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  • ID:4-8244723 Unit 3 Topic 1 English is widely spoken throughout the world. 教案(4课时)

    初中英语/仁爱科普版/九年级上/Unit 3 English around the World/Topic 1 English is widely spoken around the world.

    1101090012026900Unit 3 English Around the World Topic 1 English is widely spoken throughout the world. Section A 【教学重难点】 The main activity is 1a.本课重点活动是1a。 【教学目标】 1.Learn a new word and some phrases: language, from now on, be pleased with 2.Learn some useful sentences: (1)I can’t wait to fly there! (2)You’ll have a good chance to practice English there. (3)Try your best and work much harder from now on. 3.Help the students to learn the usage of passive voice: (1)Disneyland is enjoyed by millions of people from all over the world. (2)English is spoken as the main language in America. (3)It is also widely used throughout the world now. 【教学准备】 单词卡片/卡通图片/小黑板/录音机 【教学过程】 检查作业,复习节能环保知识,然后创设语境,呈现部分生词,引出被动语态,导入新课。 1.(教师检查作业,复习如何让自己的家乡变得更美丽。) T: Let’s check up your homework in the last unit. We know the earth is our home. Everyone is supposed to keep our home beautiful and save energy. Would you like to be a greener person? Please list good habits of making your hometown more beautiful. S1: We should reduce the waste we produce. S2: We should use both sides of paper and reuse plastic bags. S3: We ought to turn off the lights when we leave a room. S4: We should grow fruit and vegetables ourselves. S5: We’d better walk or ride a bike instead of taking a bus or a taxi if we’re traveling a short distance. … (教师作小结,为下一步作准备。) 2.(教师呈现一些写有国家、语言、民族的卡片,和学生一起谈论三者的对应关系,引出生词和被动语态。然后,请学生将此三类卡片一一对应地贴到黑板上的相应栏目中。) T: S1, which do you like better, Chinese or English? S1: I like Chinese better. T: So do I. Chinese and English are both languages. Chinese is spoken by the most people throughout the world while English is the most popular language throughout the world. (板书,要求学生掌握language;理解throughout。) language throughout=all over T: There are many countries in the world.Different languages are spoken by people in different countries. Now here are some cards about the countries, the languages and the people. Can you stick them on the blackboard in the correct order? S2: I can have a try. People Language Country Chinese English/Englishman American Japanese French/Frenchman … Chinese English English Japanese French … China England U.S.A. Japan France … (可请3-4名学生分工完成。) 3.(1) (通过上面这个表格,进行对话练习,引出被动语态。) T: Look at the blackboard and answer my questions. Which language do Chinese people speak? S3: They speak Chinese. T: Good! It means “Chinese is spoken by Chinese”. And which language do Australians speak? S4: They speak English. T: You’re right. English is spoken by Australians. (进行上述对话时,板书以下结构,并讲解它们的意思和区别。) (2)(要求学生根据表格,仿照以上对话练习被动语态。) S5: Which language do Americans speak? S6: They speak English. S7: English is spoken by Americans. … T: Good jobs. This class we’re going to learn Section A, Topic 1, Unit 3. Step 2 Presentation 教师展示图片,创造情景对话,呈现新词汇和被动语态,完成1a,1b。 1.(教师出示一幅Mickey Mouse和Donald Duck的卡通图片,导入新课,学习生词。) T: Now, look at this cartoon. Who are they? Ss: Mickey Mouse and Donald Duck. T: Do you like them? Ss: Yes. We like them very much. T: They are very popular. They are enjoyed by millions of people from all over the world.I think you would like to see more cartoon characters. (板书并要求学生理解。) cartoon character They are enjoyed by millions of people from all over the world. 2.(要求学生听录音,并回答下列问题。熟悉1a内容,培养听力技能。) (出示小黑板。) (1)Where will Wang Junfeng and his parents visit? (2)Which language is widely spoken throughout the world? (边听边观察,若学生有许多不懂之处,再放一遍录音,然后核对答案。) 3.(让学生速读1a,完成1b,提醒学生重点理解被动语态的用法,并找出重点、难点。培养学生快速阅读能力。) T: Now please read the dialog rapidly, and find out the key points and the difficulties. You just have two minutes, then let’s solve them together. (两分钟后,学生互相讨论,教师解答疑难点。) S1: What does “Guess what!” mean? S2: It means “Guess what it is / they are …?” … (板书并进行补充讲解。) Guess what! can’t wait to do sth. have a good chance to do sth. T: Now please fill in the blanks in 1b according to 1a. (核对答案。并让学生集体通读一遍。) Step 3 Consolidation 巩固1a,完成2,继续呈现新词汇,培养学生的听、说能力。 1.(分组朗读1a。然后分角色表演。对表演好的组给予表扬。) T: Please read 1a in groups, then act it out in roles. 2.