Unit 1 Ways of Learning教案
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课程名称大学英语（2）任课教师
第 1 章计划学时 4
教学的目的和要求：
Students will be able to:
1. grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote -- elaboration by comparison and contrast -- conclusion by a suggestion);
2. appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-by-point method or one-side-at-a-time method);
3. master the key language points and grammatical structures in the text;
4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. 重点：
Important language points in the text:
attach assist neglect desirable relevant extreme emerge worthwhile
facility continual apply priority evolve contrast superior
find one’s way make up for pick up on one?s own
not in the least on occasion work on on the other hand
难点：
1. whether it(he) be…or…
be-型虚拟的一种，意为“不管（不论）是…还是…”，表示让步，其省略结构为be it…, be he… or…等，必须倒装。
2. assuming (that )
表假定（表示真实条件，其从句谓语动词用陈述语气），有时表让步。
思考题：
1. Read the first sentence of Para.6 and Para.7, and decide what method of comparison and contrast is used？（one-side-at-a-time method）
Sum up the contrast between Chinese and Western ways of fulfilling a task.
The Chinese: show the child how to do something, or teach by holding his hand.
The Westerners: teach a child to rely on himself for solutions to problems
2. Read from Para.11 to Para. 1
3. Which method of comparison and contrast is used here?
(point-by-point method)
3. What suggestion does the author make about seeking a better approach to fostering skills and creativity? (He suggests striking a better balance between the extremes of creativity and basic skills.)
Unit 1 Ways of Learning
I.Teaching Plan (4 periods)
Objectives
Students will be able to:
1. grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote -- elaboration by comparison and contrast -- conclusion by a suggestion);
2. appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-by-point method or one-side-at-a-time method);
3. master the key language points and grammatical structures in the text;
4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
Time allotment
Pre-reading tasks
1. Asks Ss the following questions. The first is based on the song Teach Your Children: (5 minutes)
-- According to the song, who should teach whom? Is learning a one-way street? (Parents and children should teach each other and learn from each other. Learning is a two-way interaction.) -- Can you guess what the theme of this unit, ways of learning, refers to? (Different people have different learning styles.)
2. Ss listen to the following quotation from《文汇读书周报》(2001年12月1日第一版，“自主教育：…管?还是…不管??”), take some notes, and then T will invite some Ss to summarize in English how Chen Yuhua's parents handle her education.
一本由中国经济出版社推出的《千万别管孩子——自主教育哈佛启示录》的书近来极为畅销，问世才一月，在全国销售量已达到20余万册。其所倡导的“自主教育”理念在教育界引发争议。
不少读者反映，这本书最初吸引他们的是出挑的书名——“千万别管孩子”，难道真的应当对孩子的教育放任自流?看了书后才明白，该书所强调的，其实并非让家长“别管”孩子，恰恰是“怎么去管”这个老问题。但它鲜明地提出了“自主教育”理念，切中了社会热点。
该书主人公陈宇华的父母在讲述教育经验时说，虽然他们常说“从来没管过她”，其实，他们一直在管她，而管的内容，就是反复提醒孩子的自我意识，让她认识到自己才是教育的主体，一切要靠自己的努力，才会成功，老师家长则仅仅起辅导作用。这正是自主教育的精髓所在……
(Possible summary: They let her learn independently and seek out knowledge actively. They may help during the process, but don't expect them to spoon-feed her with knowledge.) (15 minutes) 3. T may lead in to Text A by saying: As you may have noticed from the book title《千万别管孩子——自主教育哈佛启示录》，Chen Y uhua's parents hold quite a western view on child education. They disagree with many other more traditional parents. In Text A, Howard Gardner made a detailed comparison between Chinese and Western attitudes toward learning. (2 minutes)
While-reading tasks
1. Skimming (15 minutes)
1) Ss skim Paras 1-5 and be ready to answer the following questions:
─ Where and when did the incident take place? (Jinling Hotel in Nanjing, spring 1987)
─ Who are the main characters in this inciden t? (author, his wife Ellen, their son Benjamin, hotel staff)
─ What is the attitude of the author and his wife toward Benjamin's efforts in inserting the key into the slot? (They let him explore and enjoy himself.)
─ What is the attitude of the h otel staff toward Benjamin's efforts? (They held his hand and taught him how to insert the key correctly.)
2) T asks some S pairs to report to the class, one asking the above questions and the other
providing the answers.
3) T tells Ss that there are many ways of introducing a topic (see Text Analysis). Ss will decide
which way is adopted by Howard Gardner.
2. T explains language points from Para 1 to Para 5, and gives Ss practice (see Language Study).
(15 minutes)
3. T guides Ss through the directions for Text Organization Exercise 2 and Writing Strategy. Then Ss scan the first sentence of both Para 6 and Para 7, and decide what method of comparison and contrast is used here (one-side-at-a-time method). (8 minutes)
4. T explains language points from Para 6 to Para 10, and gives Ss practice (see Language Study).
(15 minutes)
5. Ss sum up the contrast between Chinese and Western ways to learn to fulfill a task (the Chinese
show a child how to do something, or teach by holding his hand; Westerners teach a child to rely on himself for solutions to problems). (5 minutes)
6. Ss scan from Para 11 to Para 13, then answer the following questions: (5 minutes)
-- Can you find words like "Chinese" and "Westerner" or "American" or "the West" in each paragraph? (yes)
-- What method of comparison and contrast is used here? (point-by-point method)
7. T explains language points in these paragraphs and gives Ss practice (see Language Study).(20 minutes)
8. Ss sum up the contrast between the Chinese and the Western attitudes toward creativity and basic skills. (The Chinese give priority to developing skills at an early age, believing that creativity can be promoted over time; Westerners put more emphasis on fostering creativity in young children, thinking that skills can be picked up later.) (5 minutes)
9. T explains language points in Para 14 and gives Ss practice (see Language Study). (5 minutes)
10. T tells Ss that there are many ways of concluding an essay (see Text Analysis). Ss decide which way is used in this essay. (5 minutes)
Post-reading tasks
1. Debate: Should we develop children's creativity first or train them in basic skills first? (30 minutes)
1) Ss divide into two groups, one taking the side of creativity first, another taking the side of
basic skills first.
2) In each group, Ss further divide into smaller groups of three to four, brainstorming
arguments\examples\statistics\quotes\etc. in support of their viewpoint, as well as those that could be used to refute the other side.
3) Debate begins, with T acting as moderator.
2. T guides Ss through several after-text exercises. (20 minutes)
3. T checks on Ss' home reading (Text B). (3 minutes)
4. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)
5. T asks Ss to prepare the next unit: (2 minutes)
1) do the pre-reading task;
2) preview Text A.
II. Text Analysis
An essay is usually made up of three parts: a beginning where the topic is introduced; the body part where the topic is elaborated on, and a conclusion.
Besides stating the topic directly, there are many other ways to introduce a theme. In this text, an anecdote or an incident is used. The author of Text A, Unit 6, Book 1 (What Animals Really Think) introduces his topic by posing a question: "Do animals all have thoughts, what we
call consciousness?' Text B, Unit 3, Book 1 (How to Make Sense out of Science) begins by quoting newspaper headlines:
"New Drugs Kill Cancer
Devastation by El Nino — a Warning
6:30 p.m. October 26, 2028: Could This Be the Deadline for the Apocalypse?"
Text B of this unit, Children and Money, begins with an imagined argument between a child and his parent over the control of pocket money. Discover other forms of introduction as you read on. However, the more important point is that you should learn to vary your own writing by adopting various types of topic introduction.
Without a conclusion, an essay lacks a sense of completeness. A conclusion may be a restatement of the main points previously mentioned, a proposed solution, a quotation from some book or person, a prediction of future developments, a suggestion for further study, etc. Text B, Unit 3, Book 1 ends by giving a simile, comparing scientific research to mountain climbing, "a process filled with disappointments and reverses, but somehow we keep moving ahead." In this text, Howard Gardner makes a suggestion in the form of a question.
Structure of the text:
Para.1-5------introduction of the topic by an anecdote
Para.6-13------elaboration by comparison and contrast
Para14---------conclusion by a suggestion
III. Cultural Notes
https://www.wendangku.net/doc/5315606990.html,cation in the West: There is no common agreement in the West concerning the best
method of education. A variety of views can be found among parents, teachers and students.
Indeed, it might be argued that it is this very existence of contending points of view that is characteristic of Western education. This can be seen as far back as in the work of the ancient Greek philosopher Socrates, who encouraged his students to question everything, even their most fundamental beliefs. Yet even then there was no general agreement that this was the best way to teach. Socrates, after all, was condemned to death by his fellow citizens for corrupting the morals of the young by his way of teaching. Many later periods of Western history were no more tolerant of encouraging students to challenge traditional beliefs: Darwin's theory of evolution, for example, was for a time banned from schools in some American states on the grounds of religious belief.
