高一(16)班李慧（10篇）
1.高一(16)班李慧 篇一
高一16班操行分加分/扣分原则办法
扣分原则
1、迟到：第一次迟到扣1分，第四次以2分为增值，参与扫地；第四次后一人扫一天。迟到超过十五分钟视为旷课。
2、在教室、教室办公室手机充电，使用充电宝的，每次扣2分。没收其手机（充电宝），由班主任保管两天至一周时间，表现良好者予以归还，反之则继续保管。该生参与扫地，扫地规则同迟到。
3、旷课：一课时扣2分，一人扫地；
4、早退：早退10—30分钟的扣2分，一人扫地。早退0—10分钟的扣1分，一人扫地。
5、请假：不假外出，每次扣2分，三次后以2分往上加；凡先斩后奏，事后请假的，扣3分，第二次扣3分，一人扫地。
6、寝室卫生、内务被批评或通知班主任的，追究其责任人，责任人扣一分，若是集体问题，寝室长扣2分，寝室成员扣1分。
7、全班被全校批评的，班委（包括男女寝管员）每人扣2分，班上成员扣1分。
8、上课、自习讲话、睡觉，经查实的；上课讲话、睡觉、传递条等被值日巡查老师发现且记录的扣1分，第三次以2分为增值；每组由纪律组长负责记录，一周讲话五次以上的，扣2分，组长有以上行为，三次扣1分。（有问题要讨论的，留在课间时间或者最后一节晚自习，其余时间讨论的视作讲话，讨论时间请注意个人自觉，以免影响他人学习。）
9、上课、自习时间玩手机、看课外书籍（明星八卦、时尚、星座类杂志，小说）的，凡被发现者，第一次被发现扣1分，第三次以2分为一个增值，被发现一次扫一次地，第四次后一人扫一天。
10、零食：不得把熟食、零食带到教室，扣1分，参与扫地第三次之后以2分为增值。
11、男女生不文明交往扣5分。
12、考试作弊扣5分，情节严重地交至学校德育处处理。
14、打架：每人扣10分，参加打群架，情节严重报德育处处理。
15、仪容仪表要符合要求，新闻课之前披发、穿拖鞋进入教室、留长指甲、男生穿背心、女生衣着暴露、怪发型等被发现一次扣1分，第三次以2分为增值。
16、打扫卫生不干净被学校批评整组同学每人扣1分且罚扫一天，如果劳动过程中态度消极者扣1分。逃避卫生的罚扫三天，扣2分。
17、顶撞老师一次扣2分。一人扫地。
18、故意损坏公物的，扣2分。
19、课间操不请假的，做操懒散，态度不端正的，扣2分。
20、抽烟、喝酒、赌博扣5分。一人扫一周地。情节严重交至学校德育处处理。
21、晚归扣3分，一人扫地；夜不归寝：第一次，扣5分，学校给予留校察看处分。第二次，扣10分，交至学校德育处处理，给予开除学籍处分。
注：以上扣分原则，有以上任何一项行为者，男生犯一次错做70个俯卧撑或200个下蹲；女生做100个下蹲。
加分原则
1、寝室卫生、内务获学校表扬或打电话告知班主任的，寝室长加2分，成员加1分。
3、重要考试（如中考，期末考）班上前3名，每人加5分；3—6名，每人加3分；7—10名，每人加2分；11—15名每人1分。考试学科第一名，加2分。成绩进步10名加2分，以此类推。（期中考试进步以上一次期末成绩为基础；期末成绩进步以期中考试为基础。）每次周考：班上第一名加3分，第二到第五名加2分，第六名到第十名加1分。各科第一名加1分。成绩进步10名加1分，以此类推。（周考进步以上一次周考成绩为基础。）
5、有拾金不昧、助人为乐等优秀事迹，经查实情况属实的，加3分；如有弄虚作假的扣5分。
6、积极参加集体活动的，如田径、篮球赛、12.9大合唱等活动的，每人加2分。获得名次的，加5分。
7、主动、积极参与班级活动者（如办板报、大扫除、打扫绿化带、校园执勤、布置考场等）加2分。
