第二单元第七课时1
必修一课文及翻译
必修一 Unit 1 Friendship ANNE’S BEST FRIEND Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts Or are you afraid that your friend would laugh at you, or would not understand what you are going through Anne Frank wanted the first kind, so she made her best friend. Anne lived in Amsterdam in Netherlands during Would WarⅡ.Her family was Jewish so they had to hide or they would be caught by the German Nazi .She and her family hid away for nearly twenty-five months before they were discovered. During that time the only true friend was her diary. She said ,”I don’t want to set down a series of facts in a diary as most people do ,but I want this diary itself to be my friend, and I shall call my friend Kitty .”Now read how she felt after being in the hiding place since July 1942. Thursday 15th June 1944 Dear Kitty, I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound. That’s changed since I was here. …For example, one evening when it was so warm, I stayed awake on purpose until half past eleven in order to have a good look at the moon by myself. But as the moon gave far too much light, I didn’t dare open a window. Another time five months ago, I happened to be upstairs at dusk when the window was open. I didn’t go downstairs until the windo w had to be shut. The dark, rainy evening, the wind, the thundering clouds held me entirely in their power; it was the first time in a year and a half that I’d seen the night face to face…. …Sadly…I am only able to look at nature through dirty curtains han ging before very dusty windows. it’s no pleasure looking through these any longer because nature is one thing that really must be experienced. Your, Anne 安妮最好的朋友 你想不想有一位无话不谈能推心置腹的朋友或者你会不会担心你的朋友会嘲笑你，会不理解你目前的困境呢安妮弗兰克想要的是第一种类型的朋友，所以她把的日记当作自己最好的朋友。 在第二次世界大战期间，安妮住在荷兰的阿姆斯特丹。她一家人都是犹太人，所以他们不得不躲藏起来，否则就会被德国的纳粹分子抓去。她和她的家人躲藏了将近25个月之后才被发现。在那段时期，她的日记成了她唯一忠实的朋友。她说：“我不愿像大多数人那样在日记中记流水账。我要把我的日记当作自己的朋友，我把我的这个朋友叫做基蒂。”现在，来看看安妮自1942年7月起躲进藏身处后的那种心情吧。 1944年6月15日，星期四 亲爱的基蒂： 我不知道这是不是因为我太久不能出门的缘故，我变得对一切与大自然有关的事物都无比狂热。我记得非常清楚，以前，湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未令我心迷神
人教版高二语文选修《中国古代诗歌散文欣赏》训练与检测(含解析)：第2单元 推荐作品(1)
