截止2019年9月，共14个职位，详细如下——
1、Saber剑士
《Fate》系列中对作为从者的英灵进行定位而使用的用语，正规七职阶之一，三骑士职阶之一。符合条件的英雄本身有与刀剑相关的事迹，或者传说中宝剑的持有者，最低限度是以剑做武器的英雄，亦被要求魔力以外的能力值皆为最高等级。职阶技能是对魔力和骑乘。另外，符合的英灵大多有着瞬间攻击力优秀的特长。
2、Lancer枪兵
《Fate》系列中对作为从者的英灵进行定位而使用的用语，正规七职阶之一，三骑士职阶之一。苛刻的合适条件仅次于Saber。全体能力值优秀，并且敏捷必须要高。理所当然要擅长发挥枪击范围和速度的一击脱离战法。包括很多出身骑士的英灵，职阶技能是对魔力。
3、Archer弓兵
《Fate》系列中对作为从者的英灵进行定位而使用的用语，正规七职阶之一，三骑士职阶之一。以远距离攻击为特长的职阶，条件并非能力值的高低，而是具有强力射击类型武器，或者与射击武器有关联的特殊能力。作为侦察兵的素质也很高，除拥有作为骑士的对魔力之外，还有单独行动的职阶技能。
4、Rider骑士
《Fate》系列中对作为从者的英灵进行定位而使用的用语，正规七职阶之一。具有与某个乘坐物(不只限于生物)有渊源的传说的英灵适合此职阶。有能力值比三骑士低的倾向，不过这能以传说中描述的坐骑的性能补救。职阶技能除了对魔力外，还拥有非常高等级的骑乘。
5、Berserker狂战士
狂战士，《Fate》系列中对作为从者的英灵进行定位而使用的用语，正规七职阶之一。曾在战斗中疯狂的英雄适合此阶位。通常Servant能够发挥原始英灵的性能就是理想的状态。但是“狂化”会以剥夺理性为交换，对Servant进行超越英灵性能的强化。本来是强化弱小英灵的职阶。
6、Assassin暗杀者
《Fate》系列中对作为从者的英灵进行定位而使用的用语，正规七职阶之一。是专长于隐密行动与暗杀技巧的职阶。在冬木市的圣杯战争中，符合的英灵只有历代的哈桑·萨巴赫，会召唤出其中的某个；在其他城市则不一定。全体成员均没有作为英雄的辉煌传说，因此能力值低下。拥有气息遮断作为职阶技能，活用此能力的战斗方式将会成为救生索。
7、Caster魔术师
《Fate》系列中对作为从者的英灵进行定位而使用的用语，正规七职阶之一。合适条件也只有魔术的能力值达至最高等级。七个职阶中专长于使用强大魔术的职阶，通常由精通魔术的英灵来担任，符合的英灵的战斗能力都较低。而且由于大部分都具备对魔力的职阶技能，所以被评价为最弱的职阶。职阶技能是道具作成和阵地建造。
8、Ruler裁定者
《Fate》系列中对作为从者的英灵进行定位而使用的用语，特殊职阶之一。Ruler被召唤的情况粗略分为两种：其一是该次圣杯战争的形式非常特殊，结果为未知数，也就是圣杯判断出需要Ruler的情况；其二是圣杯战争的影响有可能令世界出现歪曲的情况。在死前无愿望的英雄才具备成为Ruler的条件。
9、Buddha觉者
《Fate》系列中对作为从者的英灵进行定位而使用的用语，特殊职阶之一，TYPE-MOON 旗下的《Fate》系列及衍生作品《Fate/EXTRA》、《Fate/EXTRA Last Encore》中登场的角色。救世主职阶的从者，真名为“觉者（佛陀/ブッダ/Buddha）”。西历2030年的月之圣杯战争结束后，与特维斯·H·皮斯曼一起，在炽天之玉座等待主人公岸波白野到来的人物。
10、Avenge复仇者
《Fate》系列中对作为从者的英灵进行定位而使用的用语，特殊职阶之一。不属于圣杯战争基本的七个职阶的特殊职阶，职阶的符合条件不明，成为复仇者之后，个人阵营会固定为恶，神性大幅下降或消失，性格也被改变。第三次圣杯战争中爱因兹贝伦召唤出的，不属于圣杯战争基本的七个职阶的特殊职阶，脱离基本七职阶的Servant，第一位Avenger真名为安哥拉曼纽。
11、Shielder盾卫
《Fate》系列中对作为从者的英灵进行定位而使用的用语，特殊职阶之一。迦勒底（Chaldea）局的成员。在序章的火灾中身受重伤时，与因为爆炸而失去Master的一位英灵融合得以存活。那位英灵把作为英灵的能力和宝具转让给玛修，相对地希望她能够排除特异点的原因。随后与主人公契约。
12、Grand Caster冠位魔术师
《Fate》系列中对作为从者的英灵进行定位而使用的用语，正规七职阶之一。合适条件也只有魔术的能力值达至最高等级。七个职阶中专长于使用强大魔术的职阶，通常由精通魔术的英灵来担任，符合的英灵的战斗能力都较低。而且由于大部分都具备对魔力的职阶技能，所以被评价为最弱的职阶。职阶技能是道具作成和阵地建造。
13、Beast野兽
《Fate》系列中对作为从者的英灵进行定位而使用的用语，特殊职阶之一。Beast是被人类史所拒绝的大灾害，总计有七大人类之恶。人类恶所指的是威胁到人类历史，毁灭人类的各种灾害。它们诞生自人类的文明，伴随人类的发展变得越来越强大，却从社会的内侧将文明毁灭，是癌细胞般的存在。
14、Joker小丑
《Fate》系列中对作为从者的英灵进行定位而使用的用语，特殊职阶之一。《Fate/EXTRA CCC》中是由BB的感情制作而成的高级AI。是从不完全的复制形式中诞生，由于她们想要弥补当中的缺损，因而获得了不同于BB的独自的自我意识，她们拥有灵魂，作为不同于BB的生命体而活动。
惊弓之鸟
Birds Startled by the Mere Twang of a Bowstring
战国时期（公元前403―221年中国中原地区各诸侯国连年争战的时代）魏国有个名叫更羸的人。一天，他对国王说：“我只要拉开弓，空射一下，就能把天上的鸟射下来。”国王不相信。更羸便对准天上飞来的一只雁射去，果真那只雁听到拉弦的声音就掉了下来。国王感到很奇怪。更羸说，“那是一只受过伤的雁。它一听到我拉开弓弦的声响，就惊慌得支持不住，自然要掉下来了。”
In the Warring States Period, there was a man in the State of Wei called Geng Lei One day he said to the king: 'I can shoot down birds by simply plucking my bowstring' When the king expressed doubt, Geng Lei pointed his bow at a wild goose flying in the sky, twanged the bowstring, and the goose fell to the ground Geng Lei said, 'This goose has been hurt in the past Hearing the twang of the bowstring, it assumed that it was doomed So it simply gave up trying to live'
“惊弓之鸟”这个成语比喻受过惊恐之后，有一点动静就特别害怕。
This idiom means that if one has been frightened in the past one's will may become paralysed in a similar situation
毛遂自荐
Mao Sui Recommending Himself
战国时代，秦国军队攻打赵国的都城。赵国的平原君打算亲自到楚国去请救兵，想挑选一个精明能干的人一同前去。有一个名叫毛遂的人，自告奋勇愿意同去。平原君到楚国后，与楚王谈了半天，没有一点结果。毛遂怒气冲冲地拿着宝剑，逼近楚王，终于迫使楚王答应出兵，与赵国联合共同抵抗秦国。
In the Warring States Period, the State of Qin besieged the capital of the State of Zhao Duke Pingyuan of Zhao planned to ask the ruler of the State of Chu personally for assistance He wanted to select a capable man to go with him A man called Mao Sui volunteered When the negoti-actions between the two states were stalled because the ruler of Chu hesitated to send troops, Mao Sui approached him, brandishing a sword At that, the ruler of Chu agreed to help Zhao, against Qin
“毛遂自荐”这个成语用来比喻自己推荐自己，不必别人介绍。
This idiom means to recommend oneself
世外桃源
A Haven of Peace and Happiness
东晋的文学家陶渊明写了一片著名的文章叫《桃花源记》。叙述一个渔人出外捕鱼的时候，偶然来到了桃花源这个地方。从这里通过一个山洞，发现了一个村子，这里的居民是秦朝时避难人的后代。这是一个与世隔绝、没有剥削和压迫、人人安居乐业的美好社会。渔人告别村民回家以后，再也找不到这个地方了。
Tao Yuanming, a famous writer of the Eastern Jin Dynasty (317-420), wrote the well-known essay Peach-Blossom Spring In it he tells a story which goes like this: A fisherman happened to come upon a place called Peach-Blossom Spring Squeezing through a cave, he found a village, the residents of which were descendants of refugees from the Qin Dynasty It was a paradise isolated from the outside world, without exploitation or oppression, and everybody living and working in peace and contentment The fisherman left the villagers and went home But he could never find the place again
后来，由这个故事产生了“世外桃源”这个成语，用来比喻与世隔绝的、理想的美好世界。
This idiom is derived from the above story, and is used to mean an isolated, ideal world
南辕北辙
Going South by Driving the Chariot North
从前有个人要到南方去，他坐的车子却向北方行驶。过路人说：“你去南方，车子怎么向北行驶呢？”他回答说：“我的马很能跑路，我的车夫驾车的技术也很高明，加上我又带了充足的路费。”这个人没有考虑到，方向弄反了，他的条件越好，离他要去的地方就越远。
Once a man wanted to go to the south, but his carriage was heading north A passer-by asked him: 'If you are going to the south, why is your chariot heading north ' The man answered, 'My horse is good at running, my driver is highly skilled at driving a carriage, and I have enough money ' The man didn't consider that the direction might be wrong; the better his conditions were, the further he was away from his destination
后来人们就把这个故事概括为“南辕北辙”，比喻一个人的行为和他的目的正好相反。
The idiom derived from this story indicates that one's action was the opposite effect to one's intention
画龙点睛
Putting the Finishing Touch to the Picture of a Dragon
南北朝(公元420--589)时期，有个画家叫张僧繇。有一次，他到一个寺庙去游玩，在墙壁上面画了四条龙，可是都没有画出眼睛。看画的人觉得很奇怪，问他为什么不画出眼睛。他说：“眼睛是龙的关键，画上眼睛，龙就会飞走了。”大家不相信他说的话。张僧繇拿起笔来，刚给两条龙点上眼睛，立刻电闪雷鸣，两条龙飞向天空，墙上只剩下两条没有画眼睛的龙。
