初中英语课堂教学流程图.docx
初中英语教学流程步骤
初中英语教学流程步骤1. Introduction:- Greet the students and introduce the topic of the lesson.- Ask students if they are familiar with the topic and what they already know about it.2. Presentation:- Present new vocabulary and key concepts related to the topic.- Use visuals, realia, and examples to help students understand the new information.3. Practice:- Engage students in activities that allow them to practice using the new vocabulary and concepts.- Encourage pair work or group work to promote communication and collaboration.4. Feedback:- Provide feedback on students' performance during the practice activities.- Offer corrections and suggestions for improvement.5. Review:- Review the key points of the lesson to reinforce learning.- Ask students questions to check their understanding of the material.6. Production:- Have students complete a task or project that requires them to use the new vocabulary and concepts.- Encourage creativity and critical thinking in completing the task.7. Assessment:- Evaluate students' mastery of the lesson objectives through a quiz, test, or other assessment method.- Provide feedback on students' performance and areas for improvement.8. Conclusion:- Summarize the key points of the lesson and connect them to real-life situations.- Encourage students to continue practicing and using the new language skills outside of the classroom.1. 介绍：- 向学生问好并介绍本课的主题。
初中英语课堂教学操作基本环节
滦南县初中高效课堂英语学科课堂教学流程根据英语学科的具体特点，制定本学科课堂教学基本流程，我县英语课堂教学以学生的全面发展为根本，强化语言交际训练，培养语言综合运用能力，运用自主合作探究学习方式，优化课堂结构，实现高效教学。
英语课堂教学分三种课型：展示交流课、阅读理解课、综合复习课一、展示交流课分为“自主学习、合作交流、巩固运用”三个环节1.自主学习：指课上教师对本课时教学内容中存在的词汇、短语、句型、等学习任务的问题化或者习题化预习。
以扫清随后的合作交流中出现的语言障碍。
（该环节中，可以根据每课时需要注重的具体内容。
有计划地学习一至二个项目，不必同时兼顾以上所有项目。
）具体操作步骤：教师导入新课后，1）以小组为单位自主学习教师预设的学习任务。
如：词汇、短语、句型、等。
学习方式包括教师示范性领读，学生机械性模仿，听录音、小组组长领读等。
2.）以小组成员的独学为前提对词汇、短语、、句型和语法进行类比和拼读记忆。
小组长配合老师检查本组的学习情况，老师巡视各小组，对各小组的学习给予纠错、总结，以便掌握各小组的学情，充分发挥教师的主导作用。
注意的问题：1.）基本词汇短语的学习：必须有教师示范性领读、构词法讲解、零碎语音知识（如：前缀、后缀、合成词、派生词、元音及元音字母组合的读音规则、辅音字母组合的读音、重音、音节划分、连读等规律性知识）的渗透。
为学生的终身学习打下良好的基础。
2.）词汇学习习题化，以中考题型为参考，有针对性的训练学生的词汇记忆和词形变化。
如:首字母提示、用所给单词的适当形式填空、英汉互译等。
设置试题时可分层次和梯度，以便于不同程度的学生得到相应的发展。
3)小组展示学习成果。
展示学习成果可分为口、笔头两种形式。
为节省时间，学习内容可提前以问题或习题的方式设置在学案或者电子白板上。
口头展示只在小组内或者不同组间进行。
不必到教室前面；笔试可展示在前后黑板、或者单词本上。
4）第一课时的词汇学习应侧重学生认读成果展示，随着课时的深入逐步对词汇提高要求。
初中英语听说课教学流程图模板
初中英语听说课教学流程图模板Teaching English listening and speaking skills is a crucial aspect of language acquisition, particularly in the middle school setting. Developing these skills not only enhances students' overall language proficiency but also boosts their confidence and communication abilities. This essay presents a comprehensive template for teaching English listening and speaking in middle school, outlining the key steps and strategies to ensure an effective and engaging learning experience.The first step in the teaching process is to establish clear learning objectives. Teachers should identify the specific skills and competencies they aim to develop in their students, such as the ability to understand and respond to basic conversational exchanges, the capacity to express personal opinions and experiences, and the proficiency in using common conversational expressions and idioms. These objectives should be aligned with the school's curriculum and the students' language proficiency levels.Once the learning objectives are