8、作业完成优秀的学生由其科任老师自定加分分数，一般为一次1—2分。
9、检举吃零食、手机充电等现象的，加1分。
10、做操积极，动作到位的，由体育委员裁定，每次加1分。
11、团结同学，能够处理好同学之间矛盾的，加2分。
12、班委、学科班长、一人一事责任人得到科任老师、班主任表扬的，加2分。
13、一个月操行分为被扣分的，加2分。一个月未请假的，加2分。一个月寝室未被扣分的，加2分。
14、打扫卫生的小组，教室卫生打扫得干净，且保持得好，尤其是教室后面的垃圾桶处的卫生保持得好的，成员各加2分。
备注：加减分可相互抵消，操行分减10分者，告知其家长。
2.高一(16)班李慧 篇二
高一16班
班主任 张 磊
学校为了使学生养成良好的学习、生活习惯，在新学期开始，进行了为期一个月的纪律强化月管理教育活动。我想，这对学生良好学习习惯、生活习惯的养成是有好处的。纪律强化月管理教育活动，是一项很有效的教育管理活动。下面以我们16班为例，谈一下总结与体会：
一、学生上课不困了。纪律强化月管理教育活动期间，按照学校要求，对在课堂上睡觉的同学进行通报批评，这就要同学们科学分配学习时间，合理分配学习精力；劳逸结合，注意锻炼与休息，高效学习。通过纪律强化月管理教育活动，通过主题班会活动，班主任的引导、教育，我们16班没有一人次因为在课堂上睡觉而被通报。二、一些同学更遵守纪律了。我们班有一个男生关宇翔，入班时是26名，这个学生很聪明，但是学习不踏实，上课喜欢做小动作，有时候转笔。我通过有针对性的教育，比如同他聊天，强调学习专注的重要性，和他说转笔是很不好的习惯，会分散听课的注意力，影响学习效果。经过几次教育沟通、谈心，关宇翔同学不转笔了，而更为难能可贵的是，他学习更勤奋了，每天早晨来的都比较早，6点基本就进班了，而这是他的自觉行为。所以，第一次月考他的成绩是第2名，这次期中考试成绩也不错。正所谓一份付出，一分收获。
三、班级同学更和谐友爱了，班风更正了。在纪律强化月管理教育活动期间，校学生自主管理会成员两次进班查学生奇装异服，我们16班没有一个人被通报。学生都很朴素，不攀比吃穿，大家都严格按照《中学生日常行为规范》严格要求自己，女生不化浓妆，不穿过短裙子，不染发烫发，男生不穿背心进班级，不留长发、不讲粗话。可以说，通过纪律强化月管理教育活动，同学们的文明习惯变好了，和谐友爱文明之风在班级已经形成。
3.16班军训响亮口号 篇三
2. 龙腾虎跃，雷霆万钧，无与伦比，万众一心。
3. 齐心协力，争创佳绩，勇夺三军，所向披靡。
4. 服从命令，听从指挥，团结互助，争创佳绩
5. 巾帼三连，绿装红颜，骄阳无惧，奋勇向前
6. 烽火十三，冲锋在先，追求卓越，勇夺人前
7. 风云十五，军中骄子，校园精英，谁与争锋
8. 军纪如铁，意志如钢;齐心协力，共铸辉煌!
9. 团结奋进，自律自强;愈挫愈勇，为国争光!
10. 刻苦训练，自强不息;团结互助，勇争第一!
11. 团结一致，奋力拼搏;争创一流，展我雄风!
12. 激情飞扬，超越梦想;挑战极限，铸就辉煌!
13. 努力学习，刻苦训练;团结互助，争创佳绩!
14. 军中骄子，校园精英;勇往直前，谁与争锋!
15. 服从命令，听从指挥;团结互助，扬我班威!
16. 政治合格，军事过硬;作风优良，纪律严明!
17. 军纪如铁，意志如钢;超越自我，自尊自强!
18. 激情飞扬，超越自我;挑战极限，共铸辉煌!
19. 挑战极限，超越自我;自强不息，厚德载物!
20. 精英十四，威武之师，刻苦训练，奋勇争先!
