霍双5模块教案
《Java 2实用教程(第5版)》
一、课程的性质和教学目的课程性质：Java不依赖平台的特点使得它受到广泛的关注，已成为网络时代最重要的编程语言之一。
目前，Java语言不仅是一门正在被广泛使用的编程语言，而且已成为软件开发人员应当掌握的一门基础语言，因为很多新的技术领域都涉及到了Java。
国内外许多大学已将Java语言列入了本科教学计划，掌握Java已经成为共识。
《Java程序设计》是软件工程专业、计算机科学与技术等相关专业的一门重要的程序设计语言类的必修课程。
教学目的：通过本课程的学习，要求学生达到下列目标。
1. 理解面向对象程序设计的思想，掌握面向对象的3个特性：封装性、继承性和多态性。
2. 理解Java的平台无关性，掌握用Java语言进行面向对象程序设计的方法。
3. 掌握Java中常用工具类的使用，及用Java设计图形用户界面程序的方法和技巧。
4. 培养学生应用Java解决和处理实际问题的思维方法与基本能力。
二、课程教学内容1. Java语言基础知识Java程序的开发环境；Java程序的基本结构；Java语言的基本数据类型、表达式、语句、数组。
Java 编程规范。
2. 类与对象类的定义，对象的创建和使用，对象的访问权限。
对象的封装性。
3. 继承、多态与接口子类的定义，继承的含义，方法的重写和接口及接口回调。
理解继承性、与多态性。
4. 字符串与常用类字符串，正则表达式，Data类，Math类和Calendar类。
5. GUI编程Java事件处理模型，常用组件的使用。
6. 输入、输出流Java 输入/出流类；文件和文件的读写。
掌握流的套接。
7. JDBCDerby数据库的实用，使用JDBC连接数据库的过程，进行查询、更新、插入数据的方法。
8.网络编程URL类 ,InetAdress类,套接字,UDP数据报9.集合框架三、课程教学的基本要求1．基本知识了解Java的特点，理解Java的平台无关性，掌握Java语言的语法知识和常用工具类的使用，掌握Java事件的处理模型及GUI编程。
《5的分解、组合》教学设计
《5的分解、组合》教学设计第一篇：《5的分解、组合》教学设计蒙氏数学《5的分解、组合》教学设计一、教学时间：二、教学名称：《5的分解、组合》三、教学目标：1.初步体验数量为5的物品可以分成两个部分。
2.在活动中经5的分解、组合。
3.通过感知分解、组合的关系，提高对数学活动的兴趣。
四、教学重点：让幼儿初步体验数量为5的物品可以分成两个部分。
五、教学难点：通过感知分解、组合的关系，提高对数学活动的兴趣。
六、教学方法：引导法、讲解法、操作法、游戏法。
七、教学准备：ppt、双色筹码、操作册八、教学过程：一、导入以打电话的游戏形式复习“4”的分解组合。
师：“ 叮铃铃、叮玲玲，我的电话发出声，我的电话拨个“3”，你的电话拨个“1”。
嘟..咱们的电话已拨通..”教师出示ppt，创设情境，讲述故事：秋天来了，大树妈妈写信忙，写给这，写给那，红叶黄叶都写完了，小动物们收到了树妈妈的信，盖了许多新房子，准备在新房子里暖暖和和的过冬天。
二、新课部分 1.集体活动教师：小猪一家人盖了两间房子，一共有五只小猪，左边房子应该住几只小猪，右边房子应该住几只小猪，应该怎么分呢？（1）学习5的分解、组合（2）教师介绍分合符号，示范规范的分合式及读法，如5可以分成1 和4，1和4合起来就是5。
引导幼儿读5的四种分合式。
（5可以分成×和×；×和×合起来是5.）师：小朋友现在观察分合式，看一看，你发现有什么规律？5的4种分法按顺序排列时，一边逐渐增加1，另一边则逐渐减少1。
即一个部分数增加1，另一个部分数就会减少1，合起来总数不变。
2.出示ppt，巩固5的分解、组合，请个别小朋友来回答问题。
师：小朋友们。
从远方飞来了5只小鸟，飞着飞着，小鸟感觉累了，于是准备休息一下，前方有两棵树，小朋友们来帮助小鸟分一分。
引导幼儿操作双色筹码，尝试探索5的分解、组合。
3.凑数游戏。
我们凑成5，我出1，你出4，5可以分成1和4，1和4合起来就是5。
模块5Unit1全单元教案Wordpower（译林牛津版高二英语必修五教案教学设计）
模块5 Unit 1 全单元教案Word power(译林牛津版高二英语必修五教案教学设计)Module 5 Unit 1 Getting along with others南京三中秦永法刘巧Teaching aims: 1. Enlarge students’ vocabulary about personalities.2. let them recognize positive and negativeadjectives that describe personality.3. make a list of synonyms and antonyms about the adjectives describing personalityTeaching important points:1.Remember these words2.try to use these adjectives that describe personality. freely.Teaching difficult points:1 how to make them to describe a person with these adjectives that we have learnt today.Teaching methods:1. Students-centered. (Discussion to make every student work in class.)2. Teacher and students’ interaction (Talking to improve the students’ speaking ability.)3. Multimedia way.( Practice to get the students to master what they’ve learnt.)1. Discussion to make every student work in class.Teaching aids:1. the multimedia2. the blackboard.Teaching procedures:Step 1 Revision and lead in1 . Let students guess who is heHe was a soldier and died at an early age after the founding of PRC.He is ----helpful -----warmhearted------ unselfish/selflessChairman Mao encouraged us to learn from him on March 5th.In March every year, we learn from him to offer help to others2. He was Lei FengStep2 1. Have you paid attention the adjectives?All these adjectives are used to describe Personalities.2 Let’s have a try.Use some adjectives to describe people’s p ersonalities1 What kind of person is “Dae Jang Geum”?Smart Strong-willed Helpful Kind friendly Hardworking/diligent Creative Warm-hearted2 try to describe other people3 exercise(1) Match these adjectives to their meanings(2)step 3 read the dialogue on the text book1 The adjectives in red are negative The adjectives in blue are positive2 exercise1Generous warm-hearted reliable open-minded honest helpful politeFriendly dishonest narrow-mindedStubborn bad-tempered moody impolite unkind boring2Strong-minded---determinedshy ------timidFriendly------kindHappy-----cheerfulTry to tell the synonymsBrave-------courageousSmart-----cleverLoyal-----faithfulDiligent ------hard-workingPassionate----enthusiastic3 discussionDo you know Eight Honors and Eight Disgraces?What kind of personalities belong to Honors