Much of the current debate over education surrounds the extent to which learning should be teacher-based or student-based. Which of the two should decide what should be learned, how it should be learned, and when it should be learned? Comparing Western and Asian methods of learning it is generally true that Western methods are more student-centred,
expecting students to discover things for themselves rather than relying on their teachers to tell them. An extreme version of the student-centred approach can be seen at Summerhill, a school in England established by the educationalist A.S. Neill. There children have complete freedom to decide what they are going to learn and which lessons they will attend. If they wish they need not attend any at all. Mainstream education in England is far more strict, demanding that children attend lessons and follow a national curriculum. This curriculum and the importance of achieving good exam results tend to reinforce a more teacher-centred approach, as both teachers and students find the pressure of time leaves less opportunity for an exploratory approach to learning.
The extent to which learning is teacher-centred or student-centred also depends on differences between subjects. In recent years, for example, there has been a trend in the teaching of mathematics in school classrooms in England away from having pupils work on their own or in small groups back towards a more traditional approach, with the teacher guiding the entire class step-by-step through a lesson. This followed research that suggested that, as far as maths was concerned, a more teacher-centred method was more effective.
2. Standing on the shoulders of giants: a well-known phrase, frequently employed by inventors to express modesty about their achievements. The suggestion is that while they have been able to see further than those who came before them, it is not because they themselves are intellectual giants. Rather it is because they have been able to build upon the accumulated discoveries of their great predecessors.
Ⅳ. Language Study
A. Words, Phrases and Expressions
1. attach: fasten or join (one thing to another) (used in the pattern: attach sth. to sth.)
a) vt. fasten or join sth (to sth) 【~ sth (to sth)】
attach a label to each piece of luggage
每件行李上都加上标签
Attached (to this letter) you will find.... 随信附上....
b) vt. 给予（重要性【~ sth to sth】
Do you attach any importance to what he said?
你认为他说的话重要吗?
Ex.在邮寄之前，要确保邮票牢牢地贴在信封上。（be attached to）
Make sure that the stamp is firmly attached to the envelope before you mail it.
Examples: Scientists discovered they could measure wind speed by attaching a wind meter to a kite and sending it up.
Attached to this letter you will find a copy of the document you asked for.
2. ... to position the key just so: to position the key carefully to fit into the narrow key slot
3. not in the least: not at all
Examples: I am not in the least touched by the Marilyn Monroe kind of beauty.
Ann didn't seem in the least concerned about her study.
4. find one's way: reach a destination naturally; arrive at
Examples: Shanghai is not an easy city to find your way around.
上海不是一个容易立足的城市。
Drunk as he was, Peter still found his way home.
尽管醉了，彼得还是回到了家。
Cf. go one’s way make one’s way
5. phenomenon: (pl. phenomena) sth. that happens or exists and that can be seen or experienced Examples: Hurricanes are a relatively common phenomenon in the Caribbean.
Stress-related illness is a common phenomenon in big cities.
Thunder and lightening are natural phenomena.
6. initial: of or at the beginning, first (adj., used only before n.)
Examples: If a car suddenly pulls out in front of you, your initial reaction may include fear anger.
Their initial burst of enthusiasm died down when they realized how much work the job
involved.
7. assist: help (used in the pattern: assist sb. to do sth., assist sb. with sth.)
Examples: The professor was assisting his students to prepare their project.
The college student decided to assist the boy with his study.
8. insert: put, fit, place (in, into, between)
Examples: Wait for a couple of minutes with your mouth closed before inserting the thermometer.
The doctor carefully inserted the needle into my left arm.
9. somewhat: to some degree, a little
Examples: It is reported that conditions in the village have improved somewhat since November.
—"Are you concerned about your exam results?"
—"Somewhat."
10. await: (fml) wait for, “Await”is a fairly common word in formal writing, but you do not usually use it in conversation. Instead you use "wait for."
Examples: We must await the results of field studies yet to come.
After I sent the letter asking for a job, I had nothing to do but await the answer.
11. on occasion: now and then 有时，间或
Examples: I was usually the only foreign participant, although on occasion I brought other Americans in as guests.
Steve spent almost all his time doing his research, but, on occasion, he would take his
son to see a film.
Cf. on the occasion of在...的时候, 值此之际:
on the occasion of his daughter?s wedding 在他女儿的婚礼上
12. neglect: give too little attention or care to
Examples: He gave too much attention to his career, working long hours and neglecting his wife.
Their investment turned out to be a failure and the manager was accused of neglecting
his duties.
Cf.: ignore: pay no attention to sb./sth. on purpose, or as if sth. has not happened
Example: I said "Good morning" to her, but she just ignored me and walked on.
13. relevant: directly connected with the subject (followed by to, opposite irrelevant) Examples: Only a few people feel the debate about the cloning of human beings is relevant to their daily lives.
While writing my term paper I was able to borrow all the relevant books from the
school library.
14. investigate: try to find out information about (used in the pattern: investigate sth., investigate
wh-clause)
Examples: Police are still investigating how the car accident happened.
We can assure you that your complaint will be fully and properly investigated.
15. exception: sb./sth. that a comment or statement does not apply to
Examples: Normally, parents aren't allowed to sit in on the classes, but in your case we can make an exception.
We feel that all the students in this class, with one or two exceptions, support the
educational reforms.
Without exception all our youngsters wanted to leave school and start work.
When you are mentioning an exception, you often use the expression "with the exception of".
Example: We all went to see the film, with the exception of Otto, who complained of feeling unwell.
16. on one's own: 1) without anyone's help
Examples: You needn't give me any help. I am able to manage on my own.
There are jobs your child can do on her own.
2) alone
Examples: The child was left on her own for hours as her mom had to deal with the emergency.
I'd rather not go to dance on my own. I do wish you'd come with me.
17. accomplish: manage to do (sth.)
Examples: Unless you practice you'll accomplish nothing.
Considering their capacity, the possibility of accomplishing the task is not high.
If I work hard, I think I can accomplish my goal of getting 6 A's at the end of the
semester.
18. in due course: at the proper time; eventually
Examples: Your book will be published in due course.
Be patient. You'll get your promotion in due course.
19. critical: 1) very important
Examples: Environmentalists say a critical factor in the city's pollution is its population.
How well you accomplish this task will be critical to the success of your career.
2) very serious or dangerous
Examples: In yesterday's car accident, ten people were killed and five people are still in a critical condition.
As the situation in Afghanistan became critical, the UN Secretary-General appointed a
special representative to tackle it.
20. principal (rather fml) main, chief
Examples: The couple's principal concern is to earn enough money to send their children to school.
Her principal interest in life was to be a world-renowned pianist.
n. The principal of a school or college is the person in charge of it.
Example: Complaints from the students began arriving at the principal's office.
Cf.: principle (see Confusable Words)
21. make up for: repay with sth. good, compensate for
Examples: I didn't travel much when I was younger, but I'm certainly making up for lost time now Her husband bought her a present to make up for quarreling with her the day before. 22. in retrospect: on evaluating the past; upon reflection
Examples: The young man knew in retrospect that he should have married his first love Emily.
In retrospect, I wish that I had chosen biology as my major.
23. extreme: very great
Example: The girls were afraid of snakes and walked along the mountain trail with extreme caution.
n. the furthest possible limit, an extreme degree
Example: I know I always say that you eat too much, but there is no need to go to the other extreme.
(phrase: go to extremes: do sth. so much, state sth. so strongly, that people consider your
actions unacceptable and unreasonable
Examples: John went to such extremes to get his promotion that everyone at the office hates him now.
The film is not very good, but some critics have gone to extremes, saying it is the worst
of the decade. )
24. performance: 1) the standard achieved by a person or group of people in carrying out a
particular job or activity
Examples: The athlete was awarded＄10,000 for his good performance in the Olympics.
After several bad performances, the soccer team found their form again.
2) sth. performed in front of an audience, e.g. a play, a dance or other entertainment Examples: Stevie Wonder fought back from the shadow of death and went on to give more
performances.
His performance in the new production of Hamlet received much praise.
25. so much so that: to such an extent
Examples: Americans treat their children as separate individuals, so much so that someone who remains dependent on their parents longer than the norm may be thought to be
"immature."
Some parents spoil their children, so much so that they never ask them to do any
housework.
26. continual: happening again and again, repeated
adj (esp derog 尤作贬义) going on all the time without stopping, or repeatedly 继续不断的;反复发生的（常指坏事情而言）
continual rain, talking, interruptions
不停的雨、谈话、打扰
How do we prevent these continual breakdowns? 我们如何防止这些一再出现的故障?
adv. continually
He was continually late for work. 他上班总是迟到.
Cf. continual, continuous（see p16 Confusable Words）
continual一般指多次重复的动作，指中间有间断，但又持续很久，好像没有停止的意味: You need continual practice.
continuous指中间没有间断，但持续一段时间后可能会停下来
a continuous flow of traffic 接连不断的来往车辆continuous rain 连绵不断的雨
Ex.
