
1. Functional and notional items
Learn to state some measurements
2. Language Points
Word: correct
Phrase: hand in
Sentences: Mr. Bell is two meters tall.
The ground must be dug in winter.
Grammar: the use of modal verbs in the passive voice
ⅡTeaching Objectives
1. Learn to state some measurements and use the modal verbs in the passive voice.
2. Read the whole lesson fluently and correctly.
3. Master the new language points.
ⅢTeaching Points
1. The main points---(1)&(2) in the teaching objectives
2. The difficult points (1) hand in 交上来 hand it in
(2) the use of modal verbs in the passive voice.
ⅣTeaching Procedure
1. Organization of the class
Today, we’re going to talk about how to state the measurement and how to use the modal verbs in the passive voice.
2. Revision
A. Go over the language points in Lesson 42.
Stopkeepprevent sb. from doing something
…long wide
blow…away
move towards
will be covered
must be planted
point to
thanks to
B. Retell the passage
3. The teaching of the new lesson
A. Lesson 43
We know the Great Green Wall is 7000 kilometers long. What about the Great Wall? How long is the Great Wall? Let’s go on to learn Lesson 43.
B. Talk about some objects
How long is the Great Wall? How wide?
Get the Ss to measure their desk and talk about it.
Then talk about the door, window, classroom and their own height.
C. Part 1
Match them and talk about how to state measurement.
…long wide deep thick tall high away
D. Do Wb. Ex. 2
E. Part 2
Do you remember how to plant a tree?
Get the Ss to match them and read them together.
Point out : must be done should be done
Conclude the use of modal verbs in the passive voice.
F. Part 3
Rewrite the sentences and ask the Ss to pay attention to the use of modal verbs in the passive voice.
G. Do Wb. Ex. 1&3
H. Conclusion
1. Measurement
2. the use of modal verbs in the passive voice.
4. Homework
A. Go over the whole lesson
B. Finish all the exercises in Lesson 44
篇4：Lesson 43
Lesson 43
一、教学目的
1．掌握四会单词、词组，了解词义，搭配及用法。
be small with tree house
have a look in the tree
2．巩固There be句式。
3．了解选择疑问句及回答。
二、本课重点
1．掌握四会词，词组。
2．灵活、正确使用There be句式。
三、本课难点
选择疑问句。
四、教师教法
本课与上两课在内容上没有联系。但是，对于句式学生已经比较熟练了。看到本课的`挂图，通过教师的介绍，本课生动有趣，符合学生们的心理年龄特点，学生们的兴趣会很高，会主动去思维，回答、猜想问题的答案，在问答过程中自然而然的解决本课知识点。
五、教具
挂图，投影片。
六、教学过程
Step 1 Revision
1．Free talk
学生自由表演本单元对话。
2．利用班级实物以列为单位进行连锁式快速问答比赛。
3．教师同时挂出第43课挂图。Look at the picture, today we’ll learn lesson 43（板书）。
Step 2 Presentation
T：Look at the picture. It is a tree house. Do you like to play in the tree house?
S：Yes, we do．（把学生的兴趣调动起来）
T：There is a big tree behind Li Lei’s house. In the big tree, there is a small play house. Do you know big and small？（辅以手势，让学生明白）It is a tree house（稍作解释tree house）Li Lei and his friends like to play in the tree house（解释like to play，例：Do you like to swim？…）问学生Do you like to play in the tree house？Why？What’s in the tree house？Can you Guess？教师提出问题后，由学生自由想象，发挥回答，练习There be句式。
Step 3 Drill
1．让学生两人一组，一问一答练习。
2．抽出几组问答。
Step 4 Presentation
Look at the picture. Can you find Tom and Bill? Where are Tom and Bill?
Yes, they are up there in the tree. Pay attention to the prepositional phrases in the tree and on the tree．
例：The apples are on the tree．苹果在树上。
I’m in the tree．我在树上。
强调外来的东西在树上用 in the thee，属于树本身的东西在树上用on the tree．
Tom is in the tree will Bill. Pay attention to “with”. It is a preposition. It means“和、跟” in Chinese，表示伴随。
例：Go with me. 跟我走。
The teacher came in with a book. 老师拿着一本书进来了。
1. Open the books, 学生自读，教师答疑。
(1) Great! 太好了，表示语气惊叹。
(2) have a look 看一看。
例: Is this your book? Let me have a look. 这是你的书吗？让我看一看。
have a look 与 look 同义。
例: Look at your book.
Have a look at your book.
(3) 选择疑问句，由一般疑问句 + or…？构成。语调是or前面为升调，or后面为降调。回答时不能用Yes或No, 应从两个选项中择其一。
例: Are you a boy or a girl?
I'm a boy. 我是男孩。强调不能说 Yes, I’m a boy.
Is it a desk or a chair? It is a desk.
Step 5 Practice
Step 6 Consolidation
I. 选择正确答案
1. Are you Li Ming or Li Lei?
A. Yes, I am Li Ming. B. No, I am not Li Lei.
C. I'm Li Ming. D. Yes, I am.
2. Can you see the apples __________ the tree?
A. in B. on C. with D. at
3. That coat is nice. Please let me ___________.
A. see B. look C. have a look D. look at
4. Li Lei ___________ Li Ming go there _________ the teacher.
A. and, and B. with, and C. and, with D. with, with
5. There __________ a table, two beds and a clock in the room.
A. am B. is C. are D. be
6. There ________ two beds, a table and a clock in the room.
A. am B. is C. are D. be
II．句型转换
1. He's up there in the tree. (就画线部分提问)
2. There's a tree house in the tree. (就画线部分提问)
3. Lily and Lucy are under the tree. (就画线部分提问)
4. The table is big. (与Small构成选择疑问句)
Step 7 Workbook
1. Do Ex. 2: Key words: Who, What, Where, Which, How.
2. Do Ex. 3: Key words: There, are, some, boys, and, girls, in, it.
Step 8 Summary
1．选择疑问句的构成，语调及回答。
2．big- small 互为反义词，big means not small.
