教案--Graceful--Hands
graceful hands
Ⅲ、A Graceful life
• First of all, I think the elegant life is no matter when and where to keep their good moral character.
A Graceful life
• And, exercise is also important.
Ⅱ、My Opinion
• When I met the title –graceful hands– for the first time, I thought it must be a story talking about why there's graceful hands and how it was. But after reading, I realized it's more than that. I even feel a little pressure and sad after reading. The old woman was really a great angle, the angle with graceful hand that her hand was healing all the sin all her life. She selected to die silence instead of with her family because she didn't want to spare her family the pain of her passing, and she would rather suffer all things by herself and maybe with the stranger. However, there's an antinomy in my stomach, why such a great person should die alone, she should accept all the admire from others. She must be a well known woman, however the end of her life was as common as others, I think she did deserve of this. Yet all things have two sides, we can't benefit them at one time. • After reading this, I think a lot. I compare myself with her, what will be when I am dying? Can I make such graceful decision?
graceful hands
I have never seen Mrs. Clark before, but I know from her medical chart图/图表，制will die.The only light in her room is coming from a piece of medical equipment医疗设备, which is flashing闪着its red lightas if in warning似乎在发出警告. As I stand there, the smell hits my nose, and I close my eyes as I remember the smell气味of decay 变坏，腐烂from past experience. In my mouth I have a sour, vinegar醋taste comingsilently静静的lights 照亮the scene场景（病房）, I return to the bed to observe观察the patient with an unemotional, medical eye.无动于衷的，医生的目光Mrs. Clark is dying临终的/奄奄一息的/渴望的.She lies motionless一动不动的:the head seems unusually large on a skeleton/skelitn/骨骼，骨瘦如柴的body; the skinshide松松地裹在嶙峋的、连毛毯也遮掩不住的骨骼上; the rightarm lies straight out at the side, taped录音;用带子捆起来cruelly残酷地;残暴地to a board板to secure保护a needle so that fluid液体，流体may drip in滴下; 滴出;the left arm is across the sunken 沉没的;凹陷的chest箱子;胸部, which rises and falls一起一伏with the uneven不均匀的breaths.I reach for the long, thin fingers that are lying on the chest. They are ice cold, and I quickly move tothe wrist and feel for the faint微弱的pulse脉搏. Mrs. Clark's eyes open somewhat as her head turns toward meslightly轻微地. I bend close to her and scarcely几乎不hear as she whispers低语，耳语, "Water." Taking a glass of water fromthe table, I put my finger over the end of the straw and allow a few drops of the cool moisture to slideinto her mouth and ease her thirst. She makes no attempt to swallow; there is just not enough strength."More," the dry voice says, and we repeat the procedure. This time she does manage to swallow someliquid and weakly says, "Thank, you."She is too weak for conver sat ion, so without asking, I go about providing for her needs. Picking herup in my arms like a child, I turn her on her side. Naked, except for a light hospital gown, she is so verysmall and light that she seems like a victim of some terrible famine. I remove the lid from a jar of skincream and put some on the palm of my hand. Carefully, to avoid injuring her, I rub