北师大版小学五年级英语上册全教案

北师大版小学五年级英语上册全 教案 中职数学基础模块教案 下载北师大版¥1.2次方程的根与系数的关系的教案关于坚持的教案初中数学教案下载电子教案下载 小学英语五年级(上学期) 全册备课 对新课标的理解: 英语作为一门世界性的语言，对现代人的生活、工作、学习越来越重要了。尤其是小学英语的教学更为重要，在小学阶段要培养学生学习英语的兴趣，激发他们的求知欲望。 新课标强调课程应从学生的学习兴趣、生活体验和认知水平出，倡导学生体验、实践、参与、合作与交流的学习方式和任务型的必学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度，主动思维和大胆实践，提高跨文化意识和形成自主学习能力的过程。 如何使学生形成良好的英语习惯呢，就要为学生创造良好的语言环境，鼓励学生将自己学习的英语用到生活中，能用英语的就用英语来说，这样既锻炼了学生的语感，又养成了讲英语的好习惯，将学英语变为讲英语。另外，了解学生在学习过程中的感悟、体验。注意培养学生的语感及文化意识。 充分利用多媒体手段，通过形象生动的画面，声音将学生带入英语的世界。通过说，唱，模仿， 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 演等形式进行英语的训练。 新课标对学生的能力 要求 对教师党员的评价套管和固井爆破片与爆破装置仓库管理基本要求三甲医院都需要复审吗 更为重要，注重学生的全面发展，体现了素质教育。通过对新课标的认识，更加明确了小学英语教学的任务及重要性。 Teaching contents: 本册书共六个单元，其中五个单元是精读课文，一个复习单元。 Unit 1: Mocky the juggler Unit 2: I like Bobby Unit 3: It’s too expensive Unit 4: Where is it? Unit 5: Our town Unit 6: Review Teaching aims: 知识技能: 1. Listening 充分利用现有的电教资源，如录音机、多媒体英语教学软件、自制 课件 超市陈列培训课件免费下载搭石ppt课件免费下载公安保密教育课件下载病媒生物防治课件 可下载高中数学必修四课件打包下载 等手段，让学生在一定的语言环境中学习英语，尽可能多地给学生一个英语母语的世界。 使学生能够听懂一些简单的基本的日常用语。 2. Speaking 尽可能多地给学生提供说的机会，把自己所学的内容联系生活实际。在实际的生活中讲英语，真正做到会讲英语。 3. Reading 能够将所学的对话正确地读出来，并在此基础上注重语感、语音语调、发音等。多做练习，不断提高读英语的感觉。认读字母和带有此字母的单词。 4. Writing 在正确书写英文单词及对话的基础上，注意书写的艺术。书写要工整、美观。 过程方法: 1 通过教师的引导作用，充分调动学生的主动性，在一定的语言情景中，激发学生的兴趣，在原有的语言基础上，进行新的语言的拓展，从而传授新的语言知识。让学生在轻松、愉快的氛围中接受新的知识，巩固原有的就知识，将新旧知识有机的贯穿起来。让学生灵活的运用所学的英语。 2 充分利用现有的教育资源，如自制的英语教学课件，录音机、英语动画片等为学生提供一个英语母语的氛围。让学生真实地感受正宗的英语，培养学生英语的语感。 3 可以为学生介绍一些英语国家的风俗习惯，让学生对他们有一些了解。可以了解一些外国的节日，外国一些重要的城市及他们的特点。还可以上学生利用现有的网络资源自己搜索一些外国的故事，然后介绍给同学们。了解这些对学生学习英语有很大的作用。 情感态度与价值观: 1 注重培养学生良好的讲英语的习惯，培养学生尽可能多地在现实生活中用英语。 2 在对学生进行英语教学的同时，还应对学生进行思想道德的教育，帮助学生树立正确的人生观，价值观及正确的学习观。 3 培养学生的学习意识，对于申奥成功，无疑是北京对世界张开怀抱的一个机会，学生作为未来世界的主动力，在学习中提倡培养学生的创新意识。这样才能在竞争如些激烈的社会中立足，做一个社会主义新人。 Teaching Emphasis: 一些日常用语的应用，如: What does she/he do? She/he is a farmer/doctor/vet I like Do you like it? Yes, I do / No, I don’t How much is it? Where is it? It’s on/in Some new words and some expression Teaching difficulty: Can ask and answer the sentences in life Can understand the daily speaking Can read and write the words correctly PS:Teacher’s activities=T Student’s activities=S UNIT ONE Mocky the juggler 新课标体现: 鼓励学生使用英语礼貌用语，培养学生说英语的习惯，让学生在潜移默化中理解并运用所学的知识。让学生充分发挥自己的想象，构造一个生动的故事情节，增加学习英语的积极性。 Teaching aims: 知识技能: 1 Listening: Can understand some sample sentences Can understand the new words and point it 2 Speaking: Can use the daily sentences in life Can speak something in English 3 Reading: Can read the words and dialogue correctly Can differentiate some word’s pronunciation 4 Writing: Can write the words correctly and beautiful Can copy the dialogue correctly 过程方法: 1、利用现有的教设备资源，使学生可以更加直观的对所要学习的内容有整体了 解，并且可以培养学生良好的发音习惯，为以后的学习打下基础。 2、在教授对话的同时，把单词或重点句型出示给学生，这样可以使学生更方便 于学习，掌握，和运用。 3、在教学时多采取同学之间互相帮助的功能，可以加深同学之间的感情，还可 以帮助班主任更好的完成思想道德教育工作。 Teaching Emphasis: Sentences : she/he is „ and she can „ Vocabulary: a student a policeman a doctor a vet a pilot a juggler a nurse can can’t Teaching Difficulty: Read and write the words correctly Can know some vocation in life UNIT ONE Mocky the juggler stThe 1 per Teaching aims: 1 Use greetings and polite expressions in life 2 Can understand and read the dialogue 3 Can read and write the words correctly 4 Can make the dialogue Teaching emphasis: 1 use greetings and polite expression in life 2 understand the sentences Teaching process: Step 1: use greetings and polite expression in life. Example: T: Good morning/afternoon/Goodbye/Please/Thank you/You are welcome/Excuse me/sorry S: Good morning/afternoon/Goodbye/Please/Thank you/You are welcome/Excuse me/sorry Step 2: show new words T: show the new words cards like a student a teacher a policeman a vet a doctor Read the words after the teacher Step 3: model the dialogue T: hold up the flashcard for dance. Say “She is a dancer” and “She can dance” S: repeat the sentences after the teacher Like this to do other sentences T: review the word can and can’t S: to know the differences into can and can’t. T: hold the flashcard for doctor. Say “he is a doctor . He can’t help animals. S: to repeat it Step 4: T: look at the picture and think some question Picture1: where are Ann, Ken and Mocky? Picture2: what are Ann, Ken and Mocky looking at? Picture3/4: what is happening now? Picture5: what is Ann pointing to? Picture6/7: who comes to help? Picture8: who is the man in the green shirt? Picture9/10: what is happening now? S: to look at the book and answer the questions in Chinese Step5: T: listen to the radio “what did they say?” S: by listening by looking By listening by reading with the radio Blackboard writing She/he is a dancer She/he can dance Step7: homework Homework Ask the children to tell the story to their families 课后反思:学生对所学习的故事很感兴趣，学习兴趣浓厚。能够根据图片复述故 事内容。 ndThe 2 per Teaching aims: 1 to review the sentences 2 to learn some new words 3 to use the classroom commands Teaching emphasis: 1 can understand the teacher’s speaking in classroom. 2 ask and answer with “what does he/she do?” and “she’s a... 3 can answer “yes, she can /No, she can’t Teaching difficulty: 1 ask and answer with “what does he/she do?” and “she’s a „” 2 read and write the sentences correctly Teaching process: Step1: to review classroom commands introduced before: stand up sit down open your books Step2: sentences T: to write “what does she/he do” in the blackboard and explain it ,then read it S: to read it after the teacher T: hold up each flashcard in turn, ask “what does he do?”. Elicit the student to answer “he is a teacher” S: answer “he is a teacher” Like this to review the other jobs flashcards. Step3: exercise T: have the children look at the pictures at the top of the page4, by listening the tape by touching the matching pictures or the word S: listen and point out T: listen to the radio S: repeat after the radio T: look at the picture and read the word S: read the word correctly T: point to Ann and ask “what does she do?” S: to answer with old words Like this do others T: listen to the radio and point to the corresponding person S: can point out T: play again and write the corresponding sentence number in the box below the matching S: to complete the exercise T: to read the sentences correctly S: to read Blackboard writing What does he do? He is a teacher. Homework To write two sentences with “what does he do?” and “he is a „” 课后反思:大部分学生能够掌握所学习的几种职业名称，并能够根据图片读出单词，并能够用英语询问某个人的职业。 rdThe 3 per Teaching aims: 1 To practices the sentences “what does she/he do?” and “she/he is a „.” 