Please stop your __ continual __ questions.
The brain needs a __ continuous __ supply of blood.
Examples: The construction of the airport continued despite continual complaints from local residents.
The dog's continual barking disturbed the whole neighborhood.
27. apply: 1) be relevant (to sb./sth.); have an effect (used in the pattern apply to sb./sth.) Examples: The new pension arrangements won't apply to people born before 1960.
The advice given by the professor only applies to some of the college students.
2) write a letter or fill in a form in order to ask formally for sth. (used in the pattern:
apply for sth., apply to do sth.)
Examples: How many jobs had you applied for before you were offered this one?
We went to the sports club so often that we decided that we might as well apply to join.
28. work on/at: try hard to achieve or improve (sth.)
Examples: Sophia needs to work at/on her typing speed.
John came back ahead of time to continue working on his thesis.
29. priority: 1) sth. that one must do before anything else
Examples: Being a qualified teacher is her first priority.
Earning enough money to maintain his family is a high priority.
2) sth. that holds a high place among competing claims
Examples: The school will give priority to English and computer studies.
The proposals deserve support as they give priority to the needs of children.
30. evolve: (cause to) develop gradually (followed by into/from)
Examples: The story evolves into a violent tragedy.
Popular music evolved from folk songs.
As knowledge of genetic engineering evolves, beliefs change.
If you want to be a poet, you must evolve your own style of writing.
31. summarize: make a short account of the main points of (sth.)
Examples: Basically, the article can be summarized in three sentences.
The workers' demands can be summarized as follows: shorter hours and more pay.
32. contrast:
a) vt. compare (two people or things) so that differences are made clear 对比【~ A and/with B】contrast his work and/with hers 把他的作品与她的作品加以比较.
b) vi. show a difference when compared 形成对照【~ (with sb/sth)】
Her actions contrasted sharply with her promises.
她的行动与她的诺言有天壤之别.
n. a) [U] action of contrasting 对比; 相比【~ (to/with sb/sth)】【~ (between A and B)】
In contrast with/to their system, ours seems very old-fashioned.
我们的制度与他们的相比, 显得过於守旧了
b) [C, U] difference clearly seen when unlike things are compared 对照【~between】【~ to】There is a remarkable contrast between the two brothers.
他们兄弟俩截然不同.
Cf. compare vt.
a) examine people or things to see how they are alike and how they are different 比较【~ A and B;
~ A with/to B】
If you compare her work with his/If you compare their work, you'll find hers is much better.
要是把他俩的工作比较一下, 就会发现她的好得多.
b) show the likeness between sb/sth and sb/sth else 【~ A to B】把…比作:
Poets have compared sleep to death.
More Examples：Carrie contrasted the situation then with the present crisis.
Students were asked to contrast Ernest Hemingway with Mark Twain.
I was always reading when I was a kid, but my daughter, in contrast, just watches TV all day.
In contrast to the hot days, the nights are bitterly cold.
33. on the one hand ... on the other hand: to introduce two contrasting circumstances Examples: On the one hand her temper was likely to cause trouble, but on the other hand we needed her expertise.
On the one hand, we have good reason to feel pleased with our progress. On the other
hand, we mustn't get complacent.
34. promote: help to grow or develop
Examples: You don't have to sacrifice environmental protection to promote economic growth.
Regular exercise will help promote physical and mental health.
35. emerge: come out (followed by from)
Examples: The postman emerged from his van soaked to the skin.
The magician emerged from behind the curtain.
n. emergence (Tell the difference between emergence and emergency to Ss)
36. pick up: gain, learn
Examples: He picked up quite a lot of English during his one-year stay in America.
I had picked up a bit of data-processing from my son.
37. enormous: extremely large (same as huge, immense)
Examples: Catherine inherited an enormous fortune from her parents.
The New Year's concert was an enormous success.
38. exaggerate: make (sth.) seem larger, better, etc. than it really is
Examples: In her résumé, she has clearly exaggerated her talents a little.
— "I am bleeding to death!"
— "Don't exaggerate — it's only a little cut."
Peter says he's seen "Titanic" at least 20 times but I think he's exaggerating.
39. assuming (that):You use assuming that when you are considering a possible situation or event,
so that you can think about the consequences.
Examples: Assuming that we all work at the same rate, we should be finished by January.
Assuming that this painting really is a Van Gogh, how much do you think it's worth? 40. valid: based on truth or sound reasoning
Examples: They put forward many valid reasons for not building the skyscraper.
It is valid to consider memory the oldest mental skill.
Scientific theories must be backed up with valid evidence,
41. worthwhile:
Adj. worth doing, worth the trouble taken值得（花时间和精力）的:
It's worthwhile reading the novel.
Or: Reading the novel is worthwhile.
It is worthwhile to consider the plan.
Or: To consider the plan is worthwhile.
护理工作是很值得干的职业.
Nursing is a very worthwhile career.
Cf. worth, worthy
worth
（有时接动词的-ing形式) giving or likely to give a satisfactory or rewarding return for (doing sth) 值得（做某事）:
The book is worth reading. 这本书值得一读.
worthy
[F作表语] deserving sth or to do sth 应得某事物; 值得某事【~ of sth/being done】【~to do sth/ to be done】:
The book is worthy of careful study/being studied carefully.
Ex. 填空
Her achievements are _ worthy _ of the highest praise.
It is a _ worthwhile _ job.
It isn?t __ worthwhile __ waiting for him.
改错：
F: The place is not worth visiting it.
T: The place is not worth visiting.
F: The place is worthwhile visiting.
T：Visiting the place is worthwhile.
More Examples: It might be worthwhile to consider buying an insurance policy.
A trip to the museum is always worthwhile.
Teaching is considered a worthwhile job.
42. superior: adj.
better than average or than others of the same type (followed by to );
better than average; better, stronger, etc than sb/sth else 优良的，较好的【~ (to sb/sth) (in sth.)】a girl of superior intelligence 智力出众的女孩子
This cloth is superior to that. 这种布比那种好.
敌军（比我军）在数量上占优势.
The enemy forces were superior (to us) in numbers.
superiority n [U] 优秀
superior n 上级
Examples: Long-term stock market investments have produced superior returns compared with cash deposits.
The woman was greatly superior to her husband in education.
This wine is far superior to the one we had last week.
43. desirable
adj worth having; to be wished for 【~ (that...)】
a desirable residence, solution 称心的住所、解决方法
It is most desirable that they should both come. 他们两人都来, 这最好不过了.
n. v. desire
Cf. desirous渴望的; desired被要求做的
Ex. 填空
It is most ___ desirable ___ that he should attend the conference.
Everybody is _desirous____ of success [to succeed].
44. facility
n (fml) [U, sing] ability to learn or do things easily【in/ with + n.】
Her facility with / in languages is surprising.
He plays the piano with surprising facility. Cf. talent, capacity
talent n. [S (for); U ] special natural ability or skill
capacity n.[S (for) ] ability to produce, experience, understand or learn sth
Ex. Fill in the form
She has a___ talent __ for drawing.
She has an enormous __ capacity _ for hard work.
She has great _ facility _ in playing the piano.
B. Sentences
1.He probably got as much pleasure out of the sounds the key made as he did those few ...
actually found its way into the slot.
译: 从钥匙声响中得到的乐趣大概跟他偶尔把钥匙成功地塞进槽口而获得的乐趣一样多。2.…since the child is neither old enough no r clever enough to realize the desired action on his
own,…
译：因为孩子太年幼，而且没有灵巧到可以独自完成要做的动作。
析：为了保证语意明确，可以在翻译时采取反说正译的方法。如：I won?t keep you waiting long. 我一会就回来。
3. …, as I might have done.
析：这是表示过去情况的虚拟句
4．And, more generally, he is less likely to view life---as Americans do---as a series of situations in which one has to learn to think for oneself, to solve problems on one?s own
and to discover new problems for which creative solutions are wanted.
译:而且从更广泛的意义上说，他就不太可能---如美国人那样---将人生视为一系列的情境，
在这些情境中，一个人必须学会独立思考，学会独立解决问题，进而学会发现需要创造性地加以解决的问题。
V. Grammatical Structures
1. whether it(he) be…or…
E.g.
--whether it be placing a key in a key slot, drawing a hen or making up for a misdeed…(line 52-53)
be-型虚拟的一种，意为“不管（不论）是…还是…”，表示让步，其省略结构为be it…, be he… or…等，必须倒装。如：
Whether she be right or wrong, she will have my unswerving support.
Ex. Every day he takes a walk in the park in the evening, whether it be fine or raining
（不论阴天还是晴天）.
2. assuming (that )
E.g.
By assuming that the contrast I have developed is valid, and that …(line 98-102)
表假定（表示真实条件，其从句谓语动词用陈述语气），有时表让步。如：
Assuming it rains tomorrow, what shall we do?