and what kind of personalities belong to Disgraces ?Step4 synonyms and antonyms1 Having the same or similar means------synonymsHaving the opposite meaning-----antonyms2 exerciseTry to tell the synonyms and antonyms3 discuss(1) read the story(2) Can you describe the personalities of the prince(3) What your decision will be if you were the old king?Step 51 keys to page7Answers1 easy-going2 quiet3 shy4 friendly5 honest6 hard-working 7serious 8 strict2 competitionTry to speak highly of your friends with as many positiveadjectives as you can to make the others believe that your friend is the best3 discussionIn your opinion, what kind of person is easy to get along with and make friends with?What characteristics would you not like a friend to have.Homework1 Try to find more adjectives that describe personalities2 chose one of your friends to describe with some of the words that we have learned today。
Java2实用教程第五版教学设计
Java2实用教程第五版教学设计一、课程概述Java是一种跨平台的面向对象编程语言。
Java2实用教程第五版教学设计是一套全面介绍Java编程语言的教程。
本教程从Java语言基础开始，逐步介绍Java编程语言的核心知识、开发工具、标准API库、GUI开发和网络编程等方面的内容。
通过本教程的学习，学生能够掌握Java编程语言的基本概念、语法和应用。
二、教学目标1.掌握Java编程语言的基本概念、语法和应用。
2.熟练掌握Java开发工具的使用方法，包括Eclipse、NetBeans等。
3.掌握基本的面向对象程序设计思想和方法。
4.掌握 Java 标准 API 库的使用，包括I/O、集合框架、多线程等。
5.能够使用 Java 编写基本的图形用户界面和网络应用程序。
三、教学大纲第一章：Java语言概述•学习Java语言的发展史、特点和应用。
•区分Java语言与其他编程语言的不同。
•学习Java语言的运行环境和内存管理。
第二章：Java语法基础•学习Java语言的基本语法结构、数据类型、运算符和表达式。
•学习Java语言的流程控制语句、异常处理和面向对象编程思想。
第三章：Java开发工具•学习Java开发工具的安装、配置和使用方法，包括Eclipse、NetBeans等。
•学习如何创建和运行Java程序、调试技巧和代码优化方法。
第四章：Java标准API库•学习Java标准API库的概念和组成。
•学习常用的Java标准API库的使用方法，包括I/O、集合框架、多线程等。
第五章：图形用户界面开发•学习Java Swing和AWT图形用户界面的基本概念、组件和容器。
•学习如何设计和开发Java图形用户界面应用程序。
第六章：网络和Web应用开发•学习Java网络编程的基本概念、Socket编程和RMI远程方法调用。
•学习如何设计和开发Java Web应用程序，包括Servlet、JSP和Struts等框架。
四、教学方法本教程采用多种教学方法，包括讲解、演示、实践和案例等。
ih5课程设计
ih5课程设计一、课程目标知识目标：1. 学生能理解IH5的基本概念，掌握IH5的基本操作。
2. 学生能运用IH5制作出符合课程要求的互动式网页。
3. 学生了解IH5在不同领域的应用，如教育、广告、新闻报道等。
技能目标：1. 学生能够熟练使用IH5软件，进行页面布局、动画设计、交互设计等操作。
2. 学生能够独立完成一个完整的IH5项目，具备一定的解决问题的能力。
3. 学生能够通过IH5制作出具有创意的互动作品，提高创新思维和动手能力。
情感态度价值观目标：1. 学生对IH5产生兴趣，激发学习热情，培养主动学习的习惯。
2. 学生在团队协作中学会相互尊重、沟通与协作，培养团队精神。
3. 学生通过IH5创作，学会关注社会热点，提高社会责任感。
本课程针对五年级学生，结合学科特点和教学要求，以实用性为导向，让学生在掌握IH5基本技能的同时，提高创新思维、动手能力和团队协作能力。
课程目标具体、可衡量，有助于学生和教师在教学过程中明确预期成果，为后续的教学设计和评估提供依据。
二、教学内容1. IH5基础知识- IH5简介：发展历程、应用场景- IH5软件界面及功能介绍：工具栏、属性面板、舞台区等2. IH5基本操作- 页面布局：页面结构、布局方式、页面切换动画- 动画设计：动画类型、动画效果、关键帧设置- 交互设计：触发条件、交互效果、事件处理3. IH5实战应用- 项目策划：选题、目标用户、内容架构- 设计制作：页面设计、素材选择、交互实现- 项目调试：兼容性测试、性能优化、用户体验4. IH5案例分析与创作- 分析优秀IH5案例：设计思路、技术应用、创新点- 学生创作实践：分组进行项目实践，运用所学知识完成作品教学内容根据课程目标，结合课本章节，进行科学、系统地组织。
教学大纲明确教学内容、安排和进度，注重理论与实践相结合，让学生在掌握IH5基本知识的同时，提高实际操作能力。
教学内容涵盖了IH5的基础知识、基本操作、实战应用和案例分析，有助于学生全面了解和掌握IH5技术。
2024年完整版外研版必修五Module5教案
2024年完整版外研版必修五Module5教案一、教学内容本节课选自外研版必修五Module 5，主要内容包括第1单元和第2单元。
第1单元主要讲述过去进行时，通过描述正在进行的动作来让学生掌握该时态的用法；第2单元则聚焦一般将来时，帮助学生学会表达未来的计划与打算。
二、教学目标1. 掌握过去进行时和一般将来时的用法，能够熟练运用这两种时态进行句子构建。
2. 提高学生的听说读写综合能力，特别是口语表达和写作能力。
3. 培养学生的合作意识和创新思维，激发学习英语的兴趣。
三、教学难点与重点1. 教学难点：过去进行时和一般将来时的区别与联系，以及在实际语境中的运用。
2. 教学重点：句子结构的构建，词汇的积累，口语表达和写作能力的提高。
四、教具与学具准备1. 教具：多媒体设备、黑板、教材、教辅资料。
2. 学具：笔记本、练习本、字典。
五、教学过程1. 导入：通过展示一段关于旅游的短视频，让学生描述视频中正在进行的动作，引入过去进行时的概念。
2. 新课内容呈现：讲解过去进行时和一般将来时的用法，结合教材例句进行分析。
3. 实践情景引入：分组进行角色扮演，让学生在实际语境中运用所学时态进行口语表达。
4. 例题讲解：针对过去进行时和一般将来时设置相关题目，引导学生进行思考和分析。
5. 随堂练习：让学生进行句子仿写，巩固所学时态。
6. 小组讨论：讨论一般将来时在实际生活中的应用，培养学生的创新思维。
六、板书设计1. Module 5 Past Continuous and Future Simple2. 内容：过去进行时：结构、用法、例句一般将来时：结构、用法、例句词汇积累：与旅游相关的词汇七、作业设计1. 作业题目：根据所给关键词，用过去进行时和一般将来时编写一段关于旅行的对话。
以“我的未来计划”为题，用一般将来时写一篇短文。
2. 答案：对话示例：A: What were you doing yesterday? B: I was packing for my trip to Beijing. I will leave tomorrow.短文示例：My future plan is to travel around the world. I will start with Europe and then go to America.八、课后反思及拓展延伸1. 反思：本节课通过实践情景引入、例题讲解、随堂练习等多种教学手段，让学生掌握了过去进行时和一般将来时的用法。
外研版必修五Module5教案
外研版必修五Module5教案一、教学内容本节课选自外研版高中英语必修五Module 5《Robot》，具体包括第1、2两章内容。
第一章主要介绍的定义、发展历程和应用领域；第二章通过对比现实生活中的与科幻作品中的，让学生了解的现实与未来。
二、教学目标1. 了解的定义、发展历程和应用领域，提高学生对科学技术的认识。
2. 掌握本节课所学的词汇和句型，提高学生的英语听说读写能力。
3. 培养学生的创新思维和团队合作意识，提高学生分析和解决问题的能力。