3．知识点：have a look in the tree with there
Step 9 Homework
1．记忆本课单词，词组。
2．改编、扩充本课对话。
3．预习下课单词及课文。
4．书面完成Workbook.
七、板书
篇5：Lesson 1 Unit 1 Book 2
Teaching Plan
Teaching aims:
1. Develop the students’abilities of listening,speaking and reading
2. Learn the new words and phrases
Teaching aids: a tape recorder,some slides for shows,
exercises for Lesson 1,pictures
Teaching Procedures:
Step 1: A Free talk
Step 2: Introduction
Greet the students by saying“Good morning,class! Welcome back to school!”
Then say to each of them “Good morning! What’s your name? How are you?”
Get the students to greet each other.
Step 2: Presentation
Say “Good Morning,class.Welcome back to school! Teach this dialogue :
Step 3 : Practice
Play the first dialogue. Students listen and repeat
Practise using their own names
Step 4: Presentation
Teach the dates and repeat the days of the week
Play the tape and ask the students to find the answer
Ask : What day is September 10th ?
Step 5: Make a card
Point out the form of the card
Ask the students to make a Teachers’ Day card for their teacher
Step 6: Important phrases
1. welcome back to school 2. have fun doing sth.
3. With one’s best wishes 4.Thank you for doing sth.
5 date,day
date指日期，即“几月几日”。如：--What's the date today?--It's October 15.--今天是几号？--10月15号。day指24小时的一整天；也单指白天，与night相对；也表示“星期几”；还可表示重要的日子。如；--What day is today?--It's Tuesday.--今天星期几？--星期二。They worked hard day and night.他们日夜辛勤劳动。Children's Day儿童节。
Step 7: Assignment
Make a dialogue asking for and giving directions.
Blackboard Design
Lesson One
the first lesson
welcome back to school have fun doing sth.
Call one’s name It doesn’t matter
on time on duty
Teachers’ Day Happy Teachers’ Day
With one’s best wishes Thank you for doing sth.
篇6：Lesson 2 Unit 1 Book 2
Teaching Plan
Teaching aims:
1. Develop the students’abilities of listening,speaking and reading
2. Learn the new words and some important drills
Teaching aids: a tape recorder,some slides for shows,
exercises for Lesson 1,pictures
Teaching Procedures:
Step 1: Revision
Greet the class. Ask “What’s the date today?”
Check the homework
Revise some questions in pairs
Step 2: Presentation
Talk about one student from the class. Teach “full name”
Write an English name and a Chinese name on the Bb to help the students to see the difference between English and Chinese names
Step 3 : Practice
Tell the students that Jim is giving a talk tomorrow.
Ask “What is Jim thinking about?
Play the tape for the ss to find the answer
Practise the dialogue in pairs
Step 4 : Reading
Ask “How many names do English people usually have?
Discuss Chinese names: What do Chinese people call each other for short?
Step 5: Exercises in class
根据句意及所给首字母完成下列句子
1．The t _____ must stop when the lights are red．
2．This afternoon's meeting is very i_____ ．Everyone must be at the meeting．
3．Can you tell me the d_____ between Chinese and English names？
4．He's going to give us a t_____ on how to learn English well．
5．I think the s_____ lesson is very interesting．
Step 6: Important words
1.Call 1) call sb / give sb. a call
2) call one’s name 3) call him Jim
2. be short for… / for short 3.give a talk /talk about
4.be different from…/the difference between A and B
5.mean (v.) meaning (n.)
Blackboard Design
Lesson Two
the second lesson
give a talk think about
for example full names
given name be different from
be short for for short
the difference between Chinese and English names
篇7：上学期Lesson 20教案
上学期Lesson 20教案
Language Focus:
1. Useful expressions: think about; get a chance; take
2. Grammar: the Object clause
I'm not sure where I want to go on holiday.
Properties: Recorder; Overhead Projector; pictures
Teaching Procedures:
Ⅰ. Showing aims
Have the students know what they will learn in this lesson and what they will do in this class:
1. Revise some useful expressions of Unit 5.
2. Study the grammar: the Object Clause.
3. Know how to get the information about trips.
4. Learn how to make a conversation about trips.
5. Know more about Hainan.
Ⅱ. Revision
1. Revise some useful expressions of Unit 5. Get the students to make sentences with them.
2. Play “What did he ask?” in groups of three. Make sure the students can use the Object Clause correctly.
3. Ask one student to introduce something about Hainan.
Ⅲ. Listen
Part 1. Listening cassette. Play the tape twice for the students to listen and do Exercise 1 in the workbook. Play the tape again for the students to check the answers. Then check with the whole class. See if the students can understand.
Ⅳ. Read and act
Part 2. Speech Cassette. Books closed, play the tape. Ask:
How did Joy think about his trip to Hainsn? (wonderful)
How did Lily feel when she heard about the scuba diving? (really cool)
Get the students to find the answer to questions, then check with the class. Play the tape again. Get the students to listen and repeat. They should match their intonation with the dialogue on the tape.
Books open. Practice the dialogue in pairs. Get some pairs to act out the dialogue, without looking at the books if possible.
Ⅴ. Practice
Have the students work in pairs. Encourage the students to make up their own dialogues.
Ⅵ. Ask and answer
Part 3. Work in pairs. Give the students a few minutes to prepare their dialogues. Ask four pairs to share their dialogues with the whole class.