In the Southern and Northern Dynasties Period (420-589), there was a painter called Zhang Sengyou Once he visited a temple and painted on the wall four dragons, but gave none of them eyes The onlookers felt that this was odd, and asked why he hadn't painted the eyes He answered, 'Eyes are crucial for dragons With the eyes painted on, the dragons would fly away' Nobody believed this, so Zhang Sengyou took up his brush and added eyes to two of the dragons No sooner had he finished than the two dragons flew into the sky amid a thunderstorm The two without eyes stayed painted on the wall
“画龙点睛”这个成语用来比喻讲话或写文章时，在关键地方加一两句重要的话，使内容更加生动有力。
This idiom is used to describe how, when writing or speaking, one or two key sentences will enhance the contents
画蛇添足
Drawing a snake and Adding Feet
战国时代有个楚国人祭他的祖先。仪式结束后，他拿出一壶酒赏给手下的几个人。大家商量说：“我们都来画蛇，谁先画好谁就喝这壶酒。”其中有一个人先画好了。但他看到同伴还没有画完，就又给蛇添上了脚。这时，另一个人也画好了，夺过酒壶吧酒喝了，并且说：“蛇本来是没有脚的，你怎么能给它添上脚呢？”
In the Warring States Period, a man in the State of Chu was offering a sacrifice to his ancestors After the ceremony, the man gave a beaker of wine to his servants The servants thought that there was not enough wine for all them, and decided to each draw a picture of a snake; the one who finished the picture first would get the wine One of them drew very rapidly Seeing that the others were still busy drawing, he added feet to the snake At this moment another man finished, snatched the beaker and drank the wine, saying, 'A snake doesn't have feet How can you add feet to a snake '
“画蛇添足”这个成语比喻做了多余而不恰当的事，反而把事情弄糟了。
This idiom refers to ruining a venture by doing unnecessary and surplus things
班门弄斧
Showing Off One's Proficiency with the Axe Before Lu Ban the Master Carpenter
古代有一个建筑和雕刻技术非常高超的人，名叫鲁班，木匠行里尊称他为祖师。传说他曾用木头制作了一只五彩斑斓的凤凰，能够在空中飞翔三天不掉下来。在鲁班门前摆弄斧子，当然显得有些自不量力了。
Lu Ban was supposed to be a consummate carpenter in ancient times It is said that he once carved a wooden phoenix that was so lifelike that it actually flew in the sky for three days Thus it was considered the height of folly to show off one's skill with an axe in front of Lu Ban
“班门弄斧”这个成语，用来比喻在行家面前显示本领。
This idiom excoriates those who show off their slight accomplishments in front of experts
可爱多 2005-6-13 08:38
怒发冲冠
So Angry That One' s Hair Lifts Up One' s Hat
战国时代，赵国的大臣蔺相如出使到秦国。在他向秦王索回玉璧的时候，秦王蛮不讲理，蔺相如气愤得连头发都竖了起来，向上冲着帽子。
In the Warring States Period, Lin Xiangru, chief min-ister of the State of Zhao, was sent as an envoy to the State of Qin to ask the ruler of Qin to return a fine piece of jade to Zhao But the ruler of Qin was rude and unreasonable Lin was angry, and his hair stood up so stiffly on his head that it lifted up his hat
后来人们用“怒发冲冠”这个成语形容人愤怒到了极点。
This idiom came to be used to mean being extremely angry
画饼充饥
Allaying Hunger with Pictures of Cakes
三国时代魏国的皇帝曹睿，准备选拔一个有才能的人到朝廷来做官。曹睿对他的大臣说：“选择人才，不能光找有虚名的人。虚名好像是在地上画的一块饼，只能看，不能解决肚子饥饿的问题啊！”
In the Three Kingdoms Period (220-280), the king of the Wei, Cao Rui, wanted to select a very capable man to work for him He said to his ministers: 'When choosing a talented person, always beware of one with a false reputation A false reputation is just like a picture of a cake; it can' t relieve hunger'
后来人们就用“画饼充饥”这个成语比喻用空想安慰自己，不能解决实际问题。
Later, this idiom came to be used to mean comforting oneself with unrealistic thoughts, without solving practical problems
一鸣惊人
Amazing the World with a Single Feat
战国时代，齐威王即位后做了三年国君，只顾享乐，不理政事。有个善于说笑话的人叫淳于髡，一天对齐威王说：“城里有一只大鸟，三年不飞也不叫，你知道这是什么道理？”齐威王说：“这鸟不飞则罢，一飞就冲天；不鸣则罢，一鸣就惊人。”在淳于髡的激发下，齐威王开始治理国家，取得很大成绩，齐国的声威一直保持了几十年。
In the Warring States Period, Duke Wei of Qi neglected state affairs, for the first three years of his reign, giving himself over to dissipation One of his ministers, Chun Yukun who had a good sense of humour, said to him: 'There is a big bird which has neither taken wing nor sung for three years' The duke answered, 'Once that bird starts to fly and sing, it will astonish the world' The duke thereupon devoted himself to his duties and built his state up into a powerful one
“一鸣惊人”用来表示平时默默无闻，一旦行动起来，却做出惊人的成绩。
This idiom is used to indicate that a person may rise from obscurity and achieve greatness
株待兔
Sitting by a Stump, Waiting for a Careless Hare
春秋时代，宋国有个农夫，一天在耕田的时候，忽然跑来一只兔子，恰巧碰在树桩上，脖子折断死了。农夫把兔子拾回家去，美美地吃了一顿兔肉。晚上他想：“我何必辛辛苦苦地种地呢？每天在树下能捡到一只兔子就够我吃的了。”于是，他从此不再耕作，每天坐在树下等待兔子的到来。
In the Spring and Autumn Period, a farmer in the State of Song was one day working in the fields when he saw a rabbit bump into a tree stump accidentally and break its neck The farmer took the rabbit home, and cooked himself a delicious meal That night he thought, 'I needn't work so hard All I have to do is wait for a rabbit each day by the stump' So from then on he gave up farming, and simply sat by the stump waiting for rabbits to come and run into it
“守株待兔”这个成语，讥笑那些不想经过努力，存在侥幸心理，希望得到意外收获的人。
This idiom satirizes those who just wait for a stroke of luck, rather than making efforts to obtain what they need
Zengzi Slaughters a Pig
曾子杀彘
engzi’s wife was going to the market Her little son insisted on going with her, making a tearful scene “Stay at home,” she said to the boy “When I come back, I will slaughter a pig for you” When she came back, Zengzi got ready to slaughter the pig His wife stopped him, saying: “I was just kidding” “A child is not to be kidded like that!” he replied “A child does not know much and cannot judge for himself He learns from his parents and listens to what they day To lie to him is to teach him to lie to others If a mother lies to her son, he will not trust her anymore How is she then to educate him” With that Zengzi went to slaughter the pig and prepare a good meal for their son
曾子的妻子到集市上去, 他的儿子哭着要跟去 他的母亲说: “你回家呆着,待会儿我回来杀猪给你吃” 她刚从集市上回来, 曾子就要捉猪去杀 妻子劝止他说: “只不过是跟孩子开玩笑罢了” 曾子说: “不能跟孩子开玩笑啊! 小孩子没有思考和判断能力, 要想父母亲学习, 听从父母的教导 现在你欺骗他,这是教孩子骗人啊! 母亲欺骗儿子, 儿子就不再相信自己的母亲了, 这不是实现教育的方法” 于是曾子就杀猪煮肉给孩子吃
狐假虎威
Basking in Reflected Glory
老虎在山林里捉到了一只狐狸，要吃掉它。狐狸连忙说：“你不能吃我，我是天帝派来统治百兽的。你要吃了我，就违抗了天帝的命令。你不信，就跟我到山林里去一趟，看百兽见了我是不是都很害怕。”老虎相信了狐狸的话，就跟在狐狸的后面走进山林。百兽见了果然都纷纷逃命。老虎以为百兽真的害怕狐狸而不知道是害怕自己，于是就把狐狸给放了。
