参赛作品-- When Less Is More 教案-- 许海丹
人教三年级起点小学精通英语教案四年级下册(全册)
人教三年级起点小学精通英语教案四年级下册(全册)
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学年度第二学期
学科英语
年级四年级
姓名 xxx
全册教材分析
单元教学计划
课时授课教案
课时授课教案
课时授课教案
课时授课教案
课时授课教案
课时授课教案
单元教学计划
课时授课教案
课时授课教案
课时授课教案
课时授课教案
课时授课教案
课时授课教案
单元教学计划
课时授课教案
课时授课教案
课时授课教案
课时授课教案
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课时授课教案
课时授课教案
单元教学计划
课时授课教案
课时授课教案
课时授课教案
课时授课教案
课时授课教案
课时授课教案
单元教学计划
课时授课教案
课时授课教案
课时授课教案
课时授课教案。
Lesson3 Chinese Paper Art学案教学设计
Lesson3 Chinese Paper Art学案教学设计Lesson 3 Chinese paper art teaching designLesson3 Chinese Paper Art学案教学设计前言：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高中生群体的特点，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。
重点句型（1） leave sb/ sth doing 让（某人/某事物）处于某状态（2） it seems （that/as if）…似乎（3） but what i remembered most is moving a lot.主语从句（4）…and that’s why we moved into the house on mango street.that’s why…那就是为什么…（5） this was the house papa talked about when he held a lottery ticket…过去分词做后置定语（6） but the house on mango street is not the way they told it at all.the way +定语从句（7） mr. chen suggested practising easy designs such as snowflakes.suggest doing sth.（8） our house would ne white with trees around it, a great big yard and grass growing without a fence.with 复合机构要点详解（1） leave sb/ sth doing 让（某人/某事物）处于某状态leave +宾语＋ v-ingdon’t leave her waiting outside in the rain.不要让她在雨中等候。
高中美术《美术作品可以什么都不像吗》30教案教学设计一等奖
美术作品可以什么都不像吗——走进抽象艺术教学目标：一、通过名画赏析开阔眼界、增长知识、陶冶情操，提高艺术鉴赏的能力。
二、感受抽象艺术的语言和艺术上的美。
三、让学生产生巨大的感性认识和思想疑问。
教学重点：了解和认识抽象艺术是怎样产生的及其两种基本形态。
教学难点：如何结合实例讲清美术的主要分类方法、美术鉴赏的概念、一般过程及方法，使学生了解艺术认识世界的方式是多种多样的。
是不是乱画的都算抽象艺术？教学用具：多媒体课件、作品一副。
教学方法设计：讲授法、演示法、讨论法教学环节设计：一、导入新课1、出示课前准备的作品问：①你看到的画面里有什么？（线、大小不同的色块、好看的颜色）；②作品的线条有什么特点？有形还是无形?（乱、没有具体形）。
复习美术的基本艺术语言（点、线、面、色）。
2、欣赏两段音乐（《二泉映月》和《新春到》）（两端音乐可以选择一首传统的和一首非主流形势的对比，以此来引出抽象艺术）问：你能从音乐中听到音乐给我们描述了作曲家什么样的内心世界吗？引语：音乐可以通过音符、旋律表现出作曲家的内心世界，为我们所感知。
美术作品也可以通过点、先、面、色呈现抽象的主观世界，为我们所感知。
引出课题：美术作品可以什么都不像吗——走进抽象艺术二、课堂发展（一）、两种抽象艺术1、介绍蒙德里安，分享一段爵士乐问：听到这段曲子让你联想到什么？（繁华的夜景、霓虹闪烁、歌舞生平……）欣赏蒙德里安作品《百老汇的爵士乐》学生谈感受问：这幅画的语言元素有什么特点?（引导学生从点、线、面方面分析）老师归纳：凡是由直线、几何形构成，看起来比较冷静、理性的抽象作品就是冷抽象作品。
蒙德里安是冷抽象代表人。
2、康定斯基简介，欣赏康定斯基的作品《即兴之31》问：从即兴二字，我们可以看出画家当时是怎样的心态？（充满激情）这幅画的结构又是怎样的？是不是还是由直线，几何形构成的比较冷静、理性的呢？（它是由曲线，比较乱的形构成，一点也不理性，相反比较随意）老师：康定斯基的这幅画是典型的热抽象作品，我们只要记住像这种由曲线，自由形构成，感受性较强，笔势较明显的大都是热抽象作品,康定斯基是热抽象代表人。
仁爱版九年级英语下册Unit6 Topic 2 单元教案
Section ATime scheduleSection A needs 1 period. Section A需用1课时。
The main activities are 1a and 3a. 本课重点活动是1a和3a。
Ⅰ. Aims and demands目标要求1. Master new word and phrase:make up one’s mind, work2. Review different kinds of clauses.(1) attributive clauses(2)adverbial clauses(3)object clauses3. Learn about some famous painters and their paintings.Ⅱ. Teaching aids教具录音机/不同风格的图画及其作者画像或图片Ⅲ. Five-finger Teaching Plan五指教学方案Step 1 Review 第一步复习(时间: 15分钟)复习宾语从句、状语从句、定语从句，并导入新课。
1. (师生问答，复习电视节目，为下面引出教育节目及凡·高的出现作铺垫。
) T: Did you watch TV last night?S1: Yes, I did.T: What program did you watch?S1: I watched ... (让学生说出节目名称。
)T: What was it about?S1: It was about ...(让学生用自己的话描述节目内容。
)2. (学生用相似的对话问教师，导入新课。
)Ss: Did you watch TV last night?T: Yes, I did.Ss: What program did you watch?T: I watched an educational program.Ss: What was it about?T: It was a story about Vincent van Gogh. He was a famous Dutch artist. It’s a pity that he died when he was very young. The colors in his paintings are bright and beautiful.(板书画线部分，让学生们猜Vincent van Gogh的中文名字，解释Dutch的英语意思，使学生们对凡·高有一定的了解。
Module 2 My favourite things
Module 2 My favourite thingsModule 2 My favourite things Unit 1 Animals in the zoo Look and read 鏁欏鐭ヨ瘑涓庢妧鑳斤細Using the simple present tense to express simple truths. Using imperatives to give instructions. Using prepositional phrases to indicate time. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Produce simple phrases and sentences. Use appropriate intonation in questions and statements. Identify main ideas from a text with teacher support. 鎯??Using the simple present tense to express simple truths. e.g. I work in a zoo. Using imperatives to give instructions. e.g. Open the gates. Using prepositional phrases to indicate time. e.g. At six o鈥檆lock , Mr. Tang opens the gates. Word and picture cards, Clockface, etc. 