【There are so many beautiful reasons to be happy. 】
有太多太多美好的理由让你笑对生活。
必修二M4：
1.scene n．地点，现场；景色；场，景
behind the scenes到后台，在幕后
come/appear on the scene出现
on the scene在现场，到现场
①They rushed to the scene of the traffic accident.他们火速赶往车祸现场。
②I can see a beautiful scene from the top of the mountain.
从山顶上看，我能看到美丽的景色。
③The sunrise is a beautiful scene.日出是很美的景象。
④We missed the first few scenes of the movie.
电影的开始几个场景我们没看到。
2.alive adj.活着的，充满活力的，仍然存在的
stay alive活下去
keep sth.alive使继续有效、存在
come alive变得有趣(有生气、逼真)，活跃起来
①He is thought to be the greatest man alive.他被认为是当今最伟大的人。
②We’d better keep the old customs alive.我们应该保持这个古老的风俗。
③The discussion came alive when it came to an interesting topic.
当引入有趣的话题后，讨论变得热烈了。
辨析：alive，living，live与lively
1)alive有生命的；活着的；有生气的，可作表语和补足语，做后臵定语。
They caught a snake alive.他们活捉了一条蛇。
He was alive when he was taken to hospital.他被送到医院时还活着。
2)living活着的；健在的；现行的，可作定语和表语。living和定冠词the连
用时相当于the living people，具有复数含义，作主语时，谓语动词用复数形式。
all living things一切生命
The dead are always remembered by the living.
死去的人永远被活着的人们所铭记。
His grandmother is still living at the age of 98.他奶奶已98岁，仍然健在。
3)live鲜活的；有生命的，可作定语。还有“直播的”意思。
Did you watch the live football match on TV?
你看电视直播的足球比赛了吗？
He bought a live fish.他买了条活鱼。
4)lively生动的；活泼的；用做定语或表语，既可指人，又可指物。
I feel everything here is very lively.我觉得这儿的一切都富有生气。
The teacher has a gift for making his lessons lively and interesting.
那位老师有一种使他的课生动有趣的天赋。
3.observe vt.& vi.观察，注意；遵守(法律、习俗等)；庆祝(节日等)；评论
1)observe sb.do sth.看到某人做(过)某事
observe sb.doing sth.看到某人(正在)做某事
2)observe/ obey a rule/the law遵守规则/法律
observe/ celebrate Christmas/May Day庆祝圣诞节/五一劳动节
3)observation n．观察，观察力
4)observer n．观察者
①She observed a man walking on the opposite side of the way.
她注意到一个人在路的对面走着。
②He liked to observe the stars when he was a child.
孩提时他喜欢观察星星。
③Do you observe Christmas？你们过圣诞节吗？
④All the citizens should observe the law without exception.
所有的公民都要守法，没有例外。
4.adopt vt.采纳；采用；收养
1)adopt an idea /a plan采纳意见/计划
adopt a son收养一个儿子
2)adopted words外来词
adoption n．采用，采纳；过继
①Our school has adopted a new teaching method.
我们学校采用了新的教学方法。
②All the suggestions put forward at the meeting were adopted.
会上提的所有的建议都被采纳了。
③Having no children of their own，they decided to adopt an orphan.
因为他们没有亲生儿女，所以决定领养一个孤儿。
④We are talking about the adoption of a new plan for the picnic.
我们正谈论采纳新的野餐计划。
例题：They ______ the novel because there were so many ______ words in it.
A. adapted; adopted
B. adopted; adapted
C. adapted; adopting
D. adopted; adapting
辨析：adopt vt.收养；采纳
adapt to意为“使……适应；改编，改写”。
adjust to调整；适应
apply to适用
apply for
The young couple had no children of their own and adopted an orphan.After a few months，the orphan came to adapt to his new life.
这对年轻夫妇没有亲生孩子，领养了一名孤儿。几个月过后，这个孤儿渐
渐适应了新生活。
5.aim (sth)at 把。。。瞄准，目的在于；企图
He aimed his gun at the target.他把抢瞄准目标.
China has long been a leader in the field of genetic research aimed at improving agraculture.中国长期以来就处在致力于发展农业的基因研究领域的前沿。Those girls worked out every morning, aiming at a weight loss of ten pounds.
6.stand v．站立，直立；忍受；经受，承担；n.看台，摊子；立场
1)stand still站着不动
stand by袖手旁观；支持(某人)
stand for代表，象征
stand out显眼，突出
2)can’t stand /bear/ tolerate sth./doing sth.不能忍受(做)某事
can’t stand sb./sth.doing sth.不能忍受某人/物做某事
3)take one’s stand站在……立场
①He can’t stand being treated like that.他不能忍受别人那样对待他。
②I won’t stand your talking like that to your mother.
我受不了你对你母亲说话的方式。
③How can you stand by and let him treat his dog like that?
他那样虐待他的狗，你怎么能袖手旁观呢？
④Messi stands out as the best young soccer player in the game.