A tiger caught a fox in a forest, and was just about to eat it, when the fox said, 'You mustn't eat me I was sent by Heaven to rule the animals By eating me, you will violate the command of Heaven If you don't believe me, just follow me to see whether the animals are afraid of me' The tiger agreed, and followed the fox as it walked around the forest The animals all ran away on seeing them The tiger thought they were afraid of the fox, so he let it go He didn't realise that it was him that the beasts were really afraid of
“狐假虎威”这个成语用来比喻倚仗别人的势力去欺压人或吓唬人。
This idiom means relying on another's power to bully or frighten others
破镜重圆
A Broken Mirror Made Whole Agian
南朝陈国(公元557-589)将要灭亡的时候，驸马徐德言把一面铜镜破开，跟妻子各留下一半。双方约定：如果将来夫妻失散了，就把它当作信物。后来，夫妻二人真的失散了，凭借着各人留下的半面镜子，他们最终又得到团圆。
In the Northern and Southern Dynasties when the State of Chen (AD 557-589) was facing its demise, Xu Deyan, husband of the princess, broke a bronze mirror into halves Each of them kept a half as tokens in case they were separated Soon afterwards, they did lose touch with each other, but the two halves of the mirror enabled them to be reunited
“破镜重圆”这个成语比喻夫妻失散或分离后重新团聚。
This idiom is used to refer to the reunion of a couple after they lose touch or break up
一鼓作气
Rousing the Spirits with the First Drum Roll
春秋时代，齐国派兵攻打鲁国。鲁国的国王鲁庄公带着谋士曹刿指挥作战。齐军第一次击鼓以后，鲁军准备发起进攻。曹刿说：“不行。”齐军三次击鼓以后，曹刿才说：“现在可以进攻了。”结果齐军大败。战斗结束后，鲁庄公问曹刿胜利的原因。曹刿说：“打仗要考勇气。第一次击鼓，士气十分旺盛；第二次击鼓，士气有些衰落；第三次击鼓，士气就消耗尽了。敌人士气耗尽，我们发起进攻，所以取得了胜利。”
During the Spring and Autumn Period, an army from the State of Qi confronted one from the State of Lu After the first roll of drums from the Qi side to summon Lu to battle, the Lu ruler wanted to attack But his counsellor Cao Gui said, 'We should wait until the third drum roll, sire' After the Qi side had beaten the drums three times, the Lu army attacked and defeated the Qi army After the battle, the king asked Cao Gui the reason for his odd advice Cao Gui answered, 'Fighting needs spirit Their spirit was aroused by the first roll or the drums, but was depleted by the second And it was completely exhausted by the third We started to attack when their spirit was exhausted That's why we won'
后来，“一鼓作气”形容鼓起劲头，一下子把事情干完。
This idiom later meant to get something done with one sustained effort
个人星盘（natal chart）中，第四宫（4th house）所管的领域是房地产、家庭生活、安全感、童年生活及与父亲的关系。第七宫（7th house）所管的领域是配偶、合伙人、婚姻╱合伙关系。 星座宫位查询
第七宫宫主星（house ruler of the 7th house）指的是第七宫宫头（cusp）所在的星座，该星座的守护星（ruler）。例如，第七宫宫头落在狮子座，因为狮子座的守护星是太阳，则太阳就是第七宫的宫主星（house ruler）。如果太阳是落在第四宫内，就可以说第七宫的宫主星落在第四宫内（house ruler of the 7th is in the 4th）；也就是说，太阳这颗星体（planet）将第七宫及第四宫这两个生活领域给连系起来了。
第七宫宫主星落在第四宫内的人，其对配偶的要求会有几个条件：
1 对方要能顾家。
2 对方与自己的生活步调及作息能配合。
3 对方能让你有安全感（不花心、竞争者不多）。
4 对方能提供安全机制。
针对前三项，大部分的人都作如此要求，只是有本例特征的人会特别强烈，但是针对第四项的「安全机制」则比较特别，指的可能是经济能力，可能是更世俗化的「配偶会带房产」。
但由于现代女性的自主能力提高，主动“休夫”的女性也大有人在。所以再有情路坎坷的问题，自己多半也要负点责任，最好能想想自己是不是识人不清，老是找到不适合自己的人，或是因为一味姑息，把对方给宠坏了，或者也可能是本身就缺乏稳定性，老是觉得下一个男人会更好。
在面相学里，额头狭窄低陷者，容易识人不清，眼睛大而泛水的女人则因为诱惑太多，情感的忠诚度也较低。在手相里，“感情线”过于复杂，或有多条深刻的“结婚线”者，异性关系多半也比较复杂，如果是“结婚线”向下弯曲，或是有“反抗线”者，则是因为另一半的条件不如自己，以致感情生活较辛苦。
在八字里，如果男人有“妻星”（正财、偏财）较多，或是女人的“夫星”（正官、偏官）太多，就代表本身的异性缘太好，容易出现三角习题，情路自然也比较坎坷，但若是八字中完全不见妻星或夫星，婚缘又太淡，就容易晚婚或成为单身贵族。
而在紫微斗数中，“天同”入命宫的人容易感情用事；“廉珍”、“贪狼”做命的人则因太过花心，都不容易从一而终；“武曲”、“七杀”坐命的人，则因缺乏情趣，春天也会来得比较晚一些；至于容易把另一半宠坏的女人，则首推“太阳”坐命的女人，常会一肩挑起所有责任，让自己处于事业、家庭两头烧的情况，也让对方越来越不负责任。
学习用品的英语单词：
书包 The book bag。文具盒 stationery。铅笔 case pencil。钢笔 fountain pen。尺子 ruler。橡皮察 rubber。毛笔 observesthe writing。书本 brush books。课本textbook。圆珠笔 The ball pen。比刀 volume compares the knife。小刀 knife。圆规 compass。参考书 referencebook。
词汇量
英语的词汇量非常庞大（总计990,000个），但如果要估计具体数字，必须先判断哪些能够算作其单词。不过与其他语言不同，并没有一个权威学术机构来规定何为正式的词汇。
一些进入了大众日常用语中，其他只在一小部分人群内部使用。带来的外语单词也经常融入英语社会中去。一些古词和方言单词能否算作英语也无法判断。
孔子
Confucius
Confucius Chinese philosophy
Ancient philosophy
孔夫子
Full name 孔丘 Kong Qiu
Birth September 28, 551 BC
Qufu, China
Death 479 BC
Qufu, China
School/tradition Founder of Confucianism
Main interests Moral philosophy, Social philosophy, Ethics
Notable ideas Confucianism
Influenced by[show]
Zhou Era Chinese Thought
Influenced[show]
Many Eastern philosophers, Christian Wolff, Robert Cummings Neville
This article contains Chinese text Without proper rendering support, you may see question marks, boxes, or other symbols instead of Chinese characters
Confucius (Chinese: 孔夫子; pinyin: Kǒng Fūzǐ; Wade-Giles: K'ung-fu-tzu), lit "Master Kong,"[1] (September 28, 551 BC – 479 BC) was a Chinese thinker and social philosopher, whose teachings and philosophy have deeply influenced Chinese, Korean, Japanese, Taiwanese and Vietnamese thought and life
His philosophy emphasized personal and governmental morality, correctness of social relationships, justice and sincerity These values gained prominence in China over other doctrines, such as Legalism (法家) or Taoism (道家) during the Han Dynasty[2][3][4] (206 BC – 220 AD) Confucius' thoughts have been developed into a system of philosophy known as Confucianism (儒家) It was introduced to Europe by the Jesuit Matteo Ricci, who was the first to Latinise the name as "Confucius"
His teachings may be found in the Analects of Confucius (论语), a collection of "brief aphoristic fragments", which was compiled many years after his death Modern historians do not believe that any specific documents can be said to have been written by Confucius,[5][6] but for nearly 2,000 years he was thought to be the editor or author of all the Five Classics[7][8] such as the Classic of Rites (editor), and the Spring and Autumn Annals (春秋) (author)
Contents [hide]
1 Personal life and family
2 Teachings
3 Names
4 Philosophy
41 Ethics
42 Politics
5 Disciples and legacy
6 Memorial ceremony of Confucius
7 Influence in Asia and Europe
8 Home town
9 Descendants
10 See also
11 References
12 Further reading
13 External links
Personal life and family