三、教学难点与重点重点：掌握的定义、发展历程和应用领域的相关词汇和句型。
难点：能够运用所学知识进行口语表达和写作。
四、教具与学具准备1. 教具：PPT、黑板、粉笔、教学光盘。
2. 学具：教材、笔记本、文具。
五、教学过程1. 导入：展示一段关于的视频，激发学生的兴趣，引导学生进入本节课的主题。
2. 新课内容呈现：讲解第1、2章内容，通过图片、例句等形式帮助学生理解。
3. 实践情景引入：分组讨论，让学生设想未来的会有哪些功能，并运用所学词汇进行口语表达。
4. 例题讲解：选取教材中的典型例题，进行讲解，指导学生如何分析问题、解决问题。
5. 随堂练习：设计相关练习题，巩固所学知识，提高学生的实际应用能力。
六、板书设计1. Module 5 Robot2. 内容：Chapter 1: Definition, history and applications of robotsChapter 2: Reallife robots vs robots in science fiction3. 重点词汇和句型七、作业设计1. 作业题目：Write a short passage about your ideal robot.Translate the following sentences into English:1) 可以协助人类完成许多工作。
2) 随着科技的不断发展，的功能越来越强大。
2024年完整版外研版必修五Module5教案
2024年完整版外研版必修五Module5教案一、教学内容本节课选自外研版必修五Module 5的Unit 1和Unit 2。
详细内容包括：Unit 1的Reading and Writing部分，主要讲述了中国春节的传统习俗和背后的文化意义；Unit 2的Reading and Writing部分，介绍了一些具有代表性的世界节日及其庆祝方式。
二、教学目标1. 了解并掌握与中国春节和世界节日相关的词汇和表达方式。
2. 提高学生的阅读理解能力，培养他们的跨文化交际意识。
3. 培养学生的写作能力，使他们能够运用所学知识描述和介绍节日。
三、教学难点与重点1. 教学难点：如何让学生理解并运用与中国春节和世界节日相关的词汇和表达方式。
2. 教学重点：培养学生的跨文化交际意识，提高他们的阅读理解能力和写作能力。
四、教具与学具准备1. 教具：PPT、黑板、粉笔、教学光盘。
2. 学具：课本、练习本、笔。
五、教学过程1. 导入：通过展示一组关于中国春节和世界节日的图片，激发学生的兴趣，引出本节课的主题。
2. 阅读理解：让学生阅读Unit 1的Reading and Writing部分，了解中国春节的传统习俗和背后的文化意义。
同时，讲解相关的词汇和表达方式。
3. 例题讲解：针对阅读内容，设计一些问题，引导学生运用所学知识进行回答。
4. 随堂练习：让学生完成Unit 1的Reading and Writing部分的练习题，巩固所学知识。
5. 写作练习：让学生结合Unit 2的Reading and Writing部分，介绍一个自己感兴趣的世界节日，并运用所学词汇和表达方式。
6. 小组讨论：分组讨论，让学生互相介绍各自了解的节日，提高他们的跨文化交际意识。
六、板书设计1. Module 5 Festivals2. Unit 1：The Spring Festival传统习俗：fireworks, red envelopes, dragon and lion dances文化意义：reunion, good fortune, happiness3. Unit 2：World Festivals代表性节日：Christmas, Halloween, Thanksgiving庆祝方式：gifts, costumes, parties七、作业设计1. 作业题目：Write an essay about your favorite festival, introducing its customs and cultural significance.2. 答案示例：My favorite festival is the Spring Festival. It is the most important traditional festival in China. During the festival, we set off fireworks, give red envelopes to children, and watch dragon and lion dances. These customsbring us happiness and good fortune. Moreover, the Spring Festival is a time for family reunion, which shows the importance of family in our culture.八、课后反思及拓展延伸2. 拓展延伸：鼓励学生在课后了解更多关于世界各地的节日，了解其背后的文化内涵，提高他们的跨文化交际能力。
模块五教学设计
教学设计选(说明)从2004年开始实施新课程标准以来，实验区的老师们一直在探讨新课程理念指导下的教学设计模式，我们看到和收到了许多老师的设计，从中深受启发，也感觉到在教师用书中增加教学设计的必要。
在此，我们选登北京师范大学第三附属中学凌蕙老师的第四单元的教学设计。
凌老师的教学设计比较好地体现了新课程的理念和教材的编写思路。
考虑到教材使用的广泛性，教材编写组组织教材的编写成员及北京师范大学外文学院的部分英语教学教法研究者，对凌老师的教学设计进行了改写和加工，希望对老师们的教学有帮助。
由于时间仓促，该设计会有不完善的地方，仅供老师们参考。
编写组不希望该教学设计限制老师们的思维和创造性，我们衷心地希望该设计能起到抛砖引玉的作用。
我们希望在不久的将来，能收到更多的、质量优秀的来自一线教师的教学设计，丰富教材的教学资源。
该教学设计的电子文稿和课件已经放在北京师范大学出版社的网上，供老师们查阅。
网址：www.100875. 。
参加教学设计改写的人员有：马欣、王琦、陈则航、钱小芳、曹瑞珍等。
编 写 组2009年5月第13单元 教学设计Lesson 1 EQ: IQ教材分析第13单元的主题是人和人的性格。
本单元从对人的外貌描述入手（热身），在第一课中探讨智商和情商的话题。
本课的话题与学生的学习和发展紧密相关，虽然多数学生知道“智商”和“情商”这两个词，但却不能说清两者的具体区别以及对自身生活的影响。
由于本课的热身部分较长，课文长而且相对抽象，学生理解课文会有一定难度，建议将单元热身和第一课合并，用三课时完成教学。
第一课时从描述人的外貌（单元热身）开始，学习新的外貌描述词汇，完成听力任务，并运用描述人物外貌的句型和词汇进行人物描述；本课时的第二部分是学生进行第一课的关于情商的测试，为课文学习进行铺垫。
第二课时重点是对课文的理解、信息的提取、组织和内化，并在理解课文的过程中帮助学生学习和理解词汇（单词和搭配）和句子，渗透下一课时将要学习的语法。
5W2H分析及应用培训讲座PPT模板(图文)课件
授课人:X X X时间:201X 年X 月本模板有完整的逻辑框架，内容详实，稍作修改可直接使用5W2H分析及应用培训讲座5W 2H5W2H分析及应用C O N T E N T S目录01020304015W2H是什么5W2H是什么5W2H 法是第二世界大战中美国陆军兵器修理部首创。
简单、方便，易于理解、使用，富有启发意义，广泛用于企业管理和技术活动，对于决策和执行性的活动措施也非常有帮助，也有助于弥补考虑问题的疏漏。
5W 2H5W2H是什么5W 2HWHAT WHO WHEN WHEREWHYHOWHOW MUCHWHAT是什么？目的是什么？做什么工作？处理什么故障？谁？由谁来承担？WHO谁来完成？谁负责？WHEN01020304何时？什么时间完成？什么时机最适宜？什么时间修好？WHERE01020304何处？在哪里做？从哪里入手？哪个用户家？什么？为什么？WHY原因是为什么要做理由何在？01040302HOW怎么做？如何提高效率？方法怎样？多少？做到什么程度？HOWmuch质量水平如何？数量如何？025W2H法的优势5W2H法的优势03040201可以准确界定、清晰表述问题，提高工作效率。
有效掌控事件的本质，完全地抓住了事件的主骨架，把事件打回原形思考简单、方便，易于理解、使用，富有启发意义。
有助于思路的条理化，杜绝盲目性。
有助于全面思考问题，从而避免在流程设计中遗漏项目。
035W2H实际应用Why 为什么？为了提升经理和管理人员的管理水平，遇事能做到5W2H有效管理。
What 做什么？《5W2H分析法及应用》培训Who 谁？1、某某某制作PPT；2、某某某主讲；3、学员：经营部经理和全体管理人员。
When 何时？2012年11月18日（星期日）。
Where 何地？三楼会议室How 怎样？1、PPT制作框架完成；2、PPT制作完成22页。
How much多少？1、预计完成PPT制作大约35页；2、讲述课时1-2小时。
2号课堂讲授五模块
结论：社会职业有一条铁的规律,即只有专业化才有社会地位,才能受到社会的尊重.如果一种职业是人人可以担任的,则在社会上是没有地位的.教师如果没有社会地位,教师的职业不被社会尊重,那么这个社会的教育大厦就会倒塌,这个社会也就不会进步.