2 can understand and answer “yes, he is./ No, (he) isn’t. 3 to review some job’s words Teaching emphasis: 1 can answer “yes, (he) is./ no , (he) isn’t.” 2 can ask “Are you a doctor?” and answer “yes, I am.” Teaching difficulty: 1 can understand “what does he/she do?” and answer “ he/she is a (doctor)” 2 can answer “yes, (he) is/ no ,(he ) isn’t.” Teaching process: Step1: Review T: hold up the flashcards to ask “Is he a doctor?” S: yes, he is /no, he isn’t Like this to do review others words Step2: Game T: ask one child come up and tell him to imitate a doctor checking up a patient, ask the children “what does he do?” S: he is a doctor S: to ask one “are you a doctor” S: to answer “yes, I am” Like this to do Step3: Do exercise talks together Do exercise page 6, read the sentences in the first speech bubble aloud as you point to each word. Have the children repeat the words after you. Like this to do others Divide the class into groups and have the children repeat the dialogue in a role play, and encourage them to substitute other job names. 2 listen and match T: show the picture and ask “what does he/she do?” S: answer “he/she is „” T: listen to the radio and point out the picture S: can understand and point out Like this to do others T: listen again and write the sentence number next to the matching picture. S: write the number and read the sentence together Step4: Reading T: to look the picture and tell the children that in this activity they will read about a boy’s family. To meet a new friends Jack and to know others numbers of his family Point to the grandfather to ask “who is he?” S: grandfather Like this to know others T: point to the text and tell the children that they must read the text and then complete the activities below it. Read the text slowly with children and make sure they must understand all the vocabulary. Homework Can introduce the jack’s family to your parents. Blackboard writing: Is he a doctor? Are you a doctor? Yes, he is Yes, I am. No, he isn’t. 课后反思:学生能够较熟练的询问某个人的职业，并能作出相应的回答。学习积极性很高。 thThe 4 per Teaching aims: 1 to practice the pronunciation of “a , e ,I ,o ,u” 2 can read the words correctly Teaching emphasis: To read Teaching difficulty: Teaching process: Step1: Do exercise page 8 T: listen to the radio and practice some sounds. Work with the ‘a’ sounds first. Play the tape and have the children point to each word as they hear it S: to hear and read after the radio T: by listening by read after the radio and to check out S: read with the tape and read it yourself Step2: T: to point to the first word “snake” and play the tape of the ‘snake’ to listen S: to listen carefully ‘snake’ T: listen for the word in the second row that has the same long sound S: listen and find the same long sound Like this to do other words T: to read the same long sound together Step3: T: listen to the radio and point out the words of you heard. S: listen carefully and point out T: speak some same words S: to think and answer T: to read the words after the radio Step4: T: open the book page 9 and read the sentences S: to read after the radio and read the sentences together Step5: T: point to the picture of the page 9 and ask“what does she do?” S: answer “she is a doctor.” Like this to do other profession words T: point to the picture of the page 9 to ask “ Is she a nurse?” S: to answer “yes, she is.” Read the sentences after the teacher T: to do others exercise with page 9 Step 6: To do oral exercise in pairs with “what does she do?” and “she is„” “Is she a „?”and “yes, she is / no, she isn’t” Blackboard writing: What does she do? Is he a doctor? Are you a nurse? She is a „ yes, she is Yes, I am. No, she isn’t. 课后反思:大部分学生掌握了字母的发音规则，并能够根据读音规则拼读单词。 thThe 5 per Teaching aims: 1 can sing the song and can change some words 2 use the English to do some thing Teaching emphasis: Sing the song correctly and can change some words Can use the knowledge in the life Teaching difficulty: Use the knowledge in life Teaching process: Step 1: Acting game Requires: take the flashcard and play about the card. Example: if you pick up a card showing a dancer. They must pretend to be a dancer and act out dancing movements. T: to play the cards and ask the others to guess, "what does she do?" S: to active and others to guess "she is a dancer." T: have the children to ask, "Are you a dancer" S: answer "yes, I am /no, I am not" Like this to do others Step 2: Read and write To do exercise pate 10 T: read the questions, and then ask the children to trace the correct answers. For example the first two answer. S: to look the example T: look at the picture and ask, "What does she do" S: Answer, "She is a nurse" and trace the correct answer on line Like this to do others Step3: T: we will learn a chat. Look at the picture and ask, "What does she do?" S: she is a teacher T: to read the first four lines and read after the teacher S: to read after the teacher T: listen to the tape carefully Play again and stopping after each sentence, have the children to repeat S: to repeat with the tape T: play again and sing after the tape S: say the chat with the tape Can say the chat complete Step4: Color the pictures on page 10 Homework Say the new chat to their family members To complete the page 11 let's find out 课后反思:大部分学生基本掌握了本课所学内容，并能够把所学习的内容运用到 实际生活中。 thThe 6 per Teaching aims: 1 to improve the student's reading skill and know some foreign knowledge 2 to self-assessment Teaching emphasis: Understand the story and know some foreign knowledge Teaching difficulty: Can read the sentences and words correctly Teaching process: Step1: T: tell the children that they are going to read a story about a boy visiting Africa And ask what they know about Africa S: say black people giraffe corn T: to read the story you and look around the class, providing helps where children need S: read self and be providing helps with the teacher T: look at the picture one to ask, "what happen?" and point the sentences that you read S: read the sentences after the teacher Like this to do others T: listen to the tape and point out the picture S: can point out the picture of you heard T: play the tape, stopping after each picture and read S: to read after the tape Step2: T: to pick out 9 cards and can pick out the card that you read S: to understand and pick out the card Like this to do, until all the student have covered a full column down their cards Step3: Self assessment T: look at the picture and ask, "What does she do?" S: she is a nurse T: read it and spell it S: read and spell after the teacher T: to find out the words S: to find and circle it Like this to do others T: Ask, "What do they do?" S: Answer, "He is a pilot" and write the sentences on the line. Can write the others sentences on the line Step4: Reflection To complete the page 13 and talk about UNIT TWO I LIKE BOBBY Teaching aims: 1 listening can understand “I like„” Can hear the new words and point out 2 speaking can express “ I like „” in life Can use the words in life 3 reading can read the words correctly and “I like „” 4 writing Can write the words correctly and can write the sentences 过程方法: 1 利用录音机对学生进行发音、听力的练习，使学生能够掌握比较纯正的英语语音、语调。 