Cf. suppose/supposing that 表“如果，假如”。可用于虚拟语气和陈述语气。
Suppose (that) you had one million dollars, what would you do? （虚拟语气）
Ex. _Assuming that it is true_ (就算这是真的), you’re still wrong.
VI. Exercises
A.Writing
1.Directions: Study the following and then do the writing exercise.
Comparison and Contrast
When we want to show the likeness or the difference between two objects, we use the method of comparison and contrast. Comparison illustrates the similarities between places, persons, ideas, events, situations, etc. Contrast, on the other hand, shows the differences between two things. Topic sentence
In comparison and contrast paragraph, topic sentence should tell what are the two things to be discussed. For Example,
My high school history teacher and my college history teacher have different methods of getting importing facts across.
Second, when the subjects are big or complicated and you only want to deal with certain aspects
of them, the topic sentence should show in what areas the subjects are to be compared or contrasted. For Example, when you write “China is very different from the United States”, the reader will not have sound stand to make their guess about what you want to say. The subjects can be approached from many aspects such as history, culture, politics, economy, education, people, religion, and so on. And each of the categories can be further divided into smaller categories. So we say it is not a good topic sentence. The sentence can be revised like this:
The educational system of China is different from that of the United States.
Supporting details
There are two important points deserving special attention.
The first is the parallelism of thought or categories in comparison/contrast. That means when you compare two cities, the areas being compared should be the same.
Compare the two cities
put comparison/contrast supporting details together.
Point by point method:
With this method, we discuss object A, and then object B in the same area; next, we move to the second area, and begin with A, then B. In the same manner we move to the third and fourth areas.
Population: A. Beijing
B. Chengdu
Transportation: A. Beijing
B. Chengdu
Tourism: A. Beijing
B. Chengdu
1.Block method:
With this method, we first discuss A in all the areas we prepare, and then we turn to B.
A.B eijing: 1.population
2.transportation
3.tourism
B.C hengdu: 1.population
2.transportation
3.tourism
Writing Exercise:
Directions: Choose one topic and write a paragraph of comparison/contrast:
1. What are the differences between your high school life and college life?
2. Compare the similarities between two kinds of animals.
B. Grammar Exercise
Directions: Each of the following sentences has four parts underlined and marked A, B, C and D. You are to identify the one that is wrong and then correct it.
1. The colonel (陆军上校) realized that the private (列兵) was crying because what he had said.
A B C D
2. Tom turned round from time to time as if search for someone in the crowd.
A B C D
3. As the book provides a good approach of electronics, I will easily understand what it involves.
A B C D
4. Maradona, who led Argentina to their World Cup triumph in Mexico in June 1986, is
A
undoubtedly one of the greatest soccer player the world has ever produced.
B C D
5. As the young man was short of money, he was like to apply for the dangerous job advertised
A B C D
in the paper.
6. The purpose of the campaign was catch students who took tests for other students.
A B C D
7. How I wish John knew how to apply grammatical rules properly and recognize the fact that he
A B C
is nearly always in the wrong.
D
8. That he succeeded to traveling around China in spite of his disability moved every one of us.
A B C D
9. The bell signaling the end of the first period rang loudly, to interrupt the professor?s
A B C
closing comments (结束语).
D
10. Had not been for the full preparation, we?d never have been able to make such an achievement.
A B C D
2017新版一年级下册语文识字《识字2.姓氏歌》第二课时教案
识字2.姓氏歌 第二课时 教学目标： 知识与技能：认识儿歌第二小节中的6个生字，正确美观地书写“国、王、方”3个生字。 过程与方法：正确、流利、有节奏地朗读第二小节，背诵课文。 情感、态度与价值观：了解有关百家姓的小知识，培养学生对姓氏文化的兴趣。 教学重点：识字写字，正确、流利、有节奏地朗读并背诵课文。 教学难点：激发学生对中国姓氏文化的兴趣。 教学准备：多媒体。 教学方法：反复地朗读课文，读正确、读流利，读出节奏，达到熟读成诵。 教学过程： 一、复习旧知，谈话导入 1．出示生字词卡片：姓氏、什么、张、胡、吴、徐、许，指名认读。 2．说说自己班上还有哪些不同的姓氏，师相机板书。 3．师过渡：我们中国的姓氏有很多，古人曾经编过一本书，叫《百家姓》， 二、学习课文第二小节 1．学生借助拼音自由朗读第二小节，注意读准字音。 2．检查学生的自读情况。