班内分层递进教学的原理是根据学生差异,为他们设计最近发展区,操作要点是:
1、教学目标分层(A、B、C)
2、教学内容分层(A、B、C)
3、教学过程分层(显性、隐性)
4、练习分层(A、B、C)5、测验分层(A、B、C) 分层是动态的,即根据测验结果可以改变层次,以鼓励学生向上发展. 从教学组织形式满足学生差异需求的思路是: 学生差异:个性 学习速度 个别化教学 矛盾 班级授课制 同质前提下的效益最大原理 分层教学 (组织同质班) 学校分层 班内分层 教学分层 递进教学 中西方学校教育组织形式的比较 东方 西方 班级课程教学制 个别课程教学制 班级教室 固定 学科教室 走班 一班一表 一人一表 优点 管理方便,且有利于发 有利于满足学生的 挥学生之间的互动效应 个别差异 缺点 捆绑式教育,无法满足 兴趣第一,难以保证 学生的个别差异 教学质量 班级课程教学制 个别课程教学制 一班一表 一人一表 混合课程教学制 以班级课程为主加上部分个人课程：混合编班,教学分流,兴趣分组,程度分班,个别设计,集体授课,因班施教,充分学习. 混合课程教学制 灵活机动的教学组织方式 所以,除了分层递进教学中对不同的学生设置不同的教学目标,在同一个教室里采用不同的小组学习之外,还可以在教学组织方式上进行变革. 通过灵活机动的教学组织方式,既保证班级授课,又让不同需求的学生学得适度.
最新人音小学音乐二下《5霍拉舞曲》教案
最新人音小学音乐二下《5霍拉舞曲》教案一. 教材分析《5霍拉舞曲》是人音小学音乐二下的教学内容，本节课通过学习霍拉舞曲，让学生感受和了解罗马尼亚的民族音乐风格，培养学生的音乐欣赏能力。
教材中提供了简单的霍拉舞曲旋律，以及相关的音乐理论知识。
二. 学情分析学生在学习本节课之前，已经掌握了基本的音乐知识，如音高、节奏等，同时也具有一定的音乐欣赏能力。
但部分学生可能对罗马尼亚的民族音乐风格较为陌生，需要通过本节课的学习，进一步拓展音乐视野。
三. 教学目标1.让学生感受和了解罗马尼亚的民族音乐风格。
2.学会简单的霍拉舞曲旋律，培养学生的音乐欣赏能力。
3.提高学生的音乐表现力，培养学生的团队合作精神。
四. 教学重难点1.掌握霍拉舞曲的旋律。
2.理解并感受罗马尼亚民族音乐风格的特点。
五. 教学方法1.情境教学法：通过设置情境，让学生身临其境的感受罗马尼亚的民族音乐风格。
2.示范教学法：教师示范演唱霍拉舞曲，让学生跟随学习。
3.小组合作学习：学生分组练习，相互交流学习心得。
六. 教学准备1.准备霍拉舞曲的音频、视频资料。
2.准备乐器，如吉他、手鼓等，以便学生演奏。
3.准备相关音乐理论知识的教学资料。
七. 教学过程1.导入（5分钟）利用音频、视频资料，让学生初步感受罗马尼亚的民族音乐风格。
引导学生谈论对音乐的感受，从而引出本节课的教学内容。
2.呈现（10分钟）教师示范演唱霍拉舞曲，让学生跟随学习。
讲解舞曲的节奏、旋律特点，帮助学生掌握基本的歌唱技巧。
3.操练（10分钟）学生分组练习，相互交流学习心得。
教师巡回指导，纠正学生的演唱错误，提高学生的歌唱水平。
4.巩固（5分钟）教师挑选部分学生进行演唱展示，让大家共同点评，从而巩固所学知识。
5.拓展（5分钟）讲解其他国家的民族音乐风格，引导学生进行音乐欣赏，拓宽音乐视野。
6.小结（5分钟）教师总结本节课的学习内容，强调重点知识，提醒学生课后加强练习。
7.家庭作业（5分钟）布置课后作业：让学生学会演唱霍拉舞曲，并了解其他国家的民族音乐风格。
外研版初中英语八年级上册《Module 5》模块教学设计(含课时设计)
外研版初中英语八年级上册《Module 5》模块教学设计（含课时设计）【模块学习主题】Module 5Lao She Teahouse模块学习规划课时教学流程设计Step5 A. An hour B. Two hoursC. Three hours4.Who is Lao She?A. A writerB. An actorC. A playerSs: Check the answers in groups.T： Check the answers with the Ss.(2).Ask the students to listen tothe conversation to check the truesentences, then check the answers.(Activity 3)(3)Ss listen to the tape for thethird time, and finish thefollowing sentences.①. Betty wanted to see the BeijingOpera,so Lingling____ to take herthere.②. They planned to watch for anhour,but______ _____ _____,they stayed for three hours.③. Lao She is especially_______for his play Teahouse.Ss：Check the answers in pairs.T： Check the answers with the Ss.(1). T: Organize the students toread the conversation with thevideo.(2).Ask the Ss to practice theconversation with their partners.(3) Have a competition: Ask thestudents to act out theconversation, and see which groupis the best.Post-listening.Task4: Retell the dialogue(1)Ask the students to retellthe dialogue.(2)T: Chinese culture is broad看学生是否能转述对话内容利用短文挖空形式复述对话巩固所学知识点再次训练学生对知识点的掌握。
5 g k h(教学设计)
5 g k h(教学设计)教学设计：5个GKH一、教学目标：1. 知识目标：了解5个GKH（Go Green, Keep Clean, Help Others, Healthy Lifestyle, Happiness）的含义和重要性，了解如何在日常生活中践行这些价值观。
2. 能力目标：培养学生的环境意识和社会责任感，激发他们积极参与社会公益活动和保护环境的热情。
3. 情感目标：引导学生关注他人和社会的需要，培养学生的同理心和善良品质，使其成为具有责任感和积极向上的公民。
二、教学内容：1. Go Green（绿色出行）：了解环境保护的重要性，学习如何减少碳排放，通过选择绿色出行方式来保护地球。
2. Keep Clean（保持清洁）：了解环境整洁对身心健康的影响，学习保持个人卫生和日常生活环境的清洁。
3. Help Others（帮助他人）：了解关爱他人和乐于助人的重要性，学习如何主动帮助他人，并培养善良和同理心。
4. Healthy Lifestyle（健康生活方式）：了解健康的饮食和生活习惯对健康的重要性，学习健康的饮食和生活习惯，提高身体健康水平。
5. Happiness（幸福）：了解幸福感的来源和重要性，学习积极乐观的心态，通过感恩和分享来获得幸福感。
三、教学过程：1. 导入（5分钟）通过引导学生观察周围的环境和给出一些现代社会问题的例子，引发学生对环境保护和公益活动的思考，激发对价值观的探索和思考。
2. 知识讲解（15分钟）通过PPT或黑板演示，向学生介绍5个GKH的含义和重要性，分别讲解每个GKH的具体内容和实践方法。
辅以案例或图片，使学生更加直观地理解和感受。
3. 讨论与分享（20分钟）组织学生进行小组讨论，让学生分享自己对5个GKH的理解和在日常生活中的实践经验。
鼓励学生从自身的实际情况出发，提出切实可行的方法和建议。
4. 活动体验（30分钟）安排一些具体的活动体验，例如组织学生进行环保手工制作、社区清洁行动、志愿者活动等，让学生亲身体验和实践5个GKH的价值和意义。
HS05技能微格案06
A2 、 这是叶片的表皮层，同学们请注意观察：它细胞的形态、 排列、颜色有什么特征？
A3、 表皮在叶片的什么部位？
怎样才能解剖分离出叶的上、下表皮层？
表皮细胞是什么颜色？这种颜色与叶的什么功能相适应？
叶片正面与背面表皮层的气孔一样多吗？ B1、表皮层细胞有哪些与光合作用相适应的结构特征？
语言技能变化： 必要矿质元素(13种) 的语言表述（通俗风 趣、简洁、生动-----）：
激活原有知识 选择性知觉新信息
提间,小测验等 设计先行组织者、图表;教师 讲授,指导学生自学;提供直观 材料等
比较新知识内部的异同;比较 新知识与相关的原有知识的 异同;运用类比等
4.促进新知识的 使新知识迸人原有认知 理解 图式,理解新知识 5.知识巩固
巩固新知识,防止遗忘,学 布置思考题,让学生带着问题 复习、讨论等 会记忆和复习方法
教学目标的制定技能训练 课程目标与教学目标的转化关系 思考分析：
1、国家课程标准中的总目标要有针对性地具体提出
“环境保护”的主题?