2 利用图片，彩色挂图，多媒体教学软件，为学生提供一个比较真实的语言环境。使学生能够掌握一定的语言色彩。直观的教学可以激发学生的学习兴趣，帮助他们更深刻的记忆所学的知识。 3 为学生提供较多的使用语言的机会，多让学生做一些英语游戏，英语小对话等，提高学生的表达和表演的技巧，活跃课堂的氛围，调动学生的情趣。将英语教学轻松快乐的进行。 Teaching emphasis: 1 can express “I like„” and “I don’t like „” in life 2 can ask and understand “do you like„” or “ does she like„” and answer “yes, I do/ no, I don’t” “yes, she does/no, she doesn’t” 3 can read the words correctly and the sentences Teaching difficulty: 1 can express “I like„” and “I don’t like „” in life 2 can ask and understand “do you like„” or “ does she like„” and answer “yes, I do/ no, I don’t” “yes, she does/no, she doesn’t” Lessons one Teaching aims: 1 can express “I like „/ I don’t like„” in life do you like „” and answer “yes, I like (him) a lot /no, I don’t like 2 can ask “ (him).” 3 can read and understand the new words Teaching emphasis: 1 can express “I like „/ I don’t like„” in life 2 can ask “do you like „” and answer “yes, I like (him) a lot /no, I don’t like (him).” 3 some animals Teaching difficulty: 1 can express “I like „/ I don’t like„” in life 2 can ask “do you like „” and answer “yes, I like (him) a lot /no, I don’t like (him).” Teaching process: The 1st per Teaching aims: 1 can understand and express “ I like „” and “I don’t like„” 2 learn some new words 3 can understand the story and tell the story to their families. Teaching emphasis: 1 can express “I like„”and “I don’t like„” in life 2 can understand the story and talk about story Teaching difficulty: 1 can express “I like„” and “I don’t like„” in life 2 can read and write the new words correct 3can read and understand the story Teaching process: Step1: T: to ask what kind of animals they know S: to say some animals T: to ask what kind of animals they like and write on the blackboard S: to say some animals that they like T: read the words S: read after the teacher Like this to ask what kind of animals they don’t like T: pick up the flashcard of tiger, read and teach S: read after the teacher Step2: Point to one of the animal names of they like and say “I like„” Read after the teacher Let student to say “ I like „” Like this to do others Point to one of the animal names of they don’t like and say “I don’t like„” Read after the teacher Let student to say “ I like „ Like this to do others Step3: Look at the book page14 and 15 T: look at the picture and think the flow questions Picture 1: where are Ann and Ken? Who can they see? Picture 2/3: what do you think is happening now? Picture4: what is bobby doing? (Present the English word glasses.) Picture5/6: What animals are Bobby, Ann and Ken looking at? Do they like these animals? Picture7: What animals is this? (Present the English word fox) Picture8: Does bobby like the fox? Picture 9: What is happening now? Step4: T: Listen to the radio and to hear what the characters said S: by listening by look at the picture T: play again, pausing at each new picture S: repeat the sentences Step5: Encourage the children to tell the story to their families. Blackboard writing: I Like I Don’Like Dog cat duck sheep monkey snake crocodile frog 课后反思:学生对所学习的故事很感兴趣，学习兴趣浓厚。能够根据图片复述故 事内容。 ndThe 2 per Teaching aims: 1 can read and write the new words 2can understand and answer “Does she like„?” “yes, (she) like (them)/no, (she) doesn’t like (them)” 3 can understand and answer “Do they like„?” “Yes, they like (them)/no, they don’t like (them)” Teaching emphasis: 1 can understand, read, write and speak the new words 2 can answer the question with “yes, ( ) like (them)/no, ( )doesn’t(don’t) like them” Teaching difficulty: 1 read the words correctly 2 can answer the question correctly and understand the sentences Teaching process: Step1: T: use the flashcard to teach the new words Hold he flashcard and say “this is a tiger-tiger” S: read after the teacher and say the meaning in Chinese Like this to teach other words T: hold up one flashcards to ask “do you like tiger” and express it in Chinese S: yes/no T: if like you can say “yes, I do” otherwise “no, I don’t” S: “yes, I do/no, I don’t” Like this to do exercise T: “do you like tiger?” S: “yes, I do/no, I don’t” T: point to the student to ask “does she like tiger?” S: “yes, she does/ no, she doesn’t” T: to ask other “do you like tiger?” S: “yes, I do/no, I don’t” T: point to the students to ask “do they like tiger?” and express it S: “yes, they like them/no, they don’t like them” Step2: Listen to the radio and point out what you heard Listen and read after the radio Step3: Look at the book page16 and let student to say what you see T: look at the picture and ask “what are they?” S: answer “ they are squirrels” Like this to do others T: listen to the radio and think “do they them?” By listening by point out the picture S: listen the radio Stopping after each questions and answer. like () don’t like () Check the answers with the children Step4: T: look at the picture and ask “what’s this?” S: It is a snake Like this to review the words T: read the questions and answers S: repeat after the teacher To explain the game’s rules Two in pairs to do the game Step5: To copy the words Blackboard writing Do you like „? Dose she like„? Do they like „” Yes, I do Yes, she likes them yes, they like them No, I don’t . No, she doesn’t like them no ,they don’t like them. 课后反思:大部分学生能够掌握所学习的几种动物名称，并能够根据图片读出单词，并能够用英语说出自己喜欢的动物。 rdThe 3 per Teaching aims: 1 can hear, speak and read the sentences 2 can understand the sentences Teaching emphasis: 1 can use the sentences in life 2 can understand and read the sentences Teaching difficulty: 1 can understand the text 2 can use the sentences in life Teaching process: Step1: Review T: to say one animals in English S: to act the animals of the teacher said Like this to review the old words Step2: Page 18 T: look at the picture and ask “what’s the name of the girl?” S: her name is sue T: ask “what’s the name of the girl who Ann is speaking to?” S: her name is Betty T: read the sentences of the Ann said S: point the words and read after the teacher Like this to do others T: look at the second picture and ask “what Ken and Tommy are looking at?” S: strawberries T: to practice others (remind the children that the word them is a plural pronoun. In this situation them refers to strawberries) To do exercise, divide the class into two groups Like this complete the second dialogue Step3: T: point the picture and ask “what is this?” S: answer “panda” T: play the tape and ask “what does Ann like?” S: to point out the animals that Ann like Like this to do others T: play again and ask the children to match S: match the sentences T: review the answers in a class drill Step4: T: ask the children what they know about cats S: to say what they know about cats T: look at the picture and read the sentences S: to read with the teacher T: read again and ask some questions about the text S: can answer the questions T: let children to look out the picture about the sentences describe Like this to do others T: answer the question that best expresses their ideas Step5: Homework To color the picture of page 18 Tell their parents about the big cats they learned today 课后反思:学生能够较熟练的说出自己喜欢的动物，并能询问别人作出相应的回答。