钢琴基础教程1教案

钢琴基础教程1教案（共4篇）

钢琴基础教程1教案 篇1

1. 任务活动的类型

2. 任务活动的流程

《基础日语综合教程1—4》中任务活动的流程包含以下步骤:引起学生的注意、告知学习目标、设想前提条件、提示新的学习项目、给出学习准则、创造练习机会、给予反馈、提高学习能力的保持和转移。

3. 任务活动的特征

《基础日语综合教程1—4》的任务活动的特征表现为以下6点:

(1) 首先, 从范围焦点来看, 任务活动并非仅重视语言表达的重要性, 而更注重意义传达。如在采访中:

A:最初は日本語を勉強についてどう思いましたか。

B:はい、さっぱり分からなくて実に面白いと思いました。

“最初日本語を勉強について”是不自然的表达方式, 但是仍能够将自己的意思传达给对方, 达到交际的目的。

(2) 从观点来看, 任务是以学生为主体, 教师为主导的活动。《基础日语综合教程1—4》任务实施过程中, 100分钟的堂课, 教师主要担任引导、提示, 最终评价的角色。任务的主体部分由学生自主讨论, 发表和评价。

(3) 从真实性来看, 学生假想实际交流的场景, 使用日语积极参加任务活动。各课的任务都是现实的再现。

(4) 从技能来看, 学生通过任务活动运用听说读写四种技能。

(5) 从认知过程来看, 要完成任务活动, 不仅需要语言知识, 而且需要必要的认知过程。任务活动的认知过程都与长期记忆相关。

(6) 关于结果。一般情况下, 任务活动是以目的达成与否来评判, 注重结果。但是《基础日语综合教程1—4》中的任务活动却更加注重过程。这也是新教材与传统教材的重要区别之一。

4. 调查结果

为了把握《基础日语综合教程1—4》中的任务活动在课堂中完成的情况, 笔者对使用该教材的西安交通大学日语专业3个年级的学生进行了问卷调查。调查问卷设计了30个问题, 调查了影响任务活动的问题和改进建议。具体如下表。

[注]平均综合分数= (Σ频数×权值) /人次

[注]平均综合分数= (Σ频数×权值) /人次

采用导入任务教学模式的新教材, 课堂上教师和学生的角色、行为将发生改变。教师备课要把重点放在如何设计和组织任务活动上。教师能否接受新的教学理念, 理解新教材编者的意图, 并能在课堂上加以运用, 是能否实现教学由传统满堂灌模式向以学生为主体模式改变的决定因素。

参考文献

[1]磯村一弘·三矢真由美.JF日本語教育スタンダード「みんなのCan-doサイト」を用いたレベルチェックテストの作成[J].日本:国際交流基金ケルン日本文化会館, 2011.

新日语基础教程1教学大纲 篇2

大纲宗旨

本大纲为大连弗斯特高新人才培训中心，为期一学期的日语强化教学而编写，具有通用性，也具有其针对性和特殊性。

本大纲 在规定基础基础阶段的教学对象，教学目的，教学安排，教学原则，教学要求和教学内容及测试，为开展教学活动和检查教学效果提供依据。

教学对象：

教学对象为中小中日企业的计算机人才的语言培训，初级日语进修，赴日留学人员

教学目的：

对学员进行日语听.说.读.写.译的教学，重点强化日语听说能了.通过一学期的教学教学，让学员掌握日语的基础知识，掌握简单的日常会话，了解一些日本的风土人情，为以后从事的工作有一定的帮助以及为留学生打下初级语言基础。

教学安排：

培训时间：四个月（310课时），每天平均学习4学时，其中上午两课时，下午两课时，每周共计20课时。

课时分配：日语教学300课时，综合素质教育10课时

教学原则：

日语教学以听.说为主，精讲多练，贯彻实用性，直观性和趣味性。不断灌输日本生活常识.生活礼仪及人文教育和人性化教育。

教学要求：

为使85%以上学员能很快适应在日工作并能用日语进行生活.学习.工作方面的简单交流.在听.说.读.写.译方面的具体要求是：

听：听懂日本人用标准日语正常语速进行的简单会话，正确理解并能复述中心内容。

说：能用日语较正确地表达自己的思想，感情，能与日本人进行简单的交谈，经过较短的时间准备，能用日语发表短文，并做到语音，语调正确，自然，表达通顺，流畅，无影响内容理解的明显语法错误；能根据不同场合，不同对象选用不同的语言表达方式。