璇惧墠瀛︾敓鍑嗗English book, reading the text Pre-task preparation 1. Ask and answer 2. Review the time: What time is it now? 3. Talk about the students about the zoo. Review known animal vocabulary. Point to each of the pictures of animals on page 22 of the student鈥檚book and invite different students to name the animals.4. Teach the new words: kilos5. Play the cassette: Look and read. The students listen and follow in their books.6. Play again. The students listen and repeat.7. Read the timetable. Ask: What time does Mr. Tang open the gates/ clean the cages/ feed the tigers/ have his breakfast, etc. While-task procedure Distribute a copy of Photocopiable page 23 to each student/ pair. Working in pairs, the students look at page 22 of the student鈥檚book and discuss the task. The students then complete the task, matching the times with the pictures. Post-task activity Using the completed task and the timetable on page 22 of the student鈥檚book, invite different students to talk about what Mr Tang does in the morning at the zoo. Encourage thestudents to follow this pattern: At six o鈥檆lock, Mr Tang opens the gates.Module 2 My favourite things Unit 1 Animals in the zoo Timetable 6:30 open the gates 6:30 clean the cages. 7:45 Feed the tigers (10 kilos of meat) What time does the zoo-keeper open the gates? He opens the gates at half past six.?1.kilo鐨勮繍鐢ㄦ湁寰呭姞寮恒€?2.鎴戦€氳繃瀵归挓鐐圭殑婕旂ずВ涓嶅彲鏁板悕璇嶆暟閲忕殑杩愮敤銆?3.s鐨勭幇璞хthree kilos ofhay?Module 2 My favourite things Unit 1 Animals in the zoo Say and act鐭ヨ瘑涓庢妧鑳斤細Asking 鈥榳h-鈥?and 鈥楬ow鈥?questions to find out time. Asking 鈥榳h-鈥?and 鈥楬ow鈥?questions to find out quantity. Asking 鈥榳h-鈥?and 鈥楬ow鈥?questions to find out specific information. Using the simple present tense to express simple truths. 杩囩▼涓庢柟娉曪細Produce simple phrases and sentences. Use modeled phrases and sentences to communicate with teachers or other learners. Locate specific information in a short text in response toquestions.甯哥敓娲汇€??Asking 鈥榳h-鈥?and 鈥楬ow鈥?questions to find out time. Asking 鈥榳h-鈥?and 鈥楬ow鈥?questions to find out quantity. Asking 鈥榳h-鈥?and 鈥楬ow鈥?questions to find out specific information. Using the simple present tense to express simple truths.Cassette, Photocopiable page24, etc. English book, the timetable. Pre-task preparation 3. Ask and answer 2. Recite the words of Page 22 3. Invite different students to answer questions about Mr. Tang鈥檚timetable. Ask: What time does Mr. Tang feed the monkeys? , etc. While-task procedure 1. Read the dialogue by yourselves. 4. Play the cassette: Say and act. The students listen and follow in their books. 5. Play the cassette again. The students listen and repeat. 6. Working in pairs, the students role-play the dialogue. 7. Invite a few pairs to role-play the dialogue in front of the class. 8. Ask questions about the first card in Ask and answer: What time does Mr. Tang feed the elephants? What do they eat? How much do they eat? 9. Work in pairs, the students ask and answer similar questions to complete the other three cards. 10. Ask the questions about Mr. Tang at the bottom of page 21 of the student鈥檚book. 11. Review: I feed-he feeds, I open-he opens, as language preparation for completing the task. Post-task activity Workbook page 10 1. Ask the students to study the table at the top of the task. 2. Invite students to read each of the speech bubbles in 1. 3. The students fill in the missing words. Consolidation Grammar Practice Book page 21 What time do you feed鈥? I feed them at n the morning. What do the at? They eat鈥?How much o they eat? They eat ilos of鈥?When do you 鈥? I 鈥t 鈥?in the morning. ?1.?2.閫氳鎿嶇粌鍒颁綅銆?3.The tigers eat 10 kilos of meat every day.鍜孴he tigers eat 10 kilos of meat every day.閮ㄥ垎瀛︾敓瀹规槗娣锋穯锛岄渶鍦ㄧ粌涔?Module 2 My favourite things Unit 1 Animals in the zoo Look and read 鏁欏鐭ヨ瘑涓庢妧鑳斤細Using imperatives to give instructions. Using prepositions to indicate position. using prepositions to indicate direction. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Recognize differences in the use of intonation and respond appropriately. Produce simplephrases and sentences. Locate specific information in a short text in response to questions.??Using imperatives to give instructions. Using prepositions to indicate position. using prepositions to indicate direction. A street plan of the area near your school, etc. 璇惧墠English book, some pictures. Pre-task preparation 2. Ask and answer T: What time do you have breakfast? S: At seven. T: What do the elephants eat? S: They eat hay. T: How much hay do they eat? S: They eat 60 kilos of hay. 3. Recite the text on Page 23 4. Review: left, right. Turn left. Turn right. 5. Teach the new words: up, down, along. 6. Read: Look and learn. Invite students to read the words. 7. Play the cassette: Look and read. The students listen and follow in their books. 