第二单元《积雨辋川庄作》《旅夜书怀》《新城道中(其一)》《扬州慢》《长相思》 一、课内双基 1．下列加点的词注音全都正确的一项是(A) A．辋．(wǎnɡ)川东菑．(zī) 朝槿．(jǐn) B．危樯．(qiánɡ) 铜钲．(zhènɡ) 西崦．(yān) C．饷．(xiǎnɡ)春耕初霁．(jì) 荠．(qí)麦 D．怆．(cānɡ)然豆蔻．(kòu) 窥．(kuī)江 【解析】B钲：zhēnɡ，C荠：jì，D怆：chuànɡ。 2．下面对《积雨辋川庄作》颔联赏析不正确的一项是(B) A．“漠漠”形容水田广布，视野苍茫；“阴阴”描述夏木茂密，境界幽深。 B．水田与白鹭两种景象互相映衬、配合，画面就显得开阔而深邃，渲染了积雨天气空蒙迷茫的色调和气氛，可谓诗中有画，画中有诗。 C．雪白的白鹭，金黄的黄鹂，在视觉上形成色彩浓淡的差异。 D．白鹭飞行，黄鹂鸣啭，一取动态，一取声音。 【解析】无“画中有诗”。 3．下面对《旅夜书怀》赏析不正确的一项是(C) A．前两联写景，诗眼在“独夜舟”三字上，其余全属烘托。舟泊于岸，所以首句写岸，次句写舟。称“独舟”者，仅此一舟之谓也；“夜”，用于点明泊舟时间。这两句勾画了这样一个境界：河边孤零零地泊着一只小船，桅杆高耸；岸上只见小草，不见人家，冷寂得很。 B．第三、四句承“夜”字写诗人所见景色：远处，星空低垂，原野辽阔无边；近处，明朗的月光下，江水汹涌澎湃，奔流不息。这难免使诗人感到，在这样的境遇中，一叶小舟显得何等孤单、渺小，它的命运可以听凭大自然的摆布；而江水的奔流更使他联想到时光的迅速消逝…… C．后四句即景抒怀：声名不因政治抱负而显著，反因文章而显著，这本非自己的矢志。“官应老病休”是说官职本来应该因自己年老多病而罢休。对此诗人并未有什么不满。 D．面对辽阔寂寥的原野，想起自己的痛苦遭遇，深感自己漂泊无依，在这静夜孤舟的境界中，自己恰如是天地间无所依存的一只沙鸥。此诗鲜明深刻地传达了诗人深沉的感慨。 【解析】“官应老病休”本是反话，诗人的本意是说官并非因“老病休”，此句表现了诗人因政治理想不得实现的愤慨。 4．对《扬州慢》词中表现“黍离之悲”的诗句所作的解读不确切的一项是(A) A．“淮左名都，竹西佳处。”一个“名”字，表明扬州是人们向往的大都市；“竹西佳
五年级英语上册第二单元第一课时
Unit 2《My week 》教学设计 A. Let’s learn & Let’s Play Teaching Aims： 1.Can listen、say、read and write the words from Monday to Sunday. 2.Can understand and write the sentences:What do you have on ...? and the answer : I have ...in real situations. 3.conclude by themselves. Teaching Important Points 1.Can listen、say、read and write the words from Monday the Sunday. Teaching Difficult Point Understand the sentences and practice. Teaching and Learning Methods 1. Communicative teaching method. 2. Task-based language teaching method. 3. Practice. Teaching Aids PPT、 Tape 、pictures Teaching Steps Step.1.Warm-up 1.Say hello to everyone.
2.Ask the students to listen to the song:《Days of the week》,and answer the question: What does this tell about? Go into the new knowledge. Step 2:New Knowledge Presentation 1.Ask the questions to lead in new words. (1)How many days are there in a week? (2)What are they? 2.Show the pictures to learn new words. Read the words in lines. Climb the stairs to read the words. High and low voice. 3.Practice the words by playing games. (1)Read the words quickly. (2)“Week sit”to practice the words. (3)Joint the words using the letters. 4.Learn the new sentences in this class. Show the class schedule.From Monday to Friday , we go to school everyday.So let’s look at the schedule and answer my questions. What do you have on Mondays? I have... Lead students to read and use the sentences.