读：借助工具书，字典能读懂简单的日语短文。

写：能用日语写出格式标准，语言基本正确，内容明了的一般书信，日记，短文等。

译：能将所学的句型，例文，会话准确的译成中文；运用工具书能翻译简单的日语短文。

教学内容：

综合素质教育：（10课时）

对学员实行军训，并进行爱国主义教育，素质教育，出入境常识及有关礼节礼貌，有关法律法规及健康常识介绍，日本风土人情的介绍。

日语知识的教育：（300课时）

语音阶段：（共6天 6*4=24课时）

学习目标：1.掌握假名的正确发音，熟识假名。

2.掌握简单的问候语。

3.掌握简单的课堂用语

4.掌握简单的数字（1~100）

5.学会名字，专业，家乡，年龄的读法 第一天目标：

1.教完五十音图清音平，片前五行

2.教会简单的问候语，早中晚问好，再见

3.任命并教会前排学员喊口令，演练老师或外宾进入教室时的礼节 应达到程度：学员能按行，按段背诵前5行假名，并听写

第二天目标：

1.教完五十音图清音平，片余五行 2.教完浊音，半浊音的平.片假名 3.教师简单的课堂用语

应达到程度：学员能按行，按段背诵五十音图假名，并能听写

能准确读出并听写出浊音，半浊音的平片假名

第三天目标：

1.教授长音的发音特点及表示符号 2.教授拗音，拗长音的平片假名

应达到程度：学员能准确读出并听写拗音，拗长音的平片假名

第四天目标：

1.教授学员促音，拨音的发音特点

2.领读前几课单词的，让学员进一步掌握促音，拨音的发音，并听写简单的单词

3.教授学员简单的数字

应达到程度：学员能够准确读出简单的单词，数字

第五天目标：

1.语言阶段进行复习，有任课老师进行模拟考试，检查学院的掌握情况 2.教授学员名字，专业，家乡，年龄的日语读法

应达到程度：学员能够准确用日语说出自己的名字，专业，家乡，年龄；能够准确的说出100以内的数字。

第六天目标：

语音阶段复习及题型：

1.清音，浊音，半浊音的平假名 2.清音，浊音，半浊音的片假名 3.4.5.6.拗音，拗长音的平假名 拗音，拗长音的片假名平假名单词 片假名单词

第一单元

（1~6课 共13天

共4*13=62）学习目标：

1.掌握简单的礼貌体名词句 2.掌握简单的礼貌体动词句

3.掌握一些基本助词的使用方法 4.能进行简单的自我介绍

第一课：（4*2=8+2=10课时）

讲解重点： 1.礼貌体名词句中助动词です的作用及变化

2助词は も か の 的用法

3疑问句及回答时はい いいえ的用法

练习重点：

1.一般疑问句“～は～ですか”与回答句

はい、～です

いいえ、～ではありません 2.带有疑问词的特殊疑问句的回答

3.指导学员进行简单的自我介绍，内容包括：

はじめまして 私は～です

（ことし）～さいです うちは～です せんもんは～です

日本語のせんせいは～です

どうぞ よろしく おねがいします 《新日语基础教程1》中要求自我介绍的顺序是以“はじめまして”作为开始，以“どうぞ よろしく おねがいします”作为结束

应达到程度：掌握礼貌体名词句的肯定与否定的关系

掌握助词は も か の 的正确用法

能够准确的回答关于姓名，年龄，专业，国家的提问

能够礼貌，流利的进行自我介绍

第二课：（4*2=8+2=10课时）

讲解重点： 1.これ それ あれ由于位置不同的相互转变

2.これ それ あれ与この その あの的区别 3用助词の表示所有者与所有物的关系

练习重点：

1利用实物练习これ それ在问答中的相互转变 2.选择疑问句的回答

3用助词の表示所有关系时，所有物的省略

应达到程度：能准确说出身边物品的饿名称

能够准确说出身边物品时谁的 能够正确回答选择疑问句

第三课：（4*2=8+2=10课时）

讲解重点： 1.ここ そこ あそこ由于位置不同的相互转变

2.ここ そこ あそこ（どこ）こちら そちら あちら（どちら）的区别 3钱数，楼层数的表示

练习重点：

1利用建筑物（培训中心）的结构练习场所的表示 2.疑问词どこ どちら的区别

3知道学员介绍培训中心的内部结构 4.疑问词 いくら なんがい

应达到程度：能够询问或介绍周围的建筑物的位置

掌握向别人询问事情的基本礼节

掌握购物时的基本用语

将中心内部结构加入到自我介绍的内容中并背诵

第四课：（4*2=8+2=10课时）

讲解重点： 1.礼貌体动词句中助动词ます 的作用及变化

2.表示动作时间的助词に から まで的用法 3动词句中的时态变化

4.疑问词なんじ いつ的用法

练习重点：

1时间（时刻）的表示方法

2.助词に 搭配瞬间动作 から まで搭配持续动作 3助词から まで 直接接助动词です

4动词句中时态的变化（尤其是过去肯定，过去否定）5指导学员编写一天的作息时间并背诵 6加入少量的简体句，练习学生的听力和反应

应达到程度：能够准确说出当时的时刻

能够准确说出动作发生的时间（非过去时，过去时）

掌握助词に から まで 的用法

熟练掌握助动词ます 的几种变化

将作息时间加入自我介绍内容并背诵

第五课：（4*2=8+2=10课时）

讲解重点： 1.移动动词（来 去 回）中（去和回的区别）

2.与移动动词搭配的助词（へ で と）的用法；以及感叹助词よ 的用法 3全面否定的表达方法

练习重点：

1日期（年月日）的表达方式

2.移动动词与方向场所，交通工具，同伴的关系 3时间的提示词中哪些须接助词に 哪些不可接 4移动动词与时间搭配后时态的变化

5加入少量的简体句，练习学生的听力和反应

应达到程度：掌握日期的表示方法

掌握基本移动动词的用法

掌握全面否定的表达方法

能够准确的说出何时来的中心，何时毕业，并加入自我介绍的内容并背诵

第六课：（4*2=8+2=10课时）

讲解重点： 1.助词で を と的用法

2.发出邀请及应答方法 3～ましょう的使用场合

练习重点：

1助词で 和 へ的区别

2.他动词的目的语用助词

を 表示 3助词に 与あいます 的搭配 4发出邀请以及接受和委婉拒绝

5加入少量的简体句，练习学生的听力和反应

应达到程度：能够熟练用助词で を表示动作发生的场所，对象

会向对方发出简单的邀请及如何应答邀请

掌握打电话的基本用语

第一单元 复习

1.助动词です ます的变化

2.助词はかのに から まで へ で と を ね よ的使用方法 3.应掌握句型

～は～です（ではありません）

～も～です（ではありません）

～は～の～です

～は～ですか ～は～ですか、～ですか

～は～に～ます

～は～から～まで～ます

～は～から（まで）です

～は～を～ます

～ませんか

～ましょう

第一单元笔试试题题型

1听写单词（平假名，当用汉字，片假名，汉语翻译 2.听写句子并用日语回答 3填空，改错，选择 4组句

5汉译日并用日语回答

6按顺序写出含有某段假名的单词各一个

第二单元

（7~13课 共17天