学习积极性 很高。 thThe 4 per Teaching aims: 1 can know the pronunciation of “th” 2 use the sentences “do you like „” and answer in life Teaching emphasis: 1 can know the pronunciation of “th” 2 can ask and answer what you like Teaching difficulty: Can know the pronunciation of “th” Teaching process: Step1: T: look at the page 20 and read the words after the radio S: read after the radio T: play again and ask one to read it S: to read the words Step2: Say that three of the words have a /th/ sound in them but one word doesn’t Listen to the radio and read after it Cross word without a /th/ sound in it Repeat the procedure for the second row Step3: Read the first two words with the radio ,to point out Ask the children if they can find that all the words have a /th/ sound Tell the children to find out how to read the last two words and say some others words Repeat the procedures for the other words Step4: T: Point one student to ask “do you know her?” S: yes, I do T: write in the blackboard T: do you like her S: yes, I do /no, I don’t T: write in the blackboard T: look at the page 21 and ask “does mocky like cows?” S: yes, he does /no, he doesn’t T: do they like rabbits? S: yes, they do Use the sentences to do exercise Blackboard writing Do you know her/him? Yes, I do Do you like him? Yes, I do. I like him a lot Does he/she know you/me No, he/she doesn’t 课后反思:大部分学生掌握了字母的发音规则，并能够根据读音规则拼读单词。 thThe 5 per Teaching aims: To practice “like” in life Teaching emphasis: Can ask and answer “do you like„” in life Teaching difficulty: Complete the sentences Teaching process: Step1: T: to say some feature of the animals S: to act and say the animals Like this to review the words of the animals Step2: Look at the page 22 and point the picture to ask “what’s this” S: answer it T: do you like it S: yes, I do/no, I don’t T: point the student to ask “does he/she like „?” S: yes, he does /no, he doesn’t Like this to ask others T: to discover what each person or animal likes or doesn’t like ,then they must fill in the missing word(s) in the sentences Point to the picture of cat “does the cat like goats?” S: no, it doesn’t and write the missing words Like this to do others Step3: T: point to the picture and ask “do you like sheep?” S: to answer T: to read the words S: to read after the teacher Listen to the radio and read after it Like this to learn the chat Homework To look into your friend that “does he like rabbits?” and fill in the tables page 23 Say the chat to your family 课后反思:大部分学生基本掌握了本课所学内容，并能够把所学习的内容运用到实际生活中。 thThe 6 per Teaching aims: To understand the uncle Booky’s story Teaching emphasis: Understand the story and complete the question yourself Teaching difficulty: Understand the story yourself Teaching process: Step1: To read the story yourself Look at the picture and read the sentences, let the children to say in Chinese and read with the teacher Listen to the radio and read after it To ask some question “ does he like birds?” and can answer Step2: To complete the page 25 Ask “what is this?” Answer it Like this to complete others Step3: To complete the reflection with your idea Unit three It’s too expensive 新课标的体现: 培养学生的消费观念，培养学生实际运用英语的能力，让学生在生活中学习英语，并把所学的知识运用到生活中。对生活中一些实物能用英语表述出来。 Teaching aims: 知识技能: 1 Listening: Can understand some sample sentences Can understand the new words and point it 2 Speaking: Can use the daily sentences in life Can speak something in English 3 Read: Can read the words and dialogue correctly Can differentiate some word’s pronunciation 4 Write: Can write the words correctly and beautiful Can copy the dialogue correctly 过程方法: 1 通过听录音培养学生的听力，使学生受到语言的熏陶。 2 让学生在实际的环境中进行练习，既锻炼了学生说英语的能力，也培养了学生将所学用到生活中，并同时对学生进行勤俭的教育。 3 让学生练习生活实际进行自编对话的联系，达到新旧知识的有机结合。 Teaching emphasis: 1 to ask something in shop 2 can understand and express Teaching difficulty: 1 can read and write the new words 2 can ask, "Do you have..." in life 3 It's cheap and It's expensive Teaching content: stThe 1 per Teaching aims: 1 can express "it's cheap/expensive" 2 can understand and ask, "What size do you want?" "small , medium , big" Teaching emphasis: 1 can read and write the new words 2 can express "it's cheap/expensive" Teaching difficulty: 1 can read and write the new words 2 can express "it's cheap/expensive" Teaching process: T: show something: one ball two bikes three books etc Point the one to ask, "How many (books) are there?" S: there are (three) Like this to do others Let they to read the numbers T: show the card "thirty" and write S: read the word with the teacher Like this to teach "forty fifty sixty seventy eighty ninety" T: write 20+1=21 twenty-one and read it S: read with the teacher T: write 20+2=22 twenty-two S: read with teacher Like this to learn twenty-three to thirty To read thirty-one to ninety-nine T: to show two bags, one is 25 and other is 50 and write cheap and expensive S: to understand cheap and expensive T: to show some different shoes and write medium and large "M/L" Like this to teach clothes and size T: show and teach a skirt shorts trousers and shoes "This is a skirt" or "they are trousers" shoes and shorts , trousers Put up one to ask "how much is it" or "how many are they" T: do you have any shoes? S: Yes, I do /no, I don't T: look at the picture and ask Picture1: who do you think Ann and Ken are with" Picture2/3: what are they doing? Picture4: what is Ann looking at? Picture5: what is wrong with the pants Picture6: what is Ken wearing? Picture7/8/9: what is happening now S: to answer it in Chinese T: now let's listen what they said S: by listening by look at the picture T: pausing at each picture S: read after the radio Homework copy the new words Blackboard writing: cheap expensive medium(M) large(L) 课后反思:学生对所学习的故事很感兴趣，学习兴趣浓厚。能够根据图片复述故 事内容。 