established, the next step is todesign a well-structured lesson plan. The lesson plan should incorporate a variety of engaging activities and tasks that cater to different learning styles and preferences. For example, the lesson may begin with a warm-up activity, such as a short dialogue or a listening comprehension exercise, to activate students' prior knowledge and prepare them for the main lesson.The core of the lesson should focus on developing students' listening and speaking skills. This can be achieved through a combination of teacher-led instruction, pair or group work, and individual practice. Teachers can start by introducing new vocabulary and expressions related to the lesson topic, providing clear explanations and examples. They can then move on to listening comprehension exercises, where students are exposed to authentic or semi-authentic audio recordings and are required to answer questions or complete tasks based on the content.To further enhance students' speaking skills, teachers can incorporate various interactive activities, such as role-playing, information-gap exercises, or small-group discussions. These activities should encourage students to engage in meaningful conversations, express their ideas, and respond to their peers' contributions. Teachers should provide constructive feedback and guidance throughout these activities, helping students to improve their pronunciation, fluency, and communication strategies.Throughout the lesson, it is important to incorporate a variety of multimedia resources and technological tools to make the learning experience more engaging and interactive. For instance, teachers can use audio or video recordings, interactive whiteboards, or language learning applications to provide diverse input and facilitate interactive practice.Effective assessment and feedback are crucial components of the teaching process. Teachers should regularly assess students' progress and provide them with constructive feedback to help them identify their strengths and areas for improvement. This can be done through formative assessments, such as in-class observations, quizzes, or short presentations, as well as summative assessments, like end-of-unit tests or oral proficiency exams.In addition to the core lesson components, teachers should also consider incorporating cultural elements into their teaching. Exploring the cultural contexts and social norms associated with the target language can not only enhance students' understanding of the language but also foster their intercultural competence and appreciation for diversity.Finally, it is essential for teachers to create a supportive and inclusive learning environment that encourages students to take risks, makemistakes, and actively participate in the learning process. By fostering a positive and encouraging classroom atmosphere, teachers can help students overcome their fears and inhibitions, ultimately leading to greater language proficiency and confidence.In conclusion, the template for teaching English listening and speaking in middle school presented in this essay provides a comprehensive and structured approach to language instruction. By incorporating a variety of engaging activities, leveraging technology, and fostering a supportive learning environment, teachers can effectively develop their students' listening and speaking skills, preparing them for successful communication in the target language.。