共4*17=68）学习目标：

1掌握简单的礼貌体形容词句 2掌握较复杂的礼貌体动词句 3掌握一些较复杂的助词使用方法 4能够用日语进行简单的交流

第七课：（4*2=8+2=10课时）讲解重点：

1.助词で に から的用法 2.授受关系

3.もう まだ 的用法

练习重点： 用助词で表示惊醒动作时使用的道具，手段； 2.用助词に 表示给谁或从谁那里得到 3.护额的物品时助词に和から的区别 4.具有授受关系性质的其他动词

5.对带有もう的疑问句的肯定，否定回答 6.对家庭成员的两种不同称呼方法

7.加入少量的简体句，练习学生的听力和反应

应达到程度：能够用助词で 表示动作发生时使用的道具，手段

能够掌握授受关系的基本用法

能够对家庭成员进行简单介绍，并加入自我介绍的内容中并背诵

第八课：（4*2=8+2=10课时）讲解重点：

1形容词分类及其去别

2礼貌体形容词句的肯定形式 3疑问词 どう どんな

练习重点： 一类形容词与二类形容西修饰名词的不同用法 2.一类形容词做谓语的否定变化

3.疑问词どう どんな的区别及回答时的要求 4.顺接，逆接（转折）的关系

5.加入少量的简体句，练习学生的听力和反应

应达到程度：能够熟练使用形容词进行修饰和叙述

掌握餐饮时的礼节

能够用形容词描述家乡及日语老师，并加入自我介绍的内容并背诵

第九课：（4*2=8+2=10课时）讲解重点：

1助词が で的用法 2疑问词どうして 3 因果关系

4.不同程度的程度副词

练习重点： 通过助词が 表示对象语 2.通过から 表示原因，理由

3.带有疑问词どうして 的疑问句及回答的要求 4.程度副词的使用 5.身体不适的状况

6.加入少量的简体句，练习学生的听力和反应

应达到程度：掌握助词 が 与 を的适用场合

能够表达自己的原因和理由或询问对方

能够恰当地表达不同的程度

能够说出身体不适的简单症状

第十课：（4*2=8+2=10课时）讲解重点：

1两个存在句的差别 2助词に や的用法

练习重点： 存在句的结构特点（人 物）

2.存在的场所，动作发生的场所与助词的关系

3.助词 や 与 と 的区别

4.具体位置的方位词的正确使用

5.加入少量的简体句，练习学生的听力和反应

应达到程度：能够准确说出或询问人或物的具体位置

掌握举例说明的表达方法

掌握送别时的礼节

第十一课：（4*2=8+2=10课时）讲解重点：

1人的所有关系的表达方式

2新曾的数量词（个数，张数，台数，次数）3期间的表达方式 4.疑问词どのぐらい

练习重点：

1家庭成员，兄弟姐妹的所有关系 2.期间的表达方法及相互转换

3.ぐらい だけ ぜんぶで的用法

4加入少量的简体句，练习学生的听力和反应

应达到程度：掌握基本数量词的数法

掌握期间的表示方法

能够在邮局办理简答业务

第十二课：（4*2=8+2=10课时）讲解重点：

1过去时态的礼貌体名词句，形容词句 2两者间进行比较 3三者以上相互比较

4.转折语气中でも 与 が的区别

练习重点：

1一类形容词做谓语时的过去时态变化

2.助词 より 的用法

3.回答句中～のほうか 的用法

4.两者间进行比较时与三者以上相互比较时所使用的疑问词的去别 5加入少量的简体句，练习学生的听力和反应

应达到程度：掌握过去时态的礼貌体名词句，形容词句

能够对事物进行比较

第十三课：（4*2=8+2=10课时）讲解重点：

1表达说话人的愿望（想要什么）

2愿望助动词たい 的用法（想做什么）3表达说话人的目的（助词 に 的用法）4.不确定的表达方法（なにか どこか）5.第三类动词作为目的时的特殊用法

练习重点：

1说话人想要什么（物 人）

2.说话人在做什么

3.移动动作的mud 4.动作频度的表达方法

5加入少量的简体句，练习学生的听力和反应

应达到程度：能够表达自己的愿望

能够表达自己移动动作的目的

掌握 なにか どこか 的使用场合 能够准确说出自己的饥渴状况

第二单元 复习

1.形容词的使用的使用方法及其变化 2.助动词ない たい た的使用方法 3.助词 で に と も が より的用法

4.应掌握句型

～は～で～ます

～は～～に～ます（授受）

～は～が～です

～は～が～ます

～は～に～ます（存在）

～と～と～どちらが～ですか ～どちらも～です

～で～がいちばん～です

～は～たいです

～は～へ～を～に～ます

第二单口试试题题型 1自我介绍的背诵

2自我介绍扩展问题的提问 3抽签问答题的提问

第三单元

（14~19课 共14天

共4*14=58+2）学习目标：

1掌握动词分类的规律

2掌握动词活用的变形规律

3掌握动词变形后的一些固定搭配 4掌握一些常用的表达语气

第十四课：（4*2=8+2=10课时）讲解重点：

1动词分类 动词 て 形的构成 3动词 て 形的用法

练习重点：

1动词礼貌形与て 形的相互转换

2.动词て 形的前两个用法

3.～ましょう的使用场合及不同应答方法 4.形容词后的助词 の 的代替

5加入少量的简体句，练习学生的听力和反应

应达到程度：准确分清楚动词的类别

熟练进行动词礼貌形与 て 形的相互转换

学会礼貌地请别人做某事

学会使用正在进行时态 第十五课：（4*2=8+2=10课时）讲解重点：

继续介绍动词 て 形的另外两个用法

练习重点：

1动词 て形＋もいいです

2动词 て形＋もいいですか 及回答方法 3.动词

て形＋はいけません

4动词

て形+います（状态，习惯的动作）5加入少量的简体句，练习学生的听力和反应

应达到程度：学会询问对方自己是都可以做某事

能够熟练使用句型表达状态的持续

第十六课：（4*2=8+2=10课时）讲解重点：

1继续介绍动词 て 形的另外两个用法 2 形容词，名词的类似 て 形的变化

练习重点：

1表达连续进行的动作 2动作的先后次序

3.形容词句，名词句的并列方法 4～ごろ的使用方法 助词 に 的用法（点菜时）

6加入少量的简体句，练习学生的听力和反应

应达到程度：

能够熟练使用句型表达动作的连续性和次序

能够将形容词句和名词句进行并列

学会点菜时的简单用语

第十七课：（4*2=8+2=10课时）讲解重点：

1动词 ない 形的构成方法动词 ない

形的使用方法

练习重点： 动词 ない 形＋ないでください 动词 ない 形＋なければなりません 3.动词 ない 形＋なくてもいいです 4～までに 的使用方法

5加入少量的简体句，练习学生的听力和反应

应达到程度：

学会劝告对方不要做某事 掌握必须做某事的表达方式

掌握最终期限的表达方法

第十八课：（4*2=8+2=10课时）讲解重点：

1动词原形与礼貌形的关系动词短语的名词化个人能力的表达方式

4.个人爱好的表达方法

练习重点： 动词原形与礼貌形的相互转化 2 ＜こと＞ 的使用方法 3.表示个人的能力和爱好 4动作的先后次序的表示

