【正文】 example，Susan was washing her hair while her mother was was changing a flat tire while his father was mowing the perfect tense For the past perfect tense we set up an additional focal point in the past and say that another act was pleted before that example, Greg had finished his work when I visited chair had collapsed before I sat on Activity One Ask the students to fill in the gaps in each dialogue while listening to the recording and then do the substitution points Have the students listen to the recording of Dialogue I once or twice and ask them questions on specific through the dialogue and explain some language points: know what? – This question is used to introduce a piece of information which is similar expression is Guess what?. spots – places of natural attractive scenery was greatly impressed by its natural beauty.– I was moved by its beautiful – to influence deeply, a feeling of admiration: The students were impressed by his inspiring speech./ We are impressed by his bet you had lots of fun there.– I am certain you had lots of fun example, I bet(that)it will rain brought back such sweet memories.– Sweet memories came to my back – to cause to return to the mind: Hearing the song brought back happy remind me of my last trip there.– It seems to be similar to my last trip sbdy./sthg.– to appear to be similar to。to cause to remember : This museum reminds me of the one we visited last year./ The event reminded me of my school wish I had been there with you this time.– This is a wish about a nonfact in the example, I wish I had passed the groups – different groups of students classified by staged an exhibition.– Some held an – to perform or arrange for public show。put on: The art group is going to stage an art show on Discussion Inclass Activity the students to read Dialogue I aloud in pairs with feeling and the students to listen to Dialogue II and then retell a dialogue discussing about one of your traveling Assignments: in pairs to practice the situation in each in groups to discuss the topic of “How I spent the summer vacation”. the students form their own dialogues by using the phrases from Dialogues I amp。 the corresponding exercises in Two Readings Have the students read the passage first and do the corresponding exercise in the teacher may ask them questions in class to check their Language points: went to France for holiday.– For is an preposition used here to show purpose: I came to this building for an interview./ What is this handle for? out of – to use all one’s supplies, to have no more: I am afraid we’ve run out of – to think or believe(that something will happen): I expect that she will e to our party./The spokesman is expected to make an announcement later on back door burst open.– The door opened – to e into the stated condition suddenly and often violently: In spring the flowers burst open./He burst free from the similar use of the pattern: The door banged at – to look very carefully or hard, if not able to see clearly peek at – to take a quick look at something when one should not peep at – to look at something quickly and secretly, a hole or other small opening – to make(someone)pletely certain about something。