8. Work in pairs. The students ask and answer questions about places on the map, e.g. Where is the Rainbow Hotel? Now listen The tasksheet for this listening activity is photocopiable page 25. This task will give students additional practice in locating specific information in response to simple instructions. Post-task activity Display the sheet plan of the area near your school. Draw a star on the school. Explain to the students that the star shows where they are right now. invite different students to give you directions to places close to the school, e.g. a bus-stop, a shop, etc. Consolidation Grammar Practice Book page 22 Excuse me, where is鈥? Go to鈥?Go up the steps. (Go down the steps) left (on the left) right along Rainbow Hotel Holiday Hotel Yanan Road ?1.?2.閫氳繃瀵у緢楂樸€?3.у皬鍐欙紝灏戞暟瀛︾敓cross鍜寃alk along粌銆?Module 2 My favourite things Unit 1 Animals in the zoo Ask and answer 鏁鐭ヨ瘑涓庢妧鑳斤細Using imperatives to give instructions. Asking 鈥榳h-鈥?questions to find out the place, position or direction. Using the present continuous tense to describe an action. Asking 鈥榳h-鈥?questions to find out various kinds of specific information about an object. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Produce simple phrases and sentences. Locate specific information in a short text in response to questions. 鎯呮殑鏂规硶銆??Using imperatives to give instructions. e.g. Go down the steps. Asking 鈥榳h-鈥?questions to find out the place, position or direction. e.g. Where are the tigers? Using the present continuous tense to describe an action. e.g. It鈥檚talking. A map of the zoo, pairs of scissors and some Blu-tack, etc. English book, some pictures.佺▼Pre-task preparation 3. Ask and answer. 4. Review: Working in pairs, the students take turns to ask and answer questions about the map on page 24 , e.g. Where is the Holiday Hotel? Go along Yanan Road. The hotel is on the right. 5. Show the map of the zoo. Ask the questions. E.g. Where are the tigers? 6. Play the cassette: Ask and answer. The students listen and follow in their books. 7. Working in pairs, students take turns to read the dialogue. 8. Invite a few pairs to read aloud the dialogue. 9. Review: the names of different colours, two-coloured, and the present continuous tense. While-task procedure 1. Using the map, the students ask and answer questions. 2. Invite a few pairs to ask for and give directions in front of the class. 3. Working in pairs , the students take turns to talk about their parrots.Post-task activity 1. 1 Workbook page 11 The students use Blu-tack to stick their parrots in different places on the frieze. Excuse me, where are the tigers? Go down the steps. Cross the small road鈥? S1: Look at my parrot. It鈥檚___and ____. S2: What is it doing? S1: It鈥檚talking/鈥? ?1.姐€?2.缁х?3.敓鍑虹?鍙ュ瓙锛歁ay, don鈥檛crossing the road. 锛堢幇鍦ㄨ繘琛屾椂锛変竴閮ㄥ垎瀛︾敓娌℃敞鎰忔槸?Module 2 My favourite things Unit 1 Animals in the zoo Where are the parrots? 鐭ヨ瘑涓庢妧鑳斤細Using adjectives to describe animals. Using prepositions to indicate position. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Locate specific information in response to simple instructions or questions. Locate specific information in a short text in response to questions.婅姳鑽夋爲鏈ㄣ€??Using adjectives to describe animals.e.g. the red parrot Using prepositions to indicate position. e.g. It鈥檚on the branch.The parrot frieze, blu-tack, etc. English book, listening to the tape. Pre-task preparation 1. Ask and answer. 2. Display the parrot frieze and ask questions about it, e.g. Where is the red and green parrot?etc. Invite different students to answer. 3. Look at the picture on page 26. 4. Read the dialogue below the picture. The students practise the dialogue. Then read the words and phrases below the dialogue. The students listen, follow in their books and repeat. While-task procedure 1. Tell the students that the feeding time is 8:15. Ask students to complete the notice at the bottom left corner of the page. 2. Give each student a parrot from the parrot frieze and some Blu-tack. Working in groups, the students take turns to place the parrots in various positions on the picture. E.g.on the branch, in the house, beside the pond,etc. Then they identify the parrots by colour and describe their location in the picture , e.g. The yellow and green parrot is on the pond. 3. Move the parrots to the different place , then ask and answer.Post-task activity 1. Invite different students to point to a parrot on the parrot frieze and describe it, stating its colour and its location, e.g. The yellow and red parrot is under the table. Where鈥檚the red and yellow parrot? It鈥檚on the branch.?1.暀瀛︽晥鏋滃ソ銆?2.閫氳繃鍥剧墖鍜屽疄闄呯ф搷缁冦€?3.浣滀笟瀹屾垚杈冨ソ锛屽湪鍙ュ瓙My father works in the zoo.does鍜寉ourх粌涔犮€?Module 2 My favourite things Unit 2 Favourite toys Read and answer 鏁欏鐭ヨ瘑涓庢妧鑳斤細Using the simple present tense to express simple truths. Using the present continuous tense to describe an action taking place at the time of speaking. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Use appropriate intonation in questions and statements. Locate specific information in a short text in response to questions. 鎯呮劅銆佹€??Using the simple present tense to express simple truths. e.g. Grandma Wang lives in Pudong. Using the present continuous tense to describe an action taking place at the time of speaking. e.g. Kitty and Alice are visiting her. A large old key, two dolls and two puppets, etc. English book, some toys.娴佺▼Pre-task preparation 2. Ask and answer T: What time do you go home? S: At half past four. T: What do the parrots eat? S: They eat corn. 3. Review toy鈥檚names. Ask students to tell you what toys they have. 4. Review: doll. Teach the new word: puppet and key. 5. Play the cassette: Read and answer. The students listen and follow in their books. 6. Play the cassette again. Ask the students to listen and look at the pictures and relate them to the story. While-task procedure 1. 1. The students quietly read the story and relate it to the pictures. 2. Ask the questions at the bottom of the story and invite different students to answer. 3. Working in groups of three, the students role-play the story, using the pictures and questions as a guide.Post-task activity 1. Workbook page 12 1. Read the words at the top of the task. 2. Complete the sentences orally. 3. The students write the answers in full sentences. Consolidation Grammar Practice Book page 24 Favourite toys Live visit key puppet all the鈥?What鈥檚in the box? There is/are鈥?The girls give the key to Grandma. =The girls give Grandma the key. ?1.х灉杈冨ソ銆?2.閫氳繃鐞嗚ВВ?3.瀛︾敓瀵筗hat鈥檚+鍦扮偣锛熺敤There be鍙ュ瀷鍥炵瓟鍜実ive sb sth, give sth to sb?Module 2 My favourite things Unit 2 Favourite toys Look and say鐭ヨ瘑涓庢妧鑳斤細Asking 鈥榳h-鈥?questions to find out about a specific object. using the simple present tense to express interests, feelings and opinions. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Use appropriate intonation in questions and statements. Locate specific information in a short text in response to questions.??Asking 鈥榳h-鈥?questions to find out about a specific object. e.g. Which aeroplane do you like? using the simple present tense to express interests, feelings and opinions. e.g. I like all the dolls. 鏁欏Some toys, word and picture cards, etc. English book, listening to the text. Pre-task preparation 3. Recite some words. 4. Display the toys. Review the names of the toys. Ask: Which toy do you like?5. Show a toy dinosaur, ask: is it a panda? Teach the new word.6. Ask and answer with the toys: Which鈥?do you like? While-task procedure 1. 1. Use three toys to show the different use of 鈥渁ll the鈥?and 鈥渂oth鈥? Hold up two toys and say: Both bears are brown. Then hold up all three toys and say: All the bears are brown. 2. Play the cassette: Look and say. The students listen and follow in their books. 3. Play again. The students listen and repeat. 4. Divide the class into pairs of the same sex. The boys take turns to role-play the dialogues in 1 and 3, and the girls take turns to role-play the dialogues in 2 and 4. 5. Invite a few pairs to role-play the dialogues in front of the class. 6. Read the model dialogue in Ask and answer. The students ask and answer the questions in pairs.7. Invite a few pairs to talk about the pictures in front of the class. Post-task activity 1. 1. Photocopiable page 29. 2. Working in groups, the students act out the story. Which bicycle do you like? I like both bicycles. I like all the bicycles. ?1.both鍦ㄥ墠闈㈢殑瀛︿all the?2.閫氳繃鐗╁搧鏁伴噺鐨勫嚭绀猴紝瀛︾敓鐔熺粌鎺屾彙which繘琛屾搷缁冦€?3.?鍦˙en likes both dinosaurs.鍜孖like all the bikes.閮ㄥ垎瀛︾敓鐢ㄤ簡how many鎻愰棶х粌涔犮€?Module 2 My favourite things Unit 2 Favourite toys Do a survey爣鐭ヨ瘑涓庢妧鑳斤細Asking 鈥榳h-鈥?questions to find out a person鈥檚identity. Asking 鈥榟ow鈥?questions to find out quantity. Using the simple present tense to express simple truths. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Produce simple phrases and sentences. Locate specific information in a short text in response to questions. 鎯呮劅銆佹€佸害涓??Asking 鈥榳h-鈥?questions to find out a person鈥檚identity. e.g. Who has a bicycle? Asking 鈥榟ow鈥?questions to find out quantity. e.g. How many girls have a ball? Using the simple present tense to express simple truths. e.g. Six girls have a bicycle.Some small toys, word and picture cards, etc.English book, listening to the text. Pre-task preparation 5. Ask and answer 6. Ask: Who has a doll/ ball? To elicit: I鈥檝e got a doll/ ball. 7. Ask: Who has got a computer. Teach the new word: computer. 8. Play the cassette: Do a survey. The students listen and repeat. 