According to tradition, Confucius was born in 551 BC, in the Spring and Autumn Period, at the beginning of the Hundred Schools of Thought philosophical movement Confucius was born in or near the city of Qufu, in the Chinese State of Lu (now part of Shandong Province) Early accounts say that he was born into a poor but noble family that had fallen on hard times[9]
The Records of the Grand Historian (史记), compiled some four centuries later, indicate that the marriage of Confucius's parents did not conform to Li (礼) and therefore was a yehe (野合), or "illicit union",[10] for when they got married, his father was a very old man and past proper age for marriage but his mother was only in her late teens His father died when Confucius was three years old,[11] and he was brought up in poverty by his mother His social ascendancy linked him to the growing class of shì (士), a class whose status lay between that of the old nobility and the common people, that comprised men who sought social positions on the basis of talents and skills, rather than heredity
As a child, Confucius was said to have enjoyed putting ritual vases on the sacrifice table[10] He married a young girl named Qi Quan (亓官) at 19 and she gave birth to their first child Kong Li (孔鲤) when he was 20 Confucius is reported to have worked as a shepherd, cowherd, clerk and book-keeper[12] His mother died when Confucius was 23, and he entered three years of mourning
Confucius is said to have risen to the position of Justice Minister (大司寇) in Lu at the age of 53[13] According to the Records of the Grand Historian, the neighboring state of Qi (齐) was worried that Lu was becoming too powerful Qi decided to sabotage Lu's reforms by sending 100 good horses and 80 beautiful dancing girls to the Duke of Lu The Duke indulged himself in pleasure and did not attend to official duties for three days Confucius was deeply disappointed and resolved to leave Lu and seek better opportunities, yet to leave at once would expose the misbehavior of the Duke and therefore bring public humiliation to the ruler Confucius was serving, so Confucius waited for the Duke to make a lesser mistake Soon after, the Duke neglected to send to Confucius a portion of the sacrificial meat that was his due according to custom, and Confucius seized this pretext to leave both his post and the state of Lu[10][14]
According to tradition, after Confucius's resignation, he began a long journey (or set of journeys) around the small kingdoms of northeast and central China, including the states of Wei (衞), Song (宋), Chen (陈) and Cai (蔡)[15] At the courts of these states, he expounded his political beliefs but did not see them implemented
According to the Zuo Commentary to the Spring and Autumn Annals, when he was 68[13] Confucius returned home The Analects pictures him spending his last years teaching disciples and transmitting the old wisdom via a set of texts called the Five Classics[16][17]
Burdened by the loss of both his son and his favorite disciples,[18][19] he died at the age of 72 or 73[20]
Teachings
In the Analects 论语, Confucius presents himself as a "transmitter who invented nothing"[7] He put the greatest emphasis on the importance of study,[21][22] and it is the Chinese character for study (or learning) that opens the text In this respect, he is seen by Chinese people as the Greatest Master[23] Far from trying to build a systematic theory of life and society or establish a formalism of rites, he wanted his disciples to think deeply for themselves and relentlessly study the outside world,[24] mostly through the old scriptures and by relating the moral problems of the present to past political events (like the Annals) or past expressions of feelings by common people and reflective members of the elite (preserved in the poems of the Book of Odes[25])[26]
In times of division, chaos, and endless wars between feudal states, he wanted to restore the Mandate of Heaven “天命” that could unify the "world" (ie China) and bestow peace and prosperity on the people[27] Because his vision of personal and social perfections was framed as a revival of the ordered society of earlier times, Confucius is often considered a great proponent of conservatism, but a closer look at what he proposes often shows that he used (and perhaps twisted) past institutions and rites to push a new political agenda of his own: a revival of a unified royal state, whose rulers would succeed to power on the basis of their moral merit, not their parentage;[28][29] these would be rulers devoted to their people, reaching for personal and social perfection[30] Such a ruler would spread his own virtues to the people instead of imposing proper behavior with laws and rules[31]
One of the deepest teachings of Confucius may have been the superiority of personal exemplification over explicit rules of behavior Because his moral teachings emphasise self-cultivation, emulation of moral exemplars, and the attainment of skilled judgment rather than knowledge of rules, Confucius's ethics may be considered a type of virtue ethics His teachings rarely rely on reasoned argument, and ethical ideals and methods are conveyed more indirectly, through allusions, innuendo, and even tautology This is why his teachings need to be examined and put into proper context in order to be understood[32][33] A good example is found in this famous anecdote:
厩焚。子退朝，曰：“伤人乎？”不问马。
When the stables were burnt down, on returning from court, Confucius said, "Was anyone hurt" He did not ask about the horses
Analects X11, tr A Waley
The passage conveys the lesson that by not asking about the horses, Confucius demonstrated that a sage values human beings over property; readers of this lesson are led to reflect on whether their response would follow Confucius's, and to pursue ethical self-improvement if it would not Confucius, an exemplar of human excellence, serves as the ultimate model, rather than a deity or a universally true set of abstract principles For these reasons, according to many Eastern and Western commentators, Confucius's teaching may be considered a Chinese example of humanism[34]