Unit4Lesson13教学设计及流程图
过程和方法:通过课件播放各种声音，让学生在各个活动的过程中学会观察、分析，并通过交际达到使用英语表情达意的目的。
情感态度和价值观:1、合理安排时间2、培养学生的英语交际能力3、激发学生探究生活中的问题的兴趣，热爱生活。
2.在整个一节课上，基本上是以学生练为主，教师讲为辅。一些较为困难的问题，我也鼓励学生大胆实践，积极尝试，不怕困难，一次说不好，没关系，只要勇于练习，大胆实思
本节课旨在让学生学会运用英语进行日常生活表情达意，所以以学生活动为主，同时考虑到学生多数为盲人学生，所以比较注意听的训练，特别是从始至终都在用有声课件进行教学，使盲生的学生更加直观，也更有趣，从教学效果来说，也还不错。
Play basketball tomorrow
See uncle Wang
课
堂
教
学
过
程
结
构
的
设
计
教学模式：情景教学教学过程结构
形
成
性
练
习
知识点
编号
学习
目标
练习题目内容
1
2
3
知识和能力
过程和方法
情感态度和价值观
1、学会动词词组用英语表达
2、be going to问时间地点人物请求许可
3、对话问答
1、听电影插曲my heart will go on引出交通工具
教学媒体资源的选择
知识点编号
学习
目标
媒体
类型
媒体内容
要点
教学
作用
使用
方式
所得结论
占用
初中英语课堂教学流程图
初中英语课堂教学的基本环节和课堂教学活动程序的设计课堂教学是英语教学的主要途径，怎样搞好课堂教学，上一堂节奏快，密度大，效果好的课是老师们反复思考努力追寻的目标之一。
了解初中英语课堂教学的基本环节和做好课堂教学活动程序的设计是必要的。
一、课前准备在新的教育理念下，课前准备到底应该做些什么呢？传统观点把课前准备叫做“备课”，现在已经被一个新的概念所代替，它就是“教学设计”。
一提起教学设计，自然就要想到教案。
所以，教案应该从以下几个角度来思考；1、对老师来说，教案的内容是有用的，切忌走形式。
2、体现不同的教学内容的特点、自己的风格。
3、教案中体现的教学过程是师生共同参与、积极互动的。
4、在重视“预设”的同时重视“呈现”。
要适当设计“留白”，给学生自由发展让出空间。
二、导入俗话说：良好的开端是成功的一半。
在教学中，新课的导入是很重要的一个环节，它是新课的开端，一般来说，导入新课，设计导语，应该遵循以下原则：1、符合教学目标。
课堂教学导入，一定要根据既定的教学目标来精心设计导语，不要使导语游离于教学内容之外。
2、符合教学内容。
3、从学生是实际出发。
学生是教学的主体，教学效果的好坏，要通过学生的学习来体现。
因而导语的设计要照顾到学生的年龄特点、性格特征。
4、从课型的需要入手。
导语的设计要因课型的不同而不同。
1)新授课要注意温故而知新，架桥铺路；2)讲授课要注意前后照应，承上启下；3)复习课要注意分析比较，归纳总结。
5、导语要短小精悍。
时间过长容易喧宾夺主。
6、形式要多种多样。
下面是我常用的导入的方法。
1)、由问题导入2)、由故事导入3)、由诗句、谚语、俗语导入4)、由学生身边实例导入5)、由社会热点导入6)、由多媒体演示导入三、主题探究课堂教学的第三个环节是主题探究。
“主题”指课堂教学的主题，“探究”指师生对本课主题的学习和研究。
传统的教学把这个环节称作“讲授新课”。
“主题探究”是课堂教学的主要环节，这一环节实施得如何，将在很大程度上决定课堂教学的成败。
英语课堂教学流程
初中英语课堂教学的基本环节和课堂教学活动程序的设计课堂教学是英语教学的主要途径，怎样搞好课堂教学，上一堂节奏快，密度大，效果好的课是老师们反复思考努力追寻的目标之一。
了解初中英语课堂教学的基本环节和做好课堂教学活动程序的设计是必要的。
一、课前准备在新的教育理念下，课前准备到底应该做些什么呢？传统观点把课前准备叫做“备课”，现在已经被一个新的概念所代替，它就是“教学设计”。
一提起教学设计，自然就要想到教案。
所以，教案应该从以下几个角度来思考；1、对老师来说，教案的内容是有用的，切忌走形式。
2、体现不同的教学内容的特点、自己的风格。
3、教案中体现的教学过程是师生共同参与、积极互动的。
4、在重视“预设”的同时重视“呈现”。
要适当设计“留白”，给学生自由发展让出空间。
二、导入俗话说：良好的开端是成功的一半。
在教学中，新课的导入是很重要的一个环节，它是新课的开端，一般来说，导入新课，设计导语，应该遵循以下原则：1、符合教学目标。
课堂教学导入，一定要根据既定的教学目标来精心设计导语，不要使导语游离于教学内容之外。
2、符合教学内容。
3、从学生是实际出发。
学生是教学的主体，教学效果的好坏，要通过学生的学习来体现。
因而导语的设计要照顾到学生的年龄特点、性格特征。
4、从课型的需要入手。
导语的设计要因课型的不同而不同。
1)新授课要注意温故而知新，架桥铺路；2)讲授课要注意前后照应，承上启下；3)复习课要注意分析比较，归纳总结。
5、导语要短小精悍。
时间过长容易喧宾夺主。
6、形式要多种多样。
下面是我常用的导入的方法。
1)、由问题导入2)、由故事导入3)、由诗句、谚语、俗语导入4)、由学生身边实例导入5)、由社会热点导入6)、由多媒体演示导入三、主题探究课堂教学的第三个环节是主题探究。
“主题”指课堂教学的主题，“探究”指师生对本课主题的学习和研究。
传统的教学把这个环节称作“讲授新课”。
“主题探究”是课堂教学的主要环节，这一环节实施得如何，将在很大程度上决定课堂教学的成败。
英语课流程图
可编辑范本Good afternoon,everybody.Let ’s being our class. Everybody,do you remember Teddy bear song?“teddy bear ’s father ”ready go!thank you!everybody.,sit down please.Today,I’ll got a picture for you. Oh! It ’s a very beautiful picture. Everybody,do you remerber teddy bear ’s family? who are they? Let ’s see ,what ’s happened?The teddy ’s mother said:what do you like to do?do you like to catch the butterfly?The teddy ’s sister said:No,I don ’t.I like to takePhotos. The teddy said:I like to catch the butterfly. The teddy ’s brother said:I like to play KongFu.Everybody.Is it interesting? Today,I ’ll going to learned these sentences.Now,everybody,look at these sentences.What do you like to do? I like to(catch the butterfly\take photos\play KongFua)?This time,I ask,you answer…Let’s change it.you ask, I answer. ready go!...Great,from here,you are the team A,one,two...you are the team B one,two...Now,team A ask,team B answer.ready go! Let’s change it. team A ask, team B answer. ready go!...Now,Let’s play a game.Do you want to play a game?yes!NO.1 come here please.You should say what do you like to do? and do the action.You should guess and say I like to …可编辑范本Today,we have learned what do you like to do? I like to(catch the butterfly\take photos\play KongFua)?I want you exeise these sentence after class.OK,class is over. Thank you.可编辑范本。