Ⅶ. Presentation
Ask one student to act as a traveler, the teacher acts as a waiter at the travel office. Precent a dialogue like this:
T: May I help you?
S: Could you tell me where I can book a room?
T: Oh, the Sunshine Hotel.
S: Do you know how much it costs?
T: 200 yuan a day.
S: How many restaurants do the Sunshine Hotel have?
T: Two.
Have the students practice this dialogue in pairs, then make the students make up their own dialogues, ask some of them to share their dialogues with the class.
Ⅷ. Look, speak and say
Tell the students that they're traveling on Inner Mongolia. Ask them to read the three brochures. Then ask the students to write a short passage about their stay at one of the hotels in Inner Mongolia. They can choose any hotel.
Ⅸ. Workbook
For Exercise 2. Get the students to read the words.
For Exercise 3. Have the students discuss what they need during the traveling.
For Exercise 4. Get the students to read to read in pairs. Then make up similar dialogues. It can be done after class.
Do Exercise 5 as homework.
Ⅹ. Summary
Exercises for class
Complete the passage
My family ________ ________ ________ holiday soon, we are thinking ________ ________ to Hainan. I beard the ________ ________ there was ________ ________, so I want to have a scuba lesson first, and I think it ________ ________ wonderful. And I ________ think the fish and the coral reefs are ________. I hope I will ________ ________ ________ ________ there.
Answers: is going on about going best thing scuba diving must be also beautiful have a good time
Ⅺ. Homework
Finish off the exercises in the workbook Revise Unit 5.
篇8：上学期Lesson 20教案
Language Focus:
1. Useful expressions: think about; get a chance; take
2. Grammar: the Object clause
I'm not sure where I want to go on holiday.
Properties: Recorder; Overhead Projector; pictures
Teaching Procedures:
Ⅰ. Showing aims
Have the students know what they will learn in this lesson and what they will do in this class:
1. Revise some useful expressions of Unit 5.
2. Study the grammar: the Object Clause.
3. Know how to get the information about trips.
4. Learn how to make a conversation about trips.
5. Know more about Hainan.
Ⅱ. Revision
1. Revise some useful expressions of Unit 5. Get the students to make sentences with them.
2. Play “What did he ask?” in groups of three. Make sure the students can use the Object Clause correctly.
3. Ask one student to introduce something about Hainan.
Ⅲ. Listen
Part 1. Listening cassette. Play the tape twice for the students to listen and do Exercise 1 in the workbook. Play the tape again for the students to check the answers. Then check with the whole class. See if the students can understand.
Ⅳ. Read and act
Part 2. Speech Cassette. Books closed, play the tape. Ask:
How did Joy think about his trip to Hainsn? (wonderful)
How did Lily feel when she heard about the scuba diving? (really cool)
Get the students to find the answer to questions, then check with the class. Play the tape again. Get the students to listen and repeat. They should match their intonation with the dialogue on the tape.
Books open. Practice the dialogue in pairs. Get some pairs to act out the dialogue, without looking at the books if possible.
Ⅴ. Practice
Have the students work in pairs. Encourage the students to make up their own dialogues.
Ⅵ. Ask and answer
Part 3. Work in pairs. Give the students a few minutes to prepare their dialogues. Ask four pairs to share their dialogues with the whole class.
Ⅶ. Presentation
Ask one student to act as a traveler, the teacher acts as a waiter at the travel office. Precent a dialogue like this:
T: May I help you?
S: Could you tell me where I can book a room?
T: Oh, the Sunshine Hotel.
S: Do you know how much it costs?
T: 200 yuan a day.
S: How many restaurants do the Sunshine Hotel have?
T: Two.
Have the students practice this dialogue in pairs, then make the students make up their own dialogues, ask some of them to share their dialogues with the class.
Ⅷ. Look, speak and say
Tell the students that they're traveling on Inner Mongolia. Ask them to read the three brochures. Then ask the students to write a short passage about their stay at one of the hotels in Inner Mongolia. They can choose any hotel.
Ⅸ. Workbook
For Exercise 2. Get the students to read the words.
For Exercise 3. Have the students discuss what they need during the traveling.
For Exercise 4. Get the students to read to read in pairs. Then make up similar dialogues. It can be done after class.
Do Exercise 5 as homework.
Ⅹ. Summary
Exercises for class
Complete the passage
My family ________ ________ ________ holiday soon, we are thinking ________ ________ to Hainan. I beard the ________ ________ there was ________ ________, so I want to have a scuba lesson first, and I think it ________ ________ wonderful. And I ________ think the fish and the coral reefs are ________. I hope I will ________ ________ ________ ________ there.
Answers: is going on about going best thing scuba diving must be also beautiful have a good time
Ⅺ. Homework
Finish off the exercises in the workbook Revise Unit 5.
篇9：上学期Lesson 5 教案
上学期Lesson 5 教案
课型：讲练课
ⅠTeaching Materials
1. Functional and notional items
A. Learn to ask how long sb. has done sth.
B. Learn to talk about if someone has been to a place.
2. Language Materials
Words: surf, surfing, surfer, wave, Hawaii, beach, twice, Bondi, none, Newquay, water-ski, canoe
Phrases: have a try, since last Wednesday, learn sth. from sb. how to do it, several times
Sentences: What’s …like?
How long have you been in Sydney?
Have you ever been to …?
Grammar: the present perfect tense
ⅡTeaching Objectives
1. Learn to ask questions about something has done
2. Read the whole lesson fluently, and pronunciation and intonation should be right.
3. Master the following materials
(4 skills) Words: surf, surfing, surfer, wave, beach, twice, none
Phrases: have a try
Sentences: Have you been to…? Several times.