(根据1a,要求学生改写并复述。) T: Don’t look at your English book. Who can retell the dialog? S1, can you have a try? I’m sure you can. S1: Yes. Thank you! Wang Junfeng and his parents will go to Disneyland… 3.(听录音,继续呈现部分新词汇,练习学生的听力,完成2。) T: Do you know who created Mickey Mouse? It is Walt Disney. It is said that he used to sit in the family garage and drew pictures. One day he saw a mouse come into the garage and play. At last he drew a mouse and he was pleased with it. (板书并要求学生理解garage;掌握be pleased with。) garage be pleased with T: From now on, please listen carefully and mark each sentence with (T) for True or (F) for False. Are you ready for it? (板书并要求学生掌握。) from now on (核对答案。) Step 4 Practice 通过师生互动,学生练习,教师小结的方式,进一步加深对被动语态的了解,归纳出主动语态与被动语态互变的规律。 1.(师生互动:由听力部分的Mickey Mouse话题引入、归纳被动语态的结构。) T: We all know Mickey Mouse is liked by many people and English is widely spoken throughout the world. (教师重复并强调画线部分,然后板书被动语态的结构。) be (am, is, are)+p.p. 2.(教师再举几个例子,并要求学生跟读,进一步加深对被动语态的了解。) T: Now, here are other sentences. Please read after me, and pay attention to the structure “be+p.p.” (板书) The baby is looked after well by his mother. These cars are produced by the workers. 3.(学生口头完成3a,核对答案,然后齐读。) T: OK. Let’s practice 3a. 4.(1)(教师引导学生认真观察3b的句子变化,使学生更深刻理解被动语态。) T: OK!Boys and girls, let’s make sentences using the passive voice. I’ll give you some examples first, then you make sentences by yourselves according to the sentence patterns. Do you understand? Ss: Yes. T: You know, people grow tea in our area.We can also say like this: (板书句子并领读。) People grow tea in our area. Tea is grown by people in our area. T: Do you plant trees? Many people plant trees in their gardens. We can also say: (板书句子并领读。) Many people plant trees. Trees are planted by many people. T: Now, let’s do some exercises. OK? Look at the small blackboard. (2)(由学习被动语态到运用被动语态。) (出示小黑板。) Active voice Passive voice 1.Much rubbish pollutes the river. 2.People love Disneyland. 3.Many children like Mickey Mouse. 4.The Americans speak English. 1.The river is polluted by much rubbish. 2. 3. 4. Active voice Passive voice 1.People grow rice in the south. 2. 3. 4. 1.Rice is grown in the south by people. 2.Dogs are kept at home by people. 3.Flowers are planted in his garden by Tom. 4.Machines are made in the factory by workers. (教师请6位学生在黑板上把表格填充完整,并要求其余的学生独立完成,之后相互核对答案,最后教师讲解。) (学生齐读以上句子,教师鼓励学生运用被动语态造句。) Step 5 Project 教师出示过去分词,要求学生尽量用被动语态对表演内容进行表述,并描述一天的生活。进一步巩固被动语态的用法。 1.(学生复习动词的过去分词broken, chosen, cut, done, eaten, drunk, caught, bitten, found, worn, sent, spoken, told等等。鼓励他们把这些动词与Topic list(如下文所示)的某一题目结合起来进行编剧表演活动。要求活动中尽量出现表达被动意义的动作或情节,最后小组推举一位同学,尽量多的用被动语态句子对表演内容进行讲述。) Topic list (1)Lost and Found (suggested words: lose, find) (2)An accident (suggested words: hit, send) (3)Catch a thief (suggested words: steal, catch) (4)Hunting (suggested words: shoot, scare) (一组的主要事件:Lost and Found学生表演:学生A丢了手表,学生B和C帮他寻找并且找到,最后其中的一位同学对故事进行描述:) My watch is lost. I can’t find it. But I am helped by Chen Jing and Li Mei. It is found at the corner of the playground by Li Mei. My watch is sent to me now. (二组的事件主题:An accident 学生表演:行人被车撞倒,被送入医院,肇事者被送进警局。二组的选派同学以新闻的形式报道:) An old man is hit by a taxi when he is crossing the street. He is sent to hospital immediately by two students. The taxi driver is taken to the police station for questioning. (三组的创意表演……) (四组的创意表演……) (活动规则如下:) (1)(活动单位:8~10人的小组。) (2)(活动形式:头脑风暴。每小组任选一个题目,根据题目和所给出的动词表,联系日常生活,采用头脑风暴的形式设计出一个能使用最多动词被动语态的故事片断或情节,并根据情节进行表演。) (3)(评奖:在学生表演的基础上,评选出最佳台词奖,最佳情节设计奖,最生动表演奖和最清晰陈述奖。) 2.Homework: Make sentences with the simple present passive voice to describe your daily life. For example: Our classroom is cleaned by us every day. 【板书设计】 English is widely spoken throughout the world. Section A Throughout=all over Disneyland is enjoyed by millions of people from all over the world. From now on I can’t wait to fly there. Be pleased with You’ll have a good chance to practice English there. Try your best and work much harder from now on. Section B 【教学重难点】 The main activities are 1a and 2a.本课重点活动是1a和2a。 