梅西是比赛中最突出的年轻足球运动员。
例题：1．(2008年湖北卷)Though having lived abroad for years，many Chinese still ______the traditional customs.
A.perform B．possess C．observe D．support
2．The three teams ______different ways to solve the problem and they all succeeded at last.
A.adopted B．admired C．adapted D．adept
3．Alice’s father had her______because he couldn’t look after her himself.
A．raised B．fed C．supported D．adopted
4．He is a man of strong selfrespect，so he can’t stand ______in public.
A．laughing at B．being laughed at C．laughed at
D．having been laughed at
5.Messi stands ______ as the best young soccer player in the game.
A. for
B. up
C. by
D. out
7. 1)destroy v. 彻底损坏以至于不能或很难修复n. destruction
The enney destroyed the city.
The forest was destroyed by fire.
2) damage v. n.指价值，用途降低或外表，损坏等，不一定全部破坏，损坏
了还可以修复，do / cause damage to 对。。。造成损害
The storm caused great damage.
The new law has done a lot of damage to the government’s popularity.
这条新法律给政府的声望带来很大损失.
Mind you don’t damage it.
Many of the books were damaged by fire.
3)ruin vt (实际，抽象)
1)弄坏,毁掉,毁坏,破坏
The storm ruined crops.
The fire ruined the house.
The bad weather ruined our holiday.
ruin one’s health
an ancient ruined city
She poured water all over my painting and ruined it.
2)使倾家荡产
I only ruin you. I can’t give you happiness.
n.1)(be ) in ruins 是一片废墟,落空
The house across the street were in ruins.
The town is in ruins.
2)fall into ruin 已成废墟
The house fell into ruin.
4）harm
n.1) 损坏(同damage), 伤害（可指人）
He means no harm.他本无恶意.
do harm to
It wouldn’t do him any harm to work a little harder.
他工作再努力一些对他没有害处
vt.伤害,损害,危害
Smoking will harm you.
adj. be harmful to
5)spoil无用，糟蹋，弄糟；溺爱
The visit was spoiled by an argument.
He spoiled the soup by puutting toomuch salt in it.
a spoiled and selfish child who gets too much attention
用destroy, damage, ruin的适当形式填空
①You will ruin your future if you continue to be so foolish.
②The old temple has fallen into ruin .
③The back of the car was damaged in the crash, so I had to have it repaired.
④The fire caused a lot of damage .
⑤What was it that destroyed the Roman Empire?
8..tell by从……可以看出；依据……而判断
1)tell apart分清，区分
tell A from B把A和B分辨开
tell the difference between A and B区别A和B
2)to tell (you) the truth说实话
tell a story/joke/lie讲故事/笑话/说谎
tell the truth说真谎
①I could tell he was angry by/from his expression.
从他的表情我看得出他生气了。
②Can you tell Tom from his twin brother by their looks?
你能从相貌上把汤姆和他的孪生兄弟分辨开吗？
③I don’t really want to go out，to tell (you) the truth.
说实话，我并不是真的想出去。
9.put off推迟，延期
put aside撇开，臵之不理；节省，储蓄，储存
put back放回；推迟，延迟；拨回
put down写下，记下；击败；平定
put forward提出；把……向前拨
put on穿上，戴上；演出
put out熄灭，扑灭；生产，制造
put up举起；张贴，公布；接待，供膳宿
put up with忍受，忍耐
①The meeting has been put off till next week.会议已推迟到下星期了。
②We’ll have to put off going on vacation until you’re better.
我们得把休假日期推迟，直到你好些为止。
③The working party has put forward a good case for moving to a new site.
特别工作组提出了一条很好的迁往新址的理由。
④I don’t know how you put up with their constant quarreling.
我不知道你是如何忍受他们无休止的争吵的。
10.get/be tired of厌倦
①We are tired of the same food for breakfast every morning.
每天早餐吃同样的食物，我们感到厌倦了。
②He is tired of reading the text again and again.他一遍遍地读课文都烦了。
③Many students are getting tired of the school life because of so much stress.由于
那么多的压力，许多学生对学校生活变得厌倦。
辨析：be tired of与be tired from
1)be tired of表示“厌烦”。
Don’t you feel tired of sitting there all day long doing nothing?
整天坐在那里无所事事你不烦吗？
I’m tired of watching television.Let’s go for a walk.
我看烦了电视，我们去散散步吧！
2)be tired from表示“因……而疲倦”。
I’m very tired from running as fast as I can.奋力奔跑后，我感到很疲倦。
All of us got tired from climbing the mountain.
我们所有的人爬山都爬累了。
11.1)take turns to do sth 轮流做某事
take turns at doing sth.
do sth. by turns
①If friends can take turns to listen to each other well，life will be better！
如果朋友们之间能轮流做好听众，生活就会更美好！
②We took turns to ask questions.我们轮流问问题。
2)It’s one’s turn to do sth.轮到某人做某事
③It’s my turn to clean the room.该轮到我打扫房间了。
④It’s your turn to recite the text.该轮到你背课文了。
3)in turn轮流地，依次地，反过来in return 作为回报
⑤You are asked to see our headmaster in turn.
