(形容词短语most beautiful的构成形式为:副词+形容词,该短语在句中作定语修饰名词bird)④A good friend is someone who makes you really happy.好朋友就是能让你真正高兴的人。(形容词短语really happy的构成形式为:副词+形容词,该短语在句中作宾语补足语)[即学即练]画出下例句中的形容词短语并指明构成形式如:It is less cold today than it was yesterday.构成形式: 副词+形容词(1)Our country is becoming more and more beautiful.(2)The road is long enough.(3)The medicine is good for stomach.三、副词短语(Adverb Phrases)副词短语:指以一个副词为中心构成的短语,在句中的功能相当于副词,可以修饰动词、形容词或副词。常见副词短语的构成形式有:(副词)+副词如: much more beautifully①He did his work here yesterday.他昨天在这里工作。(副词短语here yesterday修饰动词did)②Bill did the work very well.比尔做的这份工作很好。副词短语very well修饰动词did③We are all entirely responsible for our action(副词短语all entirely, 修饰形容词短语responsible for)
【教材分析】The topic of this unit is about teenage life, which belongs to the theme context of “humans and oneself”.As teenagers who shoulder the responsibility of “Chinese great dream”, they must fully know themselves, including their strengths, weaknesses and challenges etc. They are supposed to improve themselves continuously and readily study their subjects, and thus foster their strategies and confidence in lifelong studies.This period is entitled the freshmen challenges, which mainly concerns some big challenges for new students in Senior high school. In this period, a teacher should lead students to find out what their challenges are and guide them to figure out how to crack the challenges and better themselves. More importantly, a teacher should instruct students to absorb new language points and appreciate the language. Besides, a teacher must instruct students to acquire some skills concerning reading efficiently and inspire them to talk more about their new school life, especially their new problems and solutions both at school and in life.【教学目标与核心素养】1. Enable students to acquire the basic usage of the new words and expressions concerning the freshmen challenges and learn to use them flexibly.2. Enable students to have a good understanding of the freshmen challenges in the new senior high school which is quite different from junior middle school.3. Develop students’ sense of cooperative learning and individual thinking capability. 4. Develop students’ different learning skills to solve different reading comprehensive problems.
【教材分析】This teaching period mainly deals with reading for writing a letter of advice. Students are expected to learn the knowledge about how to write a suggestion letter. The teacher is expected to enable students to master some writing skills concerning suggestion letters and learn to write one.【教学目标与核心素养】1. Get students to have a good understanding of how to write a suggestion letter properly.2. Enable students to use some writing skills flexibly.3. Develop students’ writing and cooperating abilities.4. Strengthen students’ great interest in writing discourses.【教学重难点】1. How to enable students to have a good understanding of the skills of writing a suggestion letter2.How to enable students to write a good recommendation letter using some writing skills properly.【教学过程】Step 1: Lead in Begin the class with the lead-in questions: how to write a letter for advice? What kinds of aspects should be included? It is strongly recommended that the teacher should ask students to discuss the topic freely with their partners and brainstorm some ideas concerning the topic. In this way, students can come up with more ideas and avoid being nervous at the beginning of the class.Step 2: Read to discover details concerning advice letters’ writing style.The teacher is expected to ask students to read a letter offering some advice on page 18 silently and then request students to discuss the questions below.
①标题——标题应当简洁明了。②导语——导语是消息开头的第一段或第一句话,简明扼要地揭示出消息的核心内容。③主体——主体是消息的主要部分,要用充足的事实表现主题,对导语的内容作进一步的展开和阐述。④结束语——通常是对全文内容进行概括性的总结。3. 新闻报道增分句子(1)陈述事实常用的句型:①A terrible storm hit/struck ... , killing ..②It was a cool autumn night when the earthquake happened. A large number of buildings fell down and roads were destroyed, leaving a great many people homeless.地震发生在一个凉爽的秋夜。大量的建筑物倒塌,道路被毁,许多人无家可归。③With the help of the rescue team, people who were the trapped in the flood were saved.在救援队的帮助下,困在洪水中的人们得救了。(2)陈述观点常用的句型:①Clearly/Obviously/In my opinion/It seemed that people were shocked.显然/在我看来/似乎人们震惊了。②The whole city was in ruins after the earthquake.地震后整个城市成了一片废墟。(3)揭示原因常用的句型:Because of/As a result of/Thanks to the help of the army, people who got injured were sent to the hospital immediately.