【教学目标】 1.Learn some new words and phrases: On business, be similar to, translate, translate…into, company, general, in general, besides, once in a while, whenever, divide, divide … into …, postman 2.Learn some useful sentences: (1)Is it possible that you will have any trouble? (2)In general, he has no trouble understanding people from different countries, because most of them can speak English. (3)Besides, it is used as a second language in India and some other countries. (4)Whenever that happens, an interpreter helps him. 3.Go on learning the simple present passive voice. (1)Is English spoken as the official language in Cuba? (2)Once in a while, Jane’s father has to travel to a country where English is not spoken. 4.Talk about languages around the world. 【教学准备】 录音机/幻灯片或小黑板 【教学过程】 Step 1 Review 教师检查作业并通过创设情境复习被动语态,呈现部分新词汇。 1.(教师检查作业,复习被动语态。) T: We learnt passive voice yesterday. Let’s check your homework. S1: Trees are planted by people every year. S2: Homework is done by us every day. S3… (让学生多说句子,调动学生积极性。) (教师进行归纳总结后,让学生两人一组完成3,并互相纠正出现的错误,让学生更准确地掌握被动语态。) T: You all speak very well. Pay attention to “be (am, is, are)+p. p. ” Now turn to P56.Look at the example in Part 3. (与学生一起复习主动语态和被动语态之间的转换,以避免一些容易出现的错误。) T: Please find out difficult points. Ss: We don’t know the meaning of “divide”, “divide … into …” and “postman”. T: Divide means “Make something separate into parts.” For example, A cake is divided into some pieces by us. Postman means “a person whose job is to collect and deliver letters”. (板书并要求学生掌握divide, divide … into …, postman;理解deliver。) divide divide … into … postman deliver T: Please follow the example to make sentences, and write them down on your books. And I’ll ask five students to write their answers on the blackboard, now, who can? S4, S5, S6, S7, S8 please. (板书) Many problems are caused by the large population. … (全班一起核对答案,改正错误,并画出被动语态的结构,以示强调并加深印象。) 2.(双人活动。一个学生说主动语态的句子,另一个学生说被动语态的句子。) T: OK, let’s go on practicing the passive voice. One student says a sentence with the active voice. His/Her partner changes it with the passive voice. Is it easy? Ss: Yes. S9: I do my homework after class. S10: His homework is done after class. S11: I like English very much. S12: English is liked by S11 very much. … 3.(承接Section A,复习讲英语的国家,导入新单词。) T: Well done. Who can tell me in which countries people speak English? S13, please. S13: English is spoken by most people in Great Britain. S14: English is spoken in America. S15… T: We can also say English is spoken as the first language in Great Britain, America, Australia … (板书) English is spoken as the first language in Great Britain, America, Australia… (领读句子,让学生了解讲英语的国家,引出新单词。) T: I have a friend.He works in a company. It’s possible that he will have trouble when he has a long conversation with foreigners or go abroad on business. (板书并领读,要求学生掌握。) company, on business T: What should he/she do? S16-: Ask the interpreters for help. They can translate one language into another orally, for example, translate English into Spanish or French. Besides, they can explain the culture of the country. (教师帮助学生回答。) (板书并要求学生掌握translate… into…和besides;理解interpreter, French, Spanish;了解orally。) translate ... into … besides interpreter Spanish French Orally Step 2 Presentation 听1a录音,完成1b,继续呈现新词汇,学习1a的语言项目。 1.(教师导入新课。) T: We all know English is spoken in many countries in the world.Now Jane’s father will go to Cuba on business. Is English spoken in Cuba? Will Jane’s father have any trouble? Let’s listen to the tape and mark the following sentences with (T) for True or (F) for False. (教师放录音,用幻灯片或小黑板呈现下列问题,判断句子的正误。) (1) Jane’s father is going to Cuba for traveling. ( ) (2) English is spoken as the official language in Cuba. ( ) (3) Spanish is similar to English. ( ) Answers: F, F, F (核对答案,学生答错的答案不要急于更正,再放一遍录音,训练学生捕捉信息的能力。) 2.(让学生快速阅读对话,找出疑难点,教师板书并鼓励学生探究释疑。) T: Now read the dialog. Please find out the important and difficult points. S1: I don’t know the meaning of the word “similar”. T: It means “almost the same but not exactly the same”. (出示两个相似的文具。) T: Are these two pencil-boxes similar? Ss: Yes, they are. T: This pencil-box is similar to that one. (板书并要求学生理解exactly;掌握be similar to。) exactly be similar to 3.(再听1a录音,学生跟读,注意语音语调。) T: Now, listen to 1a again and follow the tape, paying attention to the pronunciation and intonation. 4.(学生完成1b。先猜生词的意思,后教师核对答案,讲解生词。) T: Please find out the difficult points. Ss: We don’t know the meanings of “system” and “pack”. T: System means “an organized set of ideas or theories or a particular way of doing sth.” Pack means “put clothes, etc into a bag in preparation for a trip away from home.” (板书并要求学生理解。) system pack Step 3 Consolidation 学习1a和2a,让学生复述1a,培养学生快速阅读能力,巩固被动语态的用法。 