4.16个字5班班级口号 篇四
2、谋事在天，成事在人;因势利导，融会贯通。
3、尊人尊己，友谊第一;少说多做，学习第一。
4、鸟贵有翼，人贵有志;人若立志，万夫莫敌。
5、良药苦口，忠言逆耳;顿开茅塞，补偏救弊。
6、学贵有恒，务实上进;天道酬勤，厚积薄发。
7、保定宗旨，砥砺德行;远见卓识，创造辉煌。
8、心志要坚，意趣要乐;输在犹豫，赢在行动。
9、艰苦风斗，铁杵成针;矢志不移，滴水穿石。
10、五，独一无二，激情飞扬，永创辉煌。
11、零三零三，奋勇争先，挑战极限，勇夺桂冠。
12、五班五班，锐不可当，超越自我，再创辉煌。
13、乘风破浪，气宇轩昂，零五有我，共创辉煌。
14、团结一致，奋发拼搏;激扬青春，放飞梦想。
5.16字八班励志口号 篇五
2. 扬帆起航，劈波开浪，xx班出马，谁敢争锋。
3. 龙腾虎跃，雷霆万钧，无与伦比，万众一心。
4. 工商工商，先酒后汤，做好保健，不长痔疮。
5. 山中猛虎，水中蛟龙，八班八班，卧虎藏龙。
6. 锻炼身体，保卫祖国。锻炼身体，建设祖国。
7. 团结一心，奋勇向前，追求卓越，争创第一。
8. 放马金鞍，惟我八班，超越梦想，激情无限。
9. 爱我季延，立志成材，奋勇冲击，永争第一。
10. 八班出手，谁与争锋，横扫赛场，唯我称霸。
11. 释放激丶情，放飞梦想，今天明天，由我创造。
12. 山中猛虎，水中蛟龙， 八班八班，卧虎藏龙。
13. 磨砺意志，奋发冲刺，团结拼搏，展现自我。
14. 齐心协力，争创佳绩，勇夺三军，所向披靡。
6.16字四班班级口号 篇六
2. 争创一流团结拼搏,争创伟绩,飞跃梦想
3. 经济经济，保研胜地，本硕连读，一生孤独。
4. 统计统计，粉饰数据，专业美容，一声受益。
5. 龙腾虎跃，雷霆万钧，无与伦比，万众一心。
6. 磨砺意志，奋发冲刺，团结拼搏，展现自我。
7. 团结一心，奋勇向前，追求卓越，争创第一。
8. 文者称雄，武者称霸，高三四班，雄霸一中。
9. 四班四班，精神焕发，强身健体，状态最佳
10. 齐心协力，争创佳绩，勇夺三军，所向披靡。
11. 同心同德，努力拼搏，为梦飞翔，再创辉煌
12. 四班四班，坚强勇敢，努力拼搏，奋勇争先
13. 金融金融，柜员大鹏，入柜是海，出柜是同。
14. 奋勇拼搏,看我四班,锐不可当与时俱进
7.高一新教材英语 unit 16 篇七
Period 1 Warming up & Listening
Learning Aims
1.To encourage the students to think and talk about their science subjects and activate their relevant vocabulary at the same time.
2.To learn what should be paid attention to when doing an experiment in a lab and how to give instructions to others.
3.To train the students’ ability of listening for information.
Learning Procedures
Step 1 Warming up
Today, we are going to talk something about the subjects you are learning.
Q1: How many subjects are you learning now?
Q2: What are the subjects in which you learn science? Is it easy for you to learn them?
1). Group work
Divide the whole class into two groups, one group is going to talk about the question “ What do you learn about for each field of science?”, and the other “How are you learning these subjects?” Write down the result of the discussion in a card, and choose the best member to do the report.
2). Class work
Enjoy some pictures about the facilities in labs and students doing experiments in labs.
Q: Which subjects are connected with these pictures? Do you often do experiments in the lab?
Step2 Pre-listening
1).Group work
Is it necessary for you to do experiments in the lab? List the reasons in the card and see which group can find more.
2).Class work
Do you still remember what your teacher often remind you before, when and after you do an experiment? Divide the whole into several groups to have a competition in class and see which group will win the game.
