VARY板书

五年级下册语文书第14课再见了亲人生字_五年级下册语文生字表1《再见了，亲人》生字【妮】读音：nī赖草记：“女”人擦去泥水(尼)。

字义：女孩子组词：妮子大妮儿造字：形声法造句：笔顺：左边横画右端不出头;“尸”撇宜长，“匕”撇不出头。

字歌：有个小妮子趴在水泥地骂人呢喃语羞涩人臭美2《再见了，亲人》生字【役】读音：yì巧记：二人(彳)握“殳”，参加战争。

字义：①战事②指须要出来劳力的事③兵役组词：①战役②劳役徭役③现役造字：会意法造句：在这次战役中，战士们表现得非常英勇。

笔顺：左窄右阔。

右上“”无钩，下部斜竖钩、金银丝弯曲。

字歌：双人服役早投弹成绩高过河水没膝支边建设好3《我爱你了，亲人》生字【硝】读音：xiāo赖草记：破掉右边(石)，消解左边(肖)。

字义：硝石，无色或白色晶体，成分是硝酸钾或硝酸钠，可制肥料或炸药组词：硝石造字：形声法造句：硝石可以用以制炸药。

笔顺：左右大致等宽。

“肖”上面竖正，点、撇呼应。

字歌：用手把物寄外皮必须用刀口把哨儿吹起矿物存有芒硝4《再见了，亲人》生字【炭】读音：tàn巧记：“山”下一堆“灰”。

字义：①木炭，把木材和空气阻隔$提发热压成的黑色燃料②煤组词：①雪中送炭②挖炭造字：形声法造句：解放军的到来对受灾群众来说无异于雪中送炭。

笔顺：上窄下阔。

“灰”的横略翘起，撇捺宜舒展。

5《再见了，亲人》生字【谊】读音：yì巧记：谈(讠)吐合“宜”。

字义：交情组词：友谊情谊深情厚谊造字：形声法造句：同学之间的友谊是最纯真的。

笔顺：左窄右阔。

左部“讠”特别注意折要顿笔。

6《再见了，亲人》生字【噩】读音：è巧记：“王”家有四“口”，隔壁不相见。

字义：可怕而不可思议的组词：噩梦噩耗噩运噩兆造字：会意法造句：我被噩梦惊醒后，便难以入睡了。

笔顺：“王”白岩山短，头村稍短，中斜最久，四个“口”略大。

7《再见了，亲人》生字【谣】读音：yáo巧记：蔺相如出言(讠)紧逼秦王用手(爫)击“缶”。

GUANGDONG INNOVATIVE TECHNOLOGY COLLEGE教案课程名称：公共空间设计教师姓名：姜佳良系别：机电系二○一三年至二○一四年第二学期课程概况课程名称: 公共空间设计总学时：64周学时：周4学时教学起始周： 1 周—— 16 周授课班级及时间：工业设计二、三班教材概况（主编、出版社、版次等）：《公共空间设计》杨清平北京大学出版社教辅概况：《室内设计》马澜清华大学出版社课时授课计划一、授课具体时间：第一周二、授课课题：公共空间设计概述（1）三、教学目的要求：1.公共空间的概念2.公共空间设计的发展及风格表现3.公共空间的类型四、教学重点难点：公共空间概念的理解公共空间的主要风格公共空间的主要类型五、教学方法、用具：讲授、演示、实践六、教学过程（包括教学内容、辅助手段、板书设计、课堂练习、教学进程时间分配、课外作业等）：教学后记：课时授课计划一、授课具体时间：第一周二、授课课题：公共空间设计概述（2）三、教学目的要求：1.公共空间分类的依据和方法2.公共空间设计的发展因素3.公共空间设计发展的主要趋势四、教学重点难点：公共空间分类的依据公共空间发展的因素与趋势五、教学方法、用具：讲授、演示、实践六、教学过程（包括教学内容、辅助手段、板书设计、课堂练习、教学进程时间分配、课外作业等）：教学后记：课时授课计划一、授课具体时间：第二周二、授课课题：展馆空间设计案例鉴赏解析三、教学目的要求：对湖南益阳博物馆室内设计进行鉴赏归纳总结展示空间的设计特点与要求要求学生进行展示空间设计四、教学重点难点：分析案例的思路与方法，考量案例设计的优缺点对展示空间设计进行总结，归纳其特点与要求引导学生对公共空间中的展示空间进行设计五、教学方法、用具：讲授、演示、实践六、教学过程（包括教学内容、辅助手段、板书设计、课堂练习、教学进程时间分配、课外作业等）：教学后记：课时授课计划一、授课具体时间：第三周二、授课课题：办公空间设计案例鉴赏解析三、教学目的要求：对长沙中国银行办公室空间设计进行鉴赏归纳总结展示空间的设计特点与要求要求学生进行展示空间设计四、教学重点难点：分析案例的思路与方法，考量案例设计的优缺点对展示空间设计进行总结，归纳其特点与要求引导学生对公共空间中的展示空间进行设计五、教学方法、用具：讲授、演示、实践六、教学过程（包括教学内容、辅助手段、板书设计、课堂练习、教学进程时间分配、课外作业等）：教学后记：课时授课计划一、授课具体时间：第四周二、授课课题：公共空间设计的要素三、教学目的要求：1.了解公共空间的设计要素2.