【教材分析】This teaching period mainly deals with the grammar: the restrictive relative clauses.This period carries considerable significance to the cultivation of students’ writing competence and lays a solid foundation for the basic appreciation of language beauty. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercise of good quality.【教学目标与核心素养】1. Get students to have a good understanding of the basic usages of the restrictive relative clauses.2. Enable students to use the restrictive relative clauses flexibly.3. Develop students’ speaking and cooperating abilities.4. Strengthen students’ great interest in grammar learning.【教学重难点】How to enable students to have a good understanding of the restrictive relative clauses, especially the uses of the relative words such as which, that, who, whom.【教学过程】Step1: 语法知识呈现定语从句(一)—关系代词的用法在复合句中, 修饰名词或代词的从句叫定语从句。定语从句通常由关系代词或关系副词引导,说明事物的具体信息,从句位于被修饰词之后。被定语从句修饰的词叫先行词,引导定语从句的词叫关系词,关系词指代先行词,并在定语从句中充当成分。关系词有两种:关系代词who, whom ,whose, that, which, as和关系副词when, where, why。
【教材分析】高考听力材料的选用非常重视语言真实性和交际性的原则,语言材料一般来源于实际生活,对话的内容大都取材于日常生活,即衣、食、住、行、工作、学习、天气、生活环境等话题,可分为校园、公共场所、家庭等方面,如: shopping, finding the way, doing one’s homework, seeing a doctor, making a phone call, weather report, asking for different kinds of information等。新教材的特点就是利用生活中真实文本,只是降低难度,让学生注重语言的应用,将是我们高考把握方向的重要因素。【教学目标与核心素养】学习能力目标:在听力当中,学生应该有效规划学习方法,选择恰当的策略与方法。这节课的训练目标是让学生有正确的预测和抓住问题的关键信息,从而用心去听来找寻关键信息。根据生活中实际情况和高考常见语境,我们不难发现提前预测和抓住题干中的w很重要,即what, where, when, why等等。
II Learn the technical terms-2.1. What can be used as “Subject, Object, Predicative, Direct Object, Indirect Object and objective complement” in a sentence?2. What can be used as “adverbial” in a sentence?3. What can be used as “verb” in a sentence?Answers to questions 1-3:1. Nouns, pronouns and appellations can be used as “Subject, Object, Predicative, Direct Object, Indirect Object and Objective Complement”. Besides, adjectives can be used as “Predicative and Objective Complement” in a sentence.2. Adverbs and prepositional phrases can be used as “Adverbial”.3. Verbs with actual meaning can be used as “Verb” in a sentence. Auxiliary verbs alone cannot be used as “Verb” in a sentence.III Learn to recognize the sentence structures.1. SV structure. For Example:(1) A bird flies.S V(2) A monkey jumps.S V(3) A fish swims.S V√ In SV structures, verbs are “intransitive verbs”.2. SVO structure. For Example:(1) A sheep eats grass.S V O(2) They like bananas.S V O(3) He wants candy.S V O√ In SVO structures, verbs are “transitive verbs”.3. SP structure. For Example:(1) This is great.S P (2) He looks well.S P (3) She became a teacher.S P √ In SP structures, Predicatives are formed by “link verbs” and “adjectives or nouns”.√ link verbs: be, become, grow, look, feel, taste, etc.4. SV IO DO structure. For Example:(1) He asked me a question.S V IO DO(2) Danny wrote me a letter.S V IO DO(3) Billy brought Sam a kite.S V IO DO√ In SV IO DO structures, the verbs are transitive and are followed by two objectives – pronouns or nouns as Indirect Objective, and nouns as Direct Objectives.