Step 3 Listening
1). Listen to what Mr. Zhu is talking to his students for the first time, focusing on the subjects mentioned in the passage.
2). Listen to the tape for the second time to write down some key words to the questions and check with the partners.
3). Listen to the tape for the third time. Understand the whole passage fully and check if the answers are complete, especially pay attention to different structures of giving instructions.
DOS DON’TS
Follow / teacher’s /instructions Don’t come into / without …
Be careful about / when… Don’t touch… / unless…
Always listen carefully to… Don’t throw… / unless…
Clean…away and leave …clean and neat Don’t forget to…
You should tie…up Never put / nose directly into…
Remember that… Never put /fingers into/ and taste…
Make sure that…
Step 4 Post-listening
1). Group work
List what you can do and can’t do in a lab as much as possible in groups.
2). Individual work
Knowing the rules in a lab is very necessary for the sake of our safety. Suppose you are a chemistry teacher, and you are going to make an announcement to your students to give them some instructions before an experiment.
3). Group work
Design the rules for the chemistry lab of your school in groups and put it on the wall in the classroom.
Homework:
Task 1. Have a discussion to find out the best rules for the lab and recommend it to the school leader.
Task 2. Preview Speaking and try to search for some information about the new inventions and discoveries.
Period 2 Speaking
Learning Aims
1. To learn to cooperate with partners to analysis a problem in different views.
2. Enable students to describe the advantages and disadvantages of something in specific words.
Learning Procedures
Step 1 Warming-up
Daily report
1). Class work
Watch a video about the successful launch of ShenZhou V manned space flight in China.
Nowadays, more and more new inventions and discoveries are made all over the world.
2). Brainstorming
List the words they’ve learned about the new scientific inventions and discoveries. Then have a short introduction to Maglev train.
Step 2 Pre-speaking
1). Pair work
Read the dialogue aloud to finish the following form:
inventions advantages disadvantages
Maglev train
2). Group work
Discuss how you can talk about the advantages and disadvantages about some new inventions and list the relevant words and phrases an many as possible.
Advantages Disadvantages
It’s good for… It is too expensive
It can help… It is dangerous to…
It is important for… It is unnecessary to..
It brings people… Some people will use it for…
It doesn’t pollute… It is bad / or harmful for…
Step 3 While speaking
1). Group work
Enjoy some pictures about some new inventions. (Cloning, Nuclear energy, Computers and Space flight ) Each group is to choose one of them to have a discussion and list the advantages and disadvantages. Exchange the ideas with the whole class.
2). Pair work
Make a dialogue in pair to talk about one of the inventions, using the structures to show your agreement and disagreement, such as I’m afraid…/ I can’t agree with you./ I don’t think so. / In my opinion… And then act it out.
Step 4 Post-speaking
1). Debate
The scientific technologies are improving very fast. Some of them are widely accepted and applied, while some are still being argued about by people. Cloning humans is still one of them. In your opinion, do you think it good to do so all over the world?
Divide the whole class into two groups to have a debate and see which group will perform better.
2). Imagination
If you were a scientist many years later after you graduated from universities. Do you think what you would try to invent or discover? And why do you think so?
Homework:
Task 1. Read the following poem ,and then try to imitate it and write down a similar one, of course, about other inventions.
Computer
A compute is a machine. A computer is interesting.
A machine is useful. I can study a computer.
I can use it.
Who made it? Humans being made it.
I am a human being. am warm. I am wise.
I have empathies for animals and people.
I conductor a computer. A computer does not conductor me.
Task 2 Find out one interesting story about some famous scientists and retell it in your own words.
Period 3 & 4 Reading
Learning Aims
1. To get to know something about the story of famous scientists.
2. Enable students to understand the given material better using different reading skills.
3. To have a better understanding about the importance of experiments in science.
Learning Procedures
Step 1 Warming up
Daily report: Share your poems with the other students.
1). Group competition
In the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on. Divide the whole class into four groups to name some of them.
Physics chemistry medicine biology
2). Group work
A match competition. Match Column B with Column A correctly.