(1)指名学生朗读第二小节。 (2)根据学生的朗读情况相机正音，并出示词语卡片：中国、赵、钱、孙、周、郑、王、东方、上官，指名学生认读，强调：“赵、周”是翘舌音，“王、方”是后鼻音。 (3)全班齐读第二小节。 3．巩固识字。 (1)学生再次朗读第二小节，画出其中的姓氏，再读一读。 (2)指名学生交流第二小节中出现了哪些姓氏，教师根据学生的交流情况适时张贴相关卡片：赵、钱、孙、李、周，吴、郑、王、诸葛、东方、上官、欧阳。 (3)再次打乱顺序，指名学生认一认这些姓氏，并说说自己的家人或同学有哪些人是这个姓。 (4)鼓励学生说说自己是如何记住这些字形的，在此过程中，教师要给予学生充分的鼓励，并渗透一定的识字方法。如：“赵、钱、孙”都可以用第一小节的汉字组合法来识记；“周”是半包围结构，里面是“土”加“口”；“王”是“三”字中间加一竖。 4．了解单姓和复姓。 (1)教师引导学生发现黑板上这些姓氏有什么不同。 (2)指名学生交流，教师小结：中国的姓氏中，大部分是一个字，也有两个字的，如：东方、欧阳、上官等，这样的姓叫复姓。 5．游戏进一步巩固：师出示一张姓氏卡片，班上是这个姓氏的小朋友站起来，大声说：示例：我姓钱，金钱的钱。 6．朗读并背诵第二小节：生自由朗读第二小节，通过拍手读感受其中的节奏，练习背诵。 三、适当拓展，激发兴趣
人教版四年级英语下册Unit6 Shopping第四课时教案
Unit 6 Shopping 杨家小学郭万玉 概述： PEP小学英语四年级下册Unit 6 Shopping本单元共需六个课时，本单元围绕购物展开教学，主要学习询问衣物价格并作简略评价，同时简单描述衣物的大小、颜色款式,可以和第三单元描述天气及第五单元谈论衣服两个话题很好的结合起来，教师在教学中可以从学生已学过的知识入手，在复习的过程中引入本单元的新知识，使学生能把学过的语言结合起来进行运用。在教学Can I help you?等购物交际句型时，教师可创设交际情境，在交际活动中融入新的句型，使交际更贴近生活，更真实。本节课是第四课时，在课堂教学中，教师要使教学内容生活化，结合学生的实际情境，使学生口语练习生活化，交际化，从而达到学以致用的目的。 设计理念： 在跨越式理论指导下，以言语交际为中心，借助现代信息技术，努力为学生创设理想的英语学习环境，提供丰富的网络资源，倡导体验、实践、参与、交流与合作的学习方式。倡导任务型教学，把语言综合运用能力的培养落实在教学过程中。面向全体学生，突出“以人为本”的素质教育理想，使语言教学的过程同时成为提高人文素养、增强实践能力、培养创新精神的过程。 教学目标： 1．知识目标 A、听懂会说：“Can I help you? How much is this skirt? It's very pretty. That's expensive. It's too expensive.” B、能在实际的情景中运用进行实际交际。 2．能力目标 A能将所学词汇运用到交际中。 B、能根据具体的情景运用所学知识进行对话，培养学生的交际能力 3．情感目标 A.激发学生的英语学习兴趣,培养良好的英语学习习惯。 B.培养孩子购物要节约的观念。 学情分析： 由于学生是四年级学生参加跨越式教学已经有三学期多了，他们已经适应了跨越式课堂模式，听说能力都比较强。乐于感知，模仿习得英语。学生
【人教pep版】小学英语四年级上册Unit 1 第二课时教案
Unit1 My classroom A. Let’s learn 教学目标: 1.知识目标：能够听、说、认读有关教室物品设施的词汇. classroom, window, light, picture, blackboard, door. 2.能力目标：能够正确运用所学词汇描述教室里的物品设施。 能听懂指示语，并按照指令做出相应的动作。 3.情感目标：培养学生热爱劳动，互相帮助的习惯。 教学重点: 1.掌握有关教室物品设施的词汇：classroom, window, light, picture, blackboard, door. 2.能够正确运用所学词汇描述教室里的物品设施。 教学难点: 1. 运用所学词汇描述教室里的物品设施。 2. 听指令，做动作。 教学准备: 自制课件、教学光盘 教学过程: Step1. Preparation 1．教师出示实物复习pencil, ruler, bag, book, pencil-case, eraser, crayon, pen等单词。 2．教师引导学生用以上单词做问答练习： 如：What’s in the bag? What’s in the pencil-case ? 3．在学生回答出问题后，教师再问：How many pencils/pens…?使学生能用复数进行回答。 如：What’s in the pencil-case? A ruler, two pencils… Step 2 Presentation
1．课件出示一幅教室的图片，教师介绍说：This is a classroom. . Ask: What’s the meaning of the classroom？ Guess. Ss:教室。Then teach it.教师板书并领读，然后让学生由集体到个别轮流读单词 教师接着问：What’s in the classroom? 学生听懂后，教师可先试着让学生回答，能说出英文的学生给予表扬（desk, chair, picture都已学过），也可让学生用中文回答。 教师指着教室里的黑板教学blackboard，教师板书并领读，然后让学生由集体到个别轮流读单词。 How many blackboards can you see? Ss: Two. Yes, two boards.然后在board加S。然后教师做擦黑板的动作，边做动作边说clean the blackboard.教师边领读边做动作，并让学生跟着边说边做。 用同样的方法教学单词window, light, picture和door，同时融入动作。 Close the window. Turn on the light. Put up the picture. Open the door.同样教师先示范动作，然后让学生边说边做。 2．让学生观看本部分的教学课件2遍。 第一遍听，第二遍学生跟读并模仿Let’s learn部分的内容。 让学生看着画面回答： What’s in the classroom? One blackboard, one TV, many desks and chairs. 3.教师领读单词和句型。 4.让学生在小组内读单词，采用兵教兵的形式。 然后找部分学生读单词，检查掌握情况。
《合欢树》第二课时教案
《合欢树》第二课时教案 教学目标： 一体会深沉的母爱及作者对母亲浓浓的思念和内疚交织的感情。 二理解“合欢树”在文中的寓意。 三引导学生感悟现实生活中的母爱激发感恩之情。 教学重点难点： 一体会问中母爱的特殊性 二理解合欢树的象征意义 教学设想： 采用作家王安忆曾说过的阅读史铁生散文的三步法，教师引导学生注意从题目入手细细品读文本语言，然后交流欣赏本文的精华。 教学过程： 一导入新课：同学们上节课我们整体感知了《合欢树》的大致内容，这节课我们要一起通过品析文章语言来感悟文章的精华，体会一下是怎样的母爱使作者重新树立了信心走向成功的。 二幻灯片展示王安忆的关于史铁生的散文的阅读方法：首先要抓住文章中的原初面目的情感，然后体会文中理性的提炼然后思考文中的哲学意味。 三题目切入，牵一发动全身。提问：文章题目史合欢树，那么你从合欢二字会想到哪些内容？教师引导学生回答：“合家欢乐、团员、昌盛等”呢么文中有这种情感的流露吗？没有，相反更多的是生命的苦难，愁闷，甚至还有些绝望。提问：同学们下面就透过字里行间去品味母亲的深深的母爱吧！ 四语言品析：提示：可以通过分析母亲的神态、动作、语言的描写或某个词语的妙处，来理解那种竭尽全力给儿子治病，激励鼓舞儿子生活勇气的深沉的母爱。 示例：“。。。。。。。白发”肖像描写写出了母亲因操劳而衰老。“母亲惊惶了几个月，。。。。一换药就说。。。。。”心理动作语言描写，表现母亲对儿子的心痛，内疚。“。。。。。虔诚。。。。的希望”心理描写，恭敬而有诚意，表现母亲为我治病的急切心理“。。。。到处顶风冒雪”动作描写，“。。。。搞写作”语言描写表现母亲对我写作的支持。 小结：文中母爱的特点无私无怨、坚强执着、宽厚仁慈、牺牲自我的爱。 那么作者对母亲的感情是怎样的变化呢？同学们抓住有关年龄标志的词语，继续品味相关语句。 语言描写：“。。。。。。没用”心理描写“。。。。。死痛快”明确一开始是不理解，后来作者成功了，母亲去世了。 “苦”苦字写出了母亲的艰难与伟大，以及我对母亲深深的怀念以及失去母亲的痛苦，所以极为悲伤。 五过渡：母亲去世了了，作者孤独时无处倾诉，成功是无人分享，树欲静而风不止，子欲养而亲不待，睹物思人情何何以堪。作者最魂牵梦绕的就是母亲亲手种植种植的那棵合欢树。 教师小结：一、不理解母亲的苦心二、深深的思念与愧疚 六听读感悟深入探究 （一）同学们关注表明光阴流转的词语，思考：合欢树的成长和我的成长历程有什么相似之处？母亲对合欢树的侍弄又与照管我有着怎样的联系呢？ 同学们自由结组讨论。师归纳小结，合欢树的象征意义 合欢树是作者个人命运的写照，也是母爱的具体的体现物。母亲把对儿女的疼爱融入在对合
一年级教案第四课时
第四课时 任务： 1.初步学习少儿广播体操l、2节，发展学生力量、协调、等身体素质及动作节奏感、培养身体的准确姿势，提升想象力和模仿水平。 2.培养快速排队的水平和听指挥、守纪律等优良品德 教学过程： （一）开始部分： 一、宣布上课，师生问好． 二、宣布本课内容：1.广播操1、2节；2.游戏：快快排队。 三、提出要求及注意事项 组织：四列横队 教法：l.实行常规检查，教师整队。 要求；认真听讲；精神饱满。 （二）基本部分： 一、队列练习：所学队列动作的综合练习。 组织：四列横队、四路纵队。 教法：l.学生按教师口令或手势实行队列动作练习。2.教师提示重点动作并示范。3.指定学生或某组演示，教师纠正动作。4.分组练习。 要求：服从口令，动作准确。 二、广播操 第一节：伸展运动（4X8拍） 要点：重心前移时，身体各部位动作协调配合，充分伸展臂，腿屈伸动作协调。 组织：体操队形；队形如图 教法： l.教师边讲解过示范动作 2.教师分解讲解、示范，学生模仿１－２基本动作。 第二节：头部运动（4X8拍） 要点：颈肩放松，头的屈、伸、转动快速，部位准确；上下肢协调配合，整
节操欢快、活泼，有趣。 重点：动作方法 难点：身体各部位的协调、连贯配合 三、游戏：快快排队 规则：必须按规定的信号、移动方式行动。 方法：学生听到规定信号，按教师指令，迅还跑或跳向指定方位站成规定的队形。动作节奏由慢到快逐渐过渡到正常速度。 组织：四列横队、四路纵队 教法：1.教师讲解游戏方法及规则。2.通过游戏让学生知道什么是纵队横队、排头、排尾、看齐的方法。 要求：快跑或跳向指定方位，快选自己的站位，要排得整整齐齐。 （三）结束部分： 一、放松活动：鸭走、象走、猫走、慢跑。 二、总结本课情况，以表扬为主。 三、布置作业：练广播操，宣布下课。 组织：听音乐，按教师指挥实行放松走、跑。 教法：师生同练 要求：动作轻松。