5加入少量的简体句，练习学生的听力和反应

应达到程度：

能够熟练掌握动词的原形 能够表达自己的能力及爱好 形 的构成动词

个人能力的表达方式

4.个人爱好的表达方法

练习重点： 动词原形与礼貌形的相互转化 2 ＜こと＞ 的使用方法 3.表示个人的能力和爱好 4动作的先后次序的表示

5加入少量的简体句，练习学生的听力和反应

应达到程度：

能够熟练掌握动词的原形 能够表达自己的能力及爱好

第十九课：（4*2=8+2=10课时）讲解重点：

1动词 た形 的构成2动词 た形 的使用

动词 なります 的使用方法

练习重点： 个人经历的表达方法 2 例举动作的表达方法

3.形容词，名词与动词 なります的链接方法 4 表示状态的变化

5加入少量的简体句，练习学生的听力和反应

应达到程度：

能够讲述自己的某种经历 掌握状态变化的笑答方式 掌握访问日本人家时的礼节

第三单元 复习

1.动词变形

2..应掌握句型

～てください

～ています

～てもいいです

～て、～て、（～てから）～

～ないでください ～なくてもいいです

～なければなりません ～ことです

～ことができます ～前に、～

～たことがあります ～たり、～たりします

～ましょうか

～くなります

～になります

第三单元笔试试题题型

1听写单词（平假名，当用汉字，片假名，汉语翻译 2.听短文回答问题 3填空，4动词变形 5造句

6看图写问答句 7看图写动作

8.利用所给

フォーム写对话文

第四单元

（20~25课 共13天

共4*13=52）学习目标：

1掌握普通体句的结构特点

2掌握普通体句的一些使用方法，使要表达的意思更加准确，内容更加丰富 3能够听懂简单的普通体句指令，并用礼貌体回应

第二十课：（4*2+2=10课时）讲解重点：

1普通体名词句，形容词局，动词句的结构 2 普通体疑问句的结构

练习重点：

1礼貌体句与普通体句的相互转化

2动词（原形，ない形 た形 なかった）3.助词 よ 的用法

应达到程度：

掌握礼貌体句与普通体句的使用场合

了解礼貌体句与普通体句的相互转换关系

能够听懂简单的普通体句

第二十一课：（4*2+2=10课时）讲解重点：

1助词 と 的用法推测的表达方法

3.～でしょう的表达语气

练习重点：

1讲述自己的看法，观点，意见 2 引用别人或自己说过的话

3.满怀期待地询问对方的文法及回答方法

应达到程度：

学会询问别人的意见和发表自己的意见

学会引用别人曾经说过的话

学会推测的表达方法

学会日本人比较委婉的说话方式 第二十二课：（4*2+2=10课时）讲解重点：

连体修饰（用普通体句修饰一个词）练习重点：

1普通体句修饰主语成分普通体句修饰谓语成分 3.普通体句修饰宾语成分 4.普通体句修饰对象语成分

应达到程度：

学会使用连体修饰语，将内容表达得更加具体

掌握职场中同事之间的礼节

第二十三课：（4*2+2=10课时）讲解重点：

1.とき 的使用方式 2.助词 と 的使用方式

练习重点：

1非过去时态的普通体

引起必然结果的假设语气的表达方法及使用范围 3.用特殊移动动词讲解路线

应达到程度：

学会使用假设的语气

能够给别人讲解复杂的路线

学会询问设备的用途

掌握自动售货机的使用方法

第二十四课：（4*2+2=10课时）讲解重点：

1, 授受动词（くれます）2.くれます与 あげます的区别 3.授受关系（动作）

练习重点：

1行为上的授受关系的基本结构

～てあげます ～てもらいます ～てくれます

应达到程度：

学会表达自己为别人做了某事；别人为自己做了某事

第二十五课：（4*2+2=10课时）讲解重点：

1たら 的假设语气 たら 的假设语气与 と 的假设语气的区别 3.ても 的（即使~~也~~）的语气

练习重点：

1过去时态的普通体句

2.用 たら 引起的假设语气的结构和使用范围

3.（即使~也~）的语气中动词，形容词，名词的接法

应达到程度：

能够熟练使用句型

分别时的礼节

第四单元 复习

普通体句的结构特点

1.动作的授受关系

2.推测，假设，连体修饰的表达方法 3.应掌握句型：

～と～

～とき

～てあげます

～てくれます

～てもらいます

～たら、～

～ても、～

～と思います

～と言いました ～でしょう

总复习阶段：（共15天）学习目标：

1.总结礼貌体句（名词句，动词句，形容词句）的结构

特点以及变化（肯定，否定，非过去，过去）

2.总结普通体句（名词句，动词句，形容词句）的结构

特点以及变化（肯定，否定，非过去，过去）3.归纳各个助词的不同使用方法 4.归纳总结各种接续方法

5.归纳总结各种副词的使用方法 6.掌握所学的单词 7.掌握教材中的一些固定搭配用法 8.能够用日语就某一话题与人简单交流 9.能够用日语写日记和简单的报告

期末笔试试题题型：

1.听写单词（平假名 片假名 单词）2.填空

3.礼貌体句与普通体句的转换 4.造句 5.写作文

6.看图写路线 7.短文日译汉

8.看图听写问题并回答

期末考试口试试题题型：

1.自我介绍的背诵

2.自我介绍扩展问题的提问 3.会话表演

钢琴基础教案4 篇3

教学内容：单纯音符的双手配合练习教学目标：

1、掌握二拍子、三拍子、四拍子中单纯音符的双手配合，提高弹奏的协调性，加强双手的控制能力。

2、使学生能够完整、连贯地弹奏乐曲。教学重点：

不同拍子的弹奏特点。教学难点： 双手的协调配合。教学方法：

讨论法、讲解法、欣赏法、评价法、练习法等等。教学时量： 3课时 教学过程：

一、回课：

1、请2—3名学生到台上演奏《快乐的罗嗦》。

2、请学生点评，教师总结。

3、请学生回答上周教师提出的探索问题 *跳音能给你带来什么样的视听感受？ *如何获得干净、弹性的跳音效果？

4、教师总结跳音的弹奏要领并范奏《快乐的罗嗦》。

二、天天练练：通过讲述、示范、模仿、练习四个步骤来完成。

1、放松协调练习。

2、手指独立支撑练习。

3、节奏、节拍的练习。

三、节奏、节拍的练习。讲述：

1、节奏、节拍的概念。

节奏：长短相同或不同的音，按一定的规律组织起来叫做节奏。节拍：指相同时值的强拍与弱拍有规律地循环出现。在音乐中节奏和节拍总是交织在一起同时存在的。

2、常见节拍的节奏练习。

在进行二拍子、三拍子、四拍子等常见音乐节拍的弹奏时，注意强弱规律。二拍子——强弱、三拍子——强弱弱、四拍子——强弱次强弱。

练习：

1、从以前弹过的练习中，分别抽出有二拍子、三拍子、四拍子的节奏练习片段。

2、双手结合节奏、节拍的训练。

四、基本练习：

1、D大调和F大调音阶琶音（两个八度）练习：复习两个八度的C大调音阶、琶音。讲述：音阶：将C大调音阶中所有的音向上移高一个全音。第一个音从Re开始，结尾在Re上，将Fa和Do升高半个音（弹黑键），指法同C大调。