Perhaps his most famous teaching was the Golden Rule stated in the negative form, often called the silver rule:
子贡问曰、有一言、而可以终身行之者乎。子曰、其恕乎、己所 不欲、勿施於人。
Adept Kung asked: "Is there any one word that could guide a person throughout life"
The Master replied: "How about 'shu' [reciprocity]: never impose on others what you would not choose for yourself"
Analects XV24, tr David Hinton
Confucius's teachings were later turned into a very elaborate set of rules and practices by his numerous disciples and followers who organised his teachings into the Analects In the centuries after his death, Mencius[35] and Xun Zi[36] both composed important teachings elaborating in different ways on the fundamental ideas associated with Confucius In time, these writings, together with the Analects and other core texts came to constitute the philosophical corpus known in the West as Confucianism After more than a thousand years, the scholar Zhu Xi created a very different interpretation of Confucianism which is now called Neo-Confucianism, to distinguish it from the ideas expressed in the Analects Neo-Confucianism held sway in China and Vietnam[37] until the 1800s
Names
Confucius (illustration from Myths & Legends of China, 1922, by ETC Werner)Michele Ruggieri, and other Jesuits after him, while translating Chinese books into Western languages, translated 孔夫子 as Confucius This Latinised form has since been commonly used in Western countries
In systematic Romanisations:
Kǒng Fūzǐ (or Kǒng fū zǐ) in pinyin
K'ung fu-tzu in Wade-Giles (or, less accurately, Kung fu-tze)
Fūzǐ means teacher Since it was disrespectful to call the teacher by name according to Chinese culture, he is known as just "Master Kong", or Confucius, even in modern days
The character 'fu' is optional; in modern Chinese he is more often called Kong Zi
His actual name was 孔丘, Kǒng Qiū Kǒng is a common family name in China
(In Wade-Giles translation by D C Lau, this name appears as Kung Ch'iu)
His courtesy name was 仲尼, Zhòng Ní
In 9 BC (first year of the Yuanshi period of the Han Dynasty), he was given his first posthumous name: 褒成宣尼公, Lord Bāochéngxūan, which means "Laudably Declarable Lord Ni"
His most popular posthumous names are
至圣先师, 至圣先师，Zhìshèngxiānshī, meaning "The Former Teacher who Arrived at Sagehood" (comes from 1530, the ninth year of the Jianing period of the Ming Dynasty);
至圣,至圣， Zhìshèng, "the Greatest Sage";
先师,先师， Xiānshī, literally meaning "first teacher" It has been suggested that '先师' can be used, however, to express something like, "the Teacher who assists the wise to their attainment"[38]
He is also commonly known as 万世师表，Wànshìshībiǎo, "the Model Teacher" in Chinese
Philosophy
Main article: Confucianism
A portrait of Confucius, by Tang Dynasty artist Wu Daozi (680-740)Although Confucianism is often followed in a religious manner by the Chinese, arguments continue over whether it is a religion Confucianism lacks an afterlife, its texts express complex and ambivalent views concerning deities, and it is relatively unconcerned with some spiritual matters often considered essential to religious thought, such as the nature of the soul
Confucius' principles gained wide acceptance primarily because of their basis in common Chinese tradition and belief He championed strong familial loyalty, ancestor worship, respect of elders by their children (and, according to later interpreters, of husbands by their wives), and the family as a basis for an ideal government He expressed the well-known principle, "Do not do to others what you do not want done to yourself" (similar to the Golden Rule) He also looked nostalgically upon earlier days, and urged the Chinese, particularly those with political power, to model themselves on earlier examples
Because no texts survive that are demonstrably authored by Confucius, and the ideas associated with him most closely were elaborated in writings that accrued over the period between his death and the foundation of the first Chinese empire in 221 BC, many scholars are very cautious about attributing specific assertions to Confucius himself
Ethics
The Confucian theory of ethics as exemplified in Lǐ is based on three important conceptual aspects of life: ceremonies associated with sacrifice to ancestors and deities of various types, social and political institutions, and the etiquette of daily behavior It was believed by some that lǐ originated from the heavens Confucius's view was more nuanced His approach stressed the development of lǐ through the actions of sage leaders in human history, with less emphasis on its connection with heaven His discussions of lǐ seem to redefine the term to refer to all actions committed by a person to build the ideal society, rather than those simply conforming with canonical standards of ceremony In the early Confucian tradition, lǐ, though still linked to traditional forms of action, came to point towards the balance between maintaining these norms so as to perpetuate an ethical social fabric, and violating them in order to accomplish ethical good These concepts are about doing the proper thing at the proper time, and are connected to the belief that training in the lǐ that past sages have devised cultivates in people virtues that include ethical judgment about when lǐ must be adapted in light of situational contexts
In early Confucianism, yì (义 [义]) and lǐ are closely linked terms Yì can be translated as righteousness, though it may simply mean what is ethically best to do in a certain context The term contrasts with action done out of self-interest While pursuing one's own self-interest is not necessarily bad, one would be a better, more righteous person if one based one's life upon following a path designed to enhance the greater good, an outcome of yì This is doing the right thing for the right reason Yì is based upon reciprocity