专项4第二单元第1课时
专项4第二单元第1课时 第1课时氮氧化物的产生及转化 [学习目标定位] 1.理解氮氧化物(NO、NO2)的来源和性质。2.了解氮氧化物对环境的影响。 【一】一氧化氮和二氧化氮 1．两支大试管分别集满NO和NO2气体，观察它们的颜色状态，嗅闻它们的气味，比较它们密度的大小。填写下表： 2.判断以下说法是否正确？ (1)氮元素可形成五种价态的氧化物，其中＋4价的有NO2和N2O4两种() (2)NO和NO2的颜色、气味、水溶性不同，但它们都是有毒的气体( ) (3)实验室只能用排水法收集NO，用向上排空气法收集NO2() (4)NO具有较强的还原性，在空气中极易被氧化() (5)将盛满NO的试管打开塞子置于空气中，无色气体变为红棕色() 答案(1)√(2)√(3)√(4)√(5)√ 3．二氧化氮溶于水的实验如以下图所示：把充满NO2的试管倒立水中，再通入O2。 (1)图1实验试管内气体的颜色慢慢变为无色，水面上升，最后静止在距试管底部的1/3处。 (2)图2实验把充满NO2的试管倒立水中，试管内水面上升，有无色气体NO生成，再通入氧气，最后试管全部充满液体。 (3)图3实验试管内液面上升，最后试管全部充满液体。 (1)二氧化氮溶于水反应的化学方程式：3NO2＋H2O===2HNO3＋NO，氧化剂与还原剂的物质的量之比是1∶2。
(2)水吸收NO2制硝酸的原理： 3NO2＋H2O===2HNO3＋NO ； 2NO ＋O2===2NO2； 4NO2＋O2＋2H2O===4HNO3。 (3)二氧化氮溶于氢氧化钠溶液反应的化学方程式是2NO2＋2NaOH===NaNO2＋NaNO3＋H2O 。 【例1】 最新的病毒学研究证实，一氧化氮对SARS 病毒有直接抑制作用。以下关于一氧化氮的表达正确的选项是( ) A 、一氧化氮是一种红棕色气体 B 、常温常压下，一氧化氮不能与空气中的氧气直接化合 C 、一氧化氮可由氮气和氧气在放电条件下直接化合得到 D 、一氧化氮易溶于水，不能用排水法收集 答案 C 解析 NO 是一种无色难溶于水的气体，可以用排水法收集；常温常压下，NO 容易与氧气直接化合生成NO2。 【例2】 在一定条件下，将充满NO2和O2的试管倒立于水槽中，充分反应后，剩余气体体积为原混合气体体积的18，那么原混合气体中NO2和O2的体积之比可能是( ) ①8∶1 ②7∶3 ③7∶1 ④4∶1 A 、①② B 、①③ C 、②③ D 、②④ 答案 C 解析 反应为4NO2＋O2＋2H2O===4HNO3，设原气体体积为8 L ，那么剩余气体为1 L 。 假设剩余的1 L 气体为O2，那么V(NO2)＝(45×7) L ，V(O2)＝(15×7 ＋1) L ，二者体积比为7∶3； 假设剩余的1 L 气体为NO ，而上述反应后剩余3 L NO2，那么V(N O2)＝(3＋45×5) L ，V(O2)＝(15×5) L ，二者体积比为7∶1。 【二】氮的氧化物对环境的污染
Unit 3 A Hanging 课文翻译教学教材
U n i t3A H a n g i n g 课文翻译
Unit 3 A Hanging A HANGING George Orwell 1. It was in Burma, a sodden morning of the rains. We were waiting outside the condemned cells, a row of sheds fronted with double bars, like small animal cages. Each cell measured about ten feet by ten and was quite bare within except for a plank bed and a pot for drinking water. In some of them brown silent men were squatting at the inner bars, with their blankets draped round them. These were the condemned men, due to be hanged within the next week or two. Detailed Reading 2. One prisoner had been brought out of his cell. He was a Hindu, a puny wisp of a man, with a shaven head and vague liquid eyes. Six tall Indian warders were guarding him and getting him ready for the gallows. Two of them stood by with rifles and fixed bayonets, while the others handcuffed him, passed a chain through his handcuffs and fixed it to their belts, and lashed his arms tightly to his sides. They crowded very close about him, with their hands always on him in a careful, caressing grip, as though all the while feeling him to make sure he was there. But he stood quite unresisting, yielding his arms limply to the ropes, as though he hardly noticed what was happening. 3. Eight o'clock struck and a bugle call floated from the distant barracks. The superintendent of the jail, who was standing apart from the rest of us, moodily prodding the gravel with his stick, raised his head at the sound. "For God's sake hurry up, Francis," he said irritably. "The man ought to have been dead by this time. Aren't you ready yet?" 4. Francis, the head jailer, a fat Dravidian in a white drill suit and gold spectacles, waved his black hand. "Yes sir, yes sir," he bubbled. "All is satisfactorily prepared. The hangman is waiting. We shall proceed." 5. "Well, quick march, then. The prisoners can't get their breakfast till this job's over." 6. We set out for the gallows. Two warders marched on either side of the prisoner, with their rifles at the slope; two others marched close against him, gripping him by arm and shoulder, as though at once pushing and supporting him. The rest of us, magistrates and the like, followed behind.