cream into theyellow skin, which rolls freely over the bones, feeling perfectly the outline of each bone in the back.Placing a pillow between her legs, I notice that these too are ice cold, and not until I run my hand upover her knees do I feel any of the life-giving warmth of blood. When I am finished, I pull a chair up beside the bed to face her and, taking her free hand betweenmine, again notice the long, thin fingers. Graceful. I wonder briefly if she has any family, and then I seethat there are neither flowers, nor pictures ofrainbows and butterflies drawn by children, nor cards.There is no hint in the room anywhere that this is a person who is loved. As though she is a mindreader, Mrs. Clark answers my thoughts and quietly tells me, "I sent ... my family ... home ... tonight ...didn't want ... them ... to see ..." Having spent her last ounce of strength she cannot go on, but I haveunderstood what she has done. Not knowing what to say, I say nothing. Again she seems to sense mythoughts, "You …stay …"Time seems to stand still. In the total silence, I feel my own pulse quicken and hear my breathing asit begins to match hers, breath for uneven breath. Our eyes meet and somehow,beings ... Her long fingers curl easily aroundmy hand and I nod my head slowly, smiling. Without words, through yellowed eyes, I receive my thankyou and her eyes slowly close.Some unknown interval of time passes before her eyes open again, only this time there is no responsein them, just a blank stare. Without warning, her shallow breathing stops, and within a few moments,the faint pulse is also gone. One single tear flows from her left eye, across the cheek and down onto thepillow. I begin to cry quietly. There is a swell of emotion within me for this stranger who so quicklycame into and went from my life. Her suffering is done, yet so is the life. Slowly, still holding her hand, Ibecome aware that I do not mind this emotionalbattle, that in fact, it was a privilege she has allowedme, and I would do it again, gladly. Mrs. Clark spared her family an episode that perhaps they were notequipped to handle and instead shared it with me. She had not wanted to have her family see her die,yet she did not want to die alone. No one should die alone, and I am glad I was there for her.Two days later, I read about Mrs. Clark in the newspaper. She was the mother of seven,grandmother of eighteen, an active member of her church, a leader of volunteer associations in hercommunity, a concert piano player, and a piano teacher for over thirty years.Yes, they were long and graceful fingers.。
大班英语教案-手hand和脚foot
大班英语教案-手hand和脚foot
教学目标
1.学生能够认识单词hand和foot。
2.学生能够运用所学单词进行简单句子的构建。
3.学生能够通过游戏和教师指导发展他们的语言能力。
教学准备
1.纸牌。
2.手模型。
3.脚模型。
4.粘土。
教学步骤
第一步：介绍单词
教师拿出手模型和脚模型，向学生介绍单词hand和foot，并鼓励学生围绕这些单词说一些事情。
老师可以问学生他们的手和脚有什么不同，他们常用手和脚来做什么。
第二步：学习单词
教师可以使用手模型和脚模型向学生展示单词，指着手或脚说出单词，并让学生跟着模仿。
教师可以教授一些简单的句子，例如：“This is my hand”和“This is my foot”。
第三步：游戏时间
使用纸牌制作一副抽牌游戏，并其中抽出纸牌，纸牌上有各种颜色，教师要求学生说出这个颜色的物品，例如“红色”的话，学生可以说“大红色的手”，“小红色的脚”。
可以在游戏中增加一些挑战，例如要求学生在5秒钟内说出一句包含单词hand或foot的句子。
第四步：实践练习
使用粘土让学生制作手和脚的模型。
学生可以在制作时运用所学单词，一个学生可以说“我正在制作我的手”，另一个学生可以说“我正在制作我的脚”。
总结
通过这堂英语课，学生学会了单词hand和foot，并能够在简单句子中运用这些单词。
老师运用游戏和实践练习的方式让学生更好地理解所学内容，发展他们的语言能力。