总结在现实生活当中设计要素的应用3.色彩的分析与运用四、教学重点难点：环境要素和功能要素的讲解材料的应用色彩与照明的结合五、教学方法、用具：讲授、演示、实践六、教学过程（包括教学内容、辅助手段、板书设计、课堂练习、教学进程时间分配、课外作业等）：教学后记：课时授课计划一、授课具体时间：第五周二、授课课题：公共空间设计的原则三、教学目的要求：1.了解公共空间设计的原则2. 总结在现实生活当中设计要素的应用四、教学重点难点：公共空间设计的功能原则公共空间设计的文化原则公共空间设计的环保原则五、教学方法、用具：讲授、演示、实践六、教学过程（包括教学内容、辅助手段、板书设计、课堂练习、教学进程时间分配、课外作业等）：教学后记：课时授课计划一、授课具体时间：第六周二、授课课题：公共空间设计（3）三、教学目的要求：1.空间使用的大众性与功能的广泛性2.材料使用的环保性与设计文化的民族性3.技术运用的安全性四、教学重点难点：空间的大众性和广泛性的理解环保性的时尚性和重要性民族文化的应用五、教学方法、用具：讲授、演示、实践六、教学过程（包括教学内容、辅助手段、板书设计、课堂练习、教学进程时间分配、课外作业等）：教学后记：课时授课计划一、授课具体时间：第七周二、授课课题：设计的程序与方法三、教学目的要求：1.环境考察2.设计创意3.设计筛选4.设计优化四、教学重点难点：设计实施步骤成品保护设计验收五、教学方法、用具：讲授、演示、实践六、教学过程（包括教学内容、辅助手段、板书设计、课堂练习、教学进程时间分配、课外作业等）：教学后记：课时授课计划一、授课具体时间：第八周二、授课课题：公共空间设计表现（1）三、教学目的要求：电脑渲染效果图应用软件认识VARY的具体界面四、教学重点难点：Vary的安装Vary的参数设置五、教学方法、用具：讲授、演示、实践六、教学过程（包括教学内容、辅助手段、板书设计、课堂练习、教学进程时间分配、课外作业等）：教学后记：课时授课计划一、授课具体时间：第九周二、授课课题：公共空间设计表现（1）三、教学目的要求：电脑渲染效果图应用软件认识VARY的具体界面四、教学重点难点：Vary的安装Vary的参数设置五、教学方法、用具：讲授、演示、实践六、教学过程（包括教学内容、辅助手段、板书设计、课堂练习、教学进程时间分配、课外作业等）：教学后记：课时授课计划一、授课具体时间：第十周二、授课课题：公共空间设计表现（1）三、教学目的要求：电脑渲染效果图应用软件认识VARY的具体界面四、教学重点难点：Vary的安装Vary的参数设置五、教学方法、用具：讲授、演示、实践六、教学过程（包括教学内容、辅助手段、板书设计、课堂练习、教学进程时间分配、课外作业等）：教学后记：课时授课计划一、授课具体时间：第十一周二、授课课题：公共空间设计表现（1）三、教学目的要求：电脑渲染效果图应用软件认识VARY的具体界面四、教学重点难点：Vary的安装Vary的参数设置五、教学方法、用具：讲授、演示、实践六、教学过程（包括教学内容、辅助手段、板书设计、课堂练习、教学进程时间分配、课外作业等）：教学后记：课时授课计划一、授课具体时间：第十二周二、授课课题：公共空间设计表现（1）三、教学目的要求：电脑渲染效果图应用软件认识VARY的具体界面四、教学重点难点：Vary的安装Vary的参数设置五、教学方法、用具：讲授、演示、实践六、教学过程（包括教学内容、辅助手段、板书设计、课堂练习、教学进程时间分配、课外作业等）：教学后记：课时授课计划一、授课具体时间：第十三周二、授课课题：公共空间设计表现（1）三、教学目的要求：电脑渲染效果图应用软件认识VARY的具体界面四、教学重点难点：Vary的安装Vary的参数设置五、教学方法、用具：讲授、演示、实践六、教学过程（包括教学内容、辅助手段、板书设计、课堂练习、教学进程时间分配、课外作业等）：教学后记：课时授课计划一、授课具体时间：第十四周二、授课课题：公共空间设计表现（1）三、教学目的要求：电脑渲染效果图应用软件认识VARY的具体界面四、教学重点难点：Vary的安装Vary的参数设置五、教学方法、用具：讲授、演示、实践六、教学过程（包括教学内容、辅助手段、板书设计、课堂练习、教学进程时间分配、课外作业等）：教学后记：课时授课计划一、授课具体时间：第十五、十六周二、授课课题：公共空间设计表现（1）三、教学目的要求：电脑渲染效果图应用软件认识VARY的具体界面四、教学重点难点：Vary的安装Vary的参数设置五、教学方法、用具：讲授、演示、实践六、教学过程（包括教学内容、辅助手段、板书设计、课堂练习、教学进程时间分配、课外作业等）：教学后记：。