要求你们依次去见我们校长。
例题1．Mr Smith，______of the______speech，started to read a novel.
A．tired；boring B．tiring；bored
C．tired；bored D．tiring；boring
2．______of the______speech，he looked out of the window.
A．Tired；tired B．Tiring；tired
C．Tired；tiring D．Being tired；tiring
3．I’m afraid I can’t help______Lucy from Lily because I only met the twins once before.
A.to tell B．telling C．to judge D．judging
4．If you suspect that the illness might be serious you should not _____going to the doctor.
A．put away B．put up C．put down D．put off
5．(2006年山东卷)A clean environment can help the city bid for the Olympics，which______will promote it’s economic development.
A.in nature B．in return C．in turn D．in fact
6. In winter people burn a lot of coal to warm themselves, and this _____ causes
pollution and global warming.
A. in turn
B. in all
C. take turns
D. by turn
句型：
1.This is a painting by the Spanish artist，Pablo Picasso，considered to be the greatest western artist of the twentieth century.这是西班牙画家巴勃罗·毕加索的一幅油画，他被认为是二十世纪西方最伟大的画家。
consider构成的常用句型：
1)consider sb./sth.(to be/as)．..认为某人/某物是……
sb./sth.be considered (to be/as)．..某人/某物被认为是……
consider it＋adj.＋to do sth.认为干……是……
consider it＋adj.＋that...认为……是……
It is considered that sb.has done sth.
Sb.＋is considered＋to have done sth.认为某人做过某事
2)译作“考虑”时，有下列句型：
consider＋疑问词＋to do sth.考虑……
consider doing sth.考虑做某事
3)considering为介词。意思是“考虑到；就……而言”，后可接that从句。
Do you consider him to be a great musician?
你认为他是个很好的音乐家吗？
Lincoln is considered as one of the greatest presidents of the USA.
林肯被认为是美国最伟大的总统之一。
He is considered to have finished the work.他被认为已经完成这项工作了。
We consider it necessary to tell him about it.
我们认为告诉他那件事是必要的。
It is considered that China is developing her economy very rapidly.
人们认为中国的经济正在迅速发展。
I am considering changing a job.我正考虑着换一份工作。
You have to consider what to do next.你得考虑下一步做什么。
Considering how sick he is，he should go to the doctor.
鉴于他病得那样厉害，他应该去看医生。
2.I’m st udying art at school，and I enjoy it a lot，although I can get tired of looking at pictures all the time.我在学校学习艺术，我很开心，虽然老看图可能会看腻。1)句中的although引导的是状语从句，亦可以换成though，不可以与另外的一个表示转折的连词but连用。但是，可以和表示转折的副词yet，still连用。
Although they set off earlier than us，yet/still they arrived later than us.
尽管他们出发比我们早，但是他们到得比我们晚。
2)句中的can表示可能，表达这种含义时，can只用于肯定句中，而且表示一种“一时的可能性”。
It can be quite windy there，especially in spring.
那里有时容易刮风，特别是在春季。
He can be quite annoying sometimes.他有时会是相当讨厌的。
经典课后过手训练
例题1．(2008年上海春招) ______this is only a small town，it’s crowded with tourists who come here all year round.
A．Since B．Unless C．Once D．Although
2．(2007年山东卷)In this seaside resort，you can ______all the comfort and convenience of modern tourism. A．enjoy B．apply
C．receive D．achieve
3.All the staff in our company are considering ______to the city centre for the
fashion show. A．to go B．going C．to have gone D．having gone
4.Charles Babbage is generally considered _____the first computer.
A．to invent B．inventing C．having invented D．to have invented 5．—Mary is considering ______her summer vacation in Guangzhou.
—I can’t imagine ______the holidays in such a hot place.
A．to spend；her to spend B．spending；her spending
C．to spend；her spending D．spending；her to spending
6．It is usually warm in my hometown in March，but it ______be rather cold sometimes. A．must B．can C．should D．would
7．Peter ______be really difficult at times even though he’s a nice person in general. A．shall B．should C．can D．must
Ⅱ.易错模块
1．—Did you watch the football game on TV last night?
—Yes，I did. It was ______，and I enjoyed every minute of it.
A.alive B．live C．living D．lively
2.People found him still ______after the road accident，so they sent him to
hospital at once. A．live B．lively C．living D．alive
3．Many people watched the______TV broadcast of the football match.
A．live B．alive C．living D．lively
4.．(2009年杭州学军中学模拟) ______it with me should be a good choice.Trust
me. A．When left B．Leaving
C．If you leave D．Leave
5．(2009年杭州高三质检)The fruit ______fresh in his fruit stand sells well.