琶音：先找到Re升Fa、La三个音的位置反复进行练习。右手指法同C大调，左手上行指法5321321，下行原路返回。

归纳：扩指时手指伸开，手掌支撑到位，手腕横向移动重心转移快。

2、F大调音阶琶音（两个八度）

讲述：音阶:第一个音从Fa 开始，结尾在Fa上。将Si 降低半个音（弹黑键）。右手上行指法1234123、12341234，下行原路返回。结尾在4指上。左手指法同C大调。

琶音:找到FaLaDo三个音的位置反复进行练习。

右手指法同C大调，左手上行指法5421421，下行原路返回。

归纳：

1、手臂、手腕放松，指尖力量集中。

2、转指、跨指动作迅速。

3、先分手慢练，熟练后再合手。

4、双手弹奏时声音要整齐统一。

五、练习曲 1： 599 第13首

感知： 教师示范该曲，学生初步感知旋律的节奏特点。

讲述： 这是首四四拍的练习曲，左手以两个声部的形式出现即在保持一个四拍全音符的同时，弹出三个四分音符的断奏在第一小节的右手最后一个音的上方出现了一个“＞”记号，这是一个重音记号，要求有“＞”记号的音要弹得重一些。练习：

＊ 带学生划拍唱谱，连奏连贯，跳奏断开。

＊ 带学生练习第一段，熟悉节奏型，八分音符、二分音符节拍弹准确。指法规范，连跳分明。

＊ 右手在第二行的第二小节出现了连续四个八分音符的小连线，即“落滚”，速度加快后可能会由于方法不当而造成手腕和声音的僵硬。左手也可能在照顾两个声部时出现手腕、手臂紧张的现象，所以要重点练习。

＊ 在练习左手二声部的伴奏时，若能让手腕在弹完第一个四拍的音后立刻放松下来，后面的断奏将会容易很多。

＊ 左手在第三和第四小节之间要求五指的B音和四指的C音保持连贯。在本练习里出现了5次，一定要注意它们之间的连贯弹奏。2、599 第28首

感知：教师示范，学生找出需要重点练习的小节。

讲述：这是首四四拍的练习曲，右手部分以大跨度的音符组成，旋律明亮，富有朝气，多为小连线结构。左手为连贯的分解和弦。练习：

＊ 带学生划拍唱谱，连奏连贯，跳奏断开。带学生练习第一行，熟悉节奏型，八分音符、四分音符、二分音符节拍弹准确。指法规范，连跳分明。

＊ 区别左右手在弹法、音色、力度上的变化。右手有连有跳，音色明亮而富有弹性，左手要弹得均匀、柔和、连贯。

＊ 单手熟练之后由两位同学进行合奏。

六、乐曲练习：《湖上天鹅》

感知：教师示范该曲，学生初步感知乐曲的音乐情绪。讲述：湖上天鹅是一首四三拍的乐曲，旋律体现了音调的明暗法正如画家用明暗法绘制美丽的图画似的，我们用音调的明暗法为音乐的景象增添色彩。要尽一切使我们的乐曲流动起来。乐曲由四句构成，八小节为一句。练习：

＊ 将学生分为四组，每组练习一句旋律。＊ 检查学生练习情况，进行旋律接龙。＊ 让学生自由配对进行合练。

＊ 记忆本首乐曲中所用的表情记号的意义。

七、课堂练习：

学生分手练习新学乐曲，熟练后，两个人一组合练，相互纠正。

八、总结：

钢琴基础教程1教案 篇4

1)adverbial clauses introduced by “when, before, since, until, etc.” 2)verb tense: present perfect progressive.3)how to do an interview.4)asking for and giving information.5).taking about hobbies 2.Teaching Contents& Time Allocation： 1)Language structures & Practice(1 hour)2)Dialogue I & Dialogue II(2 hours)3)Text I &Text II(2 hours)4)Exercises(1 hour)3.Teaching Procedures:

1st session Language Structure Practice 1.Read the sentences on the top, and try to find out the similarity among them: They are adverbial clauses introduced by “when, before, since, until, etc.Examples: I’ll wait until you give us the answer.They have accepted the offer before we sent them the second letter.I’ve been studying English since I entered this university.My sister called when I was reading the novel.II.Teaching Procedures 1.Warm-up activities---asking about the autumn/ spring sports meeting.Ask the students to answer the following questions.Try to encourage them to answer in

complete sentences.After that, summarize the answers and point out that most of them can be made by adverbial clauses.1)Do you know when we’ll have our autumn/spring sports meeting? 2)Do you mean that we won’t have our autumn/spring sports meeting until we’ve had our midterm exams? 3)What events will you sign up for when we have the sports meeting? 4)When did you begin to get interested in the high jump/ the long jump, etc? 5)You have been an athlete since you were a middle school student, haven’t you? 6)Have you been playing football/ volleyball since you were at middle school?(For more words on sports, please refer to attachment: vocabulary 1—Individual sports)2.Listen to the tape and fill in the gaps of the given examples.3.Substitutive practice Use the cues on the textbook and make up dialogue in pairs.4.Language points: 1)You’ll see John when you go to Beijing next week.“When” is used to introduce time adverbial, and a simple present is used to show future action.It’s true in time adverbial clauses which introduced by “as, after, before, as soon as, until:”