5. Read to get detailed information about Paragraph 5.Q1. What shows the revival of Tangshan?Q2. How can Tangshan revive itself and get up on its feet again?Q3. In times of disasters, how can we go through it?T: In times of disasters, we should unify, show the wisdom and stay positive.Step 4 Activity 4 Highlighting the theme and reflecting1. Make a summary of the text.2. Further understand the titleQ: After our learning, why do you think the earth didn’t sleep on that night?T: An earthquake happened. The people in the earthquake suffered a lot, and the people outside Tangshan were concerned about the people there a lot.3. Reflect through discussion on what can be learnt after reading.T: Disasters are powerful. Unpreparedness can be deadly. Life is weak, but if people work together to help each other, disasters can be defeated.There is no love from disaster, but we have love in the human heart.Step 5 Assignment How does the writer convey that the earthquake was deadly, and that people were helpless during the earthquake? Try to find some attractive and impressive expressions and note them down.
常跟双宾语的动词有:(需借助to的)bring, ask, hand, offer, give, lend, send, show, teach, tell, write, pass, pay, promise, return等;基本句型 五S +V + O + OC(主+谓+宾+宾补)特点:动词虽然是及物动词,但是只跟一个宾语还不能表达完整的意思,必须加上一个补充成分来补足宾语,才能使意思完整。 判断原则:能表达成—宾语 是…/做…注:此结构由“主语+及物的谓语动词+宾语+宾语补足语”构成。宾语与宾语补足语之间有逻辑上的主谓关系或主表关系,若无宾语补足语,则句意不够完整。可以用做宾补的有:名词,形容词,副词,介词短语,动词不定式,分词等。如:He considers himself an expert on the subject.他认为自己是这门学科的专家。We must keep our classroom clean.我们必须保持教室清洁。I had my bike stolen.我的自行车被偷了。We invited him to come to our school.我们邀请他来我们学校。I beg you to keep secret what we talked here.我求你对这里所谈的话保密。用it做形式宾语,而将真正的宾语放到宾语补足语的后面,以使句子结构平衡,是英语常用的句型结构方式。即:主语+谓语+it+宾补+真正宾语。如:We think it a good idea to go climb the mountain this Sunday.
【教材分析】本节课是高中英语第一册的最后一个单元的阅读和思考部分,文章难度明显增加,体现在以下几个方面:文章题材是说明文,比较难理解;话题生疏,涉及到历史等知识;生词量增大,而且在语境中理解词汇的要求提高。面对这些,教师的难度和高度也要有所提升,通过探讨说明顺序,了解背景知识等帮助他们找到说明文阅读的方法。【教学目标与核心素养】1. 文化意识目标新课程中指出,文化意识是对中外文化的理解和对优秀文化的认同。文化意识的的培养有助于学生增加国家认同和家国情怀,成为有文明素养和社会责任感的人。我们这个单元很好体现了这一点,通过了解汉字书写的体系和发展,学生可以有一种文化自豪感,同时也能够帮助学生深入挖掘这篇文章,从而想到更多和中国文化相关的方面。2. 学习能力目标
Step 3: Read to sum upRead it again and sum up the problems of the three students, and then write down the advice that was given from others.Step 4: Work in pairs. List your learning problems in English and brainstorm some useful advice.Useful expressions ? I don't know how to…... Is a big difficulty for me. I cannot ...? You might try …. It's very important to…? I have no idea how/what .My biggest problem is .... ? I (also) have trouble with. My advice is …. This worked for me.? l cannot understand the teachers’ English in class.Step 5 Homework:为提高我校学生的英语口语水平,我们将举办英语演讲比赛(English- speaking contest),请你根据下面的信息,以学生会(the Students‘ Union)的名义写一份海报,欢迎全校同学参加,届时特邀本校美籍教师史密斯先生颁奖。? 报名时间 9月30日以前(报名:signup)? 报名地点 学生会办公室? 比赛时间 10月9日晚7:00~9:00? 比赛地点 学校大会议室? 奖励 前8名
Step 2 New WordsUse ppt to show some words from the passage.Tell the students to remember the meanings.Step3 Skimming and Thinking1. Skim the text and decide which order Han Jing follows to talk about her first day. Time order or place order?Time order2. What is Han Jing worried about before she goes to senior high school?She is worried about whether she will make new friends and if no one talks to her, what she should do.Step 4 Fast Reading1. Match the main ideas with each paragraphParagraph 1:The worries about the new school day Paragraph 2Han Jing’s first maths classParagraph 3Han Jing’s first chemistry classParagraph 4Han Jing’s feelings about her first senior school dayStep 5 Careful Reading1. Fill in the chart with the words and phrases about Han Jing’s day. Answers: Senior high school, a little nervous; Her first maths class, classmates and teachers, friendly and helpful; Chemistry lab; new; great; annoying guy; Confident; a lot to explore2. Read the text again and discuss the questions.1) Why did Han Jing feel anxious before school?Because she was a new senior high student and she was not outgoing. What was more, she was worried about whether she can make friends.2) How was her first maths class?It was difficult but the teacher was kind and friendly. 3) What happened in the chemistry class? What would you do if this happened to you? A guy next to Han Jing tried to talk with her and she couldn’t concentrate on the experiment.