Column A Column B
Alexander Bell the Theory of Relativity
Thomas Edison the first telephone
Wright Brothers the electric lamp
Madame Curie black holes in Universe
Heinrich Dreser electricity
Franklin the first plane
Steven Hawking the Theory of Gravity
Elbert Einstein Radium
Isaac Newton aspirin
3) Class work
Q1. Is it easy for the scientists to make these inventions and discoveries?
Q2. How could they succeed in their research?
It is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be successful in their research. Today, we are going to learn one example of them: Franklin’s famous kite experiment.
Step 2 Reading
1). Individual work
Skimming: Read the material fast to find out the right picture about Franklin’s experiment.
2). Individual work
Scanning: Listen to the tape part by part to find out the topic for each one.
Para 1-3 the description of the experiment
Para 4 the equipment of the experiment
Para 5-6 the steps of the experiment
Listen with the questions below:
(1). Why did Franklin do this experiment?
(2). Was the experiment successful?
(3). What were needed when it was being done?
(4). How many steps were mentioned?
(5). What should be paid great attentions to when it was being done?
Step 3 Acting
1). Class work
With all the equipment ready ( a handkerchief made of silk, two pieces of light wood, strings, a sharp piece of metal, a key, a silk ribbon ), one student acts as the host to conduct two students how to make a kite as the one made by Franklin.
2). Individual work
After that, all the students try to tell how to make such a kite in their own words with the help of the pictures on the screen.
Step4 Further understanding
1). Pair work
Read through the passage to fill in the blanks in the form in pairs.
equipment usage
a kite
a key
a condenser
a sharp metal
strings
a silk ribbon
2). Class work
Listen to some sentences to judge whether they are true or false.
(1). In 1752 scientists already knew what electricity is.
(2). Franklin was helped by a friend to do the experiment.
(3). Franklin made the kite of silk because wet silk does not conduct electricity.
(4). A condenser was used in the experiment to store electricity.
(5). The key tied to the string was put into the door to stop the kite from flying away.
(6). The experiment can be done at any time.
(7). You can feel clear electric shock if you touch the string with your fingers after the kite is flying in the sky.
Step 5 Post-reading
1). Pair work
Franklin was doing the experiment with his little son, and he was a bit curious about what his father was doing. On the other hand, many people were watching Franklin doing the experiment. Divide the class into two groups to make a dialogue in pairs, one is between Franklin and his son ,the other Franklin and a person watching the experiment.
2). Group work
Discuss the following questions in groups:
(1). Why did Franklin do his experiment with a kite?
(2). Why the kite made of silk is better than the one made of paper?
(3). Is it dangerous for Franklin to do the experiment? Why do think so?
(4). What can you learn from the experiment and also Franklin?
Step 6 Oral practice
1). Individual work
After you read the interesting experiment of Franklin, do you think of one of your own experiments? Is it a very successful one? And what do you learn after you do the experiment? Tell the story to your group members, and then choose the best one to share it with the whole class.
2). Class work
During the lifetime of many famous scientists, there are a lot of interesting and instructive stories for us to enjoy. Then, we are going to hold a story telling competition in class.
Have some judges among the students first, and then each group choose one student to present the story in front of the classroom. See who can get the first prize in the competition.
Step 7 Watching, reading and thinking
1). Class work
The teacher is ding such an experiment and showing it to all the students: Prepare four glasses on the table. One is filled with oil, one vinegar, and one spirit. Pour some of the liquid into one big glass and then mix them up. Dip one finger into the mixture, take it out then and put it into the mouth to suck. Then give a smile to the students to show that it tastes very delicious. Show the glass around the class and ask the students to do everything as the teacher does.
Q: Does the mixture taste good? Why do you have a different taste from mine?
2). Individual work
Read the passage titled “Look carefully and Learn” to find out the reason.
Q 1: What do you learn after you read such a story?
Q 2: Do you think what is the most important when you are doing an experiment in the lab?
Q 3: If you want to be a scientist, what do you think are the most important qualities?
Homework:
Read the following passage with the questions below.