Note: the differences of time adverbial introduced by “ when, while, as” “When” indicates a time pot or a period of time.When he entered the living room, I was watching TV.“As” indicates the process.As he grew older, he became more intelligent.“While” indicates a period of time.While I was in New York, I studied music.2)Will you go to see him before you leave? 3)I’ve been playing the piano since I was a child.have been doing sth.---the present prefect progressive.This tense emphasizes the continuousness of the action.Tom has been missing from home for two days now, and I am beginning to worry about his safety.For sometime now, world leaders have been pointing out the necessity to fight against terrorism.4)present prefect progressive Example: John looks sun-burnt.You ask:(you/ sit in the sun?)Have you been sitting in the sun? a.You have just arrived to meet a friend who is waiting for you.You ask:(you/ wait/ long?)b.You meet a friend in the street.His face and hands are very dirty.You ask:(what/ you/ do?)c.A friend of yours is now living in Wuhan.You want to know “how long…” You ask:(how long/ you/ live/ in Wuhan?)d.A friend tells you about his job---he sells computers.You want to know “how long…?” You ask:(how long/ you / sell/ computers?)5)He won’t arrive till four, and I’ll wait until he arrives.The first “until” is a preposition, and the second one is conjunction used to introduce time adverbial clause.5.Background knowledge----Moliere 莫里哀(1622---1673)Penname of Jean Baptiste Poquelin, French satirical playwright from whom modern French comedy developed.One of the founders of the Illustre Theatre, he was later its leading actor.In 1665 he wrote his first play L’Etourdi(The Saucebox), followed by Les Precieuses Ridicules(The Precious Young Maidens, 1659).His satires include L’Ecole des Femmes(The Schools for Wives, 1662), Le Misanthrope(The Misanthrope, 1666), Le Bourgeois Gentihomme(The Bourgeois Gentleman, 1670), and Le Malade Imaginaire(The Imaginary Invalid, 1673).莫里哀为笔名，他是法国的讽刺戏剧大师，现代戏剧的创始人。1643年他与人合作创立了“荣耀剧团”，后成为该团的主要演员。1665年创作了第一部剧作《冒失鬼》，后有《可笑的女才子》（1659）。他的主要讽刺剧有《太太学堂》（1662），《愤世嫉俗》（1666），《贵人迷》（1670）和《没病装病》（1673）。

2nd session Dialogue 1 I.Led-in questions: 1.What is an interview? 2.What questions are usually asked in an interview? 3.Is Lu Ying an experienced amateur actress? Why do you think so? 4.Why is an experienced actor/ actress sometimes overcome by stage fright? 5.When a reporter is interviewing someone, how does he/she begin and end? 2.Brief introduction to dialogue 1 A reporter from Pujiang Weekly came to interview Miss Liu for her wonderful performance at the English evening.The questions first focus on the acting experiences of Liu: when she started to develop an interest in acting, when she first stood on the stage, and when she first acted full-length plays.The reporter then expresses the positive reaction and praise made by the audience and asks about her plan for the future in acting.3.Listen to the tape.And answer the following questions: 1)What is the interview about?(The interview is about the performance of the girl in the English evening.)2)Who are the two speakers?(They are interviewer and interviewee.)3)Can you repeat some of the questions being asked?(Refer to the text.)4)How to ask and answer questions in interview?(Ask the students what might be asked in the interview and how to answer them.Use their imagination as much as possible.)4.Conversational strategies

a.Congratulations---Congratulations, Miss Liu.Congratulations on winning the football game.Many, many congratulations on your graduation.(Informal)It was great to hear about your recent promotion.Well done, Philips!(Formal)Allow me to offer my heartiest congratulations.I’d like to be the first to congratulate you.b.self-introduction---I’m a reporter from Pujiang Weekly of the university.Excuse me.I don’t believe we’ve met.I’m Alice of Class 3.(Informal): Hello.John Smith of ABC Company.Hello.I’m Morris Keats from XX news agency.(Formal): How do you do? My name’s Steven Smith.Allow me to introduce myself: Jenny Heywood, an engineer from X-rox.First let me introduce myself: David Emory, director of the English Department.c.compliments---You really made a hit at the English Evening yesterday.The whole college of foreign languages was impressed and everyone was talking about your acting.How lucky you are.I must say the soup is really very good.(Informal)I love your coat.I’ve got to hand it to you: you really did a good job.(Formal)I really must express my admiration for your competence.I think you deserve the highest praise.d.asking for permission in a polite way---I hope you won’t mind me asking you a few questions about you stage life.I hope you don’t mind, but wouldn’t it be possible for me to type a letter here? Is there any objection if we go back to the previous subject? e.asking if somebody is interested in something---When did you start to develop an interest in acting.Are you interested in detective stories? Is music your chief interest?(Informal)Are you a film fan?

Are you keen on photography at all? f.asking about feelings---When you stood on the stage for the first time in your life, how do you feel?(Adjectives expressing feelings: nervous, frightful, alarmed, annoyed, calm, puzzled, confused, sad, etc.)How do you feel when you came to Wuhan for the first time? g.taking up a point---But there’s no reason to believe that you suffered from any degree of stage fright yesterday.It’s interesting you should say so, because I’m looking forward to the summer holiday there.To go back to what you were saying about inflation, I’m not surprised at the way prices has risen.h.asking for ideas about future---How do you view the prospects of your amateur acting career when you graduate from the university? Do you plan to apply for the position? Do you mean to postpone the appointment?(Informal)Are you thinking of meeting friends?(Formal)Do you have any intention of learning German language? 5.Language Points 1)You really made a hit at the English Evening yesterday.make a hit---(performance)achieve success;become popular;(inform)make a favorable impression on sb.2)The Editorial Board of the Pujiang Weekly is interested in how you manage to do so well both as a performing artist and as a foreign language student.“how” is used to introduce an objective clause of “in”

Is there anything wrong in how she behaviors? 3).I hope you won’t mind me asking you a few questions about mind doing sth.: It is often used in interrogative, negative and conditional sentence.The answer for this is “No, not at all.” or “Yes, I do mind.”

Would you mind changing seat with me? 4).I don’t think I did as well as I had expected.as well as : in the same manner that… It is used to introduce an adverbial clause of function She is a talented musician as well as being a photographer.5).As soon as I entered primary school, I volunteered on every occasion to play a role in children’s play.volunteer v.give or offer(help, suggestion, etc.)willingly or without being paid She volunteered(her services)for relief work.n.person who offers to do sth.without being compelled or paid volunteers to run the Christmas show occasion n.opportunity on one occasion;take occasion to

play a role: play the role of;play an important role in

6).But as far as I can remember, I didn’t seem to experience what is called “stage fright”.as far as: ①to the extent that

As far as I can see, that’s highly impossible.②the same distance as

We didn’t go as far as the others.What is called “stage fright”.This is a objective clause introduced by “what”, and “stage fright” is the subjective complement.Dialogue II---Asking for and Giving Information 1.In this part, students should:

---get familiar with the expressions in the box(page 65), and then make up dialogues according to the information given.---read the dialogue and practice in pairs.---make up dialogues according to the situations on page 66.2.Tips for practice: You are in Shanghai People’s Park and you meet a foreign teacher from Great Britain there at the English Speaking Corner.You are eager to practice your English and you ask him some questions about himself.Example: A: Lovely weather, isn’t it? B: Yes, it is.A: Excuse me.Where are you from? B: I’m from London, England.A: I see from your badge that you are a teacher here.B: Yes, that’s right.A: That’s very interesting.How long have you been here? B: Almost one year.A: Oh, quite a long time.And how long will you stay? B: About two years.Probably a little longer.A: Do you like Shanghai? B: Yes, of course.But the Shanghai accent is difficult to understand.A: Oh, you speak Chinese!How long have you been learning it? B: I started learning it in the university six years ago.3.Conversational strategies: Information---Asking for information Can you tell me something about it? Could anyone tell me who was here a moment ago? Excuse me, do you know how to play bridge?(Informal)Any clue?