小学英语四年级上册第二单元第一课时教案
小学英语四年级上册教案 Unit2 My schoolbag 第一课时 一、Teaching contents: A Let’s learn let’s do C Let’s sing 二、Teaching aims: 1、能听、说、认读本课时的主要单词：English book, math book, Chinese book, story-book, note book ,schoolbag。 2、能听懂指示语，并能按照指令做出相应的动作，如：Put your pencil in your desk. 3、会唱歌曲 Books and Pencils。 三、Important points and difficult points Important points : 听、说、认读Chinese book，English book, math book, Story-book, notebook, schoolbag. Difficult points: 根据指令熟练地做出相应动作，以及掌握under，on，in，near的运用和判断。 四：Teaching tools： 1.教师准备单词卡、录音机、语文书、数学书、英语书、笔记本、故事书各一本，一个书包、小贴图。 2、学生准备好自己的书包、各类书和文具，本课要学的单词卡。 五、Teaching steps Step 1 Preparation 1. Sing a song ：播放歌曲Books and Pencils和学生一起说唱。 2. Free talk. T拿着铅笔问: How many pencils can you see ? S1:..I can see….. Let Ss work in pairs,利用学习用品，then check.适时评价鼓励。 Step 2 Presentation 1.T拿着着英语课本说：This is my book, an English book.出示单词卡教读，生上口后再板书,找生领读单词，分组读。T:How many books do you have ? Ss: .I have.. 2. Use the same ways teach:Chinese book,math book, Story-book, notebook. 3. T拿出书包：Look I put my Chinese book in my schoolbag.让生理解 单词schoolbag并教授。 Step 3: Practice 1、Listen to the tape.
第二单元第1课时因数和倍数
第二单元第1课时：因数和倍数 年级：五年级教材版本：人教版 授课教师单位及姓名：清华大学附属中学朝阳学校赵春梅 指导教师单位及姓名：北京市朝阳区教师研修中心王学贤 一、教学背景简述 《因数和倍数》是人教版数学五年级下册教材中第二单元的教学内容，是在学生已经学了一定的整数知识，包括整数的认识、整数的四则运算及其应用的基础上，进一步认识整数的性质。本课教学中最重要的是认识因数、倍数等抽象的数学概念。需要让学生经历观察、分类、分析、探索、发现等活动过程，这样能有效化解概念的抽象。
二、学习目标 1.经历解决分组问题的过程中，通过观察、分类、分析、质疑、研讨等活动，理解因数和倍数的意义以及两者之间相互依存的关系，在自主探索中发现找一个数的因数和倍数的方法，以及一个数的因数、倍数的特征。 2.通过问题解决和自主探索的活动，渗透分类思想，发展思维的有序性。 3.在探索的过程中，体会数学知识之间的内在联系，体验互动学习的乐趣。 三、教学过程 （一）问题情境，建构概念 1.谈话引入，发现问题 （1）引入：同学们，快看航模小组的老师正在为新学期要搞的活动设计方案呢，活动准备以小组为单位进行开展。现在航模小组一共有14名同学，怎样分组比较合适呢？ （2）暴露资源 2.抽出除法算式，通过分类，感知概念 （1）提出问题：看到这两位同学的想法，你们有什么想说的？为了便于交流，算式标上序号。 ①14÷2=7 ②14÷3=4 (2) ③14÷4=3 (2) ④14÷5=2 (4) ⑤14÷6=2 (2) ⑥14÷7=2 ⑦14÷4=3.5 ⑧14÷5=2.8
分享交流： ①⑥合理，②③④⑤⑦⑧不合理。 小结：在解决分组合理不合理这个问题时，把上边的这些算式进行分类。合理的这组算式中，你又有什么发现？ 分享交流： 预设：我发现了14是2的7倍，14是7的2倍；我发现这里有乘法口诀：二七十四；我还发现被除数、除数、商都是整数，而且没有余数。 （2）提升：还可以说14是2的倍数，2是14的因数。 你能找到一组具有因数和倍数关系的数吗？说一说谁是谁的倍数，谁是谁的因数。（学生交流找到的因数和倍数） （3）对于0的处理 设问：如果把具有因数和倍数关系的两个数看成一对好朋友的话，那么0就有很多好朋友了。 监控：为了方便，在研究因数和倍数时，我们所说的数一般是指不包括0的自然数。 （4）总结提升 那现在你们能说说什么是因数，什么是倍数吗？他们之间又有着怎样的关系呢？你还想提醒大家点什么吗？ 学生总结 （二）活动中深化概念 1.图形中的因数和倍数 每个长方形都是由12个面积是1平方厘米的小正方形拼成的。 2.过渡：你们还能在其它地方找到因数和倍数吗？ 预设1：在日历中找到了因数和倍数；我认为7的倍数是写不完的。 预设2：在买文具时发现因数和倍数；我认为2的倍数是写不完的。 评价：接下来你们又想研究点什么呢？ 预设1：我想研究一个数的因数和倍数到底有几个？
unit3ahanging课文翻译