ndThe 2 per Teaching aims: 1 understands and expresses "we have some (socks) 2 can read and write the new words and use in life 3 can sing the song Teaching emphasis: 1 can read and write the new words 2 can express something in English 3 can sing the song Teaching difficulty: 1 can read and write the new words 2 use it in life Teaching process: To review the numbers twenty to ninety T: put up the card "what's this" or "what are these" S: to answer it T: look at the picture with page 28, play the tape S: listen to the radio and point out that you heard T: play again and stop each one S: to read after the radio T: point to ask "what's this /what are these" S: It's ...or these are... T: listen and point out what you heard S: listen and understand T: by listen by number S: number To correctly T: point the picture and ask, "What are these" S: these are... T: page 29 and ask, "What is she doing?" with the picture S: she is washing T: what 's she washing in Chinese S: socks T: to explain the new words "iron clean early morning" S: read the words T: to read the sentences Homework Sing the song to your parents 课后反思:大部分学生能够掌握所学习的几种动物名称，并能够根据图片读出单 词，并能够用英语说出自己喜欢的动物。 rdThe 3 per Teaching aims: 1 can understand and ask, "Do you have..." "Size..." "How much..." 2 can understand the text and complete the questions 3 can know some old words Teaching emphasis: Can understand and ask, "Do you have..." "Size..." "How much..." Teaching difficulty: 1 can understand and ask, "Do you have..." "Size..." "How much..." 2 can understand the text and do exercise Teaching process: T: let's sing the song S: sing the song together T: put up the picture and ask, "Do you have...” S: yes, we do /no, we don't any Like this to review the old words and sentence T: turn page30 and look the picture 1 what is ken doing Read the sentence S: ken is shopping Read after the teacher and say in Chinese Like this to do others T: work in pairs to action Can use the different things T: now let's listen and check To ask, "What's this" "what are these" S: "it’s..." "They are..." T: to listen that store doesn't have some clothes Ann wants. Play the tape complete Play again and stop each one S: by listen by do T: to correct T: turn page 31 and look at the picture 1 what's the boy wearing? 2 what's the girl wearing? Read the text and complete the follow questions S: to answer the question in simple words Can understand the text and say in Chinese T: according to the clothes to say her or his name Step: read the text and fill in the blank Like this to do others T: i am wearing a red skirt and black shoes By saying by point to What are you wearing? Homework color the picture in page 31 课后反思:学生能够较熟练的说出自己喜欢的服装，并能询问别人作出相应的回答。学习积极性 很高。 thThe 4 per Teaching aims: 1 can know /wh/ in words 2 can read the words with /wh? Correct 3 can ask and answer, "Do you have..." "Yes, we do/no, we don't" 4 can express your idea about the sales Teaching emphasis: 1 can know /wh/ in words 2 can ask and answer in life Teaching difficulty: Read the words correct and can spell the words you Teaching process: Step1: T: /wh/ and /w/ is same pronunciation Listen to the radio and read after it To read the words each one S: read the words T: page 32 and read the words you know Look at the first line and tell me what is not same to others Step2: Listen to the radio and read after it S: read the radio and say what is not same to others Like this to do next Can read the words correctly T: to read the words yourself Listen to the radio and read after it S: read after the radio Read the words yourself T: to review Step3: Put up the cards and ask, "what is this " "what are these" "Do you have..." S: "it’s..." "They are..." "Yes, we do /no, we don't any" Like this to do exercise T: read the sentence yourself S: read it T: in pairs to do exercise with page33 Step4: Do exercise Example: what's this/ what are these It’s .../ they are... Do you have.... Yes, we do/ no, we don't Blackboard Writing Do you have sweaters? What size do you want? Yes, we do small/size 20 Yes, we have some. The shoes are too expensive/big/small Do you have any jeans? No, we don't No, we don't have any Homework To read the words in page 32 课后反思:学生较好地掌握了字母的读音规则，并能够根据读音规则，拼读单词。 thThe 5 per Teaching aims: 1 can say the chat 2 can write the complete sentences you Teaching emphasis: Write the complete sentences you Teaching difficulty: 1 can express your idea completely and write 2 chat fluently Teaching process: Step1: T: to describe what you wear today S: describe yourself T: take out the cards and have the children to see apart "is it a shirt" "are they jeans" S: to guess and say Like this to do others Step2: T: turn page 34 Look at the first picture and read the sentences S: read the sentences T: write it T: look at the second picture " do you have any jackets? S: yes, no, we don't any T: to write and read it Like this to do next yourself T: to correct the answer T: to listen to the radio and tell them we'll learn it Step3: listen T: to read the sentence each one Read after the teacher S: read after the teacher Read after the radio T: play the tape completely S: say the chat altogether Homework: To say the chat to your family 课后反思:大部分学生基本掌握了本科的学习内容，并能够把本课所学习的内容运用到实际生活中，但运用不灵活。应加强练习。 thThe 6 per Teaching aims: 1 can understand the story and read you 2 can complete the question yourself Teaching emphasis: To understand the story Teaching difficulty: Can ask and answer in life Teaching process: Step1: T: we'll know a new friend, Candy and what happen Read the story yourself and you can ask what you don't understand S: read it T: look at the first picture and think what happend S: the skirt is bad in Chinese T: read the sentence S: read after the teacher Like this to do others Step2: T: play the tape and read after it S: read after the radio T: to say what’ meaning of the story S: say in Chinese T: indived to pairs, one is rabbit, the other is cat To say one words S: to write the words what teacher said Like this to do Then read the words yourself T: to describe your classmate what she/he wear S: a red shirt Like this to do Step3: T: to complete page37 "what do they have?" T: to say the numbers twenty-ninety-nine S: to say one by one T: to complete page 37 "I can write these numbers" S: to write yourself T: to complete page37 "reflection" Homework: To review the old words and numbers Unit four Where is it? Teaching aims: 1 can read, write and understand the words “on understand in behind next to sad happy now look floor water sofa in front of ” 2 can ask “where is the „” and answer “it’s ( ) the desk” in life can understand the text and can read it can sing the song and can understand the story 知识技能: 1 Listen: Can understand the sentences “where is the „” and the text 2 Speak Can ask “where is the „” and answer “it’s ( ) the (desk)” in life 3 Read Can read the text yourself and read the words 4 Write Can write the words correctly and can write the sentence yourself 过程及方法: 1 通过实物操练让学生真正的理解表示方位的介词，培养学生正确的表示某些物品的方位。 