9. Explain to the students that they are going to find out how many students in the class own different kinds of toys. 10. Distribute a copy of the table to each student. Explain to the students how to do the survey. While-task procedure 1. Do the survey in the groups. 2. When the groups have filled in their survey forms, invite each group to tell you their finding. Ask: How many girls have a ball? How many boys have an aeroplane? Etc. 3. Working in pairs, the students take turns to ask and answer questions about their survey forms. 4. Read: Write a report.5. Ask the groups to write their group鈥檚report.6. Invite the group leader to read out the report. Post-task activity 1. 1. Workbook page 13 2. Ask individual students: What is your favourite toy? To elicit: My favourite toy is a鈥?. 3. More oral practice page 35. Ask and answer. Consolidation Grammar Practice Book page 27 鏉夸功璁Who has a bicycle? Six girls have a bicycle. Three boys have a bicycle.鏁堟灉鐨勫弽棣?1.?2.熺粌杩愮敤Who has a bicycle?鍙奣hree boys have a bicycle. One girl has a bicycle.3.Ten boys have a Gameboy.鍋氭垚浜哤ho have a bicycle?杩樻湁How many have a Gameboy?瑕佸姞寮洪拡瀵规€х粌銆?Module 2 My favourite things Unit 2 Favourite toys Look and say鐭ヨ瘑涓庢妧鑳斤細Asking 鈥榳h-鈥?questions to find out specific information about an object. Using adjectives to describe objects. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Recognize differences in the use of intonation in questions and statements. Produce simple phrases and sentences. Use appropriate intonation in questions and statements. Use modeled phrases and sentences to communicate with teachers or other. 鎯呮劅銆? ?Asking 鈥榳h-鈥?questions to find out specific information about an object. e.g. What colour is the small dinosaur? Using adjectives to describe objects. e.g. It鈥檚green.Some toys, coloured pencilsEnglish book, listening to the tape. Pre-task preparation 3. Recite some words. 4. Have a dictation. 5. Review: both and all the , using some toys. Invite different students to practise in front of the class. 6. Play the cassette: Look and say. The students listen and follow. 7. Play again. The students repeat. 8. Work in pairs. The students role-play the dialogue. 9. Invite a few pairs to role-play the dialogue in front of the class. 10. Read: Ask and answer. The students practise the model dialogue in pairs. While-task procedure 1. 1. Distribute paper. Each student draws either two or three pictures of a toy and colours them. 2. Work in groups, the students ask and answer questions about the toys in their drawing.Post-task activity 1. 1. Workbook page 14 2. Encourage different students to describe classroom realia, using full sentences, e.g. All the desks are brown. Both my pencils are red, etc. Consolidation Grammar Practice Book page 28,29What colour is the 鈥? It鈥檚鈥?What colour are the pandas? They 鈥檙e black and white./ Both pandas are black and white./ All the pandas are black and white. ?1.曪紝瀛︾敓瀛﹀緱杈冨ソ銆?2.閫氳繃瀹炵墿鐨勫睍绀猴紝瀛︾敓瀵瑰瓙鎿嶇粌杈冧负娴佸埄锛岃兘鐔熺粌杩愮敤both 鍜宎ll the鍙ュ瀷銆?3.?Module 2 My favourite things Unit 3 At home Look and say鐭ヨ瘑涓庢妧鑳斤細Asking 鈥榳h-鈥?questions to find out place. Using the simple past tense to talk about past states. Using prepositional phrases to indicate time. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Recognize differences in the use of intonation. Produce simple phrases and sentences involving lists. Locate specific information in a short text in response to questions. ?浜嗚В効鎵俱€??Asking 鈥榳h-鈥?questions to find out place. e.g. Where鈥檚Sam? Using the simple past tense to talk about past states. e.g. He was here at ten o鈥檆lock. Using prepositional phrases to indicate time. e.g. He was here at eleven o鈥檆lock. Word and picture cards, some paper 璇English book, listening to the text. Pre-task preparation 1. Ask and answer 2. T: This is my dog. It鈥檚lovely. Do you like it? 3. T: I can鈥檛find my dog. Where is it now? 4. Play the cassette: Look and say. The students listen and follow in their books. 5. Play again. The students listen and repeat.6. Teach the new sentences: He was 鈥?7. Work in pairs. The students role-play the dialogue.8. Invite a few pairs to role-play the dialogue in front of the class.9. Read the notice:鈥橪ost dog鈥? and invite different students to repeat the sentences. 10.Read: Write a report. The students help you to complete the report orally. While-task procedure Distribute a copy of photocopiable page 32 to each student. Explain the task. The students fill in the missing words to complete the report. Post-task activity 1. Workbook page 15 2. Write different times of the day on the board. Invite different students to tell you where they were yesterday at those times, e.g. Where were you at eleven o鈥檆lock? Consolidation Grammar Practice Book page 30was, were, market, telephone, date, police station Where鈥檚Sam? It was here at ten o鈥檆lock. Where were you at 7:05? I was on the road.