新世纪⾼职英语Unit 1 Paradise Lost序号1课程名称：新世纪⾼职⾼专英语授课教师：Unit 1 Paradise Lost授课内容：1. Understand the Text：Paradise Lost2. Explain the key words and structures in the text.⽬的要求：1. Understand why Paradise Lost2. Master the key words and structures in the text 有关记录：板书设计：Paradise Lost→Paradise Lost:It was published in 1667 and tells the story of Satan’s (撒旦) rebellion against God and his expulsion from heaven and the subsequent temptation and expulsion of Adam and Eve from the Garden of Eden.→Rainforest :Woodland is characterized by lush vegetation and heavy rainfall.→Christopher Columbus (1451-1506):He made a total of four trips to the Caribbean and South America during the years 1492-1504.→Amazon (River)The Amazon River is the largest river in the world. With its more than 1,000 tributaries, the Amazon River network encompasses almost half of South America.Lead in( 15 minutes)Ask the students to discuss in pairs the importance of forest and why Paradise Lost, and then ask some pairs to tell their opinions to the whole class.Q1: How did Columbus think of the rainforestA: He thought it was most beautiful and quite different from that in Europe, with flowers and fruits, and little birds singing sweetly.Q2. What is sp ecial about Columbus’ description of the rainforest A: His description was the first known written one about the rainforest.Q3. What are the oldest communities of living things on the Earth A: In the author’s view, the rainforests are the oldest.II. Teaching ( 65 minutes)1. Background Information ( 5 minutes)1) The masterpiece of the English poet John Milton (1608 - 1674) and one of the greatest poems in world literature. It was published in 1667 and tells the story of Satan’s (撒旦) rebellion against God and his expulsion from heaven and the subsequent temptation and expulsion of Adam and Eve from the Garden of Eden.2) Woodland is characterized by lush vegetation and heavy rainfall. Rainforests are the world’s most biologically diverse ecosystems.A lthough they cover less than 10 percent of the Earth’s surface, tropical rainforests provide habitat for 50 to 90 percent of the world’s plant and animal species. Tropical rain- forests are called the “jewel of the Earth,” the “Earth’s lungs,” and the “world’s largest pharmacy” because of the large amount of natural medicines discovered there.The largest tropical rainforests exist in South America’s Amazon basin (the Amazon Rainforest), in the equatorial portions of the Democratic Republic of Congo, and in much of Indonesia. Temperate rainforests, dominated by only a few species of trees,are found along the Pacific coast of North America from Alaska through Washington state, in the former Yugoslavia, and in parts of Japan.3) Italian Spanish navigator who sailed across the Atlantic Ocean in 1492, in an attempt to find a shorter route to India. He made a total of four trips to the Caribbean and South America during the years 1492-1504. He achieved fame by making landfall in the Americas, which he later called the “New World.” The arrival of his ships in the Western Hemisphere was one of the pivotal events in world history. It opened up a new world for Europeans and initiated the spread of Western civilization to a new hemisphere.2. Developing vocabulary (30 minutes)1）description n.a statement or a piece of writing that tells what sth. or sb. is like.I gave the police a description of the stolen jewellery..The beauty of the Rockies is beyond description.Extended words: describe v. descriptive adj.2) beat v.defeat (a competitor), or do or be better than (sb. or sth.). We played the top class at football but we couldn’t beat them.. The room wasn’t much, but it beat driving to a hotel 20 miles away.3)fragile a.easily damaged, broken, or harmed. Be careful with that vase —it’s very fragile.. I felt rather fragile (= weak) for a few days after the operation. Extended words: dominant adj.domination n.4) remaining a.still left or still existing. The United States has withdrawn the remaining staff from its embassy.. The three parties will meet next month to work out remaining differences.Extended words: remain v.5) clear v.remove or get rid of whatever is blocking or filling sth., or move people away from (a place). I’ll make the coffee if you’ll clear the table.. Paul helped his elderly neighbor by clearing her path of snow/clearing snow from her path..After the bomb threat, police cleared the area until it was searched.6) establish v.grow, or cause a plant to grow, successfully a new place. The new owners established an avenue of poplars.. Keep the area weeded to allow the seedlings to establish. Extended words: establishment v.7) varied a.having or showing many different types, or changing often. It is essential that your diet is varied and balanced..Before his election to the presidency, Mitterrand had enjoyed a long and varied career.Extended words: vary v.variation n. variety n. various adj.8) process n.a series of actions to achieve an aim; a series of changes that happen naturally. This decision may delay the process of European unification.. She arrived at the correct answer by a process of elimination.. Scientists wanted to find out how the process of aging could be slowed down.9) absorb v.take sth. in, especially gradually. The drug is quickly absorbed into the bloodstream.. In cold climates, houses need to have walls that will absorb heat.10) economic a.of or relating to economics. Here I provide a qualitative assessment of the current economic reforms.. The pace of economic growth is picking up.Extended word: economy n.11) renewable a.