2 通过录音机让学生尽量模仿原生的发音，加强学生的语音练习。 Teaching difficulty: 1 Can express the words “on under behind in front of next to” in life 2 Can understand “where is the „” and answer “it’s ( ) the ( )” 3 Can understand and read the text Teaching emphasis: 1 Express the words “on under behind in front of next to” in life 2 can use “where is the „”and “it’s () the ()” Teaching process: stThe 1 per Teaching aims: Can understand, read and write the words “on under behind in front of next to” Can understand and read the text Teaching difficulty: 1 can read and express the words “on under behind in front of next to” 2 can read the text and understand Teaching emphasis: 1 can read and express the words “on under behind in front of next to” 2 can understand the text Teaching process: Step1: T: take out a book on the desk “what’s this?” S: it’s a book T: The book is on the desk Write the sentence on the blackboard Step2: To guess T:The book under the desk Write the sentence on the blackboard S: to guess T: read the sentence and the word “on under” S: read after the teacher Like this to teach “behind – in front of next to” T: take out a bag on the desk and ask “Is the bag on the desk” S: yes, it is T: is the bag under the desk S: no, it isn’t Like this do exercise T: point the book and ask “where is the book?” and write it on the blackboard S: it is on the desk T: write the sentence “it is on the desk” Like this to do exercise with on under in front of behind next to T: open the book and look at the picture and ask Step3: cture 1: where is the Mocky (he is in front of the tree and teach rock) pi Picture 2: what is happening now Picture 3: what can you see in this picture Picture 4: what do you think Mocky is looking for Picture 5/6: where are Mocky and lulu looking(in the water and under the rock, ground) Picture7: what is happening now Picture8: what is squirrel giving to Mocky T: listen to what they said S: listen and point out the matching picture T: listen to the radio and repeat S: read after the radio Homework: Read the text after class and tell the story to your family Blackboard writing Where is the pen? It’s on the desk. It’s behind the door next to Under in front of rock ground 课后反思:学生对所学习的故事很感兴趣，学习兴趣浓厚。能够根据图片复述故事内容。 ndThe 2 per Teaching aims: 1 can read and write the new words: sofa floor 2 Use “on under behind in front of next to” in life 3 Do some exercise Teaching difficulty: 1 can read and write the new words correctly 2 can do exercise with on under behind in front of next to Teaching emphasis: Can understand and do exercise Teaching process: Step1: T: use the flashcard to review the words on under behind in front of next to S: read the words T: play the tape with page 40 S: listen to the radio and point the matching words T: play the tape again and stopping after each words S: read after the radio T: look at the picture and point one to ask “where is (she)?” S: (she) is (on) the car Like this to ask others Step2: T: look at the picture with “write the numbers” and ask “what is this?” S: it’s a hat T: where is the hat? S: it’s on the table Like this to ask other pictures Then listen to the radio , write the numbers with listening T: turn page 46 and look at the “read and write” Write the words yourself S: to write the words T: look at the picture and ask “where is the bird?” S: it’s on the rock T: the bird is (on the rock) Like this to do 1-3 : do the next yourself T T: turn page 49 and complete “where is the squirrel?” do it yourself S: to do it HW : To read the text Blackboard Writing Sofa chair floor 课后反思:大部分学生能够掌握所学习的表示方位的单词，并能够根据图片读出单词，并能够用英语说出物品的位置。 rdThe 3 per Teaching aims: 1 can sing the song 2 can understand and use “is it on your desk?” and answer “no, it isn’t/yes, it is” Teaching difficulty: 1 can sing the song with the radio, then sing yourself 2 can ask “where is your book? Is it on your desk?” and answer “no, it isn’t /yes, it is” Teaching emphasis: Can ask “where is your book? Is it on your desk?” and answer “no, it isn’t /yes, it is” Teaching process: Step1: T: turn page 41 and point to the picture to ask “what’s this?” S: it’s a cat T: where is it S: it’s under the table Like this to do others “duck bird” T: to read the first line S: to point the matching words Like this to do others Step2: T: play the tape again S: by listening by acting T: listen again S: sing after the radio T: divide into three groups to sing the song S: sing the song T: turn page 42 and do “listen and number” Look at the picture and ask “where is the rabbit?” S: it is in the water Like this to do others Step3: T: listen to the radio and write the numbers S: do it T: take a book on the desk and ask “where are your book? Is it on your desk?” S: no, it isn’t (yes, it isn’t) Like this to do others HW: To sing the song to their parents 课后反思:学生能够较熟练的说出自己物品的位置，并能询问别人作出相应的回答。学习积极性很高。 thThe 4 per Teaching aims: 1 can read the words correctly 2 do exercise Teaching difficulty: Word’s pronunciation Teaching emphasis: Can read the words correctly and know the /ar/ pronunciation Teaching process: Step1: T: sing the song with radio S: sing the song T: turn page 44 and listen to the radio, then read after the radio S: read after the radio T: read the words yoursel Look at the “listen for sounds” and ask “what is this?” S: it’s a arm Like this to do others T: listen to the radio and do it S: do exercise Step2: T: look at this and read after the radio to “card large” S: read the next “bar yard” Read after the radioT: look at the page 43 “where are they?” S: Read the text yourself T: read the text S: read it after the teacher T: “where is the peter?” Like this to ask others S: write the name in the correctly place HW: Read the text yourself 课后反思:学生较好地掌握了字母的读音规则，并能够根据读音规则，拼读单词。 Unit 5 Our Town Teaching aims: 1 to know some place , can read and write 2 can express the word correctly with “next to , near , behind , in front of” 3can ask “where is the „”and answer “ it’s „” 知识技能: 1 Listen: Can understand the sentences “where is the „” and the text 2 Speak Can ask “where is the „” and answer “it’s ( ) the ()” in life 3 Read Can read the text yourself and read the words 4 Write Can write the words correctly and can write the sentence yourself 过程方法: 1 培养学生的方位意识，通过实际的训练让学生能够正确的表述出某一场所的位置。 2 培养学生的文明礼貌，通过本课的学习使学生会问路，学会问路的方式。 