(3 skills) Words: water-ski, canoe
(1 skill) Words: Hawaii, Bondi, Newquay
Ⅲ Teaching Points
1. The main points: (1)&(2) in teaching objectives
2. The difficult points:
A. “ever, just, already”, they should be put in the middle of “ have done”
B. The difference between the present perfect tense and the past indefinite tense
Ⅳ Teaching Procedure
1. Organization of the class
Today, we’re going to talk about water sports.
2. Revision
Revise the names of the sports they have learnt: roller-skating, skating, jump, race, skiing.
2. The teaching of the new lesson
A. Lesson 5
And swimming is a kind of water sport because you have to swim in the water. Well, what other water sports do you know? Let’s go on to learn Unit 2 Water sports.
B. Use colour page1 to teach: surf, surfing, surfer, wave, water-skiing, canoe.
C. Part 1
Listen and answer: Who can surf, Ted or Bruce?
How long has Bruce been in Sydney?
Why did he come to Sydney?
Who teach Bruce to surf?
Read and learn:
What’s …like? = How is …?
Since last Wednesday
Learn sth. from sb.
Have you ever been to …?
Have a try
How to do it
D. Read and act.
E. Part 2
Have you ever surfed?
Have you ever been to Hawaii?
Ask and answer in pairs
Learn: Bondi, Cape Town, Newquay, none
No one 人 单数 No one is here
none 人/物 单数/复数 None of them is here.
F. Wb. Ex3. 2 . 1 .
G. Conclusion
Surf, surfing, surfer, wave
He’s a surfer. Have a try
How long have you been in …?
Have you ever been to …?
3. Homework
wb. Ex 2
P.S.
The writing on the blackboard
Unit 2 Water sports
Lesson 5
surf ①What’s …like? = How is …? Have a try
surfing ②How long have you been in …? learn sth. from sb.
surfer Since last Wednesday no one 人/ 单
wave ③Have you ever been to …? none人/物 单/复
Hawaii ④None of us has. none of us (true)
Cape Town No one has. no one of us (false)
篇10：上学期Lesson 6教案
上学期Lesson 6教案
课型：阅读课
课时：2
ⅠTeaching Materials
Words: describe, especially, attract, so-called, possible, since, part-time, although, fit, prize, competition, event, Olympic, Waikiki, Honolulu, San Francisco
Phrases: all over, large numbers of, no matter, both…and…, give up, ever since, the Olympic Games
Sentences: Now it is enjoyed by people all over the world.
You can always find surfers out riding the waves.
In the morning, he works as a part-time assistant in a surf shop.
ⅡTeaching Objectives
1. Try to understand the whole passage and read the whole lesson fluently and the pronunciation and intonation should be right.
2. Master the following materials:
4Ss Words: describe, especially, attract, so-called, possible, since, part-time, although, fit, prize, competition, event, Olympic
Phrases: all over, large numbers of, no matter, both…and…, give up, ever since, the Olympic Games
Sentences: Now it is enjoyed by people all over the world.
You can always find surfers out riding the waves.
In the morning, he works as a part-time assistant in a surf shop.
3. Master the following materials:
3Ss Words: Waikiki, Honolulu, San Francisco
Ⅲ Teaching Points
1. The main points: (1) &(2) in teaching objectives
2. The difficult points: A. the use of “although”
B. the use of “no matter”
C. the use of “ both…and…”
Ⅳ Teaching Procedure
Period 1
1. Organization of the class
Talk about surfing
2. Review
Have you ever been to Qingdao?
Who has ever been to Bondi Beach? None of us.
Has anybody water-skied before? Nobody has.
3. The teaching of the new lesson
A. Lesson 6
In Lesson 5, we learned some water sports. Today, we are going to talk about one of them----surfing.
B. Talk about surfing
Where is the best place for surfing? Why?
Have you ever watched people surf?
What do you think of it?
Ask the students to say something about it.
Teach: fit, prize, competition
Surfing will make you fit( healthy). Maybe you can take part in a surfing competition, then you may win a prize.
C. Part 1 Pre-read
Ask and answer then teach: watch sb. do sth.; describe sth.
D. Part 2
Read and do wb. Ex.1
E. Conclusion.
fit, win a prize
4. Homework
A. Go over what we learn today
B. Read the passage and find out all the new words, try to guess their meaning.
Period 2
Teaching Procedure
1. Organization of the class
Learn the passage
2. Review
Watch sb. do sth.; fit(healthy); win a prize
3. The teaching of the new lesson
A. Paragraph 1
Find out the key sentence. Then learn the new language points.
one of…; be enjoyed by sb.; all over the world= everywhere in the world;
be famous for\\ as; especially; attract sb. to somewhere; large numbers of people(it is used to modify countable nouns)= a number of
Read this paragraph after the tape and then read it together. Ask some to read it in class
B. Paragraph 2
Find out the key sentence. Then learn the new language points.
All the year round= the whole year; the best beaches for surfing;
no matter, eg: No matter where you go, you can always find friendly people.
No matter what he does, we are still his friends.
find sb. doing sth.
Read this paragraph after the tape and then read it together. Ask some to read it in class
C. Paragraph 3
Find out the key sentence. Then learn the new language points.
So-called; three times a day; if possible; both…and…
Read this paragraph after the tape and then read it together. Ask some to read it in class
D. Paragraph 4
Find out the key sentence. Then learn the new language points.
21-year-old;
give up Chinese= stopping learning Chinese= drop Chinese
give up doing sth.= stop doing sth.