A．looking B．looked C．look D．to be looked
6．(2009年山东泰安高三期中) ______in a wellknown university is what everybody wishes for.
https://www.doczj.com/doc/168162344.html,cated B．Being educated C．To educate D．Educating
7．—Would you like to go fishing with me?
—Sorry，but I have a lot of clothes______.
A.wash B．washed C．washing D．to wash
8．I feel greatly honored ______ into their society.
A．to welcome B．welcoming
C．to be welcomed D．welcomed
9．If there’s a lot of work______，I’m happy to just keep on until it is finished.
A．to do B．to be doing C．done D．doing
必修二unit4 Period1 Listening and speaking 课时目标 1.听懂这名游客Willian和学生Xiaokong的对话，并归纳出对话大意 2.写出对话中英语常用的习语的意思以及思考一些它们的中文对等词 3.学习并掌握一些连读音的技巧 教学重难点 能听懂对话并且学会归纳一些描述孔子府的词语 教学过程 Activity一听前感知 Ask students to look at the three pictures and try to introduce the three historic places brief in simple English. Activity二：听力活动 https://www.doczj.com/doc/168162344.html,plete a table(p38 part2) (1)Go through the chart quickly and let the students know what they should write down while listening (2)Play the tapes for students and ask them to get the important information about the Confucius. (3)Exchange the answers with others and brainstorm. (4)Play the tape again for students to check the answers. (5)Share the answer with the whole class. Suggested answers:
第4课时练习课 【教学内容】 教材第50~52页练习十一。 【教学目标】 1.培养热爱生活、关注社会、欣赏他人、尊重他人的情感。 2.感受运用混合运算知识解决生活中数学问题的过程，掌握运用混合运算解决问题的方法。 3.结合现实生活中的具体情境理解混合运算知识，理解小括号的作用。提高学生自主学习、探究问题、解决问题的能力。 【重点难点】 1.学会使用小括号列综合算式，并了解小括号的作用，会计算有小括号的两步计算题。 2.能运用所学知识解决简单的实际问题，能正确使用小括号。 【情景导入】 这节课我们来对混合运算进行复习。 【练习讲授】 1.复习混合运算实练。 （1）口算。 9÷3= 20-16= 63÷9= 21-14= 54÷6=8×3= 18+8= 40-8= 9+27= 42+7= 56÷8=4×9= 35-20= 24+6= 32÷8= （2）下面的计算对吗？把错误的改正过来。 ①12+12÷6 =24÷6
=4 ②42-(22+9) =20+9 =29 ③7×4-16 =28-16 =44 （3）在括号里填上合适的数。 ①42除以6的商是（），再加上19得（）。 ②7乘以8的积是（），再减去30得（）。 ③50减去20的差是（），再除以6得（）。 ④6加上22的和是（），再除以4得（）。 答案： （1）3 4 7 7 9 24 26 32 36 49 7 36 15 30 4 （2） ①12+12÷6 =12+2 =14 ②42-(22+9) =42-31 =11 ③7×4-16 =28-16 =12 （3）①7 26 ②56 26 ③30 5 ④28 7 2.复习解决问题。
Module 1 Our Body and Healthy Habits I. 模块教学目标 技能目标Skill Goals Talk about healthy lifestyles Practice talking about future Practice talking about health problems Use nouns as verbs Learn to write an essay about a health problem II. 目标语言 功能句式Talk about the future “You’ll catch a bad cold,”said his mother. “I’ll be fine,”said Zhou Kai, as he opened the door. “Zhou Kai, you’ll get ill. ” Practice talking about a health problem I think I’ve got pneumonia. Why? What are your symptoms? I’ve got a high temperature and my chest hurts when I breathe. Oh dear! What are you going to do? I’m going to stay in bed and ask the doctor to visit me. I’ll ring the doctor for you. Everyday English Terrific! To be off work. Oh, dear! That couldn’t be better . I have a sweet tooth. I’m crazy about football. 词1. 四会词汇 diet, fat, fit, flu, rare, toothache, unhealthy, wealthy, rarely, proverb, anxious,
Unit4 Reading 教学设计 1. Teaching Analysis 教情分析 1)Teaching objectives-教学目标 ①Language target语言目标 a. Key words & expressions重点词汇和短语 Carpet，respond，distant，certain，powerful, rub, mosquito, affect, appreciate, in danger of, burst into laughter, protect...... from, in relief b. Sentence structures: Please take me to the distant land where I can find the animal that gave fur to make this sweater. It shows the importance of wildlife protection，but I’d like to help as the WWF suggests. The flying carpet traveled so fast that next minute they were in Zimbabwe. ②Ability