Flossie Wong-Staal
An interview with Emilio Alvarez and Ann Crystal Angeles
Flossie Wong-staal stays on the move. She moved with her family from China to Hong Kong when she was five. Later she moved to the United States to attend college. Now Wong-Staal is on the move to clone the virus that is believed to cause AIDS and to figure out how the molecules（分子）of the virus are arranged. Wang-Staal heads a team of scientists at the university of California, San Diego. They are trying to save lives by making an AIDS vaccine(疫苗).
Emilio: How did you decide that you wanted to become scientist?
Wong-Staal: At first my teachers made the decision. In high school they said I should study science because of my grades. By the time I graduated from college, there were so many exciting discoveries being made in molecular biology that I wanted to specialize it.
Emilio: What was your high school like?
Wong-Staal: I went to an all-girl high school in Hong Kong. I felt very free at an all-girl school, and I have fond memories of that time.
Anne Crystal: Would you explain your research?
Wong- Staal: Basically me colleagues and I are trying to understand how the AIDS virus is replicated, and then to develop ways to interrupt the replication process, By “replication” I mean the way in which the virus gets inside a cell and uses that cell as a sort of factory to make many many copies of itself.
Anne Crystal: Do you always enjoy your job in the laboratory?
Wong-Staal: Yes,, I think it’s very exciting work. Of course it’s not every day that you make a discovery and have that kind of reward. But when it does happen, it’s a real thrill. It’s exciting to know that you brought about knowledge that didn’t exist before.
Anne Crystal: What would you tell students who would like to become research scientists?
Wong- Staal: Stay with your interest, and get good information about the education you will need. I also have warning: Things are not always easy. There are frustrations in research; sometimes things don’t go the way you’d hoped. But when you make a discovery or a contribution to science, it becomes worthwhile. And I want to encourage all young people to be interested in science: We need you !
1. As you read, guess the meaning of the boldface words from the surroundings words and sentences.
1. Look back over the reading to find the following information:
(1). Where Wong-Staal was born: (2). What she is studying in her research:
(3). What she was the first person to do:
(4). This article is primarily about______________.
A. the scientist Wong- Staal B. making an AIDS vaccine
C. preventing the spread of disease
(5). Which question is NOT answered in the reading?
A. What college did Wong- Staal attend B. What type of biology did she specialize in
C. Where does she work now
(6). You can infer that Wong- Staal
A. didn’t want to become a scientist B. is happy she becomes a research scientist
C. plans to retire soon
2. Write about the following two questions in your journal.
(1). Wong- Staal says that there are frustrations in research. What do you think she means? What frustrations might there be in doing research? How would you deal with these frustrations?
(2). Wong- Staal says that here teachers decided she should become a scientist. Do you think teachers should make career choices for their students? Why or why not?
Period 5 Language study
Learning Aims
Enable students to have a better knowledge of the rules of word-formation.
Learning Procedures
Step 1 Warming up
Daily report: Show your opinions about the two problems mentioned in the reading passage.
Individual work
Show a tongue twister to students:
If one doctor doctors another doctor, does the doctor who doctors the doctor doctor the doctor the way the doctor he is doctoring? Or does he doctor the doctor the way the doctor who doctors doctors?
Practise the tongue twister for some times and see who can say it correctly and fast.
Q: Do all “doctors” in this sentence have the same meaning?
Conclusion: The meaning of the same word varies in different sentences and so does the gender.
Step 2 Reading and thinking
1). Pair work
Read the following sentences to distinguish the different meanings of the same word.
How much do you charge for repairing my CD player?
The frightened animal charged into the toy shop.
It usually takes one hour to get my call phone fully charged.
The man was charged for being irresponsible for the job in the court.
We gave her the charge of the house when we were away for holiday.
What is the charge for using the hall?
The guide conducted the tourists around the museum.
How well does this material conduct electricity or heat?
The concert on this Saturday evening will be conducted by a world famous conductor.
The teacher scolded him because of his bad conduct.
The manager conducted the business carefully.
He was surprise to see so many crosses marked in his Maths homework.
This fruit is a cross between an apple an d appear.
The river was too deep to cross.
The two main roads cross in the center of the town.
He crossed his name off the list.
2). Group work
Discuss in groups to think about more words of this kind and make sentences according to the different meanings. Then read it out and the other students try to guess the meaning of the same word in different situations.