Just as action according to Lǐ should be adapted to conform to the aspiration of adhering to yì, so yì is linked to the core value of rén (仁) Rén is the virtue of perfectly fulfilling one's responsibilities toward others, most often translated as "benevolence" or "humaneness"; translator Arthur Waley calls it "Goodness" (with a capital G), and other translations that have been put forth include "authoritativeness" and "selflessness" Confucius's moral system was based upon empathy and understanding others, rather than divinely ordained rules To develop one's spontaneous responses of rén so that these could guide action intuitively was even better than living by the rules of yì To cultivate one's attentiveness to rén one used another Confucian version of the Golden Rule: one must always treat others just as one would want others to treat oneself Virtue, in this Confucian view, is based upon harmony with other people, produced through this type of ethical practice by a growing identification of the interests of self and other
In this regard, Confucius articulated an early version of the Golden Rule:
"What one does not wish for oneself, one ought not to do to anyone else; what one recognises as desirable for oneself, one ought to be willing to grant to others" (Confucius and Confucianism, Richard Wilhelm)
Politics
Confucius' political thought is based upon his ethical thought He argues that the best government is one that rules through "rites" (lǐ) and people's natural morality, rather than by using bribery and coercion He explained that this is one of the most important analects: 1 "If the people be led by laws, and uniformity sought to be given them by punishments, they will try to avoid the punishment, but have no sense of shame If they be led by virtue, and uniformity sought to be given them by the rules of propriety, they will have the sense of shame, and moreover will become good" (Translated by James Legge) {The Great Learning} This "sense of shame" is an internalisation of duty, where the punishment precedes the evil action, instead of following it in the form of laws as in Legalism
While he supported the idea of government by an all-powerful sage, ruling as an Emperor, probably because of the chaotic state of China at his time, his ideas contained a number of elements to limit the power of rulers He argued for according language with truth; thus honesty was of paramount importance Even in facial expression, truth must always be represented In discussing the relationship between a subject and his king (or a son and his father), he underlined the need to give due respect to superiors This demanded that the inferior must give advice to his superior if the superior was considered to be taking the wrong course of action This was built upon a century after Confucius's death by his latter day disciple Mencius, who argued that if the king was not acting like a king, he would lose the Mandate of Heaven and be overthrown Therefore, tyrannicide is justified because a tyrant is more a thief than a king Other Confucian texts, though celebrating absolute rule by ethical sages, recognise the failings of real rulers in maxims such as, "An oppressive government is more feared than a tiger"
Some well known Confucian quotes:
"When you have faults, do not fear to abandon them"
"What you do not wish for yourself, do not do to others"
"With coarse rice to eat, with water to drink, and my crooked arm for a pillow - is not joy to be found therein Riches and honors acquired through unrighteousness are to me as the floating clouds"
其他打不下来，可以呼我，我给你资料
1、铅笔：pencil
英 [ˈpensl] 美 [ˈpɛnsəl]
2、尺子：ruler
英 [ˈru:lə(r)] 美 [ˈrulɚ]
3、橡皮：eraser
英 [ɪˈreɪzə(r)] 美 [ɪˈreɪsər]
4、蜡笔：crayon
英 [ˈkreɪən] 美 ['kreɪən]
扩展资料：
其他文具的英文表达方法：
1、Glue stick 固体胶
2、High lighter 萤光笔
3、Ink pen 签字笔
4、Ink pen insert 签字笔芯
5、Laminating film 过胶纸
6、Plastic bag 文件袋
7、plastic-envelop machine 塑封机
8、printer 打印机
9、Propelling pencil 自动铅笔
英语老师要让学生既要学习新知识，又要巩固旧知识，得到两面照顾，不能松懈。英语是一门重要的科目，作为一门三年级英语老师，你知道如何写一篇三年级英语教案？你是否在找正准备撰写“三年级英语下册教案”，下面我收集了相关的素材，供大家写文参考！
#372805 三年级英语下册教案1
一、教材分析：
Let’s talk部分通过Mike和John第一次见面的情景对话，让学生学习如何用What’s your name询问对方的姓名并作出回答以及表达道别的方法：Goodbye! Bye,… Let’s play部分从实际生活入手，通过在卡片上写人名来进一步巩固Let’s talk 中的会话。Let’s check部分中的Listen and number这道题通过听力练习检测学生对本单元所学对话内容的掌握情况。
二、教学目标：
1能力目标
(1)能够在真实情景中询问对方的姓名并作出回答以及表达道别的说法。
(2)能完成Let’s check部分的听力检测。
2知识目标
听懂、会说What's your name My name’s … Goodbye!Bye
3情感、策略、文化目标
培养学生运用所学知识与他人交流的习惯，渗透尊重他人的情感。
三、教学重、难点：
1重点：询问对方的姓名What’s your name及回答 My name’s… 以及道别的表达法：Goodbye! Bye,…
2难点：(1)能在实际情景中灵活运用What’s your name My name’s…
(2)name’s 的发音。
四、教学过程：
教学设计参考 个性化备课
Step 1 Preparation
1 Sing a song"Hello"课本P10歌曲。师播放录音，师生拍手、挥手齐唱。
2 师生相互问侯。用自己的真实姓名做自我介绍, Hello, I'm … My name’s(注意放慢语速，可重复)
Step 2 Presentation
1教学My name’s…
(1)课件展示情境图并通过：What are their names 引出本节课的人物。T:Mike is talking with John Listen and answer :What does John say 引出第一个知识点：My name’s
(2)师带着自己的姓名卡片，走到学生中间和其中一名学生打招呼：T: Hello, I'm Mr…My name's…重复两遍并同时指着自己的姓名卡片，再指着学生的姓名卡片问What's your name
(3)教师引导学生回答My name's…用类似的方法与其他学生进行问答练习。
板书句子My name’s…师教读、示范发音(强调name’s的发音)、领读，生跟读，个读。
(4)指生做自我介绍Hello!/Hi! My name’s…小组内练习。
(5)引导学生归纳总结，介绍自己的姓名有两种表达法：I'm/My name's
2教学What’s your name
(1)Listen and choose:What does Mike say
AWhat’s your name BMy name’s Mike通过听音选择引出第二个知识点：What’s your name
(2)教师带着自己的姓名卡片说My name's…问2---3名学生What’s your name
(3)师板书句子What’s your name师教读、示范发音(多次示范what’s的发音)、领读，生跟读，个读。
(4)让一生站起，其余生齐问：What’s your name此生回答：My name’s …
(5)Pair work 小组内问答What’s your name My name’s…
3教学Goodbye! Bye,
(1)Listen,watch and answer播放视频并出示问题：What does Miss White say 引出Goodbye并教学。师请一位同学到讲台前与自己对话。例如：
Hello, I'm…What's your name/ My name's …/ (分别时说) Goodbye!/ Goodbye或Bye!