棣?1.was/were瀵瑰?2.閫氳繃瀵荤В紝瀛︾敓鑳界啛缁冭繍鐢╓here was/were鈥?鍙ュ瀷銆?3.缁冧範鍐屼綔涓氾紝n/at鏈夌偣娣锋穯銆?鍙ュ瓙锛歍he dog was inside our flat.鏈夌殑瀛︾敓鍋氭垚浜嗭細Where did the dog is?闇€鍔犲己?Module 2 My favourite things Unit 3 At home Look and act鐭ヨ瘑涓庢妧鑳斤細Asking the simple past tense to talk about past states Asking 鈥榃h-鈥?questions to find out position using prepositions to indicate position 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Use appropriate intonation in questions and statements. Locate specific information in a short text in response to questions. 鎯呮劅銆佹€佸害涓庝环叿鐨勭埍鎶ゃ€??Asking the simple past tense to talk about past states e.g. The picture was beside the window. Asking 鈥榃h-鈥?questions to find out position e.g. Where is it now? using prepositions to indicate position e.g. it鈥檚beside the mirror now. Word and picture cardsEnglish book, some pictures of the furniture.Pre-task preparation 1. Ask and answer T: Where were you at 7:15? S: I was at home.鈥?1. 2. Ask: What furniture have you got at home? 2. Introduce: furniture, using the Word and Picture cards. 3. Invite different students to tell you any English words that they may know for different kinds of furniture. Write the words on the board. 4. Introduce: lamp, rug, sofa and mirror, using the pictures. Ask: What鈥檚this? 5. Play the cassette: Look and learn. 6. Play again. The students listen and repeat. 7. Read: Look and act. The students practise the model dialogue. 8. Work in pairs, the students take turns to ask and answer questions about the pictures. 9. Invite a few pairs to ask and answer questions in front of the class. While-task procedure 1. Invite different students to come to the front of the class and to move a small classroom item from one place to another. Encourage the students to follow the model dialogue.E.g. The book was on the desk. Where is it now? Consolidation Grammar Practice Book page 31,32 Lamp shelf rug picture sofa mirror The picture was beside the window. Where is it now? It鈥檚beside the mirror now.鐨勫弽棣?1.氨鑳借繍銆?2.as/wereН鏋佹€у緢楂樸€?3.呭喌杈冨ソ锛屽湪缁冧範锛歐here ______ the children? I don鈥檛know. Now they ______ on the playground.鍘绘?Module 2 My favourite things Unit 3 At home Make and play鐭ヨ瘑涓庢妧鑳斤細Using imperatives to give instructions Using the simple past tense to talk about states. Using the simple present tense to express simple truths Using prepositions to indicate position 杩囩▼涓庢柟娉曪細Recognize differences in the use of intonation. Produce simple phrases and sentences. Identify main ideas from a text with teacher support. Use appropriate intonation in questions andstatements. ?/ ?Using imperatives to give instructions e.g. Draw some furniture. Using the simple past tense to talk about states. e.g. The sofa was under the window. Using the simple present tense to express simple truths e.g. Now it鈥檚near the big table. Using prepositions to indicate position e.g. under the window Simple models of rooms for each group English book, listening to the tape. Pre-task preparation 1. Ask and answer 2. Review the activity on page 32. 3. Read the model dialogue at the bottom of the page. The students practise the dialogue. While-task procedure 1. Put the furniture in the sitting-room. Play the game in pairs. Working in pairs, the students move the furniture in the room and talk about what has changed. Post-task activity 1. Work book page 16 a. Read the task. b. Complete the sentences orally. c. Fill in the missing words. 2. More oral practice page 35 a. Tom is at home. He is going to meet a friend in the playground. How can he get there? b. Tom is a teacher at joy School. How does he walk to work? c. Tom is at the bank. How can he get to the shop/ d. Tom would like to post a letter after work. How can he get to the post office? Consolidation Grammar Practice Book page 33 S1: Look at the sitting-room. Close your eyes. (move the furniture) S1: OK. Open your eyes. What鈥檚different? S2: The sofa was under the window. Now it鈥檚near the big table. The chair was鈥?now it鈥檚鈥??1.was鐨勫彞鍨嬶紝瀛︾敓杈冧负鐔熸倝锛屾暀瀛︽晥鏋滃ソ銆?2.ц€冮獙鐨勬父鎴忥紝鍗冲珐鍥у緢楂樸€?3.湪The picture _was_ near the window. Where is it 锛熷彞瀛愪腑锛屾病鏈塶ow浣?Module 2 My favourite things Unit 3 At home Sing a song鐭ヨ瘑涓庢妧鑳斤細Using the simple past tense to talk about past states. e.g. There were five in the bed. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Identify main ideas. Produce simple phrases and sentences. Use modelled phrases and sentences to communicate with teacher and other learners. ??Using the simple past tense to talk about past states. e.g. There were five in the bed.