San Franciso;
Ever since;
Work as…;
Part-time;
Have a night off= take a night off
Leave …for doing sth. eg: leave my Sunday for playing football
Make me fit;
Win the first prize
Be an event of the Olympic Games
Read this paragraph after the tape and then read it together. Ask some to read it in class
E. Conclusion
4. Homework
A. Wb. Ex. 2&3
B. Retell the story
篇11：Book 1A Unit 1 Lesson 2
teaching aims :
(1)the ss can hear ,say and read the vocabulary:eye ,book ,the plural form of eye and the verb : open ,read.
(2)the ss can use the sentenses:open your eyes.read the bood.
(3)the ss can sing the song .
(4)to train the ss’s ability of hear,say and read.and the interesting of luaguage study.
(5)to train the ss chris their parts of body.
main points:
the ss can hear ,say and read the vocabulary:eye ,book ,the plural form of eye and the verb : open ,read.
difficult points:
the plural form of eye, the pronuciation of read, listen and number.sing the song.
teaching methods:
comunication，tpr，reseach .
teaching materials:
cai ,word cards.
use modelled phrases to communicate with other learners.
teathing procedure:
step ⅰ warm up
1.greeting
2.sing the song :《touch your ears》
3.revision.
flash cards: ear, ears ,nose ,touch your nose .touch your ears.
stepⅱ preparation
(1)teach “eye,eyes”
t: what’s this ?
ss: eye.
t: show me your finger please.”touch your eye.”excheng touch your right
eye, touch your lefe right.
t:what are they?
ss: eyes.
practice: i say ,you do.
touch your ….
(2)teach “open your eyes.”
today ,i have a present for somebody,please close your eyes.(do the action)
now ,open your eyes.
open your eyes.
open your book.
book.
read the book.
read: take attation to this pronuncation /r/
step ⅲ practice
(1)read this words one by one.
(2)game :hight and low voice.
(3)bomb.
(4) work in pairs. ask the ss to do the actions in pairs. one student give a command, the other student does the action, then change the roles. finally, get some individual ss to order in the front.play the tape for the ss to listen and repeat.
step ⅳ consolidation
(1) listen and draw.get the ss to draw on the board. t draws an eye on the face,invite 3 student to finish drawing.
(2)listen to the tape .
(3)listen and number.
(4)sing the song .
step ⅴhomework
篇12：Book Two Unit21 Lesson 81课堂实录
Book Two Unit21 Lesson 81课堂实录
教材分析
本课为九年义务教育课程标准实验教科书英语学科(人教版)初二年级下册第八十一课。本课的重点难点是学习could,could not (couldn’t)的用法，并引出反身代词的用法。主要掌握反身代词的单数形式和复数形式及其固定搭配用法。
学生分析
秋新课程改革以来至今我校先后被确定为“ 南安市基础教育课程改革实验基地校。”“福建省基础教育课程改革实验基地校”“福建省普通初中示范学校”。自新课程改革以来至今初二年段下学期，学生们都有一定的英语基础知识，能够比较自觉地学习英语、运用英语。他们中大部分人都能主动参与教学活动，在课堂上较主动地进入角色，已初步形成合作交流、敢于表演、敢说英语讲英语的良好学风，学生间相互合作、相互学习、相互评价的互动气氛较浓。学生年龄普遍为14-15岁，求知欲高，接受新事物快。学生参与游戏,表演的积极性高。学生思想活跃，胆量大，参与课堂的热情很高。课堂上敢于乐于发表自己的观点。学生已掌握一定的词汇及句型。
教学方法
采取情景教学，直观、生动, 融知识点于游戏中,轻松、愉快。运用现代教育技术，采取多媒体技术教学，效率高，学生积极性高。
学法指导
针对学生特点，结合具体情况，将学法指导渗透到各个教学环节中。
设计理念
英语新课程标准倡导任务型教学模式，即让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现该任务的目标，感受成功。本课旨意在此。因此本课应多在课堂设计上下工夫，注意联系实际，模仿真实的英语语言运用环境。让学生在小组合作中学会英语,掌握英语，运用英语。教学过程中，要注意引发学生对话题的兴趣，让学生体验到用英语进行交流的乐趣。同时,教师要与学生进行广泛的合作、协调和沟通，并在适时进行指导和评价。
教学目标
1、通过本课教学,学习could、couldn’t(could not)的用法，掌握反身代词及其固定搭配的用法。达到灵活运用反身代词的单数形式myself,yourself,himself,herself,itself和复数形式ourselves,yourslves,themselves.进一步掌握固定搭配（all)by oneself ,hurt onesef,teach oneslf ,enjoy oneself ,look after oneslf ,help oneself (to)等的用法。体验用英语进行语交际的乐趣，激发学生主动参与学习的热情，提高学生的听力和口语表达能力。
2、在师生交流、同学合作交流的基础上，加深彼此之间的信任与情感，培养学生的语言交际能力。
3、New words and expressions in this lesson.
4、Improve the students’ability of studying and using English.
教时 一课时
教具
Real objects；Recorder；Some English cards；多媒体设备。
教学过程
由于这堂课是本学期我校承担的南安市中学新课程实验教学专题研讨课，市进修学校领导，各中学的初二英语备课组长都要来听课,指导，在多媒体教室上课，又要拍录像，学生们感到很兴奋，很激动。【课程改革以来，由于我校是课改基地校，经常有上级领导、教育考察团及其他学校的老师们来听课，参观 ，学习,观摩。学生们胆量都比以前大了。很喜欢表现，乐于展示。他们纷纷表示一定要把这堂课表现好。】
The whole class sing an English song together to warm up the English atmosphere of this lesson.【唱英语歌曲,创设学习英语的良好氛围，激发学生学习英语的积极性。】
Duty reports .叫值日生上台进行值日报告。【英语教学中充分利用了课前5分钟的值日生报告让学生做热身运动。实践证明，短短5分钟的值日生报告，不仅提高了学生的听说能力，也激发了学生的参与意识，培养了他们的创造性思维,课改以来，每天的值日生英语报告成了一道亮丽的风景线。它充分展示学生们主动参与的积极性和大胆、流利的口语，是学生们展示本人胆量和口语的平台。】
导入新课 Teach new words and expressions。用英语卡片教了本课六个生词和短语。
Listen and answer the following questions
Who is this student?