goals能力目标 a. Students will develop their reading skills such as skimming, scanning and making inferences to acquire a better understanding of the passage b. Students will apply the new knowledge to communication based on the reading passage. c. Students will adopt cooperative learning. ③Emotion goals情感目标 a. Let the students be conscious of the critical situation of endangered animals and establish their awareness of wildlife protection. b. Initiate students’ critical and creative thinking in solving the problem of wildlife protection 2)Important & difficult teaching points-教学重难点 ①Important teaching points-教学重点 Developing reading skills like skimming, scanning, making inference, to better
Book 2 Unit 2 The Olympic Games Period 1 Read ing —An In terview (Teach ing Pla n) Desig ned by: Yulei Teach ing Aims: 1. Knowledge aim: To let the studentsknow some basic information about the ancient Olympics and moder n Olympics. 2. Ability aim: (1) To get the stude nts familiar with the form of an in terview. (2) To develop students ability of using what they have learned to make a dialogue. 3. Emotion aim: (1) .To arouse stude nts in terested in the Olympic Games. (2) To let the Olympic spirits in spire stude nts in their life and study .Enhance their n atio nal pride. Teach ing importa nt point: 1. Train the stude nts ' readi ng ability 2. The similarities and differences between the ancient Olympic Games and the modern Olympic Games 3. How to make an in terview Teach ing difficult point: (1) How to en able the stude nts con clude the key in formatio n from an in terview. (2) How to enable the students use what they have learned to express their own ideas. Teach ing skills 1) Task-based teachi ng and lear ning. 2) Discussi on IV. Teach ing method: self-learni ng before teach ing mixed with task based teach ing Teach ing aids Multi-media Teach ing procedures Step1 lead-in Enjoy a song of the Olympic Games to lead in the topic: the Olympic Games. Step 2 Warmi ng up Step 1: warm ing up Competiti on: How much do you know about the Olympics? 1.. How often are the Olympic Games held ? A. Every 4 years B. Every 2 years C. Every 3 years
四年级上册数学教案第4课时,四年级上册数学教案 第四课时：比较数的大小 教学内容：教科书第13页例4，做一做及练习二第1～2、6题。 教学目的： 1.使学生学会比较亿以内数的大小。 2.培养学生比较、分析、类推的能力。 教学重点、难点、关键点： 1.重点：学会比较亿以内数的大小。 2.难点：学会比较位数相同亿以内数的大小。 3.关键：以比较万以内数为基础，把个级比较方法推广到万级，能正确比较亿以内数的大小。 教具、学具准备：视频展示台 教学过程： 一、复习准备 1.填空。 101010是( )位数，最高位是( )位;356000左起第二位是( )位，表示( )个( )。 2.在○里填上，或= 。 999○1010 601○564 687○678 (请学生说一说万以内数的比较两个数的大小的方法)。 二、导入新课 教师：同学们，我们已经学会读、写万以内的数。在日常生活中，我们常常还需要对一些大数目进行比较。如：经调查我国面积最大的有六个省份，黑龙江454800平方千米，内蒙古1100000，青海720000平方千米，四川485000平方千米，西藏1210000平方千米，新疆1660000平方千米。你知道哪个省份的面积大，哪个省份的面积小。 三、教学比较亿以内数的大小。
出示例4：你会比较每两个省面积的大小吗? 720000和1100000 ，454800和485000 教师：这么大的数，同学们比较过吗?(没有)能不能用以前学的数的大小比较的方法来比较这些大数呢? 让学生分组讨论例4：⑴两个数的数位相同时怎样比较大小?⑵两个数的数位不同时怎样比较大小?教师加入学生的讨论中，对有困难的学生加以辅导。 讨论完后，每一组推荐一个代表上台讲述讨论的结果。老师结合学生的口述板书：720000 1100000，454800 485000。让学生重点说一说比较两个数的大小的方法。 教师引导学生位数相同和位数不同两种情况总结比较大小的方法：如果位数不相同，位数多的数就大;如果位数相同，就从左起的第一位比较;如果左起的第一位上的数相同，就比较左起的第二位上的数，直到比较出大小为止。 教师结合学生的总结板书：位数不同，位数多的数就大;位数相同;左起第一位上的数大的那个数就大;如果左起第一位上的数相同，就比较左起第二位上的数，直到比较出大小为止。 学生完成第13面做一做的题目，并且说说比较的方法。 四、巩固练习 1.完成练习二第1题。 让学生先比较大小，再说出比较的方法。 2.完成练习二第2题。 由学生独立完成，订正时让他们说一说排列的过程和方法。 五、课堂小结 教师：同学们回忆一下，这节课我们都学了哪些知识?通过学习你有哪些收获?我们在比较数的大小要注意些什么?(学生小结后教师做概括性的总结和评价。)
Unit 4 Wildlife Protection I. 单元教学目标 II. 目标语言
II. 教材分析与教材重组 1. 教材分析 本单元以保护动物为话题，旨在通过本单元的学习使学生了解很多动物已经灭