人教版九年级英语第九单元课时结构流程图
人教版九年级英语第九单元课时结构流程图Designing an effective lesson structure is crucial in ensuring the success of any educational program. The flowchart of the lesson structure for Unit 9 in the 9th grade English textbook published by People's Education Press is a well-thought-out framework that guides teachers in delivering engaging and comprehensive lessons. This essay will delve into the various components of the lesson structure and how they work together to create a dynamic learning environment for students.The lesson structure begins with the "Warm-up" stage, which serves as an introduction to the topic and helps to activate students' prior knowledge. This stage typically involves activities such as brainstorming, discussion, or a quick review of relevant vocabulary. By engaging students' interest and curiosity, the warm-up sets the stage for the more in-depth exploration of the lesson content.Following the warm-up, the lesson structure transitions into the "Presentation" stage, where the core concepts and language points are introduced. This stage may involve a combination of teacher-ledinstruction, multimedia presentations, and interactive activities. The presentation stage is designed to ensure that students have a solid understanding of the key information and skills being taught.After the presentation, the lesson structure moves into the "Practice" stage, where students are given opportunities to apply the knowledge and skills they have learned. This stage may include a variety of activities, such as pair work, group discussions, or individual exercises. The practice stage is crucial in reinforcing the learning and helping students develop their language proficiency.The "Production" stage follows the practice stage, where students are encouraged to use the language they have learned in more open-ended and creative ways. This stage may involve tasks such as role-plays, writing assignments, or presentations. The production stage allows students to demonstrate their understanding and apply their language skills in authentic, real-world contexts.The lesson structure then concludes with the "Wrap-up" stage, which serves to summarize the key learning points, provide feedback, and assess students' progress. This stage may include activities such as a review of the lesson objectives, a quick quiz, or a reflection on the learning process. The wrap-up stage is crucial in consolidating the learning and providing a sense of closure to the lesson.Throughout the lesson structure, the textbook also incorporates various "Extension" activities, which are designed to challenge and engage students further. These activities may include additional practice exercises, supplementary reading materials, or opportunities for project-based learning. The extension activities cater to the diverse learning needs and interests of the students, ensuring that the lesson is both