What is she doing?
Did she hurt herself？ 【多媒体教室的屏幕上呈现课文中第一部分的图片,学生听对话三遍,锻炼了学生的听力。同时，利用电脑多媒体为学生呈现形象、直观的图象，刺激学生的感官，充分调动学生的`兴趣和积极性。】
Listen and answer the following questions
What’s Lily doing?
Could she swim well?
Who taught her?
Did she learn all by herself?
【多媒体教室的屏幕上呈现课文中第二部分的图片,学生听对话三遍,锻炼了学生的听力。图象鲜明生动，现代化信息技术在课程改革中起了很大的辅助作用。】
教师叫学生们分别起来回答问题 。
【此方式锻炼了学生们的胆量,学生们回答的很大声,很响亮,多媒体呈现动作和声音表示对答对问题学生的表扬和鼓励。】
多媒体屏幕接着呈现反身代词(The Reflexive Pronouns)的归纳表
教师引导学生完成这个表格，后多媒体屏幕呈现答案。
接着,进入合作表演部分。学生们运用含有反身代词的短语如enjoy oneself ；teach oneself；hurt oneself；look after oneself；help oneself to…；等编对话，并进行表演。一下子，班级向炸开了锅似的，热闹非凡。同学们的情绪高昂，每个小组准备得有声有色。看，他们或讨论表演动作,或正在准备服装、道具,完全没有上课紧张的感觉。他们身心完全放开了。几分钟后，一组的同学上来表演了。他们正在进行一个生日聚会。
郭涛: W elcome to Xiaoyun’birthday party.Would you like a drink,everyone?
珊珊: Yes.I’d like some Cola ,please.【郭涛同学拿起一瓶真正的可乐给珊珊同学喝,非常真实,逼真。实物教学旨在创造更真实的语言交际环境。】
志宇和国蓉:Could we have some bananas,please?
Xiaoyun’s mother :Yes,please help yourselves to the bananas.
All the students:Thank you.We will enjoy ourselves.
接下去,同学们唱歌,跳舞,唱生日歌,同学们表演的有声有色,有表情，有动作。【课堂气氛非常热烈，同学们掌声不断，大家都感受到了成功的喜悦。】。最后,同学们说:Today we taught ourselves how to dance , we enjoyed ourselves very much.他们又把准备好的一些糖果分给听课老师，并运用英语进行交流。Welcome to our school .Please help yourselves to some sweets.【这是课改下以生为主的表现，学生们的胆量在课改下得到充分的展示，他们学会了懂得互相尊重，互相分享。拿糖果给了老师们，递水，反映了我校学生们的良好礼貌素质。他们在新课程下学习知识的同时掌握了如何处理人际关系，如何与他人合作。】
另一组同学又上来了。你看，榆深同学跌倒了。其丽同学马上走过去oh ,my dear ,did you hurt yourself ? You must look after youself .Thank you very much .I am all right.Next time I will look after myself carefully.又一组同学上来了……就这样，经过几组同学的表演,展示,全班同学在不知不觉中掌握了反身代词及其固定搭配的用法。【整个教室掌声不断，听课老师都被同学们流利的英语和大胆的表现所震动。让学生自行表演，亲身体验，以学生为主体，分组合作，学生亲自参与，在实践中学习英语，讲英语，掌握英语。同时，小组合作培养了学生的合作精神，体现了新课程的基本理念。】
接着，我又问几个学生以下几个问题:
Can you play football /sing/play the piano/jump/play computers now?
Could you play football /sing/play the piano/jump/play computers when you were two years old?引入Could（过去的能力），导入课文Part Two。【师生互问，同学互问，互动后又进行表演展示。】
特别是潘其丽同学与晓云同学的对话；；“Could you speak Japanese when you were born ? No ,I couldn’t. Can you speak Japanese now? Yes ,I can.Can you speak some Japanese for us?” 潘其丽同学讲了几句非常流利的日语。并用英语和汉语解释了它的意思。然后说：“I taught myself Japanese when I was 12 years old.Now I can speak Japanese.”经过几组同学们的对话,他们在不知不觉中掌握了can和could的用法。【他们都被她流利的日语所吸引，听课老师暗暗佩服新课程改革下学生们的宽阔的知识面。这些都是书本所没有的知识。课改下，学生们的知识面开阔了，宽广了。】
多媒体屏幕上呈现出下列练习进行书面巩固
Exercises
1.I hope she didn't hurt .
2. We taught .
3. You can buy lots of things!
4. I don't enjoy very much.
5. They could not look after .
6. He couldn't do his homework all by .
7 Help to the cakes,children.
二根据情景， 用 can, could 完成下列对话
Teacher: _______you skate now ,Lucy?
Lucy:Yes, I can.
Teacher:______you skate when you were five years old?
Lucy:No,I ______. I started to learn it just two years ago.
Teacher: So you ______skate last year.