绝或濒临灭绝，从而认识到保护动物的重要性和必要性；通过探讨保护动物的措施和建议，引导学生发表自己的见解和看法；通过进一步讨论提出有效的保护措施，唤起学生保护动植物、维护生态平衡、保护我们家园的责任感。并能写信表达自己保护动物的方法与建议，力求正确表达自己的意图并解释原因，并能正确使用被动语态的现在进行时。 1.1 Warming Up首先帮助学生明确保护野生动物的原因以及方向。旨在通过图片和表格引导学生讨论当今我国珍稀动物的现状。以panda、Milu Deer、South China Tiger 为例，通过对这些珍惜动物所面临的问题、在中国的栖息地以及采取措施其后对比所做的报告，学生能够用已有的知识和经验讨论在中国处于保护状态下的濒临灭绝动物。从而有效地引导学生关注本单元话题，关注动物生存现状。 1.2 Pre-reading是Reading的热身活动。通过回答两个问题引导学生讨论自己所知道的濒临灭绝的动物并思考灭亡的原因。同时要求学生通过阅读文中的图片和标题来猜测文章的内容。 1.3 Reading是一篇童话故事，讲述Daisy 乘坐飞毯跨越时空，在不同个国度、不同地区与生存状态不尽相同的和藏羚羊、大象、猴子对话的神奇经历，展示了Daisy逐渐认识保护动物重要性以及学习如何保护动物的经历。动物们讲述了各自的处境，唤起了Daisy对动物的热爱以及保护动物的责任心。从而号召人们热爱动物，保护动物，从我做起。 1.4 Comprehending考察学生对阅读内容的进一步理解与对所学知识的综合运用、迁移。练习1要求学生根据阅读文的内容回答问题。这四个问题设计到濒临物种生存现状，保护这些物种所取得成效的措施、保护动物栖息地的重要性以及决定保护成果能够的必要措施。练习2通过填空练习，学生分析课文结构，内容特点。为写作做好铺垫。练习3帮助学生综合运用、迁移所学知识。通过列举WWF所面临的一个棘手问题，要求学生小组讨论找出合理的解决方案。 1.5 Learning about Language分词汇和语法两部分。其中Discovering useful words and expressions是本单元单词的英文释义练习、在具体文章中的运用和相关词汇的分类与运用；Discovering useful structures 是以文章内容为载体的“被动语态的现在进行时”的操练。由此可以看出本教材已明显地由以结构为特征的传统语法训练转变到以交际功能为特征的功能语法训练，充分体现了新教材话题、功能、
The First Period (Warming up, one class) Teaching Aims: 1. To learn the knowledge of the cultural relics. 2. Discuss how to protect our cultural relics. 3. To learn the following words or phrases: Teaching Design Step One: Presentation (By showing them some photos of some famous cultural relics.) Hello, everybody, let’s look at the screen. Here are some pictures. They are all very famous places in China or in the world. Please think these over: A.Can you name them out? B.Who have the right to own and confirm them? (The shown pictures:①The Great Wall, ②The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; ③The Mausoleum of the First Qin Emperor and the Terracotta Warriors) Let the students name out the famous places in the pictures, and tell them they are cultural relic s. And explain what cultural relics are. A. a cultural relic is sth. that survive d for a long time B. a cultural relic may be a part of old thing has remain ed when the rest of it had been destroyed C.or a cultural relic is something rather rare （while showing these photos, teach the new words in red: cultural relics, survive, remain, rare） 1. Get the students understand the identity of the cultural relics. 2. Let the students try to know that they are at least two sites of cultural relics, the natural site; and the cultural site. ( By showing the pictures of some natural sites relics. Eg: Mount Huashan, The JiuZhaiGou Valley, River Li ) Step Two: Drills Let the students make some more examples of cultural relics, including the ones inside our country or in other countries, especially the ones in our location. Here are some possible answers from the students: (The Neiguan Cave(内莞岩); The Xinfengjiang River(新丰江); Heyuan Dinosaur Park(河源恐龙公园); Y uanmingyuan(圆明园), etc.) (The Sydney Opera; The White House; The Big Ben; The Amber Room, etc.) Step Three: Discussing 1 As we all know that cultural relics are rather valuable, rare, and sometimes, it is in very high price. 1. Then can you tell the value of the cultural relic? (Have the students discussed for some time in teams, then get their answers by expressing in class.)
人教版一年级数学下册[教案]第4课时练习课 第4课时练习课 【教学目标】 1.通过解决实际问题，使学生进一步掌握已经学过的各种规律和找规律的方法. 2.培养学生运用所学知识分析问题、解决问题的能力. 3.养成良好的学习习惯. 【教学重难点】 重难点；能运用所学习的各种规律和找规律的方法去分析问题、解决问题. 【教学过程】 一、情境导入 1.出示下面两串珠子. 师；仔细观察这两串珠子，你发现有什么规律呢？先小组讨论一下.学生小组讨论，教师巡视指导.汇报、交流. 生1；第（1）串珠子是按1颗黑珠子、1颗白珠子、1颗黑子、1颗白珠子……重复穿起来的. 生2；第（2）串珠子是按1颗黑珠子、2颗白珠子、1颗黑珠子、2颗白珠子……重复穿起来的.