三年级英语上册Unit1第四课时教案人教版PEP
Unit 1 教学设计示例（4课时） 一、教学设计思路 本课时学习如何用What's your name?询问对方的姓名并就询问做相应回答。对于刚开始学习 英语的学生，彼此了解一下英文名字十分必要，符合学生认知规律。另一种道别表达"See you!"是生活常用语，同Goodbye 用法相同，且运用广泛。整个语言点简单，且实用性强。教学过程中强调 自然流畅，不要明知故问，使学生觉得是为了学习而学习，从而降低学习兴趣。趣味操练部分可以 发挥小学生好动好玩的特点，在做迎宾先生或小姐的游戏中进一步操练句型，巩固所学。扩展性活 动中猜猜我是谁的游戏将“My name's ...”扩展到His/Her name’s …的句型, 开拓学生英语思维，帮助学生灵活运用语言。 二、教学目标 （一）知识 掌握日常交际用语：What’s your name?, My name is…, See you! （二）能力 学会应用以上交际用语进行日常会话； （三）情感 通过会话，培养学生敢于开口、积极参与的学习态度，让学生体验学习英语的快乐，提高兴趣； 三、教学重难点 What’s your name? My name is…中name的发音和欢迎用语Welcome!的发音。 四、教学媒体 1．名字卡、本课主要人物的头饰； 2．要求学生准备一个面具，并制作一个写有本人姓名的头饰。 五、教学过程 1．热身、复习 (Warm-up/Revision) （1）唱“Hello”歌 （2）师生互相问候Hello! /Hi! （3）学生将胸卡戴在胸前，分别起立做自我介绍。如： a. Hello, I’m Mary. b. Hi! I’m Peter. 2．呈现新课 (Presentation) （1）老师指着自己的英文名卡说Hello! I’m Miss/Mr. …. 然后用My name’s…. 反复说三到四遍自己的名字，速度由慢到正常。接着教师对一名学生发问What’s your name?（用清晰、缓慢的语调问两遍）边问边指他/她的名卡，并可以用夸张的口型提示他/她回答My name’s….教师对第一个应答学生应重点表扬，并发给他/他小奖品，以次鼓励学生认真听别人的问答，努力模仿 教师说的新句型。用类似的方法在教室里与学生进行问答练习，注意引导学生用My name’s….回答问题。 （2）跟读、模仿What’s your name? 注意学生对name一词中a的发音。
五年级下册数学教案-第四单元4.约分第1课时 最大公因数(1) 人教版
4.约分 第1课时最大公因数（1） 教学内容：教材第60~61页例1、例2及练习十五相关题目。 教学目标：1.理解公因数和最大公因数的意义，知道因数、公因数和最大公因数的区别和联系。 2.掌握求两个数最大公因数的方法，会选择合适的方法正确地求两个数的最大公因数。 3.经历探究求两个数最大公因数方法的过程，培养学生分析、归纳等思维能力。激发学生自主学习、积极探索和合作交流的良好习惯。 教学重点：理解公因数和最大公因数的意义。 教学难点：找公因数和最大公因数的方法。 教学准备：多媒体课件。
和12公有的因数。 小结：两个集合相交部分中的1、2、4是8和12公有的因数，叫做它们的公因数。4是这几个数中最大的公因数，是它们的最大公因数。 2.找最大公因数的方法。 （1）怎样求两个数的最大公因数呢？ 课件出示例2，同桌合作完成。 方法一：列举法：先列举出18和27的因数分别有哪些，找出公因数，并找出最大的公因数。 1，3，9是18、27的公因数，最大的公因数是9。 方法二：筛选法：先写出一个数的因数，从中找出哪些数也是另一个数的因数，并找出最大的一个。 18的因数有1，2，3，6，9，18。 1，3，9是18、27的公因数，最大的公因数是9。 方法三：短除法：用短除法求出18和27的最大公因数。 18和27的最大公因数3×3＝9。 （2）两个数的公因数和它们的最大公因数之间有什么关系呢？ 小组探索、交流，得出：最大公因数是所有公因数的倍数。 四、巩固练习 1.完成教材第61页做一做第1题。（独立完成，集体订正） 2.完成教材第61页做一做第2、3题。（师生共同合作） 五、拓展提升 如果A=2×3×3×5，B=2×3×5×7,那么A和B的最大公因数是（ 30 ）。 六、课堂总结
人教部编版小学语文五年级下册22 手指 第二课时优秀教案
手指 第二课时 【教学目标】 1．了解五根手指的不同特点，学习作者描写手指的方法。 2．领悟课文蕴含的道理，感悟人生哲理。 【教学重难点】 1．了解各手指的特点，学习描写方法，体会文章蕴含的道理。 2．学会观察，学会思考，善于从万物中受到启示。 【教学过程】 一、温故知新，导入新课 1．课件出示，引导学生回顾课文内容。 （教师出示课件） 这篇文章首先开门见山指出；接着以风趣的语言具体描写；最后阐明了一个道理——。 2．学生默读课文，教师巡视。 3．全班交流，将之前所出示的内容补充完整。 这篇文章首先开门见山指出每个人都有十根手指，一只手上的五根手指各有所长，各有所短；接着以风趣的语言具体描写五根手指不同的特点；最后阐明了一个道理——五根手指如果能一致团结，成为一个拳头，那就根根有用，根根有力量。 4．指名说说课文描写五根手指的顺序。 预设：迅速看一遍课文，看看作者是按什么顺序描写五根手指的。 明确：大拇指——食指——中指——无名指和小指。 二、研读课文，重点探究 1．学生朗读第1自然段，教师提出要探讨的问题。 （1）在中心句下画上记号，并朗读。 （2）第1自然段在文中的作用是什么？ 交流后明确：（1）中心句：一只手上的五根手指，各有不同的姿态，各具不同的性格，各有所长，各有所短。 （2）第1自然段的作用：总领全文，为下文分别描写五根手指的特点作铺垫，为全文奠定感情基调。
2．教师总结第1自然段的内容，引出第2自然段的内容。 过渡：第1自然段中指出五根手指姿态不同，性格不同，各有长短。那么，五根普通的手指，在作者眼中究竟有什么样的长处和短处呢？现在首先让我们一起来看看作者对大拇指的描写吧！ 3．研读第2自然段，了解大拇指。 （1）指名朗读第2自然段，找出最能概括大拇指短处与长处的词语，并说说大拇指的短处和长处各是什么。 明确：短处是形状不美；长处是最肯吃苦。 （2）作者是如何描写大拇指的外形的？ 明确：“身体矮而胖，头大而肥，构造简单，比人家少一个关节。”这句话从身体、头、构造三方面进行描写，寥寥几语便使大拇指的姿态跃然纸上。 （3）作者在描写大拇指时，运用了“他”这个字，体会这样用词的效果。 明确：这个“他”字让大拇指摇身一变，成为一个身体矮胖、头大而肥的人，并贯穿全文，突出了丰子恺先生幽默风趣的语言风格。 （4）作者又是如何描写大拇指的长处的？ （教师课件出示） 例如拉胡琴，总由其他四指按弦，却叫他相帮扶住琴身；水要喷出来，叫他死力抵住；血要流出来，叫他拼命按住；重东西要翻倒去，叫他用劲顶住；要读书了，叫他翻书页；要进门了，叫他揿电铃。 明确：这组句子运用排比句式，具体描写了拉胡琴、水要喷出来、血要流出来、重东西要翻倒、读书、进门时他“相帮扶住琴身”“死力抵住”“拼命按住”“用劲顶住”“翻书页”“揿电铃”的表现，突出了大拇指吃苦耐劳、默默奉献的特点。 （教师课件出示） 例如招呼人，都由其他四指上前点头，他只能呆呆站在一旁。给人搔痒，人舒服后，感谢的是其他四指。 明确：这两句再次列举具体事例：招呼人和给人搔痒，突出表现了大拇指的另一个长处——不图名利。 （5）引导学生再次朗读描写大拇指长处的句子。 朗读指导：要用恳切的语气，读出对大拇指的赞美之情，表现大拇指的性格特点。 4．研读第3~5自然段，了解其他手指的特点。 过渡：大拇指的长处和短处我们已经从作者生动的描述中体会到了，那其他手指又有什么
英语ⅰ译林牛津版unit1第四课时教案
英语ⅰ译林牛津版unit1第四课时教案Teachingcontent Reportingschoolactivities(1) Teachinggoals 1.Targetlanguage Understandingaprogram:date,day,time,venue,event/activit y 2.Abilitygoals Enablethestudentstounderstandaprogram. 3.Learningabilitygoals Helpthestudentslearnhowtocompleteatimetableforaschoolpr ogram. Teachingimportant&difficultpoints Howtocompleteatimetableforaschoolprogram. Teachingmethods Listening. Teachingaids Arecorderandablackboard. Teachingprocedures StepⅠRevisionandLead-in Checkthehomeworkandreviewtheusageofrelativepronouns. T:Inthelastperiodwelearnedtheusageofrelativepronouns.Ar
elativepronounisawordusedtoreplaceanounornounphraseandintro ducesarelativeclausereferringtosomeantecedent.Therelativepr onounsofEnglishare:who,whom,whose,which,andthat.Nowpleasefi nishthefollowingexercises. Showthefollowing. 1.Don'ttalkaboutsuchthingsof__youarenotsure. A.which B.what C.as D.those 2.Thewolveshidthemselvesintheplaces___couldn'tbefound. A.that B.where C.inwhich D.inthat 3.Thefreezingpointisthetemperature__waterchangesintoice . A.atWhich B.onthat C.inwhich D.ofwhat 4.I'lltellyou__hetoldmelastweek. A.allwhich B.that C.allthat D.which 5.We'retalkingaboutthepianoandthepianist__wereintheconc ertweattendedlastnight. A.which B.whom C.who D.that 6.Thegirl__anEnglishsonginthenextroomisTom'ssister. A.whoissinging B.issinging C.sang D.wassinging