教学目标知识目标:让学生更好理解如何恰当地写一个人的信息介绍,并能让学生熟练地使用一些写作技能。能力目标:培养学生的写作能力和团队协作能力。情感目标:提升学生对写作的兴趣。教学重难点 教学重点:如何能让学生更好地理解个人信息介绍。教学难点:如何能让学生通过适当地使用一些写作技能来写一篇较好的个人信息介绍。教学准备 多媒体、黑板、粉笔一、Pre-class1. Greetings2. Leading-inAsk students how to write a profile. What kinds of aspects should be included? The teacher asks students to discuss the topic with each other and put forward to much more ideas about the answer.二、While-class1. The teacher lets students to read the student profiles on Page 8 silently and then asks students to discuss the questions below.1. What is Ann like? How do you know?2. What are Thando’s hobbies?3. Where does Thando come from?4. What is Thando’s dream?5. What does “You will never see me without a book or a pen” mean?
【教师总结:联合国的会徽的世界地图象征着联合国是一个世界性的国际组织;图案中得橄榄枝象征着和平。联合国采取了很多措施以实现它的宗旨,如对于朝鲜违反国际法规进行核试验,联合国给予警告和制裁,充分体现了它维护国际和平与安全,促进国际合作与发展的宗旨。】对于中国与联合国的关系这部分内容,我将请阅读教材92页几幅图片及材料内容,设置活动探究课中国在联合国的声音和身影,请合作讨论思考以下两个问题,中国与联合国的关系;列举事实说明中国在国际社会中的重要作用。 教师通过剖析中国在联合国的地位和作用,引导学生理解中国在国际社会中发挥着重要作用,是负责任的国家;同时培养学生综合运用知识分析说明问题的能力,使学生感受作为中国人的自豪。【教师总结:中国是联合国的创始国之一,中国作为联合国的创始国和安理会常任理事国之一,一贯遵循联合国宪章的宗旨和原则,积极参与联合国及其专门机构有利于世界和平和发展的活动。】
一、教材分析及学生分析:数学课程标准在各个学段中,安排了“数与代数”、“空间与图形”、“统计与概率”、“实践与综合应用”四个学习领域。其中“统计与概率”中统计初步知识在一、二年级已经涉及,但概率知识对于学生来说还是一个全新的概念,它是学生以后学习有关知识的基础,并且概率问题是一个与社会生活关系密切的重要问题。因此在第一学段中对于“不确定现象”由感性升华到理性认识非常重要。对于三年级的孩子来说,由于他们的年龄和思维特点,他们一般只能在感性的层面理解可能性的知识,因此,在教学中,我们密切关注并考虑学生已有的经验知识,在学生已有的经验体会的基础上,设计各种活动丰富学生的经验积累,从而进行可能性知识的构建。