Unit 3 A Hanging A HANGING George Orwell 1. It was in Burma, a sodden morning of the rains. We were waiting outside the condemned cells, a row of sheds fronted with double bars, like small animal cages. Each cell measured about ten feet by ten and was quite bare within except for a plank bed and a pot for drinking water. In some of them brown silent men were squatting at the inner bars, with their blankets draped round them. These were the condemned men, due to be hanged within the next week or two. Detailed Reading 2. One prisoner had been brought out of his cell. He was a Hindu, a puny wisp of a man, with a shaven head and vague liquid eyes. Six tall Indian warders were guarding him and getting him ready for the gallows. Two of them stood by with rifles and fixed bayonets, while the others handcuffed him, passed a chain through his handcuffs and fixed it to their belts, and lashed his arms tightly to his sides. They crowded very close about him, with their hands always on him in a careful, caressing grip, as though all the while feeling him to make sure he was there. But he stood quite unresisting, yielding his arms limply to the ropes, as though he hardly noticed what was happening. 3. Eight o'clock struck and a bugle call floated from the distant barracks. The superintendent of the jail, who was standing apart from the rest of us, moodily prodding the gravel with his stick, raised his head at the sound. "For God's sake hurry up, Francis," he said irritably. "The man ought to have been dead by this time. Aren't you ready yet" 4. Francis, the head jailer, a fat Dravidian in a white drill suit and gold spectacles, waved his black hand. "Yes sir, yes sir," he bubbled. "All is satisfactorily prepared. The hangman is waiting. We shall proceed." 5. "Well, quick march, then. The prisoners can't get their breakfast till this job's over." 6. We set out for the gallows. Two warders marched on either side of the prisoner, with their rifles at the slope; two others marched close against him, gripping him by arm and shoulder, as though at once pushing and supporting him. The rest of us, magistrates and the like, followed behind. 7. It was about forty yards to the gallows. I watched the bare brown back of the
三年级英语上第二单元第一课时公开课教案
三年级英语上第二单元 第一课时公开课教案 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