ቤተ መጻሕፍቲ ባይዱ
课题案例：酶的发现历程（A、B、C不同表达的比较）
A、教学目标：
理解新陈代谢以及酶的概念，理解酶的特性，了解与生物消化 有关的酶；了解酶的发现，体验探究过程：参与科学家对酶的认识 逐步深化的探究过程，体验科学家透过现象看本质的思维方式和认
消化道
消化系统
口腔 咽 食道 胃 小肠 大肠 肛门
唾液腺 胃腺 肝脏 肠腺 胰腺
提 纲 式
消化腺
表格式
消化道
消化腺
葡萄糖
氨基酸
甘油 酸
脂肪
科学合理地制定教学程序
案例： 教学步骤 预期的目标
模块五第一单元教案(贺端香)
Module5 Unit1 Getting along with othersTeaching Objectives of the whole unit:1. Provide students with the opportunity to learn about getting along with others.2. Make students gain some insight into friendships and the problems friendship might birng about.3. Make students learn about understanding emotions .4. Develop students’ ability of speaking , listening ,reading and writing.Period division:The whole unit: 9 periodsVocabulary and word study: 1periodReading: 2 periodsGrammar: 2 periodsListening: 1 periodSpeaking: 1 periodWriting: 1 periodProject: 2 periodsPeriod1 Vocabulary and word studyThoughts on designThe theme of the unit is how to get along with others. In the first period , students are expected to know some words and expressions to express personalities and friendship. The theme has much to do with students’ life. Students are eager to express their own feelings and experiences but they have difficulty in expressing themselves. Teachers can use the chance to tell them how to express themselves and teach them some new words.Teaching aims:Teaching aims:To make students know some words and expressions to describe personalities and friendship.To deepen Ss’ understanding of friendshipTo practice Ss’ or al English by getting them involved in the discussion of friends and friendship To learn the way to describe the characteristics of a true friendTeaching procedures:I. Lead-inTeaching procedures:Ⅰ.Lead-in1. Listen to the song called Auld Lang Syne(友谊地久天长)2. Read the title of this unit and tell them that friends are a very important part of their lives.II. Discussion:What kind of person do you want to be your friends and what kind of person don’t you like ? Students may have difficulty in expressing themselves and the teacher will teach some words to help them. The teacher can refer to the words on P6. Students focus on adjectives which describe people’s personalities.Ⅲ.Word-learning and experience-telling1. Before asking students to tell their experiences, the teacher tells them: Maybe your experiences with your friends are complicated and various stories have happened between you and your friends. In order to express yourselves more clearly, you'd better learn some more words to help you.2. Let students read the words and expressions and pay more attention to the words they will use to describe their own experience. The teacher explains some key words and expressions: pretend, admit, pay on , forgive, manner, apologize , blame, get through, be based on , eager, regardless of.3. Students are asked to tell their own experiences with their friends first in groups and then before the whole class, using new words as many as possible.HomeworkPrepare some proverbs about friendshipPeriod2 Reading(1)Thoughts on designThis is the first period of Reading. The reading passage is made up of two letters written to a magazine advice columnist. Studnents are asked to understand the whole passages and improve their abilities of reading and thinking. The two letters contain two students’ emotions when they have fallen out with their best friend. How to understand two students’ emotions is the key point. After learning the two letters, students will value their friendship.Teaching aims:To deepen Ss’ in sight into problems between friendsTo practice Ss’ reading comprehension skillTo identify feelings and emotions in a textTeaching procedures:Ⅰ.Lead-in1. Have you ever fallen out with a very good friend?2. If you had a quarrel with a friend, how would you deal with it?3. How would you mend a broken friendship?II. Read the two letters and answer the following questions according to the requirements. 1. What did Sarah tell Hannah in the girl’s washroom? (no more than 12 words)She told Hannah how badly she had done in the maths quiz.2. Why did Sarah tell Hannah that they weren’t going to be friends any more? ( no more than 18 words)Because she thought that Hannah had told her classmates about his grade after promising not to do so.3. What did Matthew think aobut losing the match? (no more than 6 words)He thought it wasn’t his fault.4. What kind of boy is Matthew? (no more than 6 words)He is usually cheerful and outgoing.Ⅲ. Reading strategy: reading to understand feelings.By reading the letters, it is possible to find out just how the writer feels aobut the problem and even think about what advice to give him \ her.(Answers: 1. Letter writers 2. Feelings 3. the lowest 4. Upset 5. broke her promise 6. Natthew’s carelessness 7. guilty 8. talking to him )First, let students do it by themselves. Then ask them discuss the answers in groups. Later, two students are asked to come to the blackboard and write down their answers on it. The others check their answers and share their different answers.IV. ConsolidationComplete two letters written by Agony Aunt back to the two students with the proper words. Ⅴ. DiscussionAnalyze the reasons that might lead to a broken friendship.---having little in common---lacking trust---there being conflict of interest---being jealous of each other---being indifferent to each other…HomeworkRetell the two letters.Period3 Reading(2)Thoughts on designIn this period, we focus on the language points, including some key words and expressions, sentences structures and sentence analysis.Teaching aimsStudents will be able to understand the letters better by analysing some difficult sentence patterns and know how to use some key words.Teaching proceduresⅠ Understanding difficult sentences1. (Line8) I must have sounded very proud of myself after the quiz, saying how easy it was an dhow I was sure to get a good grade.2. (Line19) I thought that Hannah must have told my classmates about my grade after promising not to.3. (Line21) I was so angry that I went straight to Hannah and told her we weren’t going to be friends any more because she couldn't keep her word.4. (Line39) He got annoyed , saying it wasn’t his fault if he couldn’t play as well as me, and that I shouldn’t talk to him in this manner.ⅡThe infinitive and verb-ing form in the lettersUnderline the infinitive and verb-ing form in the letters by themselves and then check before the whole class.