濯掍綋Small toys, pairs of scissors, picturesEnglish book, listening to the sing. Pre-task preparation 1. Ask and answer. 2. Work in pairs, the students follow the model dialogue on page 33 and take turns to move the furniture and to talk about what has changed. 3. Introduce: roll, using the cards. 4. Play the cassette: Sing a song.While-task procedure 1. Play the cassette a few times. The students learn the song and sing along. They follow the words in their books. Post-task activity 1. 1. Listen and read. 2. Read and write Put the words in the right columns. 3. Listen and circle. Listen and circle the words you hear.Roll over, said (say), fell(fall), good night. There is鈥?There was鈥?There are鈥?There were鈥??1.瀵箃here was/were规贩娣嗭紝闇€鍐嶅姞寮烘暀瀛︺€?2.楂樸€?3.as/were瀛︾敓浣撶幇鍑轰綔涓氳川閲忚緝楂橈紝鑰宒id瀛︾敓杩樹笉鑳藉仛鐨勭啛缁冿紝鐢ㄤ簡did鎶婂崟璇嶇殑鍘熷舰蹇樻敼浜嗭紝濡傦細He went to the park yesterday.(鍚?鏈変簺瀛︾敓鍋氭垚浜?He didn 鈥檛went to the park yesterday.с€?。
When is the art show-教学反思
When is the art show?教学反思When is the art show?教学反思本课例的教学内容是人民教育出版社PEP五年级英语下册Unit4 When is the art show?PartB Let’s try&Let’s talk。
本节课主要的教学任务是：1.能听、说、读、写单词:delicious, both。
2.会运用句型:—When is ... birthday?—It's on ...—What will you do for your mum?—I'll ...在情景中交流生日和庆祝计划安排3.教育学生要孝敬父母和长辈,记住长辈们的生日,为他们送上祝福。
本节课采用任务性教学，利用多媒体课件直观的呈现学习任务。
课程开始利用多媒体视频播放歌曲《When is your birthday?》导入本节课的授课主题。
利用PPT动画放大日历内容来复习旧知，这样既调动了学生英语学生的兴趣，也为新知的学习做好铺垫。
课中利用多媒体动画形象的展示课文内容，帮助学生理解对话；利用语音材料使学生完成本节课的听、读任务。
在拓展环节利用多媒体技术展现现实中难以呈现的情景，通过情境的创设，学生进入到一定的真实语言环境中，充分发散了学生的创造性思维,让学生在学习语言的同时运用语言,从而较好地完成学习任务。
传统英语课通常是一本书，一支粉笔，一盘录音带，一幅教学挂图。
本节课依托课标，基于学情的同时，将信息技术与课程相融合，打破了传统英语课的局限性，丰富了教学手段和内容，优化了课堂教学结构和过程，把一些抽象、枯燥的内容变得生动有趣，使教材内容得以直观再现，重点易于突出，难点易于突破，有效地提高了课堂教学效率和教学质量。
创新课堂案例
目录1.英语创新案例…………………………延丽琴（2）2.《比的基本性质教学设计》…………董兆杰（3）3.创新课堂《我们爱你啊,中国》………刘爱娇（5）4.课堂英语创新设计教学案例…………安国先（9）5.教学设计《金子》……………………董胜男（10）6.创新课堂《识字4》……………………朱晓萍（12）7.创新课堂案例《分数应用题》…………肖红霞（13）8.创新课堂——追求与众不同的课堂……连金英（15）9.Youcanplayfootballwell.………白素红（16）10.抓住写作教学的规律…………………李守增（20）11.《放弃射门》教学设计………………胡艳伟（21）12.创新案例《Thisishishead.》……夏广玉（24）13.创新课堂《轴对称图形》………………曾桂英（26）14.小学英语课堂创新设计教学案例………梁华芹（28）15.《小动物过冬》第二课时教案…………花瑞玲（29）16.《海底世界》教学案例分析……………韩永超（32）17.《雾凇》创新课堂教案…………………鲁明娟（35）18.《分数的初步认识》教学设计…………丁丽芳（38）19.课题：《众数》…………………………宁家磊（41）20.创新课堂平行四边形面积教学设计……鲁风琴（42）英语创新案例延丽琴一、教材简介：本课教授的是《新标准英语第三册》（三年级起点）第一模块第一单元，教学内容是与方向有关的句子和问路的礼貌用语。
二、学生分析：本课学习对象是本校四年级学生，他们活泼上进，已有一年的英语基础，大部分学生有较浓学习英语兴趣，少部分学生基础较差，有待激发对英语学习的兴趣。
三、教学目标：1、知识技能目标：1.会用“Excuseme,where’s…please?”问路。
2、会用“Gostraighton.Turnleft.Turnrigh.”指路。
3、情感目标：培养学生懂礼貌的品质，请别人帮忙要用“Excuseme”“please”等礼貌用语。
Lesson2Relaxing教学案
W arm up and Lesson 1,Unit 3 (Period 1) 教学案（总第十九课时）学习目标：1.To learn to talk about celebrations using the keys wards on Page 352.To learn about some Chinese traditional festivals in different seasons第一部分课前自主预习预习单词表里的生词，然后用恰当的词完成句子。
1.He wants to set up his own business after _________(毕业).2.Every year in September of October, the Mid-Autumn Festival is ________ by Chinese peopleall over the world.3.The Spring Festival is ________ Chinese festival.4.The earthquake in 2008 almost ________ everything in Wenchuan County.5.Christmas Day is coming. They are __________ their rooms with Christmas trees andcolor lights.6.The light was out, but soon I was used to the _________ in the room.第二部分课堂主体参与I. 快速阅读课文Festival , 回答下面问题：1.What do people do on the evening of the Mid-Autumn Festival?2. Why is the Mid-Autumn Festival important?3. When does the Dragon Boat Festival take place?4. How long ago did the tradition of the Dragon Boat Festival start?5. What festival marks the end of the Chinese New Y ear celebrations?6. What do people eat during the Lantern Festival?III. 概括课文大意。
陕西省第三届中小学微课暨信息化教学创新大赛获奖作品-陕西省教育厅
数学
初中
榆林市榆阳区鱼河峁镇
初级中学
90
李白的诗歌创作风格
李莉
语文
初中
延安市延川县电化教育
中心
91
英语中时间的表达方法
宗妍
刘海成
英语
初中
延安市黄陵县田庄初级中学
92
关注思维提升素养
张海燕
英语
初中
延安市实验中学
93
平方根
谈永松
数学
初中
汉中市佛坪县初级中学
94
中国画的笔墨情趣——水墨小鸡
张瑶
美术
初中
2
最后的愿望
刘永猛
冯娟
综合
幼儿园
安康市旬阳县第二幼儿园
3
蜘蛛和蚂蚁
蔡王妮
贺乔治
闫文娟
语言
幼儿园
延安市黄陵县店头镇中心幼儿园
4
胡萝卜先生的胡子
黄珊
综合
幼儿园
宝鸡市金台区车站幼儿园
5
我的小秘密
徐婷
王珺
段静娟
健康
幼儿园
府谷县第六幼儿园
6
大老鼠找小老鼠
常小禾
樊霞霞
语言
幼儿园
榆林市米脂县第三幼儿园
7
小刺猬的麻烦
信息
技术
高中
汉中市汉台区汉台中学
40
维吾尔族舞蹈——移颈
吴娜
体育
高中
商洛市镇安县职业高级中学
41
热制皂
黎雯
美术
职中
西安市启智学校
42
器物简笔画——台灯与闹钟的拟人化简笔画
华玲
美术
职高
商洛市镇安县职业高级中学
Lesson 79 教学设计方案