Unit 2 Colours 学科：英语年级：三年级课时：第一课时授课人：李金秀 教学目标： Learn the new words:red yellow bule green 教学重点： Beable to listen,speak,read and write the words: red yellow bule green 教学难点： Beable to understand and use the key words: red yellow bule green 教学过程： Step I:Warming up (1)Hello,I’mJohn.（2）A:What’s your name? B:My name’s Wuyifan. （3）Goodbye/ Bye （4）Show me your pen. Step II:Presentation 1.new words: red yellow bule green 2.小结：Red红，yello黄， Blue蓝色像海洋。 Green绿色春天笑。 Step III:Practice 1.我会连线 2.我会认 red blue yello green yello red yello blue blue green red green yello red green blue 3.play a game 4.补全单词 1.r_d( ) 2._ello( ) 3.blu_( ) 4.g_een( ) 1.re_( ) 2.yell_ ( ) 3.bl_e( ) 4.gree_ ( ) 1._ed( ) 2.ye_lo( ) 3._lue( ) 4. _reen( ) 1.r_d( ) 2.y_llo( ) 3.b_ue( ) 4.gr_en( ) 5.play a game—what’s missing? Step IV:Homework 一、排排队、坐坐好，使下列字母组成所学单词。 1.r d e ___( ) 2. Y e w l l o____( ) 3.g e r e n ____( ) 4.b e u l _____( ) 二、我会给白云穿衣服。 三、在家里找找我们学过的颜色，用英语说给爸爸妈妈听。
unit2 colours 第一课时教学设计
Unit 2 Colours 第一课时（总第7课时） 授课时间：2014.10 学习内容：A Let’s talk Draw and say 一、学习目标 (1)知识和能力：要求学生能理解对话对话大意，能用正确的语音，语调朗读对话，并能在语境中运用Good morning 。向他人表达问候，用This is …去介绍他人，能正确使用Miss , Mr 称呼他人。 (2)过程和方法：合作法,讨论法,让学生在情景中学. (3)情感、态度和价值观：学会问候他人，向他人介绍朋友。 二.学习重点:要求学生能理解对话对话大意，能用正确的语音，语调朗读对话，并能在语境中运用Good morning 。 三.学习难点: 向他人表达问候，用This is …去介绍他人，能正确使用Miss , Mr 称呼他人。 四.突破重难点的策略和方法:通过课堂设计的活动，加深对新知识的理解，培 养学生在生活中运用语言的能力以及分析问题和解决问题的能力。 五.教学手段: 教师准备录音机和本课时录音带、Let’s learn单词卡片，教师准备本课时的单词卡片和人物头饰。 六.课时安排:1课时 七.教学流程：
1 热身、复习(Warm-up/Revision) （1）师生共同唱歌曲Sing an English together，并集中学生注意力，调动学生学习兴趣。 （2）游戏Do a game. “SIMON SAYS” 指令可以是一二单元Let’s do (A/B) 的内容。 （3）师生同唱歌曲“Hello”。教师可以边唱边用手势示意学生，将歌曲中的人名改为同班同学的名字。 （4）教师用头饰介绍人物。例如：教师举起Mr. Black的头饰说：This is Mr. Black. 然后戴上Mr. Black的头饰说：Good morning, boys and girls. I’m Mr. Black. Nice to meet you . 让学生回答：Nice to meet you ,too. 用同样的方法介绍Miss White, Miss Green ，并要求学生和这些人物打招呼。 （5）请三个学生扮演Mr. Black, Miss White, Miss Green ，用唱歌的形式互相问候。“Hello” 2 呈现新课(Presentation) （1）教师演示Let’s talk/A 的内容，使学生进一步理解对话。方法为：教师左手举起Miss White 的头饰，右手举起Miss Green 的头时，用不同声调引出对话内容。在此次演示活动中，教师强调Nice to meet you . Nice to meet you, too. 两句话。
高一英语必修一课文原文及译文80976
高一英语必修一课文原文及译文 必修一 Unit1 Anne’s Best Friend Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? Or are you afraid that your friend would laugh at you, or would not understand what you are going through? Anne Frank wanted the first kind, so she made her diary her best friend. Anne lived in Amsterdam in the Netherlands during World War Ⅱ. Her family was Jewish so nearly twenty-five months before they were discovered. During that time the only true friend was her diary. She said, ”I don’t want to set down a series of facts in a diary as most people do, but I want this diary itself to be my friend, and I shall call my friend Kitty.” Now read how she felt after being in the hiding place since July 1942. Thursday 15th June, 1944 Dear Kitty, I wonder if it’s because I haven’t been able to be outdoors for