教师板书Goodbye! Bye师教读、示范发音、领读，生跟读，个读。
(2)师生示范，小组内进行问答练习。
(3)引导学生归纳总结道别的几种表达法：GoodbyeByeBye-bye告诉学生Goodbye是道别的正式用语，Bye! Bye-bye是非正式用语。
Step 3 Practice巩固练习
1 T: Listen and point 生看课本，听录音,注意正确的语音、语调。
T: Listen and repeat 生跟读录音，模仿正确的语言、语调。
2师生、生生、同桌戴头饰分角色朗读课文。
3Let's play 四人或六人为一个小组，先将学生自制的名卡收集在一起，再由每组的"小老师"通过问What's your name同学回答My name's…的方式练习，答对的同学拿回自己的名卡戴在胸前。教师与一组学生进行示范，分小组练习。
Step 4 Production输出运用
1角色表演：让学生戴上头饰，表演展示Let's talk 的对话。
2Let’s act让学生用自己的英文名，师先与一生示范，然后小组内进行交流。如：
Hello!/ Hi! What’s your name/ My name is…/ Goodbye!/ Bye!
Step 5 Progress检测提高
1 做当堂达标题。
做基础训练第3页第一、二题。
2Let's check 听录音，完成听力练习，核对答案。教师及时表扬。
3 Summary：What have you learned today引导生总结本课所学的内容。
3Homework
(1)听录音跟读课文。
(2)用对话中所学的内容与同学和老师交流。
#372804 三年级英语下册教案2
一、教材分析：
Let’s learn本部分主要学习4个有关文具的单词crayon, pencil, eraser, ruler。单词是学生身边常用的物品，比较贴近生活，学习起来易产生学习兴趣。Let’s chant部分通过有节奏、有韵律的歌谣，让学生进一步复习和巩固所学的词汇。
二、教学目标：
1能力目标：
(1) 能用英语表达自己有的文具：I have a/an…
(2)能吟唱Let’s chant部分的歌谣。
2知识目标：
(1)听、说、认读pencil, ruler, eraser 和crayon。
(2)理解Let’s chant的内容。
(3)能听、说句子I have a/an…
3情感目标：激发学生学习英语的兴趣，培养学生乐于开口,敢于开口讲英语的习惯。教育学生要爱惜文具。
三、教学重、难点：
1重点：听、说、认读单词pencil, ruler,eraser,crayon
2难点：crayon,eraser的发音，了解a/an的区别。
四、教学过程：
教学设计参考 个性化备课
Step 1 Preparation
1 Sing a song: “Hello”教师播放歌曲，师生拍手、挥手同唱。
2Free talk: Hello!/Hi! 师生、生生打招呼。
3分组自我介绍。Hello!/Hi!I’m…
Step 2 Presentation
(一)创设情境 Zip,Zoom and a bag 猜一猜他们的书包里有什么。再切换到本节课的主情境图，添加同学们猜到的文具盒，一起认识文具盒里的学习用品。
(二)单词导呈
拿出文具盒，看文具盒里有什么，观看对话整体感知单词。再在下一个PPT中展示pencil, ruler, crayon, eraser四个单词。词形---词音---词义相结合学习单词
1教学单词 pencil
(1)教师拿出一个文具盒，在学生面前晃一晃，Guess!What's in it 让学生猜测里面的文具。师从盒子里拿出实物铅笔说：“Look!A pencil”师询问“根据老师手中的物品和读出的发音，请从pencil, ruler, crayon, eraser中选出所读单词。”(可慢读2遍)
待到学生从形音义三方初步感受pencil后，师教读pencil，分两个个音素示范发音(注意cil的发音不能咬舌)、领读---生跟读---贴或画简笔画或是多媒体课件呈现图---板书----整体读---出示词卡认读---男女生读---小组读，或高低音读---开火车读，检查个读。
(2)师拿着实物铅笔并做动作演示、说：A pencilI have a pencil引导学生展示铅笔，学说I have a pencil
2教学单词 ruler
(1)师出示尺子，问：What's this 生可用汉语回答，对用英语回答的学生要鼓励。师说A ruler师询问“根据老师手中的物品和读出的发音，请从pencil, ruler, crayon, eraser中选出所读单词。”(可慢读2遍)
待到学生从形音义三方初步感受pencil后，师教读ruler,分两个音素示范发音、领读---生跟读---贴或画简笔画或是多媒体课件呈现图---板书----整体读---出示词卡认读---男女生读---小组读，或高低音读---开火车读，检查个读。
(2)师拿着实物尺子并做动作演示、说：I have a ruler板书，引导学生展示尺子，学说I have a ruler师回答：Me too!渗透Me too!
3教学单词crayon
(1)师拿出文具盒，让学生继续猜盒子里面有什么What's in it师说It's a crayon师询问“根据老师手中的物品和读出的发音，请从pencil, ruler, crayon, eraser中选出所读单词。”(可慢读2遍)
待到学生从形音义三方初步感受crayon后，师教读crayon、分两个音素示范发音、领读---生跟读---贴或画简笔画或是多媒体课件呈现图---板书----整体读---出示词卡认读---男女生读，---小组读。高低音读或做冷暖活动突破难点，卡片离的越近声音越大，卡片离的越远声音越小---开火车读，检查个读。注意纠正crayon 的发音。
(3) 师出示蜡笔并做动作演示，说I have a crayon引导学生展示蜡笔，并说：I have a crayonMe too!
4教学单词eraser
(1)师直接展示橡皮，师说An eraser师询问“根据老师手中的物品和读出的发音，请从pencil, ruler, crayon, eraser中选出所读单词。”(可慢读2遍)
待到学生从形音义三方初步感受eraser后，师教读、分三个音节示范发音、领读---生跟读---贴或画简笔画或是多媒体课件呈现图---板书----整体读---出示词卡认读---男女生读，---小组读，或高低音读---开火车读，检查个读。注意纠正eraser的发音。
(2)师拿着实物橡皮说：I have an eraser板书句子，用红色粉笔标出an eraser引导学生展示橡皮，并说：I have an eraser Me too!