Lesson 79 教学设计方案 Lesson 79 教学设计方案 Teaching Aims 1.Let the students know printing with separate characters and color printing. 2.Revise the Passive Voice. Teaching Procedures Step 1 Revision Spend a few moments revising the Passive Voice. Give some examples, eg.g. write some words on the Bb and say, I have written some words on the blackboard. Some words have been written on the Bb. Step 2 Writing Do Lesson 79 Part 1. orally with the whole class, then let the Ss work alone, writing the answers in their books. Fill in the blanks by using the given words. Step3 Summary to the text Summary to the text As a result of the invention of paper, much is known about China history. However, in other parts of the world, much of the history is completely unknown. The Chinese people used different kinds of ways to keep records. Then they began to write on a kind of paper made from silk - But it was too expensive . So people developed a kind of paper, made from the fibers of plants, which was as soft and light as silk but cheaper. By the first century the making of paper had become common in some parts of China and after a time the invention reached other countries. Step 4 Practise Do the exercises on page 23 and those in the workbook. Step 5 Exercises I．用所给动词或动词组的正确形式填空 believe, print, form, invent, include, develop, describe, come out, throw away, keep a record of 1. The magazine _________ once a week. 2. Try to ______ exactly what happened just before the accident. 3. Eggs __________ on the list of things to buy when I went shopping yesterday. 4. When she had classes she used to _____________ everything that was important. 5. The mark of a man s shoe is clearly __________ in the snow. 6. I found my advice ________ upon him. 7. It ________ that before writing was developed people in China used to keep records by putting a number of stones together. 8. The telephone _______ in 1876. 9. A plan began _________ in his mind. 10. It is not so easy for a _________ country to improve the living conditions of its people. II．根据中文提示完成句子 1. The work ________________. (必须在三天之内完成) 2. Much trouble_________________.（正对你造成影响） 3. The thieves had __________________ down a narrow street from which he could not escape. (被警察困住) 4. He asked _________________. (机场一带的战斗持续了多久) 5. He asked Sharon _________________. (大夫什么时候给她检查) 6. They wondered_________________. （这个城市的人口是不是在增加） 7. The red car, __________________, was badly damaged. (属于我们公司的) 8. That’s the very book _________________. (你可以在那儿找到正确答案) 9. I don’t think the westerner, _________________, comes from Canada. (他的节目受到欢迎) 10. The forest fire _________________, but the firefighters still can’t control it. (持续了四天) 参考答案： I. 1. comes out 6. was thrown away 2. describe 7. is believed 3. were included 8. was invented 4. keep a record of 9. to form 5. printed 10. developing II. 1.The work has to be finished (done) in three days. 2. Much trouble is being caused to you. 3. The thieves had been trapped by the police down a narrow street from which he could not escape. 4. He asked how long the fighting around the airport had continued. 5. He asked Sharon when the doctor would examine her. 6. They wondered if the population of this town was increasing. 7. The red car, which belonged to our company, was badly damaged. 8. That’s the very book where you can find the right answer. 9. I don’t think the westerner, whose programme was welcomed, comes from Canada. 10. The forest fire has been lasting for four days, but still the firefighters can’t control it.
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第三届全国
“教学中的互联网搜索”
优秀教案评选活动
参赛作品
When Less Is More（《积少成多》)教案广东佛山顺德乐从中学许海丹
When Less Is More（《积少成多》)教案
教案结构：教材分析----学情分析----学法阐述----学习过程----评价反思
一、教材分析
（一）、教材内容：
●北师大版高中英语课本 ---- 必修4 第10单元
●单元话题：金钱（Money）---- 第三课：《积少成多》( When Less is More) ●单元结构：第一课 ----《前百万富翁》 ---- 金钱并非万能
第二课 ----《合理价格》 ---- 讨价还价的技巧
第三课 ----《积少成多》 ---- 零花钱的使用
●第三课课型：阅读理解课
（二）、学习目标
1．知识目标: 能讲出五元零花钱对于改善黄河水土侵蚀现象所起的作用。
2．能力目标：能正确说出标题的含义，写出文章梗概。
3．情感目标：认识如何有意义地使用零花钱，明白积少成多的道理，增强社会责任感。
（三）、学习重难点
重点:
●理解五元钱对解决黄河地区水土侵蚀的重要性；
●正确树立金钱观和社会责任感。
难点:
●既全面又简洁地写出文章梗概。
突破方法:
●预习新词,降低难度；
●比较相似情景，让学生体会“少即是多”，悟出“积少成多”的道理。
二、学情分析高一（19）班
●学生对金钱这个话题很感兴趣，能比较积极地发表见解；
●很少接触文章梗概写作这一高考题型；
●口语表达能力一般，词汇量不足。
三、学法阐述
方式: 导学案学习法
理由: 新课标要求英语教师要鼓励学生通过自我探究和主动实践，成为课堂的真正主人，要把语言结构和语言功能结合起来，并在英语学习中接受德育熏陶。
流程：课前自学--成果展示--合作探究--当堂检测--能力拓展--学习评价
辅助工具: 多媒体、导学案
教师角色:指导者、组织者和帮助者。
四、学习过程第一步：课前预习
第二步：课堂导学
【标志图片】：
【图片资料来源】：
/albums/944321/944321.html#0$f76575603bb87a2ceaf8f851
壹基金标识
/albums/1499547/1499547.html#0$148f28d3a3f679553bf3cf0 2地球一小时标识
/albums/6016/6016.html#0$d058ccbf6c81800a5db0db4cb1353 3fa828b471e希望工程标识
五、学习评价
自我评价：
预习情况个人展示小组合作练习巩固整体评价
小组评价 / 教师评价：
内容
词汇识记文章理解课堂参与整体评价
成员
【评价用语】：尽量采用类似“不错，但是如果能……就更确切了。
”等陈述性的语句进行相应的评价，避免简单地、或敷衍地使用类似“太棒了”等评价词，从而使学生能明确优缺点所在，力求进步。
【设计意图】：重视对学生的自习效果、语言表达能力和学习热情方面的评价，以此发挥评价的激励作用。
六、教学反思：
本课的学习设计融观察、合作、探究和交流等学习方法为一体，突出让学生在体验中学习，并大量借助互联网的力量，特别是与教学密切相关的“百度”，让学生通过百度拓宽知识面。
既体现了英语新课标对将语言结构和语言功能结合起来的要求，又充分发挥了学生的主体作用，密切了英语与生活的联系。
本教案著作权为许海丹所有，并同意授权《中国教育信息化》杂志社与百度公司校园合作项目相关推广活动中以非商业目的对该获奖作品进行复制、使用、编辑、改编等。
2012/3/9。