（规纳总结）当句子的主语和宾语是同一人，常用反身代词作宾语。形式归纳如下：
单数：yourself myself himself herself itself
复数：yourselves ourselves themselves
想一想同反身代词连用的短语，好吗？
enjoy oneself teach oneself hurt oneself learn…by oneself help oneself to…
could 用法
a:比 can 更加礼貌，更加委婉的请求
b:它有时表示 can 的过去式 ，指过去“能”，描述过去情况。【多媒体屏幕上呈现知识点，效果好，不同颜色的字体形象、直观、显著、一目了然，重点突出，是其他任何手段都无法比拟的。】
最后，每一小组的成员用英语采访了听课老师，使用Can you play football/dance/play the piano…now?和Could you play football/dance/play the piano… when you were three/four/ten…years old?等句型。一下子，教室就变成了师生互动，互相交流英语语言的场所。学生们大胆提问，老师们认真回答，整个课堂有声有色，热闹非凡。就这样，这堂课就在热热闹闹的英语采访中结束了。【同学们在采访听课老师的同时，真正做到了学以致用，师生互动。由于听课的老师大部分是英语老师，真正达到了用英语语言交流的目的。这正是新课程改革出现的新景观，学生身上闪耀出的智慧火花令我备受鼓舞。】
教学反思
这是一堂南安市中学新课程实验教学专题研讨课，这堂课同学们在合作,表演,展示中快乐地度过。学生们愉快学习英语,积极参加,主动交流实践英语,参与面广。课后，许多同学都表示这堂课太精彩了，他们真正在玩中学到了英语，享受到讲英语的乐趣。在课后的评课反思总结会上，南安市进修学校英语教研室领导，各中学的初二英语备课组长都进行了点评，他们高度赞扬了我校学生们的大胆，灵活和富有个性地学习，教师良好的个人素质。课堂中，学生们在他们的口语中已用到即将教的短语和句型，说明他们有能力自学，并进行运用。以往的英语教学，教师课堂上拼命讲语法，让学生去背，去抄。而今，学生合作意识强，小组的合作好，能够教主动参与创造真实的语言环境，让课堂成为真正意义上的课堂，成为“生活”的课堂。而且用得那么好，那么恰当。另外，学生善于捕捉教学情景，活动面较广，较好。充分反映新课改下以生为本的理念。学生们的口语水平教好。老师能够充分发挥作用，起引导者，参与者，促进者，合作者的作用。
听到各级领导和各学校老师的赞扬和夸奖，我感到无比激动和欣喜。的确，这是我两年来坚持运用新课程理念教学的结果，我真庆幸，我和我的学生们及时赶上了新课程改革的浪潮。新课程改革要求要给学生创设宽松的学习环境，让学生在玩中学，在做中学，亲身经历，主动体验。新课程标准要求采用互动的课堂模式，鼓励学生在学习过程中不断地锻炼自己、完善自己、表现自己。学生喜欢在一节课里充分的表现一下自己，教师就要创造机会，多让他们展示，让他们看到自己的进步。新课程下的英语课堂教学应是学生实践英语，讲英语的课堂。这是传统英语课堂所不可比拟的。在这种课改氛围下，哑巴英语不见了，到处都是流利的英语口语。
当然，本节课也有不足之处。比如有的学生比较紧张，语音语调不是很标准，流畅。个别学生英语的口语还可以，但笔试的成绩仍然不够理想。学习语言需要创设良好的运用语言，实践语言的环境，农村中学英语教学普遍缺乏这种语言环境。学生对自己的自评力度不够，应多评价自己。新课程改革给我们语言老师带来了新的挑战，这就要求我们英语教师一定要努力为学生创造语言环境，使学生在课改下能够更好的学习英语，运用英语，达到学以致用。
作为教学一线的课改教师，我们要用课改理念改变以往的教学行为，注意教学情景的创设，注重学生的自主参与、体验感悟和一定程度上的自我构建。我坚信我和我的学生们会在新课程改革这股春风下更茁壮地成长,与新课程共同成长，让生命因课改而生动，让先进的教育理念扎根大脑。路漫漫,刚走出艰难与实在一步的我,定会取得更大
篇13：Book 1, Lesson 38 --- The Olympic Games
教 案 设 计
TEACHING PLAN
钱库高级中学 金子友
Content: Senior Book 1, Lesson 38 --- The Olympic Games
Purpose: To improve the students’ ability to read and comprehend
Activities: reading, pair work ( role play ), group study ( ask & answer ), discussion
Materials needed: pictures, tape recorder, projector etc.
Teaching steps:
1. Revision:
1.Vocabulary – names of sports
T: Do you like sports? Tell me the names of sports you know.
2.Check the dialogues about sports.
T: Yesterday I asked you to prepare the dialogue about sports. Have you got ready for it?
2. Preparation for reading
( Teach new words by showing pictures. )
1. – Look at the picture, what can you see?
--A flag. Yes, it’s the Olympic Flag.
2. – What colour can you see?
--White, black, yellow, green, red, blue.
Every flag in the world contains at least one of the colours in the Olympic flag.
3. – There are five rings joins together. Can you guess what the five rings are?
--They are the five continents. They are joined together as a sign of friendship.
4.athlete
An athlete is a sportsman or a sportswoman.
They are athletes.
She is a famous athlete.
She is very good at table tennis.
She always wins in the games. Can you guess who she is?
- Deng Yaping. ( 邓亚萍 )
Yes, she is a very famous athlete of PingPang.
She has always won gold medals in the game. She is the NO.1.
This is her prize for winning the competition.
She has even won in the Olympic Games.
The Olympic Games started in Greece many years ago.
Now every 4 years, the Olympic games is held. Athletes from all over the world take part in the Olympic Games.
( The whole class read the new words and sentences. )
三. Reading
1. Read Paragraph 1
( Listen to the tape and let the students try to remember the details, then ask questions. )
How often do athletes from all over the world take part in the Olympics?
- Every 4 years.
Are the Winter Olympics usually held 4 years before the Summer Olympics?
No. It’s 2 years before the Summer Olympics.