1.(让学生分组练习1a,然后表演, 为复述1a打下基础。教师一定要给出较充裕的时间,让学生能较流畅的表演。 ) T: OK, boys and girls, please practise the dialog with your partner. After that, act it out in front of the class. 2.(对1a进行复述或改编,达到学以致用的目的。) (方案一) (教师给出关键词,让学生以第三人称复述1a。) pack bags, Cuba, on business, official language Spanish, be similar to, not really, is it possible that, if necessary, an interpreter T: Who can retell the dialog in your own words? You can begin like this: Jane’s father is packing his bags now. He’s going to Cuba on business… (请1~2名学生复述课文,做示范。) (方案二) (教师可以鼓励学生,在1a的基础上加以创新。) For example: (S1—Xiu Feng, S2—Xiu Mei) S1: Xiu Mei, why are you packing your bags? S2: I’m going to Beijing. S1: That’s great. There are many places of interest in Beijing, such as the Great Wall and the Summer Palace. S2: Yes, the Great Wall is visited by many people every year. S1: Maybe you will meet some trouble when you are on your trip. You’re a stranger in Beijing. S2: It doesn’t matter. I will take a map with me. If necessary, I’ll ask a policeman for help. S1: OK! Have a good trip then! 3.(以小组合作的方式学习2a,并回答下列问题,用幻灯片或小黑板出示下列问题。) T: Good job.Let’s read 2a, then answer the following questions: ①In general, does Jane’s father have any trouble understanding people from different countries? ②Has Jane’s father ever traveled to a country where English is not spoken? ③When does Jane’s father need an interpreter? ④What does an interpreter do? (核对答案。) 4.(1)(鼓励学生找出难点。对重点内容进行板书和讲解,讲解时根据情况,让学生造句,加深理解。) T: Do you have anything that you can’t understand? Please put up your hands. S3: I don’t know the meanings of “whenever” and “once in a while”. T: Whenever means “no matter when”. Once in a while means “sometimes or at times”. For example: No matter when you go home, please call me. Whenever you go home, please call me. (板书,要求学生掌握。) whenever=no matter when in general once in a while have no trouble doing sth. (2)(听2a录音,跟读,注意语音和语调。) T: Now listen to the tape of 2a and repeat, paying attention to the pronunciation and intonation. Step 4 Practice 根据2a,完成2b,通过练习让学生熟练掌握被动语态的用法。 1.(根据2a,要求学生快速完成2b。核对答案后以问答的形式巩固语言常识。) T: S1, which language is spoken as the first language in Cuba, China, Great Britain, Japan …? S1: Spanish is spoken… 2.(让学生将下面的句子由主动语态变成被动语态,或者将被动语态改为主动语态。) T: Please change the following sentences into the simple present passive voice. Or please change the passive voice into the active voice. (出示小黑板。) Active voice Passive voice 1.All of us like her. 2.Li Ping often rides a bike. 3.They clean their rooms every day. 1.… 2.… 3.… Passive voice Active voice 1.Is the baby taken good care of by him? 2.This book is found by Kangkang. 3.The homework is done after class by us. 1.… 2.… 3.… (学生完成练习后,教师核对答案并总结。) Step 5 Project 让学生说出把英语作为第一语言的国家,完成表格。并调查英语在哪些方面被广泛运用,告诉学生学习英语的重要性。 1.(让学生写出至少五个说英语的回家,并从国旗、著名建筑、语言等方面收集资料,完成下列表格。) Country Flag Language Famous building (注:国旗要画出来,并着上颜色。) 2.Homework: Make a survey: When and where do people use English? And prepare for the next section. 【板书设计】 English is widely spoken throughout the world. Section B on business in general translate…into… Is English spoken as the official language in Cuba? divide … into … Is it possible that you will have any trouble? be similar to have no trouble doing sth. once in a while Section C 【教学重难点】 The main activity is 1a.本课重点活动是1a。 【教学目标】 1.Learn some new words and phrases: tongue, mother tongue, state, speaker, communicate, conference, tourist 2.Go on learning the simple present passive voice: Of all these languages, English is the most widely used. 3.Let the students know the wide uses of English in the world. 【教学过程】 Step 1 Review 师生复述Section B中的2a,然后检查作业,复习上节课的语言项目,为导入新课作准备。 1.(小黑板出示上节课的重点短语,复述Section B中的2a。) T: Look at these phrases, and let’s retell 2a, Section B. (出示短语。) on business in general have no trouble doing sth. once in a while translate and explain e.g. Jane’s father often goes abroad on business. In general, he has no trouble understanding people from different countries… (如果必要,可再复述一遍。) 2.