(of a form of energy, resource) able to be sustained or renewed indefinitely, either because of inexhaustible supplies or because of new growth; (of an official document) capable of being lengthened for an extra period of time. Plans to increase renewable energy sources such as wind and wave power are welcomed by environmental pressure groups.. An annually renewable contract is signed.12)sustainable a.causing little or no damage to the environment and therefore able to continue for a long time. A large international meeting was held with the aim of promoting sustainable development in all countries.. Try to buy wood that you know has come from a sustainable source.Extended word: sustain v. sustainability n.13) solution n.the answer to a problem.When you finish doing the crossword, the solution is on the back page.. She just seems so unhappy and I don’t know what the solution is. Extended word:solve v.3.Detail study of the text (30 minutes)Paragraph One1) Comprehension QuestionsQ:How did Columbus think of the rainforestA:He thought it was most beautiful and quite different from that in Europe, with flowers and fruits, and little birds singing sweetly.2) Main ideaColumbus’ first description of rainforests.Paragraph Two1) Comprehension QuestionsQ: What is special about Columbus’ description of the rainforest A:His description was the first known written one about the rainforest.2) Main ideaAlthough beautiful, rainforests are fragile.3) Difficult sentences“It remains hard to beat.”The written description of a rainforest in the New World has always been one of the best of its kind.Paragraph Three1) Comprehension QuestionsQ: What are the oldest communities of living things on the Earth A: In the author’s view, the rainforests are the oldest.2) Main ideaThe city of London was once covered by rainforests.Paragraph Four1) Comprehension QuestionsQ:What do you know about the rainforests in the world today A:The rainforests cover no more than seven percent of the earth’s surface today.2) Main ideaToday rainforests only exist in a small part of the world.3) Sentence structureno/not more than: used to emphasize how small a number or amount is.There are beautiful mountains not more than ten minutes’ drive away..Each box requires no more than a few hours of labor to build. Paragraph Five1) Comprehension QuestionsQ: What is “the secondary growth”A: “The secondary growth” refers to the new growth after the original growth has been destroyed.2) Main ideaThe effect of the clearing of rainforests.Paragraph Six1) Comprehension QuestionsQ: How does the modern world speed up the process of destructionA: Modern technology doubtlessly increases efficiency when people try to cut down trees.2) Main ideaModern technology speeds up the destruction.3) Sentence structurebe to blame: be responsible for sth. that happens.The driver was not to blame for the traffic accident..The policy is partly to blame for causing the worst unemployment in Europe.Paragraph 7:1) Comprehension QuestionsQ: Who is to blame for the destruction of rainforestsA: It is human beings that are to blame for such destruction.2) Main ideaHuman beings are the biggest cause of destruction.Paragraph 8:Q: How does the land become desert according to the passage A: When the trees are cut down, the soil washes away easily.2) Main ideaThe negative effect on land, climate, global temperature.3) Difficult sentences“The gas rises and traps the sun’s heat in much the same way as the glass of a greenhouse, leading to a slow but steady build-up of temperature.”The gas of carbon dioxide in the air absorbs the heat of the sun just as a glass greenhouse does in a sunny day, thus increasing the global temperature over the years.Paragraph 9:Q: What caused the problem mentioned in this passageA: The problem is mainly caused by the governments that have to pay their debts, the settlers who need money to feed their families, and the companies that want to make profits.2) Main ideaThe economic origin of the problem and the solution.3) Difficult sentences“On the other hand, by purchasing renewable rainforest products, and demanding sustainable harvesting of rainforest resources, we all can be part of the solution and it is human beings that will be saved.”On the other hand, if we buy recyclable wood products and insist on a type of inexhaustible rainforest resources for repeated uses, we are then already part of the solution to the problem of rainforests and we human beings will be saved.III. Exercise ( 10 minutes)Practice Ex. IIV. AssignmentsReview the text and the key words/phrasesFinish off Ex. II – Ex. VIPreview Grammar; Reading skills; Practical reading and writingV. Expand1. Read the article “Why I Came to College” (Book: Human Nature )2. Online learningUnit 1 Paradise Lost序号 2课程名称：新世纪⾼职⾼专英语授课教师：授课内容：1. Grammar: Attributive Clause2. Reading skills: Understanding Paragraphs: How to Identify the Topic3. Practical Reading: Reading the Environmental Diagrams4. Practical Writing: Agenda⽬的要求：1. Master the use of Attributive Clause2. Master the reading skill:Understanding Paragraphs: How to Identify the Topic3. Learn how to read the Environmental Diagrams4. Learn how to write an Agenda有关记录：板书设计：Unit 1 Paradise LostGrammar –Attributive ClauseReview the text (15 minutes)Check the assignmentsSummarize the textOnce the most beautiful and oldest communities of living things on the earth, the rainforests are now being destroyed. The cause of the destruction lies in man’s craziness for land and money. To make things worse, modern technology available to man has sped up the horrible process of destruction. The shrinkage of rainforests has disastrously led to the shortage of water sources and the warming-up of the globe. Nevertheless, there is still hope for a solution to this problem if human beings take some preventive measures.II. Grammar Tips –Article(15 minutes)1．Note:1）在限制性定语从句中，当关系代词在从句中作宾语时，在绝⼤多数情况下都可以省略。