comprehensive and engaging.One of the strengths of the lesson structure in the 9th grade English textbook is its emphasis on the development of language skills in a balanced and integrated manner. The lesson activities cover a range of language skills, including listening, speaking, reading, and writing, ensuring that students are exposed to a well-rounded language learning experience.Moreover, the lesson structure is designed to be flexible and adaptable, allowing teachers to tailor the activities and pacing to the specific needs and learning styles of their students. This flexibility enables teachers to create engaging and personalized lessons that cater to the diverse needs of their classrooms.Another notable aspect of the lesson structure is its incorporation of multimedia and technology-based resources. The textbook includes interactive activities, such as online exercises and virtual simulations, which enhance the learning experience and engage students in amore dynamic and immersive way.Furthermore, the lesson structure places a strong emphasis on the development of critical thinking and problem-solving skills. The activities, particularly in the production stage, encourage students to analyze, synthesize, and apply their knowledge in creative and meaningful ways. This approach helps to prepare students for the demands of the 21st-century workplace and equips them with the necessary skills to succeed in a rapidly changing world.In conclusion, the flowchart of the lesson structure for Unit 9 in the 9th grade English textbook published by People's Education Press is a well-designed framework that supports effective and engaging language learning. The various stages of the lesson, from warm-up to wrap-up, work together to create a comprehensive and dynamic learning experience for students. The incorporation of extension activities, balanced language skill development, and the use of technology-based resources further enhance the effectiveness of the lesson structure. By following this lesson structure, teachers can ensure that their students are well-equipped with the necessary language skills, critical thinking abilities, and problem-solving strategies to thrive in their language learning journey.。
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初中英语课堂教学的基本环节和课堂教学活动程序的设计课堂教学是英语教学的主要途径，怎样搞好课堂教学，上一堂节奏快，密度大，效果好的课是老师们反复思考努力追寻的目标之一。
了解初中英语课堂教学的基本环节和做好课堂教学活动程序的设计是必要的。
一、课前准备在新的教育理念下，课前准备到底应该做些什么呢？传统观点把课前准备叫做“备课”，现在已经被一个新的概念所代替，它就是“教学设计”。
一提起教学设计，自然就要想到教案。
所以，教案应该从以下几个角度来思考；1、对老师来说，教案的内容是有用的，切忌走形式。
2、体现不同的教学内容的特点、自己的风格。
3、教案中体现的教学过程是师生共同参与、积极互动的。
4、在重视“预设”的同时重视“呈现”。
要适当设计“留白”，给学生自由发展让出空间。
二、导入俗话说：良好的开端是成功的一半。
在教学中，新课的导入是很重要的一个环节，它是新课的开端，一般来说，导入新课，设计导语，应该遵循以下原则：1、符合教学目标。
课堂教学导入，一定要根据既定的教学目标来精心设计导语，不要使导语游离于教学内容之外。
2、符合教学内容。
3、从学生是实际出发。
学生是教学的主体，教学效果的好坏，要通过学生的学习来体现。
因而导语的设计要照顾到学生的年龄特点、性格特征。
4、从课型的需要入手。
导语的设计要因课型的不同而不同。
1)新授课要注意温故而知新，架桥铺路；2)讲授课要注意前后照应，承上启下；3)复习课要注意分析比较，归纳总结。
5、导语要短小精悍。
时间过长容易喧宾夺主。
6、形式要多种多样。
下面是我常用的导入的方法。
1)、由问题导入2)、由故事导入3)、由诗句、谚语、俗语导入4)、由学生身边实例导入5)、由社会热点导入6)、由多媒体演示导入三、主题探究课堂教学的第三个环节是主题探究。
“主题”指课堂教学的主题，“探究”指师生对本课主题的学习和研究。
传统的教学把这个环节称作“讲授新课”。
“主题探究”是课堂教学的主要环节，这一环节实施得如何，将在很大程度上决定课堂教学的成败。
如何进行这个环节的教学？“教学有法，教无定法”，课堂教学本身就是存在多样性和灵活性的特点。
四、强化巩固强化巩固是课堂教学的重要环节。
巩固一般发生在主题探究之后。
课有课的巩固，单元有单元的巩固。
巩固的目的就是强化。
但是强化不只发生在巩固阶段，强化往往与主题探究交替进行。