(教师检查作业,让学生汇报上节课所布置的任务,为学习新课作准备。) T: When and where do people use English? S1: I will have long conversations with Americans in English. S2: I will use English if I take part in an international meeting … S3: Most of the world’s scientists read in English. S4: English is useful when you go abroad. … (教师小结,准备导入新课。) Step 2 Presentation 展示图片,创设情景对话,呈现新词汇。然后让学生阅读1a,完成1b。提高学生的阅读能力,让学生感受到英语在日常生活中的广泛应用。 1.(教师出示一张召开国际会议的图片,图片中有发言人,有英文背景。师生互动,呈现新单词。) T: Do you know which language is spoken as their mother tongue in France? S1: French. (板书、讲解并领读,要求学生掌握。) tongue, mother tongue T: Which language is spoken as their mother tongue in China? S2: Chinese. T: Look at this picture. Can you tell me what they are doing? Ss: They are having a meeting. T: Yes. They are having an international conference. (板书并要求学生掌握。) conference T: (指着发言人。)Which language is the speaker speaking? Can you guess? Ss: Yes. I think he is speaking English. (板书并要求学生掌握。) speak—speaker (教师出示世界地图。) T: English is spoken in many countries. It becomes an international language today. More and more people use English to communicate on the Internet, phones and in the letters. It’s a useful tool for the people from all over the world to communicate with each other. It is spoken not only in the United Kingdom, the United States, but also in China and many other places. More and more Chinese people are practicing speaking English. (板书并要求学生掌握communicate和state,理解kigdom和the United Kingdom。) communicate, kingdom, the United Kingdom, state T: Is English spoken by the largest number of people in the world? Ss: Yes. T: I don’t agree with you. Chinese is spoken as the first language in China which has the largest population in the world.So Chinese is spoken by the largest number of people in the world, and English is the most widely used in the world.English is useful in many different fields of life, such as business, airlines, technology and tourism. Tourists also speak English when they go abroad.In a word, English is the most widely used.It plays an important part in our life. (板书并要求理解tourism;掌握tourist。) tourism tourist Chinese is spoken by the largest number of people in the world. English is the most widely used in the world. (让学生复述,对比并写下这两个句子以加深印象。) 2.(教师用小黑板出示下面的内容,要求学生听1a的录音并填空。) T: We all know English is the most widely used in the world, but do you know how many people speak English as their mother tongue in the world? Now let’s listen to the tape and write down the correct numbers in the brackets. English Around the World (1)( ) people speak English as their mother tongue in the world. (2)Over 226 million people speak English in . English is used (3)English is also learned as a foreign language in . (4)About ( ) of the world’s scientists read in English. (5)About ( ) users of the Internet communicate in English. (1)(听录音一至二遍,要求学生在括号中填入数字。核对答案,鼓励学生。) (2)(再读课文,要求学生用国家名称填写方框,回答文前问题,并找出课文中心句。核对答案。) (3)(根据上面表格,师生互动问答,复习被动语态。) T: You did very well. Now look at the form and answer my questions with passive voice. S3, how many people speak English as their mother tongue? S3: English is spoken as their mother tongue by over 400 million people. T: In which countries English is spoken? S4: In the U.S.A.… T… S5… T: So English is the most widely used, isn’t it? Ss: Yes, it is. 3.(再读课文,完成1b,核对答案。) T: Please read 1a again. Then finish 1b. Step 3 Consolidation 学生精读1a,并根据1b提供的数字复述1a,培养学生的概括能力和表达能力。 1.(学生跟读课文,找出重难点,教师鼓励学生讨论并做补充讲解。) T: Boys and girls, if you have any problems, please put up your hands. Let’s discuss and solve them together. … (板书并讲解。) the number of a number of two thirds of another+数词 more and more important (举例并强调be动词用法。) Example: The number of the students in our class is 60. A number of students are doing some cleaning. 2.(根据Section C中1b提供的数字对课文复述,要使用被动语态。) (方案一) (复述课文。分组活动,每组5~6人,以接力赛的形式复述课文。最后选本组较好的2~3人把课文复述完整,表扬优秀,鼓励后进。) (方案二) (两人对话。假设一个同学没上这节课,他问另一个同学今天学了哪些内容。根据这一情况,把所学主要内容表现出来。) Example: S1: Hi, S2.I didn’t go to school today. Would you like to tell me what we learned in the English class? S2: We learned English Around the World. S1: Is it interesting? Can you tell me something about it? S2: OK, I learn how important English is … (S2把书中所学英语的重要性详细讲给S1。) S1: English is really very important. I must study English hard from now on. Thank you, S2. T: You all did very well just now. Boys and girls, you are great! Step 4 Practice 听2录音,完成2和3。让学生进一步认识到英语在我们日常生活中的重要性。 1.