Book 2 Unit 3 Festivals and customs Integrated skills (Ⅰ) Promoting traditional Chinese festivals目标1 和3Step 4 Writing1. Writing for promotion:(1) Write a paragraph to state theimportance of traditional Chinesefestivals.(2) Write a paragraph to make a callfor action and describe a positiveresult you would like to see.(3) Selfreview.Spelling• Can I find any spelling errors?How can I correct them?•Have I used capital letters wherethey are needed?Grammar• Are there any sentence fragments?• Are the verbs in t he correct tense?• Have I chosen the rightcoordinating or subordinatingconjunctions to join clauses?Punctuation•Does every sentence end with thecorrect end punctuation?• Have I used apostrophes correctlyto write all singular and pluralpossessive forms?Variety• Are all my sentences simplesentences, or do I vary my sentencestructures?• Do I repeat words a lot or is thereenough variety in vocabulary?Style• Are my choice of words proper forthe context?• Have I used the proper formalstyle in the writing?(4) Peer review.2.Speaking for participation:Show your writing by readingaloud. Assess your classmate’swriting and give your suggestions tohelp.After discussion,SS need writetwo paragraphsonto theworksheet, whichare to state theimportance oftraditionalChinese festivalsand to make acall for action.Then SS reviewtheir own writingand theirpartner’s writing.At last, SS showtheir writing byreading aloud.IW15 minutes设计意图：To write para.1 to state the importance of traditional Chinese festivals as well as para.3 to make a call for action.Book 2 Unit 3 Festivals and customs Integrated skills (Ⅱ) Promoting traditional Chinese festivals安徽省当涂第一中学高捷。