ⅢImportant phrasesfeel betrayed feel like doing be determine d to do keep one’s wordkeep pace with accuse sb of sth belong to as a result ofapologize to sb for sth. keep one’s secret spy on can't help doing( Ask the students to make up a story using at least six phrases above.)A version: Last year, I found that I fell in love with one boy . I didn’t feel like telling anyone but my best friend Mary . She promised to keep my secret, saying that the secret only belonged to us two.I was sure that she would keep her word . One day, the boy came to me , telling me that he didn't like me at all. It must be Mary who told him my thought.I felt betrayed and embarrassed andcouldn’t help crying. …Homework1. Recite the text;2.Finish some exercises related to the key words and language points from the text.Periods4-5 Grammar and usageThoughts on designThe grammar items in this unit focus os the to infinitive, the bare infinitive and the verb-ing form as a noun. Students are expected to recognize the basic forms of the to infinitive and the bare infinitive and learn how to use the verb-ing form as a noun in various situations. At the same timem students are expected to apply what they have learnt by doing osme written tasks.Period 4 Grammar and usage(1)Teaching aims:To recognize the basic forms of the to-infinitive and the bare infinitive.To learn how to use to-infinitives and bare infinitives in different situations.Teaching procedures:Ⅰ. Lead-inRetell the first letter in Reading part by filling in the blanks with the correct forms of the given words.______ (get) along very well with a good friend isn't easy. It’s a story between Sarah and her best friend Hannah. One Monday, they had a math quiz. Sarah thought it easy __________(get) good results. To her surprise, she had the lowest grade in the class. In class, she pretended ________(be) cheerful , but Hanhah sensed something was wrong. Hannah made Sarah _________(tell) her the truth and Sarah asked Hannah _______(keep) the secret. However, the next day, Sarah f ound a note on her desk, saying “Stupid Sarah got a D”. Sarah thought that Hannah must have told their classmates about her grade . She was so angry that she would give Hannah a chance ________ (explain) further. She lost her best friend and felt sad.Ⅱ. Functions of to-infinitiveAnalyse the functions of to-infinitive according to the words in the blanks.1）subject of a sentence2）object3）object complement4）attribute5）predicative6）adverbialAsk students to draw a conclusion what verbs can be followed be to-infinitive as their object.Ⅲ. Functions of bare infinitive1) We use the bare infinitive after:* let and make and sometimes have* verbs of perception: feel, hear, see and watch* would rather, had better and why not2) When two infinitives are joined by and, or, expect, but, than, rather than, we normally use the bare infinitive for the second infinitive.Ⅵ. Consolidation1. Turn to page 9 and complete the letter.2. Retell the letter to your partner using your own language.Homework1. P.9 Fill in the blankets, using to-infinitives.2. P.92 C1 Answer the questions using to-infinitives.Period 5 Grammar and usage (2)Teaching aims:To recognize the basic form of the verb-ing.To learn how to use the verb-ing form as a noun in different situations.Teaching procedures:Ⅰ. Lead-inRetell the second letter in Reading part by filling in the blanks with the correct forms of the given words.Today I would like _______(tell) you a story between Andrew and his best friend Matthew. Both of them enjoy ________(play) football. Last week, they had an important match against another school. Andrew was looking forward to _______(win) the game, but to his disappointment, they failed as a result of Matthew’s carelessness. Andrew thought it was Matthew’s fault ______(lo se) the game and they started ______(shout) at each other with some cruel remarks. Later they stopped _______(talk) to each other . Yesterday, Adrew saw Matthew _______(talk) to another boy, Peter and he couldn't help _________(wonder) if Matthew wanted Peter to be Matthew best friend instead of him. Andrew didn't know how ________(deal) with this problem.Ⅱ.1. Functions of verb-ing1）subject2）predicative3）object4）after possessive pronouns5）in compound nouns2. We use a verb-ing form, not an infinitive after these verbs:admit, dislike, imagine, delay,consider, mind, understand, avoid, enjoy, practise, miss, finish, keep, suggest.3. We can use a verb-ing form or an infinitive after the following verbs, with little difference inmeaning:continue, prefer, begin, hate, like, start, love4. Some verbs can be followed by a verb-ing form or a to-infinitive , but with some different in meaning or usage: forget, regret, remember, mean, try, go onforget + to-infinitive (an activity that has not been done)forget + verb-ing form (an action that has been done)5. Some common phrases are used with verb-ing forms.Would you mind ……cannot help……look forward to……feel like……cannot stand……it is no use/ good……put off……keep on…Ⅲ. ConsolidationComplete the letter on page 11Ⅵ. Discussion:State your opinion on visiting Internet chat rooms.Ⅶ. More exercisesHomework1. P.11 Fill in the blanks, using verb-ing form.2. P.92 Fill in the blanks using the correct forms in blanks.3. Unit Revision: Periods 5 & 6.Periods 6-7 TaskThoughts on design:This section includes a series of activities which provide students with opportunities to learn and practise their listneing, speaking, reading and writing skills. Through these activities, students will learn how to write down the answers, how to express agreement and disagreement, as well as how to check their written work. They will also get some practical advice on making lasting friendships.Period 6 Listening and SpeakingTeaching aims:1. To help students develop their listening skills2. To help students express agreement and disagreement in EnglishTeaching procedures:1. Lead-inWhat do you do when you have a personal problem?Would you talk to your parents or your friends and ask them for advice?Have you ever called a radio programme for advice?II.ListeningRead the leaflet about Teen Talk and do the exercise in Part A to get information about Teen Talk. Then do listening in Part B and do the following exercise.Reasons for calling Teen Talk:·Don’t know who to 1. ___________Description of the problem:Feeling about the problem:·Feel 4. _____________ between the twoTeen Talk’s advice:·5. _____________ to each friend and 6. __________ the problem;·Let the three of you meet 7. _____________Planned actions to overcome the problem:·Write a letter·Ask friends to meet at their favorite cafe 8. __________.·Talk and get to know each other better.(Answers: 1. ask for help 2. important friends 3. like one another 4. divided 5. write a letter 6. explain 7. outside of school 8. on Sunday )III. Speaking1. Let students learn many expressions, apart from Yes and No, to express agreement and disagreement. Read the expressions in Skills building2 on Page 14 and understand them.2. Discuss friendship in groups by choosing at least 3 questions and show their opinions on friendship using the expressions they learn in Skills building2.Discuss the following questions:a. What do you think a best should be like?b. Does having friends make you a better person?c. How do you want your friends to treat you?d. How can friends help you solve your problems?e. What makes a good friendship last?