Step 3 Imagination
Group work
Show some words on the screen ( such as bank, tie, sharp, tear) . Discuss in groups to make a short story, paying great attention to the different meanings and gender of the same word. Write it down on a card and share it with the whole class. See which group does the best job.
Step 4 Compound words
Sometimes if we put two different words together, we can make a new one. These words are called “Compound words”. Show some examples:
Blackboard is compounded with two words:
Part 1= a kind of deep color Part 2= a piece of thin wood
Show the students the formulation: Part 1 + Part 2 = ?
1). Class work
The teacher provide explanations to two single words. Ask the students to combine them together and then guess what the new word is. Repeat it for several groups.
Part 1= part of the body used when we talk Part 2= a round thing to play with
Part 1= water of ten degrees below zero Part 2= medicine to put on your skin
Part 1= a liquid you need to make tea
Part 2= moving in snow with wooden thing tied to your shoes
2). Group work
Discuss to think of some some compound words in groups and then do the same game with the partners.
3) Class work
Have a competition about word guessing and see which team can give the most wonderful performance.
Two students to make a team with one facing the blackboard and the other facing all the students. The teacher lists some compound words on the screen. The students facing the Bb explains the two parts of the compound word as quickly and exactly as possible, so that the other one can join the two parts together to guess which word is mentioned. The game is limited in two minutes and then they can find out which team have guessed more words than the others.
Step 5 Post-learning
Read the story about “Franklin’s famous kite experiment” again , and try to find out all the similar words as those learned in this class.
Homework:
Task 1. Design an exercise to match the words in Column A with those in Column B to make some compound words. Exchange the exercises in class.
Task 2. Prepare to make up a story about the relationship of humans and animals in groups and then act the short play out.
Period 6 Integrating skills
Learning Aims
1. Get the students to have reading extension for scientific experiments.
2. Enable students to write an argumentative essay by discussion.
Learning Procedures
Step 1 warming- up
(1). Class work
Daily report: A short play about the relationship between humans and animals.
Q: What do you learn from it?
(2). Class work
Enjoy some pictures about animals killed by humans:
Q: Why do people kill so many animals? Can it be avoided?
(3). Class work
Q: Why do scientists do experiments on animals?
What would often be the result? Can it be avoided?
Step 2 Reading
(1). Individual work
Can scientists make experiments on animals to test new products? People have different opinions about the problem. Let’s read such a passage now.
Q: How many questions are mentioned?
( Does animals testing work? Do people have the right to use animals?)
(2). Individual work
People are having a heat argument about the problem. And if you were an animal, what do you think would say to humans beings?
Prepare to make a short speech and speak it out.
(3). Group work
As a human being, do you agree with which side? A reporter is very interested in this argument, and he is having an interview with some people. Discuss the problem in groups, one as the reporter to hold the interview, one as a scientist who sticks to testing on animals, one as an activist who is against the idea and the other one tries to make some suggestions and notes. Exchange ideas with each other with the information in the reading material as well as your own opinions. Do the report and share your conclusions with the whole class.
(4). Group work
It’s really difficult for us to judge who is right or wrong. So in order to avoid such an argument, do you have some betters methods to solve problem, especially in the future? Discuss the problem in groups and reach an conclusion.
Step 3 Writing
(1). Pair work
Now it’s time for you to write about an argumentative essay on this problem. So what do you think you are going to write about in your essay? Discuss in pairs and show the ideas to the class.
(2). Individual work
Read the tips carefully to check if you have the same idea.
Title Choose a clear Pro or Contra animal testing title
Introduction Explain for what reasons animals are used in experiments and make clear on which side you are: Is animal testing OK or are you an animal rights activist?
Second Paragraph: Arguments Pro Choose two or three arguments from the reading to support your view, Explain them in your own words: 2-3 pros.
Third Paragraph: Arguments Contra Choose one or two arguments from the reading that do against your view. Explain them in your own words and show that they are not true: 1-2 cons
Conclusion Write what we should do with animals experiments in the future and why.
(3). Individual work
Then Write down your answers to the questions listed in the form one by one.