persuade: They failed to convince the directors that their proposal would work./ I am convinced by your sound sleeper – a deep sleeper thumb a ride/lift – to ask passing motorists for a free ride by holding out one’s hand with the thumb raised his way in the dark – went in the dark: He made his way was not supposed to be back.– He was not considered to be supposed to – to be intended to。to be generally considered to be。to have the regulation of being: The volunteers are supposed to help the blind in the street./I haven’t read this novel, but it is supposed to be a good keep an eye on – to watch carefully: I often ask my neighbor to keep an eye on my house while I am about to – This construction expresses the immediate future in the some contexts, it is often used in the sense of an unfulfilled example, I was about to leave when he came to visit Notewriting Notes must be precise and direct。however, the style is notes of introduction, the following are usually included: name of the person to be introduced : a note of introduction in WB第三篇：精讀教案對(duì)外漢語(yǔ)教學(xué)教案《籃球明星姚明》一、教學(xué)對(duì)象本教案的教學(xué)對(duì)象大約需學(xué)習(xí)了200個(gè)小時(shí)的漢語(yǔ)，掌握的漢語(yǔ)詞匯在160個(gè)左右。二、采用教材《HSK快樂(lè)閱讀》（北京大學(xué)出版社）三、教學(xué)目標(biāo)掌握本課數(shù)量詞的用法理解課文內(nèi)容并能復(fù)述課文掌握新學(xué)的生字詞了解姚明的形象特點(diǎn)，并能用所學(xué)詞語(yǔ)描述人物特點(diǎn)四、教學(xué)內(nèi)容“漢語(yǔ)精讀課”是對(duì)外漢語(yǔ)教學(xué)語(yǔ)言技能課中的主干課，也叫核心課、綜合課?！皾h語(yǔ)精讀課”以講解教授漢語(yǔ)語(yǔ)言知識(shí)為主要教學(xué)任務(wù)。本課共用三課時(shí)。（1）教學(xué)重點(diǎn)：量詞的用法（注：海外學(xué)生量詞基礎(chǔ)較弱）。（2）復(fù)習(xí)上一課“家庭暴力和婚姻”、導(dǎo)入新課《籃球明星姚明》。（3）情景對(duì)話：“對(duì)話姚明”。（4）拆解本課生字、組詞（5）以聽(tīng)說(shuō)為重點(diǎn)練習(xí)課文（6）課文，通過(guò)大聲朗讀以及問(wèn)題提問(wèn)等方式加深學(xué)生對(duì)文章大意的理解。（7）練習(xí)，重點(diǎn)放在語(yǔ)言點(diǎn)的練習(xí)上。五、教學(xué)方法，重點(diǎn)放在詞義、語(yǔ)義以及用法上。在講解的基礎(chǔ)上，通過(guò)設(shè)置語(yǔ)境對(duì)重點(diǎn)生詞和語(yǔ)法進(jìn)行操練，幫助學(xué)生理解并掌握，達(dá)到會(huì)應(yīng)用的目的。，在掌握生詞的基礎(chǔ)上，首先通過(guò)領(lǐng)讀和大聲朗讀使學(xué)生感知文章，對(duì)難理解處進(jìn)行簡(jiǎn)單的講解，力求掌握文章大意。，加深學(xué)生對(duì)作者寫作意圖的把握。六、教學(xué)環(huán)節(jié)復(fù)習(xí)（1）聽(tīng)寫掐掠不堪法庭涉嫌狀告無(wú)獨(dú)有偶忍無(wú)可忍（2）提問(wèn)為什么不部分已婚男人都把錢交給妻子 以前，人們心目中的婦女形象是什么樣為什么說(shuō)在家庭重大事務(wù)的決策上，婦女已經(jīng)能夠取得了決定性的領(lǐng)導(dǎo)地位？生字和詞.拆解生字的部首、筆畫數(shù)和組合（要求師生互動(dòng)）。（板書）傲視 競(jìng)技 覓 配角 涌現(xiàn) 破天荒 震撼 可想而知 熏陶 顯露 耀眼 蕩氣回腸 隔岸觀火 競(jìng)選 狀元 殿 轟動(dòng) 效應(yīng) 進(jìn)取 超越 挑戰(zhàn) 魅力 含蓄 鋪天蓋地 擁戴 超凡 低落 霸語(yǔ)法點(diǎn)：量詞1.、解釋什么是量詞（板書）通常用來(lái)表示人、事物或動(dòng)作的數(shù)量單位的詞，叫做量詞。量詞是表示人、事物或動(dòng)作行為的計(jì)量單位的詞。A．表示人或事物的計(jì)量單位的是物量詞，又稱名量詞。如：尺、寸、斗、個(gè)、只、支等等。課文實(shí)例：（1）在一些熱門的體育運(yùn)動(dòng)中（2）但他們畢竟還只是一些配角（3）破天荒的出現(xiàn)了一張來(lái)自東方神秘國(guó)度的黃種人面孔（4）1980年9月12日出生于上海的一個(gè)籃球世家（5）逐步成長(zhǎng)為一顆耀眼的籃球明星（6）一種不斷地超越自我、挑戰(zhàn)自我的人格魅力（7）也許已經(jīng)超過(guò)了其他一些原有的宣傳手段（8）可以說(shuō)已經(jīng)形成了一種“姚明現(xiàn)象”（9）它也是中國(guó)人渴望參加世界最高水平的競(jìng)爭(zhēng)并且在競(jìng)爭(zhēng)中展現(xiàn)自我的一種體現(xiàn)（10）但是我們不能只有一個(gè)姚明，不能只靠一個(gè)姚明來(lái)體現(xiàn)中國(guó)人的形象 B．表示動(dòng)作行為的計(jì)量單位的是動(dòng)量詞。如：次、回、趟、陣、頓、遍等等。課文實(shí)例：2004年希臘奧運(yùn)會(huì)上，中國(guó)隊(duì)又前進(jìn)了一大步，金牌數(shù)一躍而成為第二 2．練習(xí)運(yùn)用量詞（請(qǐng)學(xué)生上黑板做）。(板書)一條（蛟龍）一團(tuán)（浪花）一幅（圖畫）一架（飛機(jī)）一個(gè)（老人）一只（小鳥(niǎo)）一次（旅行）一陣（鼓聲）(注：括號(hào)里面的詞是參考答案)4．課文（1）老師示范朗讀，板書提示詞。（2）分讀。檢查學(xué)生的課文朗讀，糾正發(fā)音。3）復(fù)述課文。5.、作業(yè)（1）書面作業(yè)：完成課文課后練習(xí)。（2）預(yù)習(xí)新課《網(wǎng)絡(luò)語(yǔ)言》。課文：第四篇：精讀教案3Unit 3 CareerTeaching Time: six periods Part I Prelearning AimsBy the end of this lesson, students should be able to: the special terms of occupations and how to make invitations and accept or refuse the skills of describi