那么如何搞好这个环节呢？1、在理解的基础上强化巩固2、重视组织各种复习3、提倡积极的强化巩固五、总结拓展老师们认为什么样的课堂总结是好的呢？新课程理念告诉我们，不能过于关注学生的认知，不能忽视学生情感，如果过于关注学生的达成，将会忽视学生的可持续发展。
课堂应该是让学生带着问号来，带着问号走。
好的课堂总结，既能使本堂课的教学内容得到升华和总结，也能为学生的继续学习拓展新的道路。
（一）、课堂总结的意义1)对所讲授的知识加以总结、整理2)深化概念、规律、反馈信息3)设下伏笔，活跃思维，为后续教学服务（二）、总结拓展的方法1、画龙点睛法老师在结束时，把精彩的片段或关键问题，或重要的方法加以精辟的概述，或设计成能发人深思的问题，能引导学生对所学知识得到升华。
2、置疑法老在学生顺着自己思维走，准备结束新课的学习时，突然设置疑问，使趋于平静的课堂再起波澜。
这种置疑也可以延伸到课外。
3、求异法老师可以引导学生前后联系，将一些有共同特点的内容的相异点列出来，进行分析对照。
学生通过分析比较加深认识。
4、衔接法为了下节课的顺利进行，老师通常在结束一堂课时，向学生提出预习新课的要求。
5、启迪法老师根据具体的教学内容因势利导地引导学生。
可以是思想上的，也可以是艺术上的综上所述，了解初中英语课堂教学的基本环节和做好课堂教学活动的设计是为了达到较好的教学效果，根据实际情况及教学原则而设计的，只要这种活动的设计能够取得好的教学效果就是好的活动，，在实际课堂教学中把握好这五个要素，通过对课堂主阵地的掌控，有效提高效率。
附：一节教学设计：Unit2 What's this in English?教学设计方案一、教学思想 :情感、度与价：通本元的学掌握一些基本的日常交用，养成主用英交流的，培养学英的趣二、教材分析本元的核心教学内容是“ 物”，通本学，使学生掌握在生活中，周事物的名称，会如何确事物，使学生熟掌握“物”的表达法，在知近上会区分this和that，学特殊文具及其答、一般疑句的肯定与否定答；不定冠 a 和 an 的用法。
：what，is ，this ，in ，English ，an，a，it ，map，orange ，jacket ，key，pen，ruler ，spell ，please 。
日常交用：A: What's this in English?B: It's a/an⋯A: Spell it, please.重点句型： -What's this in English? - It's a/an⋯法： what 引的特殊疑句及其回答。
三、教学方法及教学思路利用件，物等，并建活学生身参与，由此来引学生反复操并掌握文中的重点句型。
本的内容分以下几个部分：Step l ：IntroductionStep 2 ：Lead—inStep 3: PairworkStep 4 ：Listen and readStep5: Games timeStep6: Homework.四、教学程Step l ：IntroductionReview greetings.Review the letters learn in the last unit ．Play the tape, Have the students listen carefully and read after it. Step 2 ：Lead—inHave ready a quilt ，a map，a jacket ，a key ，a ruler ， a pen，an orange．Hold the key up and say What’s this in English? It ’s a key ．Students watch and think about these different quilts and tryto tell what they can say them in English. They can answer like this: It is a/an ⋯Repeat and then get students to repeat ．Dothe same with a key，a pen，a ruler．(学生思考身的一些物品，特是他熟悉的日常生活用品用英怎么。
学生在使用英，不自地学会并掌握英。
)Step 3: PairworkDo the contents list on the book．Then play a guess game．The teacher should get ready a soft bag，and someobjects such as a ruler ，a pen，a key，an orange and so on．First show all the things to students ，then hide all of them in the teacher ’s desk，put one into the bag，try n ot to let students see it ．At last get students to guess what’s in your bag．The teacher can ask the student ：T ：What’s this in English?A：Is it a book?T：N0，it isn’t．A：Is it a pen?T：Yes，it is．If the student Succeed．congratulate to him or her ．Thendo the sameto another one. This gamecan also be played in smallgroups if you have enough materials.(在以上活基上，学生更加熟悉英句型。
学生在学的成功之中体学的快。
) Step 4 ：Listen and readHave the students listen to the tape and repeat．Get the students to listen to the tape and repeat ，ask studentsto listen to the tape and circle the words they heard.学生通听力学会句型:What is this in English? It is a /an ⋯( 熟悉英听力和音 ,以后英学打好基。
)Step5: Games timeDivide students into several groups. Tell the rules of this game to students. Two students play this game and others watch itcarefully and think about the performance of students.Discuss about it in groups and one student from each group comes to the front and acts the dialogue. (通此活，激学生自己探究性学英的趣。
学会用英思考，解决，养成用英的)Step6: Homework.1. Teacher shows the pictures to practice the dialogue in this unit. “What’s this in English? It is a /an ⋯Spell it, please. ” After copying the dialogue in their exercise book,let the students finish their self-check. (通家庭作使学生一步掌握元的重要句型，相更复的物品行确。
学生更广的学空，帮他增，拓知。
)2. Copy the new words and Finish off the workbook.。