第三个规律,商不变的规律。这是本课的重点内容。有了两次的探究经验,这一规律的学习与理解,可以完全放手让学生自主进行。猜想如果商不变,被除数、除数会发生什么变化呢?学生根据已有的经验,可能会有不同猜想,我要求学生带着问题通过计算、观察、比较、主动探讨总结出:被除数和除数同时扩大(或缩小)相同的倍数(0除外)商不变。利用合作学习,通过动脑动口动手,既提高学生解决问题的学习能力,又培养了合作学习的意识和习惯。给学生提供展示研究成果的机会,体验成功。需要教师提醒的是“有没有被除数和除数同时乘或除以不相同的数,商也不变的?”学生举反例加以说明并指出“相同的倍数不包括0”。设计这个环节,也有意让学生去验证商不变性质。学生在表述时,对于逻辑的严密性和语言的完整性需要老师及时指导,在突出重点的同时培养学生的语言表达能力。整个环节在验证的基础上,步步深化商的变化规律,为学生应用新知做好铺垫。
学情分析:本节课的教学内容是长度单位米,。尽管学生有这方面的经验和基础,但是长度单位米的建立还是比较难的,在教学中应根据学生特点,通过实践操作活动建立1米的观念。教学目标:1、使学生认识长度单位米,初步建立1米的长度观念,并学会用米测量物体的长度。知道1米=100厘米。2、培养学生观察能力、动手操作能力、空间想象能力和团结合作意识。教学重点:使学生认识长度单位米,初步建立1米的长度观念。知道1米=100厘米。教学难点:在实际操作过程中用米测量物体的实际长度。教具学具准备:米尺、学生尺、10厘米长的纸条、绳子等教学过程:一、创设情景,引起认知冲突。师:同学们,上节课我们学习了用什么作单位去量物体的长度?(厘米)上节课的内容大家都掌握得不错,谁能用学过的知识帮老师量量黑板的长?
一、学情分析《角的度量》这节课是义务教育课程标准实验教材教科书小学数学四年级上册第二单元第37~38页的内容。这是一节实践操作课。是在学生学习了直线、射线、线段和角的基础上教学的,也是学习角的分类和角的画法的基础。学生对于角的大小已有初步的体验,但一部分学生根本不认识量角器,更谈不上用量角器来测量角,而且角的大小概念也还没有完全形成,显得比较抽象,所以小学四年级的学生抽象思维虽然有一定的发展,但依然要以形象具体思维为主,并且要进一步培养学生分析、归纳、概括能力。二、教学目标教学目标,是一节课的灵魂,对整个教学活动具有导向、激励、评价的功能。依据〈〈课程标准〉〉的要求,结合本节课的重点、难点和学生的年龄特征,我制定了以下三维目标:
2、从正面初步感受成正比例量的特征发给学生学习卡,呈现给学生两组成正比例的量,目的是让学生从正面发现正比例的特征,通过观察、自主探索与合作交流等方式初步建构正比例的意义并做抽象归纳。3、在练习中继续感受成正比例量的特征练习分两个层次,首先呈现给学生简单的成正比例和不成正比例的三组量进行比较,然后呈现一些易错的数量关系进行判断,目的是让学生在比较中,逐步剥离无关因素,突出正比例的本质特征,并形成正确的正比例的判定思路。(三)说学法在本节课中,我着重引导学生,在独立思考的基础上,学会小组合作交流。具体表现在学会思考,学会观察,学会表达,学会思考。使学生有足够的时间和空间经历观察、猜测、推理等活动过程,并对学生进行激励性的评价,让学生乐于说,善于说。
3、整理数据,确定思路。在此认知基础上,紧接着引申出进一步研究的问题“各条跑道的起跑线应该相差多少米?”这个问题很难通过观察得到,需要学生收集相关数据,具体分析起跑线的位置与什么有关。使学生在汇报的过程中自然的发现:要确定跑道的起跑线,只要算出每相邻两条跑道的长度差就可以了。有的学生说,由于跑道的直道长度是相同的,所以算出弯道的长度差就可以了。在这里,教师或学生还可就图片说明半圆形跑道的直径是如何规定的,也就是里圆的直径加上两个跑道的宽度,以及跑道线的宽在这里忽略不计等问题向其它学生作一具体说明。在些环节,让学生进行观察,让他们自己发现规律,培养他们抽象概括能力和语言表达能力,在这个环节中教师要灵活的驾驽课堂,及时的抓住课堂中新生成的问题,使问题得以提升,把课堂推向了高潮.