Get any idea?

Happen to know his name?(Formal)Could I ask who is in charge of the matter?

Do you work in a bank, if you don’t mind my asking?

I should be interested to know the fact.Information---how to reply: expressing knowledge of something Have you heard that Mr.Hilton is to give a lecture next Wednesday? Yes.I’ve heard that he’s coming.I’m afraid I don’t know.When did you start this program? Since I entered this school.4.More practice: Ask the students to do role-play in pairs.One of them is the interviewer, and the other is the interviewee.They choose the topic freely.3rd session Reading 1 1.Analyze the text:

This text is a piece of expository writing.It gives an introduction of stamps and postage stamps.First it tells us the two kinds of stamps.Then it tells the history of revenue and tax stamps in different countries.The last part deals with the history of postage stamps.Definition, classification, clarification and illustration are used in it.Para 1: 1st sentence gives definition of stamp.2nd&3rd sentence give classification of stamps(postage stamps and other kind of stamps)4th &5th sentence illustrate the third sentence with two examples(revenue stamps and tax stamps)Para 2&3: further illustrate “stamps used for a variety of official purposes)with more examples: government stamps, internal revenue stamps, war savings stamps and ration stamps Para 4&5: the history of postage stamp is clarified by a lot of facts and details.On the whole, we can see that all the examples, details and facts are in the logical order.The accuracy of the text can be shown by the specific time of each fact and the clarity of the words and sentences.2.Questions on the text a.Led-in questions:

1)What is a stamp? Can you give a definition to it? 2)How many types of stamps do you know? 3)What is the main function of the stamps?(In this part, the students are encouraged to answer the question out of their own knowledge on stamps.The teacher don’t have to correct them for their mistakes.After that, the students are given three minutes to read the text.)b.questions on the text(All the answers can be found from the text.)1)What is a stamp? What is it used for? Can you name some kinds of stamps in the world? 2)Do you know which country was the first to use stamps? 3)Have you heard the story about the stamp was invented? 4)Do you collect stamps? If yes, how did you develop an interest in it? 5)What can you lean from stamps? 6)Which kind of stamps is the most familiar to people everywhere? What is it function? 7)Who were called the father of the postage stamp? Why were they so called? 8)When and where did the first postage stamps appear? 3.Language points 1).A stamp is a small piece of paper, printed with an official emblem, design, or monarch’s head relating to the country of issue.i.relating to: to connect with sb./sth.Here it is a present participle phrase used as attributive to modify the noun “head”.Wealth is seldom related to happiness.ii.issue n.the act of circulating, distributing, or publishing by an office or official group government issue of new banknotes 2)Revenue stamps are affixed to deeds and other documents as proof that the government tax or fee has been paid.revenue stamp: a stamp affixed to an item as proof that a government tax has been paid.revenue officer;revenue tax;annual revenue;internal revenue.deed n.a document sealed as an instrument oh bond, contract, or conveyance, especially relating to property

mortgage deed抵押契据;title deed（法律用于）地契、土地证;to transfer by means of deed立契转让

3)Some states raise money by imposing taxes on liquor, cigarettes, and other luxuries and require that tax stamps be placed on the packages.raise: to gather together;collect

raise money to help poor neighbor impose on/upon: ①to establish or apply as compulsory;levy

New duties were imposed on import goods.②place(sth.unwelcome or unpleasant)on sb/sth

She imposed her idea on the group.③ win a favor from sb, esp by using undue pressure

I hope it’s not imposing on your hospitality, but could I stay to dinner? require that tax stamps be placed on the packages.=require the tax should be placed… It’s a way of using subjunctive mood.The verbs can be used in this structure are: command, demand, insist, propose, prefer, urge, suggest, advise, decide, ask, etc.which have the meaning of asking or suggesting.e.g.I suggest we open a company.4)Adhesive postage stamps afford such a simple and effective means of collecting fees for the transmission of postal matter that it is hard to believe that they are of relatively recent invention.such… that… c.f.so… that

such + noun + that: You are such a smart boy that nobody will cheat you.So + adjective + that: It’s so cold that I put on my coat.5)Issued by Great Britain, these first stamps were the penny black and the two pence blue stamp, each bearing the likeness of the young Queen Victoria.“each bearing the likeness of the young Queen Victoria” is the absolute structure 6)He inaugurated the penny post, which included a uniform domestic postal rate based on weight rather than distance covered and on payment of postage by the sender instead of by the receiver.uniform a.conforming to one principle, standard, or rule base on/upon: use sth.as evidence, grounds, etc.fro sth.else I based my hopes on the good news we had yesterday.Direct taxation is usually based on income.rather than: in preference to;instead of It’s management that’s at fault rather than the work-force.I think I’ll have a cold drink rather than coffee.4.Background Knowledge 1）The British Act of 1765

Passed by English Parliament in 1765.It was the first direct tax ever levied by English Parliament upon America.The act placed a tax upon newspapers, almanacs, pamphlets and broadsides, legal documents of all types, insurance policies, ship’s papers, licenses, and even dice and playing cards.The receipts were to be paid into the royal exchequer for the defense of colonies.The opposition to the Stamp Act grew immediately, leading to rioting, destruction of property, and the calling of the Stamp Act Congress.2)American Revolution(1775---1783)

Also called American Independence War.It was the revolt of the British North American colonies that resulted in the establishment of the US.It was caused by colonial resentment at the contemporary attitude that commercial or industrial interests of any colony should be subordinate to those of the mother country, and the unwillingness of the colonists to pay for a permanent army.3)The American Civil War(1864—1865)

A war between the Southern or Confederate States of America and the Northern or Union States.The former wished to maintain their “states’ rights”, in particular the institution of slavery, and claimed the right to secede from the Union;the latter fought initially to maintain the Union, and later(1863)to emancipate the slaves.4)Queen Victoria(1819---1901)