希望这堂课程能够帮助学生更好地掌握这些单词，为以后的英语学习打下坚实的基础。
新视野大学英语第三册unit5_graceful_hands全文翻译与原文
unit5 Graceful Hands 优雅的双手我从未见过克拉克夫人，但看过她的医疗记录和上一位值班医生交给我的报告后，我知道她今晚会去世。
她屋里唯一的光线来自一台医疗设备，它闪着红光，似乎在发出警告。
我站在那里，一股怪味刺激着我的鼻子，我想起了过去闻到过的腐烂的气味，我闭上了眼睛。
我嘴里有一股从胃里返上来的酸味。
我伸手去开灯。
灯静静地照亮了整个病房，我走回病床边，用无动于衷的、医生的目光观察着病人。
克拉克夫人已奄奄一息了。
她一动不动地躺着：骨瘦如柴的身体使她的头显得特别大；皮肤呈暗黄色，松松地裹在嶙峋的、连毛毯也遮掩不住的骨骼上；她的右臂平伸在床边，被无情地用胶带固定在一块板上，以便能固定针头使液体滴入；左臂横放在深陷的胸部，胸口随着不均匀的呼吸一起一伏。
我伸手去触摸她放在胸口的细长手指。
冰凉冰凉的。
我忙将手移到她的手腕，去感觉那微弱的脉搏。
克拉克夫人将头稍稍转向我，微微地睁开眼。
我俯过身去，勉强听见她微弱的声音：“水。
”我从桌上拿起一杯水，用手指封着吸管的一端，滴了几滴凉凉的水到她的嘴里，以缓解她的干渴。
她没有用力去吞咽，因为力气不够。
“还要，”那干涩的声音说。
于是我们又重复了一次。
这次她终于咽了一些，并轻轻说了声：“谢谢，你。
”她虚弱得没法交谈，因此没等她要求，我就开始做她所需要的。
我像抱孩子似的把她抱起来，给她翻了个身。
除了一件浅色的病号服，她什么也没穿。
她又小又轻，像遭受了严重饥荒一样。
我打开护肤霜的瓶盖，揩了一些在手心。
为了不伤着她，我小心翼翼地把护肤霜擦在她发黄的皮肤上。
她的皮肤松松地在骨头上滑动，背上每块骨头的轮廓都能清楚地摸到。
当我把枕头放在她两腿之间时，发现它们也是冰凉的，直到把手移到她膝盖以上的部位，我才感受到血液供给生命的热度。
而后，我挪了把椅子面朝她坐在床边，握住她那只没被固定的手，此时我又一次注意到她细长的手指。
很优雅。
一时间，我突然想知道她是否有家庭，接着我发现病房里没有花，没有孩子们画的彩虹和蝴蝶，也没有卡片。
国外老师手指操教案
国外老师手指操教案教案标题：国外老师手指操教案教学目标：1. 学生能够理解和掌握国外老师手指操的基本动作和技巧。
2. 学生能够通过手指操活动提高手指灵活性和协调性。
3. 学生能够通过手指操活动培养专注力和注意力。
教学准备：1. 一段国外老师手指操的视频或演示材料。
2. 手指操活动所需的道具，如彩色橡皮筋、小球等。
3. 学生手指操活动记录表。
教学步骤：1. 引入（5分钟）- 向学生展示一段国外老师手指操的视频或演示材料，激发学生的兴趣。
- 提问学生是否了解手指操的好处，引导学生思考和讨论。
2. 示范与讲解（10分钟）- 对学生进行手指操的基本动作和技巧的示范和讲解。
- 强调正确的手指姿势和动作流畅性的重要性。
- 回答学生可能提出的问题，并解释手指操对手指灵活性和协调性的作用。
3. 练习与巩固（15分钟）- 将学生分成小组，每个小组由一名学生担任领导，带领其他成员进行手指操活动。
- 提供彩色橡皮筋、小球等道具，让学生进行各种手指操练习。
- 观察学生的表现，给予积极的反馈和指导。
4. 拓展与运用（10分钟）- 鼓励学生创造自己的手指操动作，并与其他同学分享。
- 引导学生思考手指操对专注力和注意力的影响，让学生尝试进行手指操活动前后的注意力测试。
5. 总结与评价（5分钟）- 与学生一起总结手指操的好处和重要性。
- 鼓励学生将手指操活动融入日常生活中，以提高手指灵活性和协调性。
教学延伸：1. 学生可以在家中继续进行手指操活动，每天坚持一段时间，以巩固技巧和提高效果。
2. 学生可以尝试寻找更多国外老师手指操的视频或演示材料，进行更多样化的练习。
教学评价：1. 观察学生在手指操活动中的表现，包括手指姿势、动作流畅性和注意力集中程度。
2. 收集学生的手指操活动记录表，评估学生的进步和参与度。
3. 鼓励学生互相评价，分享对手指操活动的感受和体会。
unit-5-book-3-Graceful-hands省名师优质课赛课获奖课件市赛课一等奖课件
读写教程第三册
Unit 5 Section A
Graceful Hands
LOGO 福建师范大学外国语学院大学外语教研部
OBJECTIVES
Talk about some famous epitaphs or last words. Understand the value of love, death, and life.
Home
Global Reading
Structure of the Text
Paras.1-5
Background information and the patient’s condition.
Paras. 6-7
The exchange between the doctor and the patien
Lead-in
Beethoven's last words: "Friends
applaud, the comedy is finished."
Lead-in
Edison's last words were so comforting, so
mysterious. "It is very beautiful over there."
depart +ure=departure moist +ure=moisture proceed +ure=procedure
Preview Checking
3. n.+ eer=n. engine +eer=engineer Profit +eer=profiteer Mountain +eer=mountaineer
Unit 5 Graceful hands
loose a.
(1) rot, become bad
Sugar decays your teeth.
Translation
这些卷心菜已经开始腐烂。
Key
The cabbages had already started to decay.
Comprehensive Reading
The story deals with a doctor’s view of a terminally-ill grandmother as a terriblelooking lady with graceful hands from the outset but a considerate lady with graceful heart and mind in the end.
• What makes a good doctor?
• Do you think whether a doctor should treat patients wit h personal emotions or not?
• Do you think whether a doctor should treat patients with personal emotions or not?
Association
反义表达： disgraceful, gross adj. 粗俗的，庸俗的 The chair is a very _____ piece of furniture. A. graceful B. gracious C. gradual D. grateful
Words and Expressions—Word Using
in time, order, etc.