教 案 首 页教案序次 17 课 题 Unit 5 Talking About the Weather (1) 课 型 □ 理论 □ 讨论 □ 习题 □ 实验 ■ 技能训练 □ 设计 □ 实习 授课班级 周次 星期 节次 日 期 教学效果授课时间 教学 学会用英语表达天气预报；能谈论天气变化；能流利地读出两个主题对话。

目 能评论天气状况，发表自己的观点，了解美国人口头表达上述情景的方式。

标 学习正确的语音语调。

设计本次课为第五单元第一次课---- 听说课 。

对话中涵概了谈论天气情景时常用的交际 语 。

听力短文为一篇与天气有关的文章， 四个朋友在谈论一年四季， 各自表达自己 喜欢的季节。

参看学生练习册 (Workbook P60,70 ), 计划 2 学时完成。

互动教学法(听与说的互动)；角色表演法 Interactive Teaching Method; role-play 1. Understanding the forecast of global or local weather conditions 2. Talking about weather changes (temperature, wind, rain, snow, etc.) 3. Talking about the weather to start a conversation 4. Making comments on weather conditions and showing your likes or dislikes 5. Key words and expressions: weather report, a chance of, get cooler, changeable, clear and lively, quite a warm day, temperature, take an umbrella with Tape-recorder/Multi-medium/Language Lab.学 生 基 础 分 析 教材分析教法选择重点难点分析教具选用课 堂 组 织 Unit FiveSection Ⅰ& Section Ⅱ Language Points: 1. Centigrade / Celsius / Fahrenheit 2. forecast n./v. predict —prediction —predictable —predictably 3. improve —improvement 4. weather / climate 5. variable —various —vary —variety 6. suffer from 7. show--shower序号 ◆ Pre-teaching 知识点 时间 12’ Review ---- Unit 4 Lead-in ---- weather forecast ◆ While-teaching Follow the Samples ---- Talking About the Weather Today Talking About the Weather in New York Being all ears ---- Dialogue & Passage ◆ Post-teaching 75’ 2’ Summary Homework---P72. Put in Use 计划布置 Ex.1-3， P72. 实际布置 Ex.3， P72. 课 后 自评作 业 布 置 知识点及时间分配主板书设计教案内容备课内容(教学设计、知识点、课堂组织、教学方法等)Unit Five: Talking About the Weather (1)(Note：★ ---focal point，▲ --- difficult point)Ⅰ . IntroductionThe topic area of Talking Face to Face in this unit is to talk about the weather. The focus is on the patterns that are appropriate for getting or giving information about weather conditions for the daily activities or arrangements.Ⅱ . Lead-in: business cards1. Warm-up questions◇Do you often listen to a weather forecast? Why or why not?◇What’s the use and importance of a weather forecast?2. Students read and translate the business cards under the guidance of the teacher.Ⅲ . Sample Dialogues1. Warm-up questions◇Do you often talk ab out the weather and the weather forecast? ◇Do you know how to describe the weather in English?2. Students read the sample dialogues after the teacher and try to find out the useful sentences and expressions for talking about the weather in the dialogues.3. Students practice the dialogues in groups.4. Give students several minutes to prepare short conversations in pairs by simulating the five small dialogues.5. Students role-play the similar situations they create consulting the five small dialogues, first in groups, and then in front of the class.Ⅳ . Assignments for this section:﹡ Pair work: Talk about/Describe the weather conditions in your hometown to other members of the group.﹡ Students do Put-in-Use exercises in groups in groups by reading out loud all the three dialogues they have completed.Section ⅡBeing All Ears Ⅴ . Listening Practice1． Give the students a few minutes to read through the printed materials for each listening item.2． Listen to the tape for the first time without looking at the book. 3． Play the tape with a pause after each sentence for the second time and ask the students to take notes of the key words.教学提示Section ⅠTalking Face toFace参看学学·练练·考考(WorkbookP60,P70)4． Play the tape for the third time, and ask the students to simultaneously repeat while they are listening.5． Do all the exercises in this section.Ⅵ .ScriptDialogue(Pat Alex comes by to see Li Hong. They talk about the party last night and about theweather.)Li Hong: Hi, Pat! Why didn't you go to the party last night?Pat: Because it was so cold and rainy.Li Hong: That's too bad! It was a really good party. Hey, why don't wego for a walk this afternoon, Pat? I need some exercise.Pat: Go for a walk? But it's so cold out.Li Hong:Cold out? What's the temperature?Pat:About 13 °C.Li Hong:13 °C That's not cold. Just wait until winter.Pat:Why?Li Hong: Well ... it snows a lot and sometimes it's very cold. Last winterit was 7 degrees below zero for three weeks. And it was windy, too.Pat:That sounds awful!Li Hong: It wasn't all that bad. The sun was out almost every day.The GeneralIdea of thePassagekey play in the fresh air, aummer vacation, hot and unconfortable, in summertime, go skating on the ice, begin to grow, a new year begins, arechanging color, fall from the trees, in the air教 案 首 页教案序次 18 课 题 Unit 5 Talking About the WEather(2) 课 型 ■ 理论 □ 讨论 □ 习题 □ 实验 □ 技能训练 □ 设计 □ 实习授课班级 周次 星期 节次 日 期 教学效果·牢记 Passage 1 中所出现的生词和短语， 理解课文大意， 学会用英语表述天气状况。