Queen of Great Britain(1837—1901)and Empress of India(1876---1901).Victoria took an active interest in the policy of her ministers, and was soundly advised and supported by her husband, Albert.Her golden jubilee in 1887 and diamond jubilee in 1897 marked a waning of republican sentiment, which developed from the death of Albert.Her long reign saw the rapid industrialization of Britain, a vast growth of the national wealth, and the height of British Empire.5)King Henry VIII(1491---1547)

King of England(1509---1547), son of Henry VII.Henry was a powerful and talented man.His religious opinion remained conservative.He was notorious for having six wives, two of whom he executed and two divorced.During his reign Wales and the marches were brought into a legal union with England.6)Roland Hill(1795—1879)罗兰希尔爵士

British post office official who invented adhesive stamps and prompted the introduction of the penny prepaid post in 1840(previously the addressee paid on receipt).7)Zurich

Financial center and industrial city(machinery, electrical goods, textiles)on Lake Zurich, capital of Zurich canton, the Largest city in Switzerland.８）Benjamin Franklin(1706---1790)US scientist and politician.He proved that lightning is a form of electricity, and invented lightning conductor.He helped to draft the Declaration of Independence and the US constitution, and was ambassador to France(1776---1785).9)George Washington(1732---1799)US general and the first US president(1789---1797)and regarded as “the father of his country”.As a strong opponent of the British government’s policy, he sat in the Continental Congresses of 1774 and 1775, and on the outbreak of the War of American Independence was chosen commander in chief.Having served as president of the Constitutional Convention, he was unanimously elected President in 1789.Although he attempted to draw his ministers from all fractions, his aristocratic outlook alienated his secretary of state, Tomas Jefferson, with whose resignation in 1793 the two-party system originated.Reading II 1.Analysis of the text This passage is very clear-cut in structure.The first sentence of the first paragraph is the topic sentence of the text.Each paragraph deals with a subtopic of stamp collecting and almost all the paragraphs start with a topic sentence.Paras 1—2 the origin and popularity of stamp collecting Paras 3—4 the function of stamp collection a.an ideal family hobby b.reflecting the nation’s history and customs Paras 5—6 variety in stamp collecting 2.Questions for the text 1)How and when did stamp collecting begin as a hobby? 2)Is stamp collecting an expensive hobby? 3)How do stamps reflect a country’s history and customers? 4)What do you know about commemorative stamps? 5)What are the topic sentences of the first four paragraphs? 6)What is the thesis statement of the text? 3.Brief Introduction to Reading II The article first traces the origin of stamp collecting and points out it has been more and more popular in the society.One does not have to pay much to collect stamps, so it is an ideal family hobby, and stamps reflect a nation’s history and customs.Due to the widespread issue of commemorative stamps and the increase in the independent nations, there has been a tremendous increase in the number of stamps, thus adding to the variety of stamp collection.4.Language points 1)c.f.gather, assemble, collect, accumulate gather: ①If you gather a number of things, e.g.after you have spread them out or distribute them, you bring them together again.He gathered his papers that had been scattered.②If you gather something, you collect a number of things from different places that are far apart, esp.so that you can use them.They gathered berries, nuts and fruits for food.③If you gather information or evidence, you collect it, esp.over a period of time and after hard work.The team worked for about a year and a half to gather data.④If something gathers speed, momentum, force, etc.it gradually becomes faster or more powerful.The train gathered speed as it left the town.⑤When you gather your strength, courage, thoughts, etc, you make an effort to prepare yourself to do or deal with something.I’ve been trying to gather courage all week to ring you.⑥If you gather something, you obtain knowledge or ideas by noticing things about the situation you are in.I gathered that they were not expected to eat with us.collect: ①If you collect things, you bring together from several places a group of things or an amount of something.She used to go for long walks collecting birds’ eggs.②If you collect stamps, coins, or something else, you spend time getting a large number of different kinds, because you are interested in them.I’ve been collecting stamps for ten years.③If you collect something or someone from somewhere, you get them from the place where they have been left or where they have spent some time.I went to the jeweler’s to collect my wrist watch.④If something collects energy, heat or light, it attracts it.The plant has large leaves with which to collect as much light as possible.⑤If you collect money from someone who owes it, you get it from them.The main part of his work was collecting debts.⑥If you collect yourself or collect your thoughts, wits, strength, etc.you make an effort to calm or prepare yourself in order to do or deal with something He collected himself enough to tell his friends about the accident.accumulate: When you accumulate or they accumulate, you collect or gather them, or they increase in number of amount, over a period of time.We have packed up the things I had accumulated over the last four years.assemble: fit the parts of it together When the rest of the rifle was assembled, he laid it on the ground.2).English newspaper of the early 1840s carried dvertisements for canceled postage stamps, and one referred to a “new mania for collecting old penny stamps that has bitten the idle ladies of England”.carry(of newspaper, broadcast or magazine)include sth in its content;contain Today’s papers carry full reports of the President’s visit.refer to: mention, talk to When I said somebody was stupid, I wasn’t referring to you.I refer to may watch for exact time.mania for: an excessively intense enthusiasm, interest, or desire She has a mania for sweets.bitten, bite: to grip, grab, or seize She was bitten by a sudden desire to escape the party.3)Although some collectors, spend thousands of dollars buying rare and valuable stamps, the beginner need not spend many money at all on his collection.spend time/ money(in)doing/ on sth/ for sth.need as modal verb and verb: You needn’t talk so loud.(modal verb)You needn’t buy that dictionary.I have spare one.(= but you have already bought it)4)Due to the widespread issue of commemoratives and the increase in the number of independent nation.due to: because of

This accident took place due to driving at fast speed.5)One such collection fills forty albums with nothing but violet stamps, of every shade and from many different countries.fill with: be full of These stories filled the children’s mind with strange ideas.nothing but: nothing else but Nothing but a miracle can save her now.5.Background Knowledge---

1)Franklin Delano Roosevelt(1882—1945)

The 32nd US president(1933—1945), a Democrat.Although he was crippled by polio in Aug, 1921, he remained active in politics and was elected Governor of New York in 1928 and again in 1930.Becoming president amid the Depression, he launched the New Deal economic and social reform programme, which made him popular with the people.After the outbreak of World War II, he introduced the lend-lease for the supply of war materials to the Allies and drew up the Atlantic Charter of solidarity.Once the US entered the war in 1941 he spent much time in meetings with the Allied leaders.He was the only president to have served more than two terms in American history.2)King George V of England(1865---1936)