共查询到20条相似文献，搜索用时 409 毫秒
1.
课堂观摩:1.T:What’s that?S:It’s a door.T:Look at the door.It’s dirty(脏的)(.边做动作边说)Let’s clean the door,OK?Ss:OK.2.T:×××,clean the door,please.引导该生边做动作边说:All right./OK.3.熟读该句型:Clean the door,please.All right./OK.4.师指窗户,问:Is that a door?S:No,it isn’t.T:What’s that?S:It’s a window.T:Look at the window.It’s dirty.×××,clean the window,please.S:All right./OK.5.同法教学单词desk,sofa,table,chair,并操练句型 相似文献
2.
课堂观摩:1.Play a game:Listen and do.Stand up./Clean the desk,please./Open the door./Close the window./…2.T:In winter,it’s cold.教师做出冷的样子,并引导学生说:Cold,cold,it’s cold.It’s so cold.3.T边做动作边说:It’s cold.Put on your coat.S边做动作边回答:OK./All right.教授句型"Put on your…"以及新单词coat。4.同法教学sweater。5.师画一个大太阳,并带领生做一些运动,说:Now,I’m hot.教师做出热的样子,并引导学生说:Hot,hot,it’s hot.It’s 相似文献
3.
【现象】近日,笔者观摩了一堂英语课"Where’s the bird?"。在拓展环节时,教师设计了三个问题:1.我想对捕鸟的人说:""2.我想对砍伐树的人说:""3.我还想对()说:""。其中在讨论交流"我想对砍伐树木的人说:‘’"时,出现如下场景:生1:砍树,会带来沙尘暴。师:Clap for him(师带领学生为生1鼓掌)!生1近段时间 相似文献
4.
Guided by the "ice-berg" theory, this paper briefly analyzes Ernest Hemingway’s short story "A Clean, Well-Lighted Place". It concludes that without any information or interference from the author, the story plainly replays a real-life scene. While at the same time, it conveys thought-provoking themes such as the loneliness, nothingness and dignity in life. 相似文献
5.
课堂观摩:1.课件出示六个形状类单词以及各自所代表的图形。师指着长方形问:What shape is it?S:It’s a rectangle.生生之间问答其余的图形。2.课件出示餐桌、围巾、太阳、蛋糕的图片,师问:What shape is the table/scarf/sun/cake?S:It’s a square/rectangle/circle/triangle.3.师出示书签、钟、手表、风筝、窗户等图片,请生生之间用"What shape is the…?S:It’s a…"进行同桌操练。4.生生上台表演,师给予适 相似文献
6.
This thesis is to analyze Hemingway’s ’A Clean,Well-lighted Place’-a story to which the author applies his famous ’iceberg theory’.Hemingway relates his stories to an iceberg with only one-eighth actually showing and the other seven-eighths under water.This thesis is to show what is beneath the surface and the hidden meaning of the story. 相似文献
7.
教学过程Step 1.Warm up1.Play the flash and singthe song"We study and play".2.Free talkT:Look,what’s this?(PPT呈现一只篮子)Ss:It’ s a basket.T:What’s in my basketnow,guess?Ss guess.T:It’s a basketball.I playbasketball.(师拍篮球)T:Do you play basketball?(PPT:Do you play…? )We’ll learn Unit 10 Do you 相似文献
8.
课堂观摩:1.出示5A第五单元D部分Look and talk的图片,请生用所学的句型来谈论该图片。S1:What’s in the picture?S2:There is a/There are some…S3:Is there a/Are there any…?S4:Yes,there is/are.No,there isn’t/aren’t.…2.师总结there be句型的用法。3.让学生看图写句子,越多越好。"非生态"问题:1.有些学生光顾着看图片, 相似文献
9.
Warm-up or lead in设计一:词组大比拼(略)设计二:A song师在百度上输入"PEP小学五年级英语下册Unit 1 C Let’s Sing",在酷六网上找到"Weekend"歌曲。T:First let’s sing a song"Weekend".Please listen and follow.学生听两遍,再跟唱两遍后,T:What’s the meaning of weekend?Saturday and Sunday 相似文献
10.
片段:1.T:I’m tired.Boys and girls,let’s go to my home.OK?S:OK!T:This is my home.It’s nice.Shall we watch TV?S:Good!T:Let’s go to the sitting-room.(教师在预先画好的一所漂亮的房子上,贴上客厅的图片,教学新单词sitting-room)2.生在师的引导下以各种形式读新单词。3.T:What’s this?S:It’s a sofa.T:Where’s the sofa?S:It’s in the sitting-room. 相似文献
11.
12.
课堂观摩:1.T:Look at the book.S:It’s new.Work in pairs:Look at the…It’s…2.T(指着月亮图片):Look at the picture.What’s this?引导S:It’s a moon.(熟读并拼写单词moon。)3.T:Look at the moon.引导S:Oh,it’s big/bright/round/yellow.4.T(画一轮小月亮):Look at the moon.引导S:Oh,it’s small.5.同法教学单词sun,star,并操练句型"Look at the…Oh,it’s…"。 相似文献
13.
14.
【Part A教学设计】一、热身教师出示一张日历图,问:What’s the date here?Is it a holiday? Why?生成句子:We don’t go to school on the holidays.更多问题:Can you tell me some holidays? 相似文献
15.
The commentary on A Clean, well-lighted Place intends to release general introduction about Hemingway’s short story, especially his writing styles through a few short conversations between the young and middle-aged waiters to evince the value of life in simple words by Hemingway. 相似文献
16.
一、教学分析1.教学内容分析:本节课主要是学习句型What’s the time?It’s…",四会"单词seven和eigh"t,三会"单词eleven和twelve。2.教学对象分析:本节课的教学对象是小学四年级的学生。在知识掌握上, 相似文献
17.
教学内容:EEC英语小学5年级下册《How’s the weather in Ellia?》。教学目标:1.使学生熟练掌握句型"How’s the weather?"及其回答"It’s..."。2.在实际交际中正确自如地表达与天气相关的单词sunny,windy,cloudy,rainy,snowy,dry,wet,pouring。3.使学生树立敢说想说要说的意识和愿望。 相似文献
18.
19.
课堂观摩:1.师拿出Helen,Mike,father and mother的头饰,请生分别扮演这几个人物,并且在扮演之前说明:Hello,I’mMike/Helen/Mike’sfather/mother.2.师指着mother引导全班学生问:"Who’s she?"拿着Helen和Mike图片的学生回答:"She’s my mother."3.同法以"Who’s he/she?He’s/She’s…"问答其余人物。"非生态"问题:1.生在问答时往往不知道该轮到自己了,浪费了课堂上的宝贵时间。2.参与的学生不够多,特别 相似文献
20.
教学目标:1.知识与技能:能够听、说、读、写以下单词及缩写:smart,active,shy,funny,how,old,are,he,she,he’s,she’s;能够听、说、认读句子:He/She looks active;能够在适当的情境中正确地听、说、读、写下面的句子:How old are you?I’m nine,How old is he/she?He’s/She’s twelve.2.过程与方法:学生在学习单词和句型的过程中,学会合作、学会探究、学会倾听、主动参与实践。3.情感、态度与价值观:能够进一步增强学习英语的兴 相似文献