第一课:VRay的安装和操作流程一、V ray的安装二、V ray的简介：VRay是由著名的3DS max的插件提供商Chaos group推出的一款较小,但功能却十分强大的渲染器插件。

VRay是目前最优秀的渲染插件之一，尤其在室内外效果图制作中,vray几乎可以称得上是速度最快、渲染效果极好的渲染软件精品。

随着vray的不断升级和完善,在越来越多的效果图实例中向人们证实了自己强大的功能。

VRay主要用于渲染一些特殊的效果，如次表面散射、光迹追踪、焦散、全局照明等。

可用于建筑设计、灯光设计、展示设计、动画渲染等多个领域VRay渲染器有Basic Package 和Advanced Package两种包装形式。

Basic Package具有适当的功能和较低的价格，适合学生和业余艺术家使用。

Advanced Package 包含有几种特殊功能，适用于专业人员使用。

以下是V ray的作品欣赏三、V ray的工作流程1创建或者打开一个场景2指定VRay渲染器3设置材质4把渲染器选项卡设置成测试阶段的参数：①把图像采样器改为“固定模式“，把抗锯齿系数调低，并关闭材质反射、折射和默认灯。

②勾选GI，将“首次反射”调整为lrradiance map模式（发光贴图模式）调整min rate(最小采样)和max rate(最大采样)为-6，-5，同时“二次反射”调整为QMC[准蒙特卡洛算法]或light cache[灯光缓冲模式]，降低细分。

5根据场景布置相应的灯光。

①开始布光时，从天光开始，然后逐步增加灯光，大体顺序为：天光----阳光----人工装饰光----补光。

②如环境明暗灯光不理想，可适当调整天光强度或提高暴光方式中的dark multiplier (变暗倍增值)，至直合适为止。

③打开反射、折射调整主要材质6根据实际的情况再次调整场景的灯光和材质7渲染并保存光子文件①设置保存光子文件②调整lrradiance map(光贴图模式)，min rate（最小采样）和max rate(最大采样)为-5，-1或-5，-2或更高，同时把[准蒙特卡洛算法] 或[灯光缓冲模式] 的细分值调高，正式跑小图，保存光子文件。

2024年新标准外研版小学三年级英语上册教案全册一、教学内容本教案依据2024年新标准外研版小学三年级英语上册教材，共包含四个单元。

具体章节及详细内容如下：Unit 1: Hello, everyone!Section 1: Let's learnWords: hello, good morning, good afternoon, good evening, good nightSentences: Hello, everyone! Goodmorning/afternoon/evening/night!Section 2: Let's doActions: waving, greetingUnit 2: My familySection 1: Let's learnWords: father, mother, brother, sister, grandpa, grandmaSentences: This is myfather/mother/brother/sister/grandpa/grandma.Section 2: Let's doActivity: Introducing family membersUnit 3: ColoursSection 1: Let's learnWords: red, yellow, blue, green, black, whiteSentences: What colour is it? It'sred/yellow/blue/green/black/white.Section 2: Let's doActivity: Identifying coloursUnit 4: NumbersSection 1: Let's learnNumbers: 110Sentences: How many? One/two/three/fourSection 2: Let's doActivity: Counting objects二、教学目标1. 掌握基本的问候语，如：hello, goodmorning/afternoon/evening/night。

2024年外研版九年级上册英语M12U1精彩教案1一、教学内容本节课选自2024年外研版九年级上册英语M12U1，主要内容包括：第一部分，阅读理解文章《The History of the Internet》；第二部分，语言点学习，包括一般过去时、一般现在时和一般将来时的运用；第三部分，听说练习，讨论互联网的发展历程。