八年级语文上册 第四单元 16《大自然的语言》(第1课时)教案 (新版)新人教版
第十六课《大自然的语言》 第一课时 教学目标 1.积累“销声匿迹、衰草连天、风雪载途、周而复始、草长莺飞”五个短语，并学会运用。 2.整体感知课文，能按照要求筛选相关信息并练习概括要点，逐步提高学生阅读科普文的能力。 3.激发学生热爱大自然，热爱科学的情趣。 教学重难点 理清课文的说明顺序，训练学生快速筛选信息，概括内容要点的能力。 教学过程 新课导入 【设计意图：利用直观形象的画面，激发学生学习课文的兴趣。】 多媒体显示春、夏、秋、冬四幅美丽的图画。 春柳的飘逸，夏荷的袅娜，秋枫的激情，冬梅的傲岸，如诗如画，这就是物候现象。在生活中，我们人类用语言来交流，那么大自然呢？它也有语言吗？今天我们就来学习一篇有关物候学知识的文章——《大自然的语言》。作者是我国著名的科学家竺可桢先生。（板书文题、作者） 课堂实录 一、介绍物候学和竺可桢。 【设计意图：讲解物候学的知识，补充竺可桢的资料，让学生对科学产生兴趣。】 1.物候学。 一年有四季，春夏秋冬，周而复始。每个季节都有独特的自然景观。几千年来，劳动人民注意了自然现象同气候的关系，据以安排农事。利用物候现象来研究农业生产的科学，叫物候学。 2.作者介绍。 竺可桢，中国卓越的科学家和教育家，当代著名的地理学家和气象学家，中国近代地理学的奠基人。他先后创建了中国大学中的第一个地学系和中央研究院气象研究所；担任13年浙江大学校长，被尊为中国高校四大校长之一。他从1936年1月1日至逝世，对每天的
天气与物候均有记载，共300余万字。论文有《远东台风的新分类》、《台风的源地和转向》等。他一生在气象学、气候学、地理学、物候学，自然科学史等方面的造诣很深，是中国物候学的创始人。 二、检查预习情况，了解文章结构。 【设计意图：巩固基础，分析层次，了解说明文的逻辑顺序。】 1.了解多音字读音。 连翘（qiáo）——翘起（qiào） 衰草连天（shuāi）——鬓毛衰（cuī） 落叶（luò）——丢三落四（là）——落枕（lào） 2.明确词义。 销声匿迹：指隐藏起来，不公开露面。 风雪载途：一路上都是风雪交加,形容旅途艰难。 周而复始：指循环往复。 草长莺飞：形容江南春色美丽动人。 3.划分段落层次，理清文章的说明顺序。 找同学划分段落层次，理清全文思路。 明确： 第一部分（1～3段）引出什么叫物候和物候学。 第二部分（4～5段）说明物候观测对农业的重要性。 第三部分（6～10段）说明决定物候现象来临的因素。 第四部分（11～12段）说明研究物候学的意义。 三、学习第一部分。 【设计意图：了解物候学的特点，体会说明文语言生动性的特点。】 1.这篇课文介绍了什么知识？ 明确：课文介绍了物候知识，说明了研究物候的重要性。 2.“大自然的语言”比喻什么？ 明确：“大自然的语言”用来比喻无比丰富的物候现象。把大自然中种种物候现象比作“大自然的语言”，把大自然拟人化了，显得生动而有情趣，而且形象地说明了认识它、研究它的重要性。如果用“简介物候学”，“物候学与农业生产”就显得呆板，乏味。 3.第一自然段哪些词语说明时间的推移？抓住了事物的哪些特点？
数学教案-菱形教学示例第二课时
数学教案－菱形教学示例第二课时 各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢 一、教学目标 1．掌握菱形的判定． 2．通过运用菱形知识解决具体问题，提高分析能力和观察能力． 3．通过教具的演示培养学生的学习兴趣． 4．根据平行四边形与矩形、菱形的从属关系，通过画图向学生渗透集合思想． 二、教法设计 观察分析讨论相结合的方法 三、重点·难点·疑点及解决办法 1．教学重点：菱形的判定方法． 2．教学难点：菱形判定方法的综合应用． 四、课时安排 1课时
五、教具学具准备 教具（做一个短边可以运动的平行四边形）、投影仪和胶片，常用画图工具 六、师生互动活动设计 教师演示教具、创设情境，引入新课，学生观察讨论；学生分析论证方法，教师适时点拨 七、教学步骤 1．叙述菱形的定义与性质． 2．菱形两邻角的比为1：2，较长对角线为，则对角线交点到一边距离为________． 师问：要判定一个四边形是不是菱形最基本的判定方法是什么方法？ 生答：定义法． 此外还有别的两种判定方法，下面就来学习这两种方法． 菱形判定定理1：四边都相等的四边形是菱形． 菱形判定定理2：对角钱互相垂直的平行四边形是菱形．图1 分析判定1：首先证它是平行四边
形，再证一组邻边相等，依定义即知为菱形． 分析判定2： 师问：本定理有几个条件？ 生答：两个． 师问：哪两个？ 生答：（1）是平行四边形（2）两条对角线互相垂直． 师问：再需要什么条件可证该平行四边形是菱形？ 生答：再证两邻边相等． （由学生口述证明） 证明时让学生注意线段垂直平分线在这里的应用， 师问：对角线互相垂直的四边形是菱形吗？为什么？ 可画出图，显然对角线，但都不是菱形． 菱形常用的判定方法归纳为（学生讨论归纳后，由教师板书）： 注意：（2）与（4）的题设也是从四边形出发，和矩形一样它们的题没条件
Unit1 My classroom 第四课时教学设计
Unit1 My classroom 第四课时教学设计Teaching design of Unit1 my classroom
Unit1 My classroom 第四课时教学设计 前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校 选择英语作为其主要或唯一的外语必修课。英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。本教案根据 英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定 合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。便于学习和使用，本 文下载后内容可随意修改调整及打印。 教学重点：学习This is my classroom The wall is white. The floor is green…；学习单词：computer, teacher’s desk, fan, wall, floor 教学难点：the 的发音与运用 表达复数时be动词的运用 教具准备： 1．教材相配套的教学课件［Unit 1 Let’s learn/B］ 2．教材相配套的教学录音带 3．教师自制的单词卡 4．自制颜色转盘（形如第一册P28页Let’s learn部分的图片） 教学过程：
（一）热身、复习（Warm-up / Revision） 1．教师出示自制的颜色大转盘，一个学生拨动上面的指针，使转盘转动。当转盘停止后，让大家说出指针所指的颜色。再让另一个学生继续转动转盘，直到所学的有关颜色的单词（red, yellow, green, blue, purple, white, black, orange, pink, brown）都被复习过一遍。 （二）呈现新课（Presentation） 1．复习本单元A部分Let’s learn的内容。 T：Look！This is our classroom. What’s in the classroom? 学生利用所学知识回答问题。然后教师补充说：There is a floor, a teacher’s desk, a computer, two fans and four walls in the classroom, too.（教师一边说一边指着教室中的实物，有些教室的设施也许没有这么齐全，不能在实际的课堂中教学，建议使用教材相配套的教学课件或本单元的双面对开实景图） 2．教师分别指着教室中的讲台桌，地面，墙，风扇和计算机问学生：What’s this? 让学生试着回答问题。教师可做适当提示。
2019届北师大版一年级下册数学第四单元教案全集
第四单元有趣的图形 第1课时认识图形 【教学内容】 教科书第36～37页内容。 【教学目标】 1．通过观察、操作与讨论，感知长方形、正方形、三角形和圆的特征。初步认识什么样的图形是长方形、正方形、三角形和圆，能根据它们的特征 从具体的情境中辨别这四种图形。 2．通过摸、画、找、说等活动，初步体会到解决问题的方法和策略的多 样性，并在小组活动中培养探索意识和协作精神。 3．通过创设情境，在实际操作活动中体验学习数学的乐趣，激发学生积极探索新知和学好数学的欲望。 【教学重难点】 重点：会辨认长方形、正方形、三角形和圆。 难点：体会“面”在“体”上。 【教学过程】 一、创设情境，导入新课 （课件出示：漂亮的城堡） 淘气带我们来到了一座漂亮的城堡。在这座城堡里住着各种形状的图形，请小朋友们认一认，说一说这些图形的名称。 长方体、正方体、圆柱和球都是立体图形。在图形的城堡里，除了立体图形家族，还住着一个庞大的家族，那就是平面图形。（课件出示：平面图形）学生尝试说说认识的图形名称。 今天，我们就要一起来认识这些平面图形。 （板书课题：认识图形） 二、操作交流，探究新知 1.感知“面”在“体”上。 （1）观察操作。
提出要求：这些平面图形都藏在大家桌面上的物体中，请大家找一找、摸一摸、说一说，赶快行动吧！ （2）汇报交流。 说一说：你在什么物体上找到了什么图形？再摸一摸自己找到的图形的面，有什么感觉？（引导学生说出“面”的主要特点是平） （3）引导发现。 （课件演示“面”在“体”上的分离过程） 通过刚才的观察，我们发现这些平面图形的家都住在立体图形上。 2.动手操作，合作学习。 谁能想出一个好办法，把这些平面图形从立体图形上请出来，留在桌上的白纸上呢？ 小组合作完成。汇报交流操作方法。 引导学生想出多种办法（可用描、画、印等方法）教师归纳方法。 3.小结。 从长方体上找到了长方形，从正方体上找到了正方形，从三棱柱上找到了三角形，从圆柱上找到了圆。我们还发现，这些图形的面都是平的，并且只有一个面，所以，我们就把这样的图形叫做平面图形。 三、游戏：我说你画 试试你掌握的本领。老实说一个图形的名字，请你闭上眼睛，想一想它的样子，一边想一边用手指画一画。 同桌之间可进行互动练习。 【巩固练习】 1.完成教材第37页“练一练”第1题。 组织学生进行交流，讨论的出图形与特征的正确连线方法，教师适时给予评价。 2.完成教材第37页“练一练”第4题。 要求学生观察各排图形排列的顺序，找出规律，接着画下去。 学生思考，独立完成，全班订正。 【课堂小结】