部编版二下语文第二单元教学设计
部编版二年级下册第二单元教材分析及教学设计 单元教材分析： 本单元围绕着人文主题“关爱”和语文要素“读句子，想象画面”安排了《雷锋叔叔，你在哪里》《千人糕》《一匹出色的马》三篇课文和综合性学习《语文园地二》。三篇课文分别从不同侧面反映了“关爱”：有家人之间的关爱，还有社会上人与人之间的关爱；有对人的直接关心、帮助，有对他人劳动成果的尊重、珍惜。 “读句子，想象画面”是本单元的教学重点。“读句子，想象画面”就是要边读边想，脑海中浮现句子描写的画面。这有助于加深对句子内容的理解，也有助于提高阅读能力和想象能力。课文的课后习题和语文园地中，均对本重点提出了训练要求。《雷锋叔叔，你在哪里》要求学生读句子想画面，再根据课文的内容，用自己的话说一说；《千人糕》要求学生借助插图想象，说说米糕是经过哪些劳动才做成的；《一匹出色的马》课后第三题，选出的句子不仅画面感强，有颜色，有想象，要求学生读句子想象画面，再把句子抄下来，提示学生进行句子的积累。语文园地二中“字词句运用”的第一题，要求学生写比喻句，但最重要的不是机械地操练，二是要让学生懂得观察事物的特点，发挥自己的想象，根据示例，把自己喜欢的景物写下来，把想象的事物写成具有美感的诗句。这是对“读句子，想象画面”这个教学重点的尝试运用。 从二年级上册的读古诗句想象画面到本单元的“读句子，想象画面”到高年级的“读文章，想画面”，教材进行了系统的安排。教学
中要注意承接二年级上册的训练，重点培养学生抓住句子中重要词语、联系生活经历或生活体验想象画面的能力，在脑海中再现句子所描写的场景和画面，加深对内容的理解。 教材在《一匹出色的马》课后练习首次提出“试着有感情的朗读课文”，这是在一年级和二年级上册教材“分角色朗读课文”“注意读出不同的语气”以及本册第一单元“注意读好重音”基础上的延续和提升。“有感情地朗读课文”是阅读教学目标之一，也是阅读理解运用的手段之一。教学时，不要盲目拔高要求，要在学生已有朗读的基础上，循序渐进地加以提升。本单元在引导学生“读句子，想画面”的过程中，可以让学生带着想象的画面以及想象中产生的体会读好“问答”或“对话”的句子，再试着有感情地朗读课文。 单元学习目标： 1.会认本单元要求会认的55个生字，认识一个多音字“的”，会写本单元要求会写的27个字，会写30个词语。发现一词多义的特点。 2.能正确、流利地朗读《雷锋叔叔，你在哪里》，能默读《千人糕》，能试着有感情地朗读《一匹出色的马》。 3.能用多种方法猜测词语的意思，并说出了解词语意思的方法。能拓展积累词语。 4.读句子，想画面，能用自己的话说说画面内容。仿照例句，展开想象，把自己喜欢的景物写下来。
一年级 第二单元第1课时
第二单元：妈妈的小帮手 单元教材分析： 本单元选取学生熟悉的家庭生活场景为基本素材，主要学习：按指定标准和自定标准对物体进行分类；比较事物的大小、多少、轻重、高矮、长短、宽窄、粗细、厚薄。通过帮妈妈整理衣服和存放衣服的活动，启发学生借助已有的生活经验，在动手实践与合作交流中学习分类和比较，把数学志士与学生生活实际联系起来。本单元设有的第一个信息窗是“帮妈妈整理衣服”，通过母子对话引出“怎么整理衣服呢？”这个问题，感受分类的必要性，体会分类与生活的紧密联系。第二信息窗“帮妈妈放衣服”通过妈妈与小朋友的对话，启发学生利用经验，学习“厚薄”、“长短”。同时根据图中提供的物品还可以比较大小、多少、轻重、高矮等。 单元教学目标： 1.通过观察、操作，能按指定标准和自定标准对物体进行分类，并会比较事物的大小、多少、轻重、高矮、长短、宽窄、粗细、厚薄等。 2.在分一分、比一比活动中，让学生形成初步的观察、分析、比较的能力。在教师的指导下，能在日常生活中发现并提出有关分类、比较的简单的数学问题，并能初步汇报交流自己的想法。 3.学生在经历分类、比较的过程中感受数学与生活的密切联系，初步养成分类整理物品的习惯。 教学重、难点 重点：按指定标准和自定标准对物体进行分类；比较事物的大小、多少、轻重、高矮、长短、宽窄、粗细、厚薄。 难点：在日常生活中发现并提出有关分类、比较的简单的数学问题，能初步汇报交流自己的想法。 课时安排： 帮妈妈整理衣服及自主练习————————1课时
帮妈妈放衣服及自主练习—————————1课时 我学会了、丰收园————————————1课时 第一课时 课题：帮妈妈整理衣服（分类） 教学内容：教科书第24--26页。 教学目标： 1.通过观察操作能按标准或自定标准对物品进行分类，并会比较物体得多少，大小 2.在分一分，比一比的活动中形成初步的观察分析比较能力。 教学重、难点： 1.结合实际生活感受分类的意义，通过动手操作初步学会分类的方法。 2.在分类活动中初步体验分类结果在同一标准下的一致性和不同标准下 的多样性，在操作过程中提高初步的观察、比较能力。 教学准备： 课件、学具盒 教学过程： 一、创设情境，提出问题： 1. 同学们，昨天，老师布置了一个作业，让同学们回家帮妈妈收拾一下衣橱，有那位同学想来说一说，你是怎样整理的？（学生自由发言，也可以问一问学生通过整理书橱，有些什么样的想法） 大家说得都很好，看来大家在家里也都是热爱劳动的好孩子。 小明也是个爱劳动的孩子，现在，他也在家里帮妈妈整理衣橱呢，让我们一起去看一看。 2.出示主题图：