1. Read Paragraph 2, 3, 4
1. Listen and read
2. Group study – take turns to ask questions
- tell the history of the Olympics
3. Talk in class
4)Blanks filling exercise
The Olympic Games are the biggest sports meeting in the world. There are ______ kinds of Olympic Games. _____ is the Summer Games, and the _____ is the Winter Olympics. ______ of them are _______ every______ years.
The old Olympic Games ______ around the year 776 BC in Greece. At that time there were not ______ many sports _______ today. And women were not allowed to _______ _______ ______ the games. But now there are many new sports in the Olympics. Just in the Summer Olympics there are more than 250 different sports. And ______ are also allowed to join in the games. They even compete ______ medals ______men in some of the games.
1. Read Paragraph 5
(Ask questions to help students comprehend the text.)
-Can you find the words “Swifter, Higher, Stronger” in our school camps?
-Do you know what it means? And where did it come from?
-What do you think of when you have sports on the playground and see the words? Does it encourage you to
do better?
-How many gold medals did Carl Lewis win in the 1984 Olympics?
-Do you know which Chinese athlete won the most gold medals in the Olympic games?
2. Read Paragraph 6
Group study --- discussion
It is said that to hold the Olympic Games is a rich prize for a country. Do you think so? Why?
Has the Olympic Games been held in China? No. Do you still remember the thing happened in 1993? After the 1992 Olympic Games, Beijing City tried to compete against several big cities, including Sydney, for undertaking to hold the 2000 Olympic Games. Did Beijing succeed? No. Beijing had only one ticket less than Sydney. It failed. So in the year 2000, which city will hold the Olympic Games? Sydney.
Questions for discussion:
Why so many cities try to hold the Olympic Games?
- Is any city able to hold the Olympic Games? What kind of city can hold the Olympic Games?
- Why is it said that to hold the Olympic Games is a rich prize for a country?
( If the Olympic Games can be held in the city, the city will be well known to the people all over the world. Millions of people will be interested in the city. They will come to visit it. People will stay in the local hotels, buy things in the stores, have meals in the restaurants, see the places of interest and so on. They spend a lot of money in the city, even in the country. Many new sports grounds, hotels, stores, buildings, roads will be built for the Olympic Games. More jobs will be given to the local people. So the Olympic Games brings in not only the athletes, but also the great riches. It stimulates the development of the economy in this country. )
四．Comprehension exercise
Read the text again, then tell if the sentences are
true or false.
( ) 1. Both the Summer and the Winter Olympics are held every four years.
( ) 2. The modern Olympic Games began around the year 779 BC.
( ) 3. In the old times both men and women were allowed to take part in the Olympic Games.
( ) 4. The first modern Olympic Games happened in the year 400 AD.
( ) 5. The Olympic Games were born in Greece.
( ) 6. The 24th Summer Olympics were held in Barcelona in Spain.
( ) 7. In Barcelona the Chinese team won 16 medals.
( ) 8. Horse-riding is one of the unusual sports in the Olympic Games.
五．Homework
Go through the passage once again, then write a short passage about the history of the Olympic Games.
( about 150 words )
篇14：Lesson Plan for Lesson 22 (JEC Book II)
●Teaching Aims
To master the dialogues of asking for and giving directions.
●Teaching Aids
Tape recorder , map and multi-media projector
●Teaching Focus
Asking for directions: Is there a bank near here?
Where’s the nearest hospital, please?
Giving directions: Go along this road.
Take the first turning on the right.
It’s about a hundred meters along on the left.
It’s about 6 kilometers away.
Expressing needs: He needs some help.
You take a number 16 bus.
Which number do I take?
You’d better (not) ask sb. for sth.
●Teaching procedures
I. Organizing the class
Greetings and duty report
II. Revision
Revise the ways of asking for and giving directions in a simple way.
III. Leading-in
The teacher asks several students the directions to some places near school, using different ways of asking for directions. Ask somebody to give directions.
Excuse me. Where’s the People’s Hospital?
Could you tell me the way to Beijing zoo, please?
Is there a Macdonald’s near here?
IV. Practice
1. Show ways of asking for and giving directions on a flashcard.
Asking for directions:
1) How do I get to …, please?
2) Where is … , please?
3) Where’s the nearest…, please?
4) Is there a …, near here?
5) Could you tell me the way to …, please?
6) Give me directions to … , please.
7) Please tell me how to get to …, please.
8) Could you tell me how I can get to …, please?
Giving directions:
1) Go/walk along/down this road.
2) Take the first turning on the right.
3) Turn right at the second crossing.
4) It’s outside/next to /in front of…
5) It’s about a hundred meters along on the left.
6) It’s about six kilometers away.
2. Group work: Work in groups to ask for and give directions.
3. Act out.
V. Listen and read
1. Listen and read through the dialogues.
2. Get students to practise the dialogues in the book.
3. Use a map to ask students to practise asking for and giving directions.
VI. Exercises in class
1. A: Excuse me. Which is the _____ to East Park, please?
B: Let me see. Er, walk _____ this road and _____ right. Go _____ until you _____ end. You’ll find the park in front of you.
2. A: Excuse me. Can you give me _____ to the post office, please?
B: Sure. Go _____ this street and ______ right. Then you’ll see a tall building. That’s the _____, and it’s between the zoo ____ the fruit shop. You can’t ____ it.
A: Is it _____ from here?
B: No, it’s quite near. It’s only _____ you about 10 minutes if you walk there.
A: Thanks a lot.
B: You’re welcome.
VII. Assignment
Make a dialogue asking for and giving directions.
Blackboard Design
Lesson 22
know the way take the …, turning
need some help a hundred metres along …away
ask… for help
★ 初三上学期英语教案Lesson 17(新课标版九年级英语上册教案教学设计)
BookⅡ (上)Lesson 43 教案（精选14篇）