2.揭示课题；这节课我们就来运用所学习过的找规律的知识解决有关穿珠子的实际问题.（出示课题） 二、新课讲授 1.出示例5，观察、理解题意.小红按规律穿了一串手链，但掉了2颗珠子，掉的是哪两颗珠子？ 师；从图中你知道了什么？ 生1；这串手链上有黄色和蓝色两种珠子. 生2；这串手链是用2颗黄珠子、1颗蓝珠子，又2颗黄珠子、1颗蓝珠子……重复穿起来的. 生3；这串手链掉了2颗珠子. 师；题目问的问题是什么呢？ 生；掉的是哪2颗珠子？ 2.引导探究解答方法. 师；想一想，怎样才能知道这串手链掉的是哪2颗珠子呢？小组讨论一下. 学生分组讨论一下. 交流、汇报. 生1；先要知道这串手链一共有多少颗珠子. 生2；先要找出这串手链珠子的排列规律，再确定掉的是哪两颗珠子.
师；有道理！下面请小组合作学习，找出这串手链中珠子的排列规律. 学生分组讨论一下. 汇报、交流. 小结；小红穿珠子的规律是2个黄珠子、1个蓝珠子，2颗黄珠子、1颗蓝珠子……重复排列的. 师；请大家按照这个规律排一排，看看掉的2颗珠子是什么珠子. 汇报、交流. 师；谁来说说掉的是哪两颗珠子？并说明理由. 生1；掉的第1颗是黄珠子，因为现在手链的右边最后一颗蓝珠子后面只有一颗黄珠子，应该有2颗黄珠子.所以掉的第1颗是黄珠子. 生2；掉的第2颗是蓝珠子.因为两颗黄珠子后面就是蓝珠子. 师；有道理！小红穿手链掉的是1颗黄珠子和1颗蓝珠子. 3.引导检验. 师；刚才我们通过讨论，找出了掉的两颗珠子是1颗黄珠子和1颗蓝珠子.这个答案正不正确呢？可以怎样检查一下？ 生；把掉的两颗珠子补上去，看符不符合小红穿的规律. 师；这个办法很好！下面请大家在手链上画出掉的2颗珠子，再找规律试试看.学生动手画珠子，找规律. 师；谁来说说，补上掉的1颗黄珠子和1颗蓝珠子后，符合小红穿的规律吗？
牛津高中英语教学设计 单元：Unit 1 Tales of the unexplained 板块：Task Thoughts on the design: 本节课是以提高分析数据图表能力、加强英语实践应用能力为目标的实践教学课。实践应用教学应当“有层次”先模仿后独立完成。 Teaching aims: After learning this period, the students will be able to know how to analyse statistics that gathered from questionnaires, and how to draw conclusions and make recommendations through the statistics. Teaching procedures: Step 1 Lead-in PPT4—7 We analyze the statistics gathered from a number of questionnaires before we use the information to write a report. Make sure that students know what can be obtained through analyzing the statistics. They can draw conclusions and make recommendations. Thus, they can discover what people are interested in, what they are doing or they want to do. Encourage students to think of more conclusions and recommendations about the example sentence. Conclusions 1. Many students know how to use an English dictionary. 2. Some students like to use an English dictionary. 3. An English dictionary is very useful. 4. It’s easy to get an English dictionary. 5. More… Recommendation Every student who is studying English should have an English dictionary. Step 2 Presentation 2 examples Example 1 PPT 8—10 Read the pie chart about students’ after school activities and analyse the statistics. And draw at least three more conclusions and make another three recommendations.
Period 5 Speaking and Writing The General Idea of This Period： This period aims at encouraging the Ss to think and talk creatively about the problems of the endangered animals and figure out some solutions.And help the Ss to organize their ideas into a composition. Teaching Aims： 1.Get the Ss to learn to express “intention and purpose”and talk about solutions. 2.Help the Ss learn how to organize a letter to save the endangered animal dodo. Teaching Important Points： 1.Get the Ss to learn to express “intention and purpose”and talk about solutions. 2.Enable the students to organize a letter in the proper and efficient way. Teaching Difficult Point： How to write a letter in a correct way. Teaching Methods： 1.Create some situations for the Ss to talk actively in public. 2.Practice to improve the students’ writing ability. Teaching Aid： 1.A multimedia computer. 2.A projector. Teaching Procedures： Step 1 Revision 1.Revise some information about some endangered animals. T：Yesterday we learned something about an disappeared animal.What is it? Ss：Dodo. S1：It had large body and small wings so it couldn’t fly high in the sky. S2：It was kind to human beings but it was cheated by human and hunter to disappearance. T：Very good. 2.Get the Ss to present what they have found about endangered animals.Each group of Ss choose one representative to imitate the endangered animal and describe for the rest of the class to guess the name of the animal，its appearance，habits and the problems they are facing，with pictures shown on the screen. Step 2 Speaking T：So you know many species of endangered animals.Do you feel it a pity that so many animals are dying out? Ss：Of course/Sure. T：Now imagine that you are with one of the species.You try to help them.How to help them? Talk in pairs what you might do.Try to use as many useful phrases as possible. The phrases of Speaking on Page 31 may be useful to you. After four minutes，get some Ss to present their solutions and at the same time collect their ideas on the Blackboard. S1：I’m going to do something to help the Tibetan antelopes，for they are endangered.I mean to take them away from people and hide it in a cave on a separate plain.And I will dig holes