unit5athletes新编大学英语第二版第四册课文翻译
Unit 5 Athletes Athletes Should Be Role Models I love Charles Barkley like a brother, and except for the times when we're hanging and pushing each other under the boards in games between my team, the Utah Jazz, and his, the Phoenix Suns, we're great friends. We don't necessarily like the same things: Charles loves golf so much he would play at halftime if he could, but I think a golf course is a waste of good pasture-land. One of the reasons we get along so well, though, is that we both say what's on our minds without worrying about what other people are going to think—which means we disagree from time to time. Here's an example of what I mean: I disagree with what Charles says in his Nike commercial, the one in which he insists, "I am not a role model." Charles, you can deny being a role model all you want, but I don't think it's your decision to make. We don't choose to be role models, we are chosen. Our only choice is whether to be a good role model or a bad one. I don't think we can accept all the glory and the money that comes with being a famous athlete and not accept the responsibility of being a role model, of knowing that kids and even some adults are watching us and looking for us to set an example. I mean, why do we get endorsements in the first place Because there are people who will follow our lead and buy a certain sneaker or cereal because we use it. I love being a role model, and I try to be a positive one. That doesn't mean I always succeed. I'm no saint. I make mistakes, and sometimes I do childish things. And I don't always wake up in a great, role-model mood. There are days when I don't want to pose for a picture with every fan I run into, when I don't feel like picking up babies and giving them hugs and kisses (no matter how cute they are), those are the days I just try to avoid the public. But you don't have to be perfect to be a good role model and people shouldn't expect perfection. If I were deciding whether a basketball player was a positive role model, I would want to know: Does he influence people's lives in a positive way away from the court How much has he given of himself, in time or in money, to help people who look up to him Does he display the values—like honesty and determination—that are part of being a good person I wouldn't ask whether he lives his life exactly the way I would live it or whether he handles every situation just the way I would handle it.