Unit 6 Is she a student-第二课时
Unit 6 Is she a student?第二课时 Lesson32教案示例 课题：LESSONTHIRTY-TWO 重点：句子Isheateacher?No,heisn’t. 词汇tallfifteen 难点：发音、理解Who’sthatyoungman? 过程： 一、复习/热身 1.Sayarhyme[配套第19课录音] Howoldishe? Howoldisshe? Heisthirteen. Sheisthree. Comehere,please. Havesometea. Sitdown,please. Talkwithme. 2.复习第31课课文对话 看图问答：根据主题图内容随意进行问答练习 课文对话表演：找几组学生在班上表演 3.游戏：猜一猜 操作：手拿一张班内男学生的照片，画面向教师，学生用英文对
照片进行提问，通过教师的答案，学生猜出照片上的人物到底是谁。 二、介绍新语言项目与教学方法 1.情景展示[出示主题图] 学生根据画面中呈现的内容进行提问，可能会涉及到以下问题：Howmanyboys?Whoarethey?Who’stheboy?Howoldishe?Isheastudent? 教师这时在Who’stheboy?的基础上稍加引导Who’stheyoungman?，并让学生回答 B.能力稍强一些的学生对画面内容做归纳描述 2.接触新词汇 A.教师出示ZhouMin的图片，提问学生：Who’sthegirl?Issheateacher?得到答案后，对全班学生说：She’sastudent.Butsheistall.用手势表示tall，接着说：Lookatthisyoungman.Ishetall?Heisastudent,too.He’stall.示范两遍tall，并带读，小组读与个人读相结合。 B.教师做神秘状问学生：Heistall.Guess!Howoldishe?学生猜男孩的年龄。猜过几轮后，教师告诉学生：He’smiddleschoolstudent.Ithinkhe’sfifteen.带读词汇fifteen，并将所学的数字简单复习一遍。请学生寻找记忆数字13以后的窍门，帮助学生掌握更多词汇。 3.听课文对话录音一遍，回答问题[配套录音]
哲学与人生第四课教案
第四课普遍联系与人际和谐 第一课时用普遍联系的观点看待人际关系 ●教学内容分析 本课时在知识体系上属于唯物辩证法的内容，围绕联系的观点，教材介绍了联系的含义、普遍性、客观性。 教材内容共设三目，第一目的逻辑顺序是：人无法脱离社会群体而独立存在→人际交往是个人身心健康的需要→人际交往是实现自身发展的条件和必经之路。本目的重点是让学生理解人不能孤立封闭地生存和发展，人际交往对个人身心健康和实现自身发展有重要作用。第二目的逻辑顺序是：联系的含义→联系是普遍的→联系是客观的。最后得出结论：要用普遍联系的观点看问题，从整体上把握事物的联系，处理好局部和整体的关系，要把握事物的客观联系。第三目的逻辑顺序是：人际关系无处不在→要从社会普遍联系中考察人和认识人→用普遍联系的观点看待人际关系。 ●学情简要分析 中职学生毕业后主要从事基层工作，工作环境中要处理的人际交往较多。通过第一单元的学习，学生已具备了一定的唯物主义的基本观点，为本单元唯物辩证法观点的学习奠定了较好的基础。学生渴望拥有和谐的人际关系，但是在教
育教学过程中也发现有的同学在人际交往方面存在逃避、激化矛盾等问题。（结合专业分析略） ●教学目标分析 1.认知目标：能举例说明人际交往对个人身心健康和自身发展的重要性；能说出联系的含义，能识别普遍联系、客观联系，能描述自身的人际交往并识别自身在人际交往中的角色；能举例说明世界在联系中存在、人生在联系中发展。 2.情感态度观念目标：确立联系的观念，树立整体意识、集体意识，乐于交往。 3.运用目标：能使用普遍联系的观点分析生活实例，用普遍联系的观点看待人际关系，分解复杂人际关系中的角色定位，融入集体生活，处理好自己与家长、老师、同学、朋友等的人际关系。 ●课堂教学过程 【生活情境启迪】 团队合作游戏：无敌风火轮 1．道具要求：报纸、胶带 2．场地要求：在教学楼前的空旷场地 3．游戏时间：10分钟左右 4．项目规则
三年级英语上册Unit1Hello第四课时教案人教PEP
3 The fourth period(第四课时) Part B Let ’s talk & Let ’ s play ?教学内容与目标 课时教学内容 课时教学目标 Let ’s talk ·能够通过观察、谈论Let ’s talk 板块的图片，并在PPT 和教师的帮助下理解对话大意 ·能够按照正确的语音、语调及意群朗读对话，并能在小组中进行角色扮演 ·能够听懂、会说核心句型“—What ’s your name? —My name ’s …”“Goodbye./Bye.” ·能够在情景中运用句型“—What ’s your name? —My name ’s …”询问对方的姓名并作答 ·能够用“Goodbye./Bye.”与人道别 Let ’s play ·能够在情景中运用句型“—What ’s your name? —My name ’s …”进行问答游戏 1. 能够在情景中运用句型“—What ’s your name? —My name ’s …”询问对方的姓名并作答。 2. 能够用“Goodbye./Bye.”与人道别。 ?教学难点 能够在日常生活中自然地运用本课核心句型进行交际。 ?教学准备 1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。 2. 教学课件、课文录音、视频、人物头饰、面具等。 ?教学过程 Step 1: Warm-up & Revision 1. Greetings. 2. Sing the song —ABC song. （课件出示：教材P6 Let ’s sing 板块的歌曲） Let students clap their hands and sing the song together. 3. Revision. T: Do you have an English name? Can you introduce yourself? Who wants to try first? Invite some students to the front to introduce themselves by using “Hello/ Hi, I ’m…” Step 2: Presentation 1. Teach the sentence structure “My name’s…” The teacher takes out different headdresses and wears the headdress of Chen Jie, then greets the class, “Hello, I ’m Chen Jie. I can also say that my name ’s Chen Jie.” Teaching purpose 通过唱歌活跃课堂氛围，进入课前准备。让学生做自我介绍，既复习旧知，又为新知的学习做好铺垫。 Teaching purpose 通过戴头饰做自我介绍，引出本课核心句型，让学生了解可以用不同的方式介绍自己。自然引入新 知，使学生易于理解和掌 握，为后面的学习做好铺垫。
人教版一年级数学上册第四单元第1课时 1-5的认识(1)教案 (优选.)
3 1~5的认识和加减法 【教学目标】 1.使学生能记、读、写5以内各数，并注意书写工整，会用5以内各数表示物体的个数和事物的顺序，会区分几个和第几个。 2.使学生掌握5以内数的顺序和各数的分与合。 3.使学生认识符号“＞”“＜”“=”的含义，知道用词语（大于、小于、等于）来描述5以内数的大小。 4.使学生初步知道加、减法的含义，会用自己理解的方法口算5以内的加减法。 5.能运用5以内各数表示日常生活中的一些事物，并进行交流。 【重点难点】 1.认、读、写5以内各数，掌握5以内各数的分与合。 2.5以内加减法的口算方法。 【教学指导】 1.本单元的重点是教学生写数字和初步建立数感和符号感。因此教学时，教师要求学生按一定规格写数字，养成书写认真，一丝不苛的良好习惯。充分利用学生的生活经验，引导学生用1~5各数来表示一些物体的个数和顺序，会用不同的方法来表示数。 2.在教学加减法计算时，一方面尊重学生用自己的思维方式进行口算，提倡算法多样化，另一方面教师可根据学生的接受能力，引导学生学习较高水平的算法，以提高学生的思维水平。 3.向学生渗透集合、对应、统计等思想时，教师只是引导学生通过观察、比较、操作等实践活动，使学生对这些内容有一些感性认识就可以了，不要给学生讲“集合”“对应”“统计”等名称。
【课时安排】建议共分8课时： 1~5的认识………………………………………………………………1课时比大小……………………………………………………………………1课时第几………………………………………………………………………1课时分与合……………………………………………………………………1课时加法………………………………………………………………………1课时减法………………………………………………………………………1课时0……………………………………………………………………………1课时整理和复习………………………………………………………………1课时 第1课时1~5的认识 【教学内容】 教材第14~16页的内容及课后的“做一做”，练习三第1、2、5题。 【教学目标】 1.使学生会用1~5各数表示物体的个数，知道1~5的数序，能认、读、写1~5各数，要注意书写工整。 2.培养学生认真观察、积极动手操作和认真书写的习惯。 3.利用“奶奶的农家小院”图，使学生初步感知“用数学”的乐趣，同时滋生人与自然和谐共存的良好愿望。 【重点难点】 1.重点：1~5的基数含义和写法 2.难点：1~5的写法。 【教学准备】