(After they have discussed in groups , two groups will be asked to share their opinions with the whole class.)Homework: Collect more information about friendship to prepare for writing.Period 7 WritingTeaching aims:1. To improve students’ writin g skills2. To make students know how to check their own workTeaching procedures:Step 1. Collect more information about friendshipAsk students to share their information about friendship according to last class’ questions.Step2. Skills building 3 : checking your workHave students read the tip box on Page16. Make sure they know how to make corrections. And let them read the diary and check for mistakes by themselves. Have them focus on facts, grammar, and writing, puncutation, vocabulary, spelling and style. Then check the answers as a class.Step 3: Writing a letter to your friend1.Write a letter to a friend about what his or her friendship means to you. using information gathered in Step 1 and last class.2.Group work: each member of the group contributes something to the planning of the outline of the letter.3. Write the letter based on the outline in Part A on page 17.4.PresentationLet’s invite several groups to read their letters to the classHomeworkWrite a letter.Period 8 Project Giving an oral reportThoughts on design:The section is designed to help students learn and use English practically. Students are expected to read two articles about friendship. The first article shows different attitudes that teenage boy and girls have towards friendship, which can help students understand about the differences between teenage boys’ and girls’ friendships. The second article tells about the real meaning of friendship, which helps students have a better understanding of friendship.Teaching aims:1. To encourage students to use what they have learned in this unit to complete a project.2. To let students learn how to plan and conduct a survey and how prepare an oral report to present to the class.Teaching procedures:Step 1 lead-inPresent a questionnaire and conduct a survey about different attitudes to friendship between boys and girls with the whole class. QuestionnaireAre you a boy or a girl? Boy GirlTick the answer which most applies to you.1. How many best friends do you have?A lot A few None2. How often do you have a long conversation with your friends?More than three times a week once a week seldom never3. What topics do you mostly talk about with your friends?Hobbies and interests Families and friendsSchool and study Emotions and feelingsFuture plans and dream4.Do you share your secrets with your best friends?Always Sometimes Never5. Do you think boys and girls have the same attitudes towards friendship?Yes No6. If you choose No to Question 5 , what different attitudes do they have?Friendships between girls are usually based on shared emotions and support . However, friendships between boys are usually based on shared activities or interests.Girls seem to have a lot to talk about with their best friends than boys.Girls have more friendships than boys.Step 2 readingSkimmingQuestions:1.What is the passage mainly discussing?2. What puzzles Robert?3. What’s the difference between boys and girls in their attitudes towards friendship?4. What are boys’ and girls’ friendships each based on?Step 3 Group Work(finish project)1. PlanningWork in small groups. You want to survey people to determine how attitudes between boys and girls differ on a certain topic..favourite food hobbies the future familyschool subjects musicMy own topic _____________2.ProducingDiscuss and agree on an each of the following questions:What is the primary purpose of our survey?How many questions will we ask?Who will take our survey?Decide which group members will be responsible for each task.3.PresentingWrite multiple-choice questions that can be answered quickly and are easy to total when the survey is complete.Conduct the survey and calculate the results.briefly discuss the conclusions the group has drawn, based on the survey results. Homework1. Finish the WB exercises(B1, B2, D1, D2)2. Unit Revision: Period 9.Module 8 Unit 3新课标单词talented adj. 有才能的，有才华的architecture n. 建筑；建筑学photographer n. 摄影师，摄影家masterpiece n. 杰作calculate vt. & vi. 计算astronomy n. 天文学range vi. （在一定范围或幅度内）变动，变化float vi. & vt. （使）漂浮pond n. 池塘peaceful adj. 安宁的，宁静的；和平的；爱好和平的weep vi. 哭泣，流泪thunderstorm n. 雷暴rainbow n. 彩虹abstract adj. 抽象的sunflower n. 向日葵starry adj. 布满星星的distribute vt. 传播，散布，发行negotiate vi. 谈判，洽谈，协商vt. 通过谈判达成（或解决），谈成adore vt. 喜爱；崇拜；爱慕subjective adj. 主观的appetite n. 爱好，欲望；食欲，胃口explore vt. 探索，探究，探测artistic adj. 艺术的assistance n. 协助，援助framework n. 框架，构架，结构abandon vt. 放弃，丢弃；遗弃scratch n., vt. & vi. 抓，挠，刮，擦ankle n. 踝；踝关节reservation n. 预定，预约；保留dormitory n. 宿舍highway n. 公路eastern adj. 东方的，东部的shore n. （江、河、湖、海等的）岸，滨fee n. 费，费用，酬金bargain n. 便宜货；划算的买卖vi. 讨价还价，讲价；讲条件，谈判graduation n. 毕业gallery n. 美术馆，画廊scholarship n. 奖学金experiment vi. 实验，试验cloth n. 布，织物height n. 高处，高地；高度；身高cave n. 洞穴，岩洞slice n. 薄片，切片yummy adj. 美味的，可口的apron n. 围裙chef n. 厨师cheese n. 奶酪hairstyle n. 发型，发式strawberry n. 草莓mushroom n. 蘑菇eggplant n. 茄子ham n. 火腿cube n. 小方块；立方体grocery n. 杂货店string n. 线，细绳glue n. 胶，胶水pattern n. 图案；模式crayon n. 蜡笔shell n. 壳，贝壳stick vt. 粘住，粘贴seashell n. 海贝壳pillow n. 枕头disgusting adj. 令人厌恶的，令人作呕的print n. 印画cardboard n. 硬纸板dip vt. & vi. 浸，蘸paint n. 颜料；油漆repeat vt. & vi. 重复，反复课文出现短语1. a piece of artwork2. make a lot of scientific discoveries3. develop different styles of painting4. share with5. devote one’s whole self to6. be subjective to7. with the assistance of8. a collection of9. dip into10. rather than11. range from12. distribute … to …13. as well as14. build up 15. focus on16. talented artists17. be amazed to18. fly over19. negotiate a successful sale20. have an appetite for21. be admitted to22. stick onto23. be with24. be off25. try hard26. abstract artwork27.on the way28.so far29.hurry back to 30. book full31. make a reservation32.twist one’s ankle33. have a go34. after graduation35.set up astudio36.three metres tall37. win a scholarship38. make pictures39. take a photo of40. try out一．单词应用根据单词的首字母或汉语意思填写正确单词，注意形式变化1. Van Gogh created a lot of a________ artwork during the last years of his life.2. They decided to take apart the machine and started again from s___________.3. The oil company is d_________ for oil in this area.4. We’re going to wash down our kitchen. A p______ will be invited to paint the wall.5. The national flower of Japan is c______ blossom.6. In the lab you must follow your teacher’s i_______ before doing your experiment.7. Every year, he won s_________ at school because of his excellent study.8. The boy p____ the button and the stuffed toy began to laugh.9. I’ve only d____ into the book and haven’t read it all the way through.10. I was a_____ to hear that you were leaving.11. The children have gone ______ (探索) in the woods. The teacher told them to take notesof all the unknown things.12. The explorers sailed on the ocean for two weeks and _____ (最终) found the mysterious land.13.Tom hasn’t _______ (计算) the cost of the journey to Disney World, but he has made up his mind to go this summer.14. There have been many great European painters, but it is ______ (主观) to say who was actually the best.15. She has a lot of ______ (癖好), ranging from playing chess to canoeing.16. She _______ (相似) her mother in the way she moves her hands when she talks.17. If a film wins a _____ (胜利) at the Cannes Film Festival, everyone will hear about it.18. He created his _______ (杰作)between 1503 and 1506.19. ______ (考虑到) the history of our festival, we feel it is important not to favor films from any one country.20. In the 1900s, he won a _______ (奖学金) to study in the USA.