Book2-- Unit4 Wildlife Protection Period 1 New Words and Warming Up Teaching aims: 1. enable the Ss to say something about wildlife protection 2. help the Ss to get to know "how to help wildlife" by reading 3. cultivate the ss' awareness of protecting wildlife. Teaching important points: 1. let ss read the passage and learn something about wildlife protection. 2. get ss to learn different reading skills. Teaching difficult points: 1. develop ss’ reading ability. 2. enable ss to learn to talk about wildlife protection. Teaching aids: Multimedia, a blackboard Teaching procedures: Step 1. Revision the language points in unit 3 1.have something/much in common 有一些/很多共同之处 have nothing/ little in common 没有共同之处 2. arise from 由……引起 3.signal(to) sb 向某人示意 4.as a result 表示_________ as a result of 表示____________，相当于because of, 只能连接______/______/_______及what引导的宾语从句。 5.in a way 在某种程度上，从某一点看(= in one/ some way) in this way in no way
Unit1 Cultural Relics The first period Warming up and reading Teaching Goals 1.Knowledge goals 1) Get students to learn the useful new words and expressions. a. Important words and phrases culture, state, look into, rare, vase, belong to, in search of, gift, ton, stone, melt, once, heat, design, fancy, style, jewel, king, artist, in return, reception, light, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, take apart b. Important sentence style In return, the Czar gave the King of Prussia 55 of his best soldiers. P2 This was a time when the two countries were at war.P2 There was no doubt that the boxes were then put on a train for …..P2 After that , what really happened to the Amber Room remains a mystery.P2 I think highly of those who are searching for the Amber Room. 2) Let students learn about the history of the Amber Room. 2. Ability goals 1) Let students read the passage In Search of the Amber Room to develop their reading ability. 2) Enable the students to talk about the story of Amber Room. 3. Learning ability goals Help the students learn how to talk about cultural relics and stimulate their sense of protecting cultural relics. Teaching Important Points 1) Let students read the passage In Search of the Amber Room and learn about the story of the Amber Room. 2) Get students to learn different reading skills. Teaching Difficult Points 1) Enable students to learn to talk about cultural relics and what should be done with them. 2) Develop students’ reading ability. Teaching Methods 1. Task-based teaching and learning 2. Group discussion and cooperative learning 3. Multi-functional teaching equipment Teaching Aids A recorder, a projector, and some slides Teaching Procedures Step 1 Leading-in Cooperative learning:
Unit4 Rea ding名师教学设计（一） 设计主题：人教版高中英语必修二Unit 4 Wildlife protection 第一课时 姓名：陈婉香__________ 学校：漳州市长泰第二中学 教学目的 一、课标内容 英语课程目标教学目标三维目标领域语言技能通读了解有关中国及世界濒 知识与技能领域 危动物的信息资料；提高保 英语课程目标教学目标 三维目标领域语言技能 How Daisy learned to help wildlife?这篇课文，并进行全 面整体理解，积极思考，达 到强化语言意识、积累语言 经验的目的，全面提升综合 语言运用能力。 语言知识学习本课新单词、短语 学习策略交际策略、资源策略过程与方法领域情感态度理解保护野生动物的重要性 文化意识了解有关中国及世界濒危动 物的信息资料；提高保护野 生动物的意识；思考人类该 如何采取措施保护濒危的野 生动物，并与之和睦相处。 二、教学要求
三、学情分析 （一）学生的知识水平 一方面，学生进入高一英语的学习，逐渐适应高中英语的学习方式，积累了一定的词汇量，并可以用英语简单表达自己的一些思想。另一方面，学生在生物学科中已经学了关于生态环境的一些知识，对野生动物的生存状态和产生原因有一定的了解，这都为本节课的进行奠定了良好的基础。 （二）学生的情感态度价值观 学生处在好动、善良、富有同情心的青少年时期，对动物具有比较强烈的兴趣，也可能对濒危的野生动物的遭遇给予极大的同情，并会热心地想办法来解决这个问题。但同时，学生可能也会有意无意地伤害一些动物，通过这堂课的学习，可以让学生意识到这种行为的错误。因此，这堂课可以让他们提高野生动物保护的意识，学会与大自然和睦相处，可以帮助他们形成正确的价值观，使未来的社会更加关注大自然。 （三）学生在学习过程中可能存在的问题 1. 学生虽然知道濒危野生动物的中文名称，但不知道大部分野生动物的英文名称。 2. 学生运用英语的能力可能会影响他们表达野生动物灭绝或减少的原因以及可以采取的措施。 （四）相应的策略