2 培养学生的交际能力 Teaching emphasis: 1 can express the place correctly 2can understand the words and read it where is the „” 3can answer “ Teaching difficulty: 1 can answer “where is the „” 2 can understand and express “turn left , turn right , go straight” stThe 1 per Teaching aims: 1 can understand the text and can read it 2 can ask “where is the „”and answer “it’s (near/between)the park” Teaching emphasis: 1 can ask and answer “where is the „” “it’s „” 2 can read the text and understand it Teaching difficulty: 1 can answer “it’s „” with “near, between” 2 can understand the text Teaching process: Step1 Review the words(use the gesture) On in behind in front of under next to T: The teacher makes the gesture and has the children speak out them. S: Speak out the words. T: The teacher speaks out the words and has the children make the gesture. S: Make the gesture. Step2: Learn the new words Near between T: The teacher read the words and shows the pictures and has the children make the gesture. S: Read the new words and make the gesture. Step3: Learn the other new words. Park school movie theater swimming pool train station supermarket toilet T: Read the new words and have the children read after the teacher and stick the words on the blackboard. S: Read the words after the teacher and read the words one by one T: The teacher show the picture and have the children understand the words. S: Read the words and look at the picture and the blackboard. Step4: Play a game (Simon says) Step5: T: Have the children look at the map and ask . Where is the supermarket? It’s near the train station. Where is the swimming pool? It’s between the park and the train station. Where is the movie theater? It’s behind the school. T: Have the children read the dialogue after the teacher. S: Read the dialogue and understand the dialogue. T: Have the children make the dialogue in pairs using the map. S: Try to make the dialogue. T: Have the children speak out the dialogue.(two pairs) Step6: Have the children dance (Happy rabbits) Have the children understand left and right Step7: Learn the story T: Have the children read the story and answer some questions. 1.What is Ann and Ken looking at? 2.Where are they going? 3.Does Mocky like zoos? Why? S: Read the story and try to answer the questions. T: Read the story together and answer the questions. : Have the children listen to the story. T S: Just listen and understand the meaning. T: Have the children read the story after the tape. S: Read the story after the tape two times. T: Have the children read the story in groups. S: Read the story in roles. T: Have one group read the story. Homework: Tell the story to your parents. Blackboard writing Unit5 Our town Where is the supermarket? park It’s near the train station. school Where is the swimming pool? movie theater It’s between the park and the train station. swimming pool Where is the movie theater? train station It’s behind the school. supermarket toliet 课后反思:学生对所学习的故事很感兴趣，学习兴趣浓厚。能够根据图片复述故 事内容。 ndThe 2 per Teaching aims: 1 learn the new words “ a bank post office a fire station a toilet” 2 do some exercise Teaching emphasis: 1 can read the new words and write it 2 can answer “where is the „” Teaching difficulty: Can read and write the new words Teaching process: Step1: : put up the card and ask “what’s this” T S: “it’s a school” Like this to review the words Step2: T: open the book , turn page 54 and look at the picture Where is the school? S: it’s near the park Like this to do exercise Step3: T: listen to the radio and point to the words S: by listening by point T: ask “where does the policeman work” S: police station Like this to learn others T: do exercise with page 52 “listen and number” Look at the picture and ask “where is the „” S: “it’s „” T: listen and number S: listen and number T: listen again and repeat it S: repeat Step3: T: turn page 53, look at the picture and ask “what’s this” and “what’s color” S: it’s a train and it’s a red train T: read the sentence S: by pointing by reading after the teacher T: listen to the radio complete S: by listening by singing T: divide the class into two groups, and have each group sing one verse. Then exchange Step4: Sing the song HW: To sing the song to your family 课后反思:大部分学生能够掌握所学习的建筑物，并能够根据图片读出单词，并能够用英语说出物品的位置。 rdThe 3 per Teaching aims: 1 to practice ask the way “excuse me, where is the „”and “it’s „” 2 do some exercise Teaching emphasis: Can ask “where is the „”and answer “it’s „” Teaching difficulty: s „” Can ask “where is the „”and answer “it’ Teaching process: Step1: T: review the words Point to the picture “what’s this” S: it’s „ Like this to review the words Step2: T: open the book and turn page 54 ,then say “this is „” S: this is school Like this to say other building T: where is the post office S: it’s between the movie theater and the train station T: where is the school S: it’s in front of the train station Like this two in pairs to do oral exercise Step3: T: listen and match To review the building S: listen and match T: listen and repeat S: repeat it T: turn page 55 , read the text and understand it S: to read the text T: to tell this is a e-mail , from sue to bill , to understand it Step4: The teacher read the first half of each sentence and have the children complete the rest Ask “where is sue’s house?” S: to find out sue’s house and take it out Like this to do others T: to draw out the route for bill on the map W: H Color the pictures on page 54 课后反思:学生能够较熟练的说出建筑物的所在地，并能询问别人作出相应的回答。学习积极性 很高。 thThe 4 per Teaching aims: 1 note the /er/ sound can be spelled in different ways ,ir, or,and ur 2 do some oral exercise Teaching difficulty: Can read the words correctly Teaching emphasis: Some word’s pronunciation Teaching process: Step1: T: turn page56 and look at the picture, to hear words that have the /er/ sound Listen to the radio and read after it S: listen and repeat Read the words with the teacher or the radio Step2: T: to do exercise with page56 Listen to the radio and cross the picture that doesn’t have the sound S: to do it Like this to do next lines T: play the tape again and read after the radio T: read with uncle booky Play the tape for the first three words; point out the words that heard Step3: Let’s the student to read the next words S: try to read the next words Like this to read the next lines T: listen to the radio again and read after it S: read after the radio T: look at the picture at page57, point to one to ask “where is the school?” S: it’s next to the movie theater Like this to ask the others like supermarket, swimming pool Two in pairs to do oral exercise with “where is the „” “it’s „” T: to read the uncle booky’s blackboard S: read after the teacher HW: Write two sentences with “where is the „” and “it’s „” 课后反思:学生较好地掌握了字母的读音规则，并能够根据读音规则，拼读单词。 