二．词形转换1. talent n ---____ (同义词)2. architecture n. ---________（n.人）3. calculate v. ---________ (n.物)4. astronomy n. ---__________ (adj.)5. peaceful adj. ---_____ __(n.)6. abstract adj. ---______ ____(n.)7. distribute v. ---________ (n. ) 8. negotiate v. ---_______ (n.), __ _ (adj.)9. assistance n..---____ (v.) 10. adore v. --- _____ ___ (n.)三．选词填空1. ______ allow the vegetables to go bad, he sold them at half price.2. His younger brother tried hard to sell and ______ Van Gogh’s painting ____ buyers.3. Have you ________ how much the holiday will cost?4. She ___________ getting what she wanted.5. You need more protein to ______ yourself .6. He is __________ reading.7. Wanting to stay in a hotel in an old castle, we tried to _______.8. They can see camels which ________ North Africa _____ Central Asia.9. A soft eraser will also be needed _______ you make a mistake.10. Some people feel that _______ animals causes unnecessary suffering.11. The frozen river ________ a road throughout the bitter winter.12. They walked because they couldn’t _______ take a taxi.13. He __________ life and enjoyed exploring the workings of objects and animals.14. I finally got everything for the Christmas party arranged _______ my parents.15. Let’s _______ you in the taxi fare.16. Tomorrow we ____ another country to further my study and I will miss all my friends at home.17. In 2005, Mary took part in the entrance college examination and ______ Beijing University.18. _______ fire, ring the alarm bell.19. In fact, he abandoned them and ________, created a style of art known as cubism, which is a type of abstract painting.20. The four sisters and brothers ________ look after the lonely old lady.四．句型结构1. talented adj. 有才能的，能干的talented players/ youngsters天才运动员/神童talent n. 天资, 才能, 禀赋;literary talent文学才能special talent特殊才能have a talent for n./doing = have a gift for对...有天赋He has a talent for music.他有音乐天赋。
5W2H课程设计
5W2H课程设计一、课程目标知识目标：1. 学生能掌握5W2H（What、Who、When、Where、Why、How、How much）提问法的概念及其在信息收集与分析中的应用。
2. 学生能运用5W2H提问法，针对特定主题进行深入探讨，形成系统的知识框架。
3. 学生能理解并运用本节课所学的5W2H提问法，对教材内容进行有效梳理。
技能目标：1. 学生能够运用5W2H提问法，独立完成对教材内容的分析与总结。
2. 学生能在小组合作中，运用5W2H提问法进行有效沟通，提高团队合作效率。
3. 学生能够通过5W2H提问法，提升自己的问题解决能力和思维品质。
情感态度价值观目标：1. 学生能积极参与课堂讨论，主动探究问题，形成良好的学习习惯。
2. 学生在学习过程中，培养团队合作精神，学会尊重他人意见，提高人际沟通能力。
3. 学生通过5W2H提问法的学习，培养独立思考、批判性思维，增强自信心。
本课程针对五年级学生设计，结合学科特点，注重培养学生的提问能力、思维品质和合作精神。
课程内容紧密联系教材，帮助学生通过5W2H提问法，深入理解教材内容，提高学习效果。
在教学过程中，关注学生的个体差异，鼓励学生积极参与，充分调动学生的主观能动性，使学生在轻松愉快的氛围中达成课程目标。
二、教学内容本节课以《语文》五年级下册教材为基础，结合课程目标，选择以下教学内容：1. 教材第四章《人物描写》：通过5W2H提问法，分析课文中的人物形象、性格特点、生活环境等，帮助学生深入理解人物描写的方法和技巧。
2. 教材第六章《记叙文》：运用5W2H提问法，梳理记叙文的要素，如时间、地点、人物、事件、原因、结果等，提高学生对记叙文结构的认识。
教学内容安排如下：第一课时：导入5W2H提问法，让学生了解其概念和应用，并以教材第四章《人物描写》为例，进行实践操作。
第二课时：巩固5W2H提问法，引导学生运用该方法分析教材第六章《记叙文》的内容，提高学生的问题解决能力。
模块五 项目二
是□ 是□ 是□ 是□ 是□
否□ 否□ 否□ 否□ 否□
五、教师点评总结
1、请学生总结本项目所学内容
2、分组请组长谈谈本项目学习后的收获
3、教师根据学生所谈针对性点评，并强调下列表格内容
做一个认真善于倾听的人
眼睛
表情 动作 语言
自然的眼神接触
配合内容的专注表情 身体面向说话者 适度简短的语言
六、布置作业
倾听时应注意的要点（技巧）
1、专注有礼 当与别人交流时，应目视对方，全神贯注，保持眼神交流，展现赞许性的点 头、微笑及恰当的面部表情。 2、呼应配合 认真倾听并不是毫无反应地听，而应该随着谈话者情感和思路的变化而呼应 配合。 3、正确判断 倾听对方的谈话，弄清其意图是很重要的。 4、积极倾听 全神贯注地理解对方讲话的内容，不盲目发表自己的意见和建议，与对方一 起去体验、感受整个过程。
[分析引导]：请这位学生谈谈自己的感受。引导学生分析不合格听众 的表现：如不看对方、不感兴趣、做其他事情、不断插嘴、不耐烦 等。指出在倾听时，除了耳朵之外，还要学会用眼睛、表情、动作、 语言告诉对方你在真诚、认真地倾听。
倾听的五个层次
第五层次 第四层次 第三层次 第二层次 第一层次
用心去听（倾听） 全神贯注的听 有选择的听 假装在听 根本不听
模块五
项目二
做一个善于倾听的人
教学目标
1．能描述什么是倾听 2．感受倾听的重要性，养成倾听的良好习惯，学会做一个合格的倾听者。
安全提示
2
目录
一、课程引入 二、课程内容介绍 三、知识呈现 四、能力提升 五、教师点评总结 六、布置作业
一、课程引入 :案例《三个小金人》
曾经有个小国的人来 到中国，进贡了三个一模 一样的金人，把皇帝高兴 坏了。可是这小国的人不 厚道，同时出了一个题目： 三个金人哪个最有价值？
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
7.Act it out: Play a game.
8.Summary: new words and important sentences.
9.Homework: Read the text by yourself.
S: OK!
T:Let’s sing ABC song.
2.Review: meat/noodles/rice/sweets/children…
3.Step-in
T: Let’s sing a chant.
Noodles and rice are veryverynice.
Mm, Mm, Mm! Veryverynice.
教学重点与难点
教学重点:1.New words: get up/go to school/have lunch…
2.Important sentences: I get up/go to school/have lunch at …o’clock.
教学难点:1.New words: get up/go to school/have lunch…
教学重点与难点
1.教学重点:1.New words: get up/go to school/have lunch…
2.Important sentences: I get up/go to school/have lunch at …o’clock.
2.教学难点:1.New words: get up/go to school/have lunch…
2.过程与方法:Warm Up / Review / Step-in / New lesson / Practice / Listen to the tap / Act it out / Summary
3.情感与态度:Students are very happy to talk about your everyday activiቤተ መጻሕፍቲ ባይዱies.
S: OK!
T:Let’s sing ABC song.
2.Review: meat/noodles/rice/sweets/children…
I like…/ I don’t like…
3.Step-in
T: What’s yourfavouriteanimal/ sport?
S: Myfavouriteanimal/ sport is…
教学设计(英文填写)
Module 5Unit 2
任课教师霍双李丽李晶
教材分析
1.Talking about your everyday activities.
2.learn new words: get up/go to school/have lunch…
学生分析
1.learn new words: get up/go to school/have lunch…
新标准英语第三册二年级
教学设计(英文填写)
Module 5 Unit 1
任课教师霍双李丽李晶
教材分析
1.Talking about your everyday activities.
2.learn new words: get up/go to school/have lunch…
学生分析
1.learn new words: get up/go to school/have lunch…
2.过程与方法:Warm Up / Review / Step-in / New lesson / Practice / Listen to the tap / Act it out / Summary
3.情感与态度:Students are very happy to talk about their everyday activities.
5.Practice : Read words / sentences one by one.
6.Listen to the tape: Read the text after tape.
7.Act it out: Play a game.
8.Summary: new words and important sentences.
2.Important sentences: I get up/go to school/have lunch at …o’clock.
教学准备
Cards / Pictures / CD-ROM
教学过程
板书设计
1.Warm UP
T: Boys and girls , do you like English song ?
T: What’s yourfavouritefood?
Now let’s learn something about food.
4.New lesson: Show the pictures of everyday activities. Learn the new words.
T: Who likes meat, stand up and say: I like meat.
2.Important sentences: I get up/go to school/have lunch at …o’clock.
教学准备
Cards / Pictures / CD-ROM
教学过程
板书设计
1.Warm UP
T: Boys and girls , do you like English song ?
2.Students can use I get up/go to school/have lunch at …o’clock. make some sentences.
教学目标
1.知识技能:Talking about your everyday activities.
learn new words: get up/go to school/have lunch…
9.Homework: Read the text by yourself.
Module 5 unit 1
At 7 I get up
get up go to school
have lunch
I get up/go to school/have lunch at …o’clock.
教学反思
新标准英语第三册二年级
2.Students can use I get up/go to school/have lunch at …o’clock.
教学目标
1.知识技能:Talking about your everyday activities.
learn new words: get up/go to school/have lunch…
Who likes rice, stand up and say: I like rice.
Who likes sweets, stand up and say: I like sweets.
Who likes noodles, stand up and say: I like noodles.
S: I like meat./ I like rice./ I like sweets…
Module 5unit 2
It’s half past 7.
go home have lunch
get up go to school
I get up/go to school/have lunch at …o’clock.
教学反思
S: Noodles and rice are veryverynice.
Mm, Mm, Mm! Veryverynice.
4.New lesson: Show the pictures of food. Learn the new words.
5.Practice : Read words / sentences one by one.