二、教学目标1. 能够理解并运用一般过去时、一般现在时和一般将来时描述互联网的发展。

2. 提高阅读理解能力，掌握文章的主旨大意和细节信息。

3. 能够通过小组合作，运用所学知识进行讨论和表达。

三、教学难点与重点重点：一般过去时、一般现在时和一般将来时的运用。

难点：如何将所学时态运用到实际语境中，进行准确表达。

四、教具与学具准备1. 教师准备：PPT、教材、黑板、粉笔。

2. 学生准备：教材、笔记本、练习本。

五、教学过程1. 导入：通过展示互联网发展历程的图片，引导学生思考互联网对我们的影响，激发学生学习兴趣。

2. 阅读理解：让学生阅读文章《The History of the Internet》，并完成相应的练习题，检测学生对文章的理解程度。

3. 语言点讲解：针对文章中出现的一般过去时、一般现在时和一般将来时，进行详细讲解和例句展示。

4. 例题讲解：通过讲解典型例题，帮助学生掌握不同时态的运用。

5. 随堂练习：让学生进行小组合作，完成相关的练习题，巩固所学知识。

6. 口语表达：组织学生进行小组讨论，运用所学时态描述互联网的发展历程。

六、板书设计1. The History of the Internet2. 主要内容：一般过去时：描述互联网的过去一般现在时：描述互联网的现在一般将来时：预测互联网的未来3. 例句展示：分别展示三种时态的例句。

七、作业设计1. 作业题目：（1）根据所学内容，用一般过去时、一般现在时和一般将来时，描述我国互联网的发展历程。

（2）结合文章内容，谈谈你对互联网发展的看法。

新人教版（2019）英语必修一Unit4 body Language Period 2 Reading and Thinking Listening to how bodies talk教学设计Question：What feelings are they expressing ？And how to express them？组分组讨论，班内展示三四组。

重要性，从而轻松愉悦地参与到课堂活动中去。

讲授新课Step2 While-readingPPT 3, “Pre-reading Questions”What is the main idea of the passage?Answer: Body LanguagePPT4, “Reading of para. 1”1.thought n. 想法2.fold v. 展开；拥抱；交臂fold arms 图片PPT 5, “Question Time”1.Summarize the first paragraph in one sentence.The importance of body languagePPT 6&7, “Reading of para. 2”3.vary vi. 变化；改变4.crucial adj. 关键的5.appropriate adj. 合适的；恰当的6.by contrast 相比之下7.approve vi. 赞成；同意vt. 批准；通过be approved of 被认可8.permit v.允许be permitted to do 被允许做9.demonstrate vt. 表现；表达；说明；证明PPT 8,Summarize the second paragraph in one sentence. 自主阅读，划出关键词。

引导学生快速浏览全文，把握文章的题目和每段的首尾句，理解概括文章大意，从而对学生进行快速阅读训练，提高学生快速阅读的能力。

英语教案设计意图【篇一：英语教案设计】教学设计名称 unit5 first aid 基本信息白洁执教者课时 1所属教材目录人教版高二英语必修五本案例把教材的warming up 和reading部分结合起来，旨教材分析在通过教学，使学生了解相关的急救知识，并能用所学的有关first aid的知识，根据不同情况提出急救措施。

同时通过教学激发学生进一步学习急救知识的兴趣和树立安全意识，意义重大。

1. 认知基础：高二学生基本上能用英语清晰地表达个人观点，学情分析准确地描绘生活现象或表达个人情感，能用基本的词汇、句型对有关急救知识做出基本描述。

2. 心理特征：高中学生思想活跃，求知欲旺盛，学习态度明确，自我意识发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。

3. 学习能力：学生对过去分词的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论知识与能力学习掌握教学内容中的重点字、词、句教学目标目标阅读速度和技巧的训练过程与方法(1).训练学生的阅读速度。

目标(2).训练学生的阅读技巧。

(3) 提高学生对篇章的内容和结构的分析水平。

情感态度与(1).使学生在小组活动中提高团队合作意识价值观目标(2).帮助学生了解基本的急救知识。

(3).通过课堂组织各种活动，激发学生学习英语的兴趣如何帮助学生掌握针对不同题材的文章使用不同的阅读技巧(1).如何更好地理解文章内容。

教学重难点重点难点救措施。

教学策略主要以任务型教学(task-based teaching)为主，通过教学策略与多媒体课件以及安排多个课堂教学活动贯穿整个课时，侧重培养学生的阅读能力。

设计说明教学过程教学环节（注教师活动学生活动设计意图明每个环节预设的时间）step1. greet the whole class greet the 互相问候 warming up teacher.watch and answer. show students 通过展示图1分钟 pictures and find out the watch carefully 片让学生形questions: and work in 象、直观地step2 groups to give 感受first leading-in (1).what has happened in each the answers aid，从而自picture? 然导入新5分钟 look the picture 课。