thThe 5 per Teaching aims: 1 can say the rhyme 2 do some exercise Teaching emphasis: Do exercise correctly Teaching difficulty: Can read the rhyme Teaching process: Step1: T: look at the picture and ask “where is the school?” S: it’s behind the park Like this to do others exercise Step2: T: turn page 58 and look at the picture , then read the sentences S: read the sentence after the teacher T: look at the picture and read the sentence , according to the answer to think the question and complete the sentence S: to read the sentence and fill in the blank Like this to complete the sentence Step3: Read the sentence in pairs (one ask and another answer) T: turn page 59 and read the rhyme yourself S: to read T: listen to the radio ,then repeat it S: listen and repeat, say and act T: to do “let’s find out” To say the building about the picture, read the text and fill in the blank S: fill in the blank and read it HW: Can draw the route about the Jim’s house 课后反思:大部分学生基本掌握了本课的学习内容，并能够把本课所学习的内容 运用到实际生活中，但运用不灵活。应加强练习。 thThe 6 per Teaching aims: 1 Can read and understand the story 2 complete the blank about the page 61 Teaching emphasis: Can read and understand the story Teaching difficulty: Can do the exercise correctly Teaching process: Step1: T: let’s sing the song with the radio T: open the book and turn page 60, look at the picture, today we’re going to read a story about Captain Black Cat and a thief mouse, you can read the story yourself to understand it Step2: Point the first picture and ask “what happened?” S: to answer it T: read the first sentence Like this to complete others pictures T: listen to the radio and read after it S: listen and repeat Step3: Make a play to act it T: turn page 61 to do exercise S: do exercise yourself HW: To complete the reflection 文 - 汉语汉字 编辑词条 文，wen，从玄从爻。天地万物的信息产生出来的现象、纹路、轨迹，描绘出了阴阳二气在事物中的运行轨迹和原理。 故文即为符。上古之时，符文一体。 古者伏羲氏之王天下也，始画八卦，造书契，以代结绳(爻)之政，由是文籍生焉。--《尚书序》 依类象形，故谓之文。其后形声相益，即谓之字。--《说文》序》 仓颉造书，形立谓之文，声具谓之字。--《古今通论》 (1) 象形。甲骨文此字象纹理纵横交错形。"文"是汉字的一个部首。本义:花纹;纹理。 (2) 同本义 [figure;veins] 文，英语念为:text、article等，从字面意思上就可以理解为文章、文字，与古今中外的各个文学著作中出现的各种文字字形密不可分。古有甲骨文、金文、小篆等，今有宋体、楷体等，都在这一方面突出了"文"的重要性。古今中外，人们对于"文"都有自己不同的认知，从大的方面来讲，它可以用于表示一个民族的文化历史，从小的方面来说它可用于用于表示单独的一个"文"字，可用于表示一段话，也可用于人物的姓氏。 折叠编辑本段基本字义 1(事物错综所造成的纹理或形象:灿若,锦。 2.刺画花纹:,身。 3(记录语言的符号:,字。,盲。以,害辞。 4(用文字记下来以及与之有关的:,凭。,艺。,体。,典。,苑。,献(指有历史价值和参考价值的图书资料)。,采(a(文辞、文艺方面的才华;b(错杂艳丽的色彩)。 5(人类劳动成果的总结:,化。,物。 6(自然界的某些现象:天,。水,。 7(旧时指礼节仪式:虚,。繁,缛节(过多的礼节仪式)。 8(文华辞采，与“质”、“情”相对:,质彬彬。 9(温和:,火。,静。,雅。 10(指非军事的:,职。,治武功(指礼乐教化和军事功绩)。 11(指以古汉语为基础的书面语:552,言。,白间杂。 12(专指社会科学:,科。 13(掩饰:,过饰非。 14(量词，指旧时小铜钱:一,不名。 15(姓。 16( 皇帝谥号，经纬天地曰文;道德博闻曰文;慈惠爱民曰文;愍民惠礼曰文;赐民爵位曰文;勤学好问曰文;博闻多见曰文;忠信接礼曰文;能定典礼曰文;经邦定誉曰文;敏而好学曰文;施而中礼曰文;修德来远曰文;刚柔相济曰文;修治班制曰文;德美才秀曰文;万邦为宪、帝德运广曰文;坚强不暴曰文;徽柔懿恭曰文;圣谟丕显曰文;化成天下曰文;纯穆不已曰文;克嗣徽音曰文;敬直慈惠曰文;与贤同升曰文;绍修圣绪曰文;声教四讫曰文。如汉文帝。 折叠编辑本段字源字形 字源演变与字形比较 折叠编辑本段详细字义 〈名〉 1(右图是 “文”字的甲骨文图片，资料来源:徐无闻主编:《甲金篆隶大字典》，四川辞书出版社。1991年7月第一版。 “文”字的甲骨文字绘画的像一个正面的“大人”，寓意“大象有形”、“象形”;特别放大了胸部，并在胸部画了“心”，含义是“外界客体在心里面的整体影像、整体写真、整体素描、整体速写”。 许慎《说文解字》把“文”解释为“错画也”，意思是“对事物形象进行整体素描，笔画交错，相联相络，不可解构”，这与他说的独体为文、合体为字的话的意思是一致的。“说文解字”这个书名就表示了“文”只能“说”，而“字”则可“解”的意思。“文”是客观事物外在形象的速写，是人类进一步了解事物内在性质的基础，所以它是“字”的父母，“字”是“文”的孩子。“文”生“字”举例(以“哲”为例):先对人手摩画，其文为“手”;又对斧子摩画，其文为“斤”。以手、斤为父母，结合、生子，其子就是“折”(手和斤各代表父母的基因)。这个“折”就是许慎所谓的“字”。“字”从宀从子，“宀”表示“独立的房子”，子在其中，有“自立门户”的意思。故“字”还能与“文”或其他“字”结合，生出新“字”来。在本例，作为字的“折”与作为文的“口”结合，就生出了新的字“哲”。 2( 同本义 [figure;veins] 文，错画也。象交文。今字作纹。——东汉?许慎《说文》 五章以奉五色。——春秋?左丘明《左传?昭公二十五年》。注:“青与赤谓之文，赤与白谓之章，白与黑谓之黼，黑与青谓之黻。” 美于黼黼文章。——《荀子?非相》 茵席雕文。——《韩非子?十过》 织文鸟章，白旆央央。——《诗?小雅?六月》 斑文小鱼。——明? 刘基《诚意伯刘文成公文集》 3(又如:文驾(彩车);文斑(杂色的斑纹);文旆(有文彩的旗帜);文绣(绣有彩色花纹的丝织品;刺花图案);文织(有彩色花纹的丝织品);文鳞(鱼鳞形花纹)。 4(字，文字(“文”，在先秦时期就有文字的意思，“字”，到了秦朝才有此意。分别讲，“文”指独体字;“字”指合体字。笼统地说，都泛指文字。) [character] 饰以篆文。——南朝宋?范晔《后汉书?张衡传》 分文析字。——东汉?班固《汉书?刘歆传》 夫文，止戈为武。——《左传?宣公十二年》 距洞数百步，有碑仆道，其文漫灭。——王安石《游褒禅山记》 文曰“天启壬戌秋日”。——明? 魏学洢《核舟记》 文曰“初平山尺”。 5(又如:甲骨文;金文;汉文;英文;文迹(文字所记载的事迹);文书爻(有关文字、文凭之类的卦象);文异(文字相异);文轨(文字和车轨);文狱(文字狱);文钱(钱。因钱有文字，故称);文状(字据，军令状);文引(通行证;路凭);文定(定婚)。 6(文章(遣造的词句叫做“文”，结构段落叫做 “章”。) [literary composition] 故说诗者不以文害辞。——《孟子?万章上》 好古文。——唐? 韩愈《师说》 属予作文以记之。——宋? 范仲淹《岳阳楼记》 能述以文。——宋? 欧阳修《醉翁亭记》 摘其诗文。——清? 纪昀《阅微草堂笔记》 7(又如:文价(文章的声誉);文魔(书呆子);文会(旧时读书人为了准备应试，在一起写文章、互相观摩的集会);文移(旧时官府文书的代称);文雄(擅长写文章的大作家);文意(文章的旨趣);文义(文章的义理);文情(文章的词句和情思);本文(所指的这篇文章);作文(写文章;学习练习所写的文章);文魁(文章魁首);文价(文章的声价);文什(文章与诗篇)。 8(美德;文德 [virtue] 圣云继之神，神乃用文治。——杜牧《感怀诗一首》 9(又如:文丈(对才高德韶的老者的敬称);文母(文德之母);文武(文德与武功);文命(文德教命);文惠(文德恩惠);文德(写文章的道德);文薄(谓文德浅薄);文昭(文德昭著)。 10.文才;才华。亦谓有文才，有才华 [literary talent] 而文采不表于后世也。——汉? 司马迁《报任安书》 11(又如:文业(才学);文英(文才出众的人);文采风流(横溢的才华与潇洒的风度);文郎(有才华的青少年);文彦(有文才德行的人);文通残锦(比喻剩下不多的才华)。 12(文献，经典;韵文 [document;classics;verse] 儒以文乱法。——《韩非子?五蠹》 言必遵修旧文而不穿凿。——《说文解字?叙》 13(辞词句。亦指文字记载 [writings;record]。如:文几(旧时书信中开头常用的套语。意为将书信呈献于几前);文倒(文句颠倒);文过其实(文辞浮夸，不切实际);文义(文辞);文辞(言词动听的辞令);文绣(辞藻华丽)。 14(自然界的某些现象 [natural phenomenon] 经纬天地曰文。——《左传?昭公二十八年》 15(又如:天文;地文;水文;文象(日月星辰变化的迹象);文曜(指日月星辰;文星);文昌(星座名)。 16(文治;文事;文职。与“武”相对。 [achievements in culture and education;civilian post] 文能取胜。——《史记?平原君虞卿列传》 文不能取胜。 文武并用。——唐? 魏征《谏太宗十思疏》 精神折冲于千里，文武为宪于万邦。――明《袁可立晋秩兵部右侍郎诰》 17(又如:文臣，文吏(文职官吏);文席(教书先生的几席);文品(文官的品阶);文帅(文职官员出任或兼领统帅);文烈(文治显赫);文员(文职吏员);文阶(文职官阶);文道(文治之道);文业(文事);文僚(文职官吏)。 18(法令条文 [articles of decree] 而刀笔吏专深文巧诋，陷人于罪。——《史记?汲黯列传》 19(又如:文劾(根据律令弹劾);文法吏(通晓法令、执法严峻的官吏);文丈(规矩; 制度 关于办公室下班关闭电源制度矿山事故隐患举报和奖励制度制度下载人事管理制度doc盘点制度下载 );文移(官府文书);文牓(布告;文告);文宪(礼法;法制)。 20(文言。古代散文文体之一;别于白话的古汉语书面语 [literary language]。如:半文半白;文语;文白(文言文和白话文)。 21(文教;礼节仪式 [rites] 则修文德。——《论语?季氏》 22(又如:文丈(崇尚礼文仪节);文俗(拘守礼法而安于习俗);文致(指礼乐);文貌(礼文仪节);文绪(文教礼乐之事);文仪(礼节仪式) 23(指表现形式;外表 [form;appearance]。如:文服(表面服从);文榜(告示、布告之类);文诰(诰令) 24(指鼓乐，泛指曲调 [music;tune]。如:文曲(指乐曲);文始(舞乐名) 25(谥号，谥法:勤学好问叫文 [study deligently] 何以谓之文。——《论语》 是以谓之文。 26(姓 〈动〉 1(在肌肤上刺画花纹或图案 [tatto (the skin)] 被发文身。——《礼记?王制》。注:“谓其肌，以丹青涅之。” 文绣有恒。——《礼记?月令》 2(又如:文笔匠(在人身上刺花的艺人);文身断发(古代荆楚、南越一带的习俗。身刺花纹，截短头发，以为可避水中蛟龙的伤害。后常以指落后地区的民俗);文木(刻镂以文采之木) 3(修饰;文饰 [cover up] 身将隐，焉用文之?——《左传?僖公二十三年》 饰邪说，文奸言，以枭乱天下。——《荀子?非十二子》 4(又如:文过饰非;文致(粉饰;掩饰);文冢(埋葬文稿之处) 5(装饰 [decorate] 舍其文轩。——《墨子?公输》 此犹文奸。 文车二驷。——明? 归有光《项脊轩志》 文马四百匹。——《史记?宋世家》 若将比予文木邪。——《庄子?人间世》 6(又如:文巧(文饰巧辩);文竿(以翠羽为饰之竿);文舫(装饰华丽的游艇);文饰(彩饰);文榭(饰以彩画的台榭);文舟，文艘(装饰华丽的船);文剑(装饰华丽的剑);文舆(饰以彩绘的车) 7(撰写文章 [write]。如:文匠(写文章的大家);文祸(因写文章而招来的灾祸);文雄，文杰(指文豪) 〈形〉 1(有文采，华丽。与“质”或“野”相对 [magnificent;gorgeous] 其旨远，其辞文。——《易?系辞下》 晋公子广而俭，文而有礼。——《左传?僖公二十三年》 2(又如:文巧(华丽奇巧);文朴(文华与质朴);文服(华美的衣服);文砌(华美的石阶);文背(不文雅，粗俗);文轩(华美的车子);文质(文华与质朴) 3.柔和，不猛烈 [mild;gentle]。如:文烈(指火候温猛) 4(美，善 [fine;good]。如:文徽(华美);文鸳(即鸳鸯。以其羽毛华美，故称);文衣(华美的服装) 5(通“紊”。紊乱的 [disordered] 惇宗将礼，称秩元祀，咸秩无文。——《书?洛诰》 天子祭天下名山大川，怀柔百神，咸秩无文。——《汉书?郊祀志上》 王者报功，以次秩之，无有文也。——庆劭《风俗通义?山泽》 〈量〉 1(用于旧时的铜钱。如:一文钱 2(用于计算纺织物 五扶为一首，五首成一文。——《后汉书》