(学生听录音,完成2。核对答案。) T: Listen to 2, finish it, and then check the answers. 2.(1)(学生分组讨论他们身边所能听到或看到的英语,然后把内容按下列表格填好。完成3。) Where What Meaning Building Exit 安全出口 Square Parking 停车场 (2)(方案一) (学生分组汇报,比比哪组列的更多。) Example: S1: I see “Keep Quiet” in the school library. It means … (方案二) (以互问互答的方式来展示或猜出内容,学生抢答比赛。) Example: S2: We can see it in public places. S3: Is it “No Smoking”? S2: No, it means you must be careful and mustn’t touch it. S4: It’s “Danger”. S2: You’re right. Step 5 Project 讨论生活中英语被广泛应用的例子以及学习英语的重要性。 1.(1)(分组活动,每组6人,讨论生活中常用英语标识。) Example: Be Quiet. Don’t Litter. No Photos. No Smoking. … (2)每组把收集到的所有英语标识整理出来,做成卡片。 (3)向全班同学展示卡片。评出优胜组。 (4)利用卡片进行问答。 Example: (学生展示一张表示No Photos的卡片,然后用卡片进行问答。) S1: What does this sign mean? S2: It means you can’t take photos there. S1: Where can this sign be put? S2: It is usually put in the museums. (学生活动时教师给予适当指导。) 2.Homework: List five reasons to explain why we study English. 【板书设计】 English is widely spoken throughout the world. Section C mother tongue Of all these languages, English is the most widely used. the number of a number of two thirds of Section D 【教学重难点】 The main activities are 1a and 4.本课重点活动是1a和4。 【教学目标】 1.Learn a new word: position 2.Review the simple present passive voice. 3.Talk about the international language—English. 【教学准备】 录音机/若干图片/幻灯片 【教学过程】 Step 1 Review 教师检查作业,组织复习Section C的内容,使学生更深地认识到学习英语的重要性,为导入新课作准备。 1.(检查学生作业并和学生探讨学习英语的方法,使学生更深地认识到学习英语的重要性。) T: Hello, everybody! We know English is becoming an international language. It is spoken by people from all over the world.I’m sure you have made up your minds to study it well. Now, let’s do it together. Are you confident? Ss: Yes. T: But we must master good methods, or we won’t succeed.S1, can we share your experience of studying English? S1: Of course. I try my best to speak English at any time with my classmates. S2: I often keep English diaries. S3: I listen carefully in class and do my homework carefully after class. S4: I often read books written in English as many as I can. S5… T: Your ideas are all great. I think your ideas will be helpful to the others, right? Ss: Yes. 2.(句子接龙,组织复习Section C的内容,承前启后,降低学习难度。) T: Now who can tell me why English is so important? Please say it one by one. S6: Over 400 million people speak English as their mother tongue. S7: Another 300 million people speak English… S8: It is learned as a foreign language in Japan, Germany… S9… T: So English is most widely spoken all over the world. Step 2 Presentation 创设情境,呈现新单词,然后听1a录音,完成1b。培养学生的阅读能力,提高阅读速度。 1.(通过师生互动,呈现新单词,并导入新课。) T: China has developed rapidly in recent years. And it has become more and more powerful. Our space industry has taken the leading position as well as the U.S.A.and Russia. (板书并要求学生掌握position;理解powerful和leading。) position powerful leading T: With the development of China, will Chinese become an international language as well as English? Ss: Yes./No. T: We know English is widely spoken throughout the world.Do you know the reasons? Now, let’s listen to the history of English. 2.(听1a录音,给下列句子排序,呈现课文内容,强调英语发展的时间顺序。) (用幻灯片出示下列句子。) ( ) Since the 1950s, the U.S.A.has become more and more powerful, and its Internet industry has taken the leading position in the world. ( ) English became an international language. ( ) Since the 1970s, more people have been learning English in China. ( ) In the 19th century, Great Britain became powerful. ( ) The Internet helped English to become more popular. (边放录音边巡视,若仍有许多学生不能正确排序,则再放一遍。) 3.(核对答案,然后就上述内容进行对话,进一步熟悉课文。) T: Now let’s check the answer. It’s easy. Who can tell us your answer? S1: The right order is 3-2-5-1-4. T: Nice work. When did Great Britain become a powerful country? S2: In the 19th century. (尽可能地让学生用文中的重点短语进行回答。) T: Since the 1950s, why has the U.S.A.become more and more powerful? S3: Because the American computer and Internet industry has taken the leading position in the world. T: Are students required to learn English in China? S4: Yes, the study of English is regarded as a very important industry … T… S5… T: Why did English become an international language? Ss: (齐声朗读上述内容。) 4.(教师帮助学生解疑答惑,板书本课的重要知识点并练习。) (板书) It’s true that… be regarded as Example: S6: It’s true that the 2008 Olympic Games was held in Beijing. S7: Yang Liwei is regarded as a hero in China. 