小学英语试讲手势教案模板
课时：1课时年级：三年级教材：《人教版小学英语》三年级下册教学目标：1. 知识与技能：学生能够掌握并运用简单的英语手势，提高英语交流的趣味性和实用性。
2. 过程与方法：通过观察、模仿、游戏等活动，培养学生自主学习和合作学习的能力。
3. 情感态度与价值观：激发学生学习英语的兴趣，培养学生良好的学习习惯和团队合作精神。
教学重点：1. 熟练掌握并运用简单的英语手势。
2. 能够在日常生活中运用所学手势进行简单的交流。
教学难点：1. 学生能够正确理解手势的含义，并在实际交流中灵活运用。
2. 学生能够在小组活动中积极合作，共同完成任务。
教学准备：1. 教师：多媒体课件、教具（如图片、卡片等）、小奖品。
2. 学生：准备好参与课堂活动的热情和合作精神。
教学过程：一、导入（5分钟）1. 教师用简单的英语问候学生，如“Good morning, everyone!”2. 引导学生思考：在日常英语交流中，除了语言，还可以使用什么方式？3. 引入手势这一主题，激发学生学习兴趣。
二、新课讲授（20分钟）1. 教师展示图片或实物，如“Hello”、“Thank you”等，引导学生观察并思考这些手势在英语交流中的作用。
2. 教师逐一介绍并示范以下手势：- Hello（挥手）- Goodbye（挥手）- Thank you（竖起大拇指）- Excuse me（双手合十）- Yes/No（点头/摇头）3. 学生跟随教师模仿，教师及时纠正学生的动作，确保学生掌握正确手势。
三、活动实践（15分钟）1. 小组活动：将学生分成小组，每组选择一个场景，如餐厅、超市、学校等，用所学手势进行角色扮演。
2. 小组讨论：每组讨论如何运用手势进行交流，并设计一个简单的对话。
3. 小组展示：每组轮流进行角色扮演，其他小组进行评价和打分。
四、巩固练习（10分钟）1. 教师播放英语歌曲或视频，引导学生用所学手势进行跟唱或模仿。
2. 学生自由练习，教师巡视指导。
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CLASSROOM TEACHING PLAN
Office：No.2
Course：College English
Book: New Horizon College English Ⅲ
Instructor xxx Title Lecturer Dates xxxx Classes xxxxxxxx Class periods xxxxx Content 新视野Book3 Unit5 Graceful Hands
Objectives By way of learning this text , make the students be able to:
1. grasp the main idea and the structure of the text ;
2. master the key words and phrases and sentence patterns in the text;
3. understand the devices for developing a report;
4.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.’
5. To learn how to scan a passage.
Approaches An integrated approach
Key Structures
and Difficulties
1.Words & phrases: graceful, preceding, decay, switch, skeleton, secure, fluid, straw, moisture, slide, thirst, procedure, naked, famine, injure, interval ,blank, shallow, emotion, episode, association, privilege,hang around sth, so that, reach for, feel for, turn towards, bend to, go about doing sth, pick sb up, pull up
2. Difficult sentence patterns:
1）Sb. has never done sth. before, but he / she knows / judges / infers / deduces from …that sth. or sb. …
2) As though sb. senses / reads my mind, he / she answers my thoughts
and tells (that) …
3）Their / Our eyes meet and somehow, ( together,) they / I become aware / conscious or realize that …
4）Slowly / Gradually, in the course of doing sth., sb. becomes aware / conscious or realizes that …, that in fact, …
5）In the face / case (In a state / a climate of …) of …, sb. feels …(从句) and …
6）There is a swell / fit / an outburst / outbreak of … within sb. for sb. who … / sth. that ....
Presentations Period 1
1. Lead-in: Topic-centered Discussion
1) How does the writer know that Mrs. Clark will die tonight?
2) Why did Mrs. Clark send her family home that night?
3) What does the writer mean by saying that both she and Mrs.
Clark become aware that this is a special moment between two human beings?
4)Why does the writer notice and mention Mrs. Clark’s fingers
several times?(20')
2. Pre-reading Activities: (1) Background Information; (2) Watch and Discuss: Watch the video and then discuss the topics as follows: 1)What is life usually compared to? 2) What is life usually understood to be? 3) Have you ever touched the problem of the relationship between life and death? (3) New words and expressions (25’)
Period 2 Text Study
1. Students’ presentations (10’)
2. Topic-centered Analysis of Text (10’)
3. Detailed Reading of Text (20’)
4. Assign the homework (5’)
Period 3 Text Study
1. Students’ presentations (10’)
2. Text Reading and Comprehending (15’)
3. Main Ideas & Structure, Devices of writing (10’)
4. Summary (10’)
Period 4 Practice and Exercises
1. Check whether the students have finished the exercise s (5’)
2. Analyze the exercises (25’)
3. Reading skills: Reading for the Main Idea in a Paragraph (10’)
4. Assign homework (5’)
Assignments 1. Self-study of Section B and the Exercises in it.
2. Comprehensive Exercises of Unit 5.
3. Essay Writing: A composition of no less than 120 words with the dominant impression supported by details.
Memo 1. Ask Ss to master the writing pattern–"Double Clues (双线索法)”
2. Help students practice and grasp the reading skill–scanning
Signature Instructor
Date Supervisor。