Why are animals used in the experiments?
Are you on which side of them?
Which views do you agree with? Why?
Which views don’t you agree with? Why?
What other ways can you think of to solve the problem in the future?
(4). Individual work
Join your answers together to make a short passage. Divide them into several different paragraphs according to what you write about in each one. Read it through with your partners to make sure what should be corrected and improved.
(5). Class work
To make your essay read well, some useful words will help you a lot when your are writing an argumentative one. Read these words carefully, and choose to use some of them in your essay and then read it again to see what has changed.
比较说明常用词语：
similarly , the same as, similar to ,equal to, appear the same, both seem to, in the same way, in a similar way, in comparison with share…in common/ have….in common, compare …with…, be compared with, make a comparison between with… there are some similarities between…
对比说明常用词语：
nevertheless/nonetheless otherwise, whereas in contrast, on the contrary opposite to…, different from, on the other hand, have little/nothing in common there are some difference between…
举例常用词语：
for example/instance, as follows, such as, in particular in this case, one example is…and another example is… take ….as an example, the following examples will show that… there are many examples to show that….
表示总结的常用词语：
in a word, generally speaking, in my opinion, to sum up, on the whole ,
Homework:
8.16字15班班级押韵口号 篇八
2. 文安天下，武定江山，得才兼备，智勇双全
3. 爱我季延，立志成材，奋勇冲击，永争第一。
4. 十六出手，谁与争锋，横扫赛场，唯我称霸。
5. 争创一流团结拼搏,争创伟绩,飞跃梦想
6. 经济经济，保研胜地，本硕连读，一生孤独。
7. 统计统计，粉饰数据，专业美容，一声受益。
8. 龙腾虎跃，雷霆万钧，无与伦比，万众一心。
9. 磨砺意志，奋发冲刺，团结拼搏，展现自我。
10. 海阔鱼跃且放今朝豪情，天高鸟飞大展机汽雄威
11. 全员实动，开张大吉，销售创意，呼唤奇迹
12. 十六十六，百炮争鸣，一班扬帆，傲立冰川
13. 山中猛虎，出水蛟龙，十六十六，卧虎藏龙
14. 努力学习，奋发图强，志存高远，行者无疆
9.16字2班班级励志口号 篇九
2. 勇争第一,团结一心,共创佳绩强身健体
3. 山中猛虎，水中蛟龙， 二班二班，卧虎藏龙。
4. 亲密五班，合作无间，力挫群雄，舍我其谁。
5. 青春似火，超越自我，放飞梦想，创造辉煌。
6. 时不我待，努力举绩，一鼓作气，挑战佳绩
7. 努力学习，奋发图强，志存高远，行者无疆
8. 齐心协力，争创佳绩，勇夺三军，所向披靡。
9. 希望希望，团结坚强，英姿飒爽，梦想飞扬
10. 法学法学，待业师爷，若过司考，还是待业。
11. 奋力拼搏,齐心协力,争创一流铁心拼搏
12. 山中猛虎，出水蛟龙，二班二班班，卧虎藏龙
13. 齐心协力，争创佳绩，勇夺三军，所向无敌。
14. 同心同德，努力拼搏，为梦飞翔，再创辉煌
10.16字5班班级口号 篇十
2. 艰苦风斗，铁杵成针;矢志不移，滴水穿石。
3. 五，独一无二，激情飞扬，永创辉煌。
4. 零三零三，奋勇争先，挑战极限，勇夺桂冠。
5. 五班五班，锐不可当，超越自我，再创辉煌。
6. 乘风破浪，气宇轩昂，零五有我，共创辉煌。
7. 团结一致，奋发拼搏;激扬青春，放飞梦想。
8. 天生我才，必有大用;今日不用，明日必用。
9. 好好学习，天天向上;友谊第一，比赛第二。
10. 失败以后，也能成功;成功之后，也会失败。
11. 五班五班，奋勇争先，齐心协力，创造奇迹。
12. 高调做事，低调做人;有备而来，有得而去。
13. 饮水思源，但惜流年;心无旁骛，志存高远。
14. 青出于蓝，而胜于蓝;他山之石，可以攻玉。