5.(学生阅读课文,完成1b中的表格,然后核对答案。) T: Read 1a again. Then fill out the table. If you can’t finish it, you can discuss it with your partner. Step 3 Consolidation 创设情境,呈现新单词,完成2。然后要求学生复述1a,让学生对英语重要性的认识得到全面提高。 1.(教师出示带有英文的图片,产品说明书或常见的英文标志。创设情境呈现新单词,完成2。) T: We know English has become an international language. It is used in many ways. Most of the instructions are written in English. And we can see many books are written in English in the library. We can also see some English signs around us. Can you give some examples? S1: In the supermarket: No smoking. S2: In the park: Don’t litter! S3: On the street: No parking! S4: In the cinema: Exit. T: Good answers! And in the library: Be quiet! T: Let’s make several signs and show them in our school. OK? Ss: OK. (让学生继续收集一些英文标志,完成2。) 2.(要求学生以1b表格中的内容为线索,用自己的语言复述课文。) T: Please retell the text according to the table in 1b. 3.(要求学生整合Section C和Section D的内容,对英语重要性的认识会得到更全面的提高。若学生认为困难很大,也可以板书提纲。) (出示幻灯片。) In the past 1.the 19th century Great Britain… The importance of English 2.the 1950s the U.S.A.… 3.the 1970s China… Over 400 million people… mother tongue Nowadays 300 million people… second language Two thirds… scientists, read about 200 million users… Internet, communicate (方案一) (要求写一篇短文,训练写作能力。) (方案二) (根据提纲内容,通过两个学生谈话,把本课主要内容体现出来。这也是复述课文的一种方式。) Example: S1: Hello, S2.How are you? S2: Fine, thank you . What’s your favorite subject? S1: English. I like English best. What about you? S2: Me, too. English is very important. S1: Yes, I have just learnt English is spoken around the world.Do you know why English is so important? S2: Because over 400 million people speak English as their mother tongue. Around 300 million people speak English as their second language, and it is also widely used on the Internet. S1: It’s really very important just like what you said, but do you know why English became an international language? S2: Our teacher told us just now. In the nineteenth century, the Great Britain became a powerful country, so its language—English became an international language. S1: That’s right, but not enough. Since the 1950s, the U.S.A.has become more and more powerful. Its computer and Internet industry took the leading position in the world.As a result, English became more and more popular together with the Internet. (由于英语成为世界性语言的原因比较多,学生说的可能不会这么具体。教师可以从别的话题导入,以对话的形式复述本课内容。) Step 4 Practice 听3a和3b录音,以活动的形式来复习一般现在时的被动语态,并归纳出本话题的重要句型。 1.(以活动的形式复习被动语态,完成3a。) (教师出示一些词汇,让学生找出可与之搭配的动词,并完整地说出一个被动语态的句子。) housework speak meals use English clean computers do classroom cook (听3a,进一步强调被动语态的结构。) (板书) Disneyland is enjoyed by millions of people from all over the world. Is English spoken as the official language in Cuba? … 2.(以小组比赛的形式,复习被动语态。将学生分为四组,每次每组一名同学到讲台上来说几句话,尽可能多地使用含有被动语态的句子。) S1: I have a happy family. I love my mother. When I get up every morning, the breakfast is cooked for me. My clothes are always washed by my mother. S2: I like making things. I have many toys at home. They are made by me. S3: I like helping my mother do housework. The tables are always cleaned by me. Dishes are washed by me, too. S4: My sister is a writer. Many books are written by her. S5: Do you know Gone with the wind? Whom is it written by? (尽可能多地让学生说出含有被动语态的句子,给予鼓励,调动学生的积极性,营造一个和谐的课堂氛围。) 3.(头脑风暴。让学生快速地说出本话题的重要功能用语,比一比谁说得最多。) T: Let’s think about the useful expressions in this topic.If you know, you can say them to the class. (表扬说的既准确又多的同学。) T: Listen to 3b, then follow the tape. (接下来教师说汉语,学生说英语,进一步强化本话题的重要功能用语。) Step 5 Project 第五步 综合探究活动(时间:7分钟) 进一步讨论英语的重要性,了解国际语言的发展历史。训练学生对语言的组织和表达能力。 1.(组织学生分组探讨将来是英语还是汉语会被最广泛使用。先列出观点,后做演讲。) T: In recent years, China has developed rapidly. More and more people throughout the world are learning Chinese. Do you think Chinese will be most widely used in the world? Ss: Yes/No. (根据学生的回答,把全班分成两组进行讨论,列出观点后报告给全班。幻灯片出示下表。) the importance of Chinese the importance of English the advantages of learning Chinese the advantages of learning English the development of Chinese the development of English conclusion conclusion 2.Homework: Write a report about the importance of English. 【板书设计】 English is widely spoken throughout the world. Section D take the leading position It’s true that … be regarded as Is English spoken as the official as well as language in Cuba?