5指板书整体认读单词。
让学生观察板书句子，引导学生发现规律。T:What can you find并进行总结：表达“我有一…。”用I have a…但是，我有一块橡皮，用I have an eraser
(三)听音正音
放两遍音频，第一遍学生看，听音，用手指，注意语音;第二遍听音跟读。纠正语音语调。
(三)合作学习
师做出明确要求：小组内依次，一人说，一人指词，一人指图，互相纠音，看谁做得。
Step 3 Practice
1看口型猜单词。师说一单词但不出声，让学生猜是什么单词。
2快看快说游戏。师快速出示单词卡片或，学生快速说出英文。
3找朋友：两位同学到讲台前，师拿着词片，抽取一张，让台下学生认读出抽取的单词，台前两位同学听到后，把打乱顺序的单词卡和迅速找到一起，给又对又快的一组加一分。
4让学生听音，做Let's chant部分的活动。
Step 4 Production
1介绍文具
(1)师先示范，拿出自己的文具盒，介绍自己的文具：Hello!/Hi!I’m Miss/Mr…I have a/an…
(2)生上前展示。
(3)小组内仿照示范进行练习，然后表演展示。
2玩Me too 游戏。
(1)师先示范，拿出文具盒的某一件文具并介绍I have a/an…拿相同文具的学生站起来说 Me too最快的同学得到一个赞。
(2)小组内仿照示范进行练习，然后表演展示。
3Yes or no(情感教育)
教师展示一些同学在平时生活或学习中对文具的管理方法，学生用手势×或√来表明立场，教师适时进行情感教育。
Step 5 Progress
1Summary：T:What have you learned today 生总结。
2 Homework：(1)听录音，仿读单词。(2)向家人用英语介绍文具。
#372803 三年级英语下册教案3
一、教学分析：
Let’s talk部分主要是会话学习。通过Miss White和学生第一次见面打招呼的情景，提供学生要学习的核心句型Hello/Hi, I’m … 要求学生能理解对话大意，能正确理解对话大意，能用正确的语音语调朗读对话，能在语境中运用Hello/Hi跟别人打招呼并用I’m …介绍自己。本课时的学习内容在儿童英语有相关的学习单元，学生对打招呼和简单的自我介绍有初步的了解。本课为接下来的询问对方姓名对话学习打下基础。这是正式学习英语的第一节课，对培养学生的学习兴趣，激发英语学习热情尤为重要。Let’s play部分让学生在游戏活动中巩固练习所学问候语及自我介绍用语。Let’s sing部分通过学唱歌曲“Hello!”，让学生感知英语学习带来的快乐。
二、教学目标：
1知识目标：听懂、会说 Hello/HiI'm…
2能力目标
(1)能够在真实情景中在教师的帮助下理解对话大意，会使用见面打招呼、自我介绍的日常用语。
(2)能够按照正确的语音、语调及意群朗读对话，并能进行角色表演。能够听懂、会唱歌曲“Hello”。
(3)能够在情境中运用Hello!Hi!与别人打招呼;能够在情境中运用举行I’m自我介绍。
3情感、文化目标
(1)情感态度：培养学生乐于开口，敢于开口讲英语的习惯，激发学生想学、乐学英语的兴趣和愿望。
(2)文化目标：了解中西方名字的不同形式。
三、教学重、难点：
1重点：主要是见面打招呼和自我介绍的会话学习，使学生在不同的生活情景中听懂、会说 Hello/HiI'm…
2难点：自我介绍用语I’m … 的发音不容易到位，学习起来较难，教师要适时纠正，切不可挫伤孩子的学习积极性。
四、教学过程：
教学设计参考 个性化备课
Step 1 Preparation
1 Free talk
T: Hello, boys and girlsI’m…I’m your English teacher(PPT教师作简单自我介绍)Welcome to my English class!
2 Introduce English
教师用交谈的方式与学生讨论一下英语的作用以及学习英语的意义。让学生知道虽然还没学习英语，但是我们已经会说一部分英语了!引导学生说说我们日常生活中已经会说或比较熟知的词汇，如TV,CD,VCD,DVD,OK!Yeah!Hi!Bye!Cool!Wow!E-mail,cartoon等等来激发学生想学英语的兴趣和愿望。对回答较好的学生进行评价，鼓励。
3 Enjoy the song “ Hello ”师播放录音,让学生欣赏歌曲，并提问你在歌曲中听到那些单词，试着说一说。
Step 2 Presentation
1Look and guessWhat are they talking about (观看文本视频，猜一猜老师和同学们正在讨论什么A 打招呼 B 数数字)鼓励学生勇于表达，建立学好英语的信心。
2教学Hello!
T: Hello, boys and girls教师与学生见面打招呼，呈现hello,引导学生跟老师打招呼用Hello!师与生用Hello!打招呼，板书。师教读、示范发音，注意重音、领读，板书，生跟读，生齐读，开火车读。
3教学Hi!
以同样的方式呈现练习Hi!
告诉学生Hello!一般可作为熟人、亲朋好友之间的打招呼用语，语气比较随便，还可以用Hi!替换，Hi!语气更随便一些。展示一些场合的师生间用Hello!/Hi!打招呼。
师与一生用Hello!/Hi!打招呼，然后师与全体学生打招呼，生生练习打招呼。
4教学I’m…
(1)展示情境图，教师先介绍自己，Hello, I’m…You can call me Miss/Mr师板书Miss/Mr,教读，并解释学生对老师的称呼用Miss/Mr…Miss/Mr表示某老师。
(2) T: Hello, I’m…鼓励并引导学生学说Hello, I’m…名字直接用汉语拼音，教师戴上Sarah等人的头饰分别介绍并配以体态语，说：
Hello!/Hi!I’m Sarah/Wu Yifan/John/Mike/Miss White/Liu Xin/Zoom/Zip板书(中西方姓名分开板书，初步了解东西方文化的差异)，让学生看口型强调I’m的发音。师教读、示范发音、领读，生跟读，个读。
(3)学生观察板书，引导学生归纳总结中文名字和英文名字的区别，以及学生对男女教师的英文称呼。
(4)学生戴上Sarah等人的头饰说Hello!/Hi!I’m…学生用真实姓名简单介绍：Hello! /Hi! I’m…
Step 3 Practice
1T:Listen and point 观看视频，注意正确的语音、语调。
T:Listen and repeat 生跟读，模仿正确的语言、语调。
2Read in roles先师生示范，再小组内生生角色朗读课文。
3Let’s play将对话中的名字换成自己的真实姓名，进行练习，小组内练习。
4 游戏“击鼓传花”。教师有节奏的敲击小鼓，学生传花。当教师的鼓声停止时，拿到花的同学站起来说：Hello/Hi! I’m…如果学生已有英文名字，在此处进行练习，如果没有，可先用中文名字代替。
Step 4 Production
1教师为每小组准备若干名字的头饰或卡片。一人佩戴自己喜欢的名字头饰，小组内的其他同学抽卡片进行打招呼练习。先师生示范，再小组交流，最后全班展示交流。
2自我介绍，互换自制名片
由于师生第一次见面，先师与一生用Hello/Hi! I’m…进行正式自我介绍互换自制名片。再小组交流，最后全班展示交流。
Step 5 Progress
1Summary：What have you learned today教师指板书，引导学生总结本课所学内容。如：见面打招呼、自我介绍用语等等。
2Homework：
(1)听录音，跟读会话。
(2)给自己选择一个英文名字，并制成英文名卡。师可提供部分男孩女孩的英文名字，也可附上名字含义供学生选择。
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