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  • ID:4-8244721 Unit 2 Topic 3 What can we do to protect the environment? Section C 教学设计

    初中英语/仁爱科普版/九年级上/Unit 2 Saving the earth./Topic 3 What can we do to protect the environment?

    Unit 2?Topic 3 What can we do to protect the environment?? Section?C?教学设计 Ⅰ. Material analysis 本课是九年级第二单元第三话题的第三课时。本课为读写课。该课继续以环境保护,节约能源为话题,在语篇中学习相关的单词和句型,培养学生的阅读理解能力、书面表达能力和环保意识。本节课主要活动有2个,1a和2a,因此对教学设计作如下安排:主活动是1a。1a 介绍了世界各地的人们如何开发和利用环境友好型和资源节约型的新能源,同时也指出了这些新能源的利用方式所存在的不足之处。在介绍的过程中,让学生学到更多并列句的连接词。如:however, not only…but also…等。1b通过图片匹配可以帮助学生形象地理解比较陌生的事物。1c培养学生归纳处理信息的能力。2a和2b 是两个关联性很强的任务。2a指出人们可以利用可再生能源来发电,并让学生讨论怎样利用这些可再生能源,然后在2b环节形成书面报告。这两个环节,其实是培养学生学会作记录,并根据记录整理成短文的能力。2b是个书面活动,可以留作家庭作业。 Ⅱ.Teaching aims 1.Knowledge aims: 掌握本课的重点词汇和短语,继续学习并列句。 2.Skill aims: 学会更多连接并列句的方法。 学会在讨论中作记录,并整理记录使之成文。 能够对信息进行分类处理。 3.Emotional aims: (optional) 激发学生探索利用新能源的热情。 4.Culture awareness: (optional) 了解世界各国在开发和利用新能源方面的现状和成就。 Ⅲ. The key points and difficult points 1. Key points: Words and phrases: technology, renewable, disadvantage, require, German, wheel, guide, deep, run out, source, worldwide, produce…from…, not only…but also…, too…to… Sentences: However, nuclear power can be very dangerous. It can not only protect the environment but also save energy. It’s too small to hold many people. Grammar: compound sentence 2.Difficult points: 理解文章中出现的大量专业术语。如:biogas technology, maglev trains 等。 理解文中出现的被动语态。如: This renewable energy is used in people’s everyday lives. Electric vehicles were developed in the 1990s. It’s too small to hold many people, but larger models will be developed in the near future. 理解文中出现的表语从句。如: Its key disadvantage is that the process requires a long time (up to 30 days) and the high cost for its building. Ⅳ. Learning strategies 在1a、1b和2a中,能够根据文字描述进行图文匹配。 在1c 环节能够根据要求获取不同的信息,并能根据所完成的图表复述文章的大意。 要养成在讨论中作记录的好习惯,并利用记录的要点来组织短文。 利用课文中的插图和教材附录中的资料来理解课文。 Ⅴ. Teaching aids 教学新词的图片(如:1a, 1b, 2a的插图、电动摩托图片、核电站图片) / PPT等。 Ⅵ. Teaching procedures Step1. Getting students ready for learning: ① 给出问题,引出讨论。 ② 让学生说出日常生活中所观察到的节能环保的各种方法。 Step 2.Pre-reading: 通过学生对节能环保知识的讨论,教师引出文中所讲的新环保事物,呈现1a 的图片,学习生词,导入新课内容。 Step 3.While-reading: 快速阅读1a,获取文章大意,并且为每段选择正确的图片。 播放1a录音,让学生跟读,注意语音语调。完成1b。 分段阅读1a,找出语言点,完成相应阅读任务,理解文章细节,教师讲解语言点。 学生再次阅读1a,完成1c。 播放1a动画,进一步理解文章内容,注意模仿语音语调。 Step 4.Post-reading: 通读 1a, 列出文章主要结构,复述文章。 学生自行阅读2a,完成相应练习,核对答案,并小组讨论新能源的用途。 Step 5.Practice: 学生分组讨论2a,为完成2b的书面表达做准备。 出示书面表达范文,为学生完成写作后的同伴互评和自我评价作参考。 Step 6.Assigning homework: 总结本堂课的新单词、短语和新语法项目,让学生能把握整堂课的重点。 设计了书面显性作业及课文朗读、复习Section A-C等隐性作业。 Ⅶ. Blackboard design What can we do at home to protect the environment? Section C Words and phrases: electric motor(电动摩托) maglev train(磁悬浮列车) technology require Grammar: compound sentences(并列句) conjunctions(连接词) but, however, and , not only…but also…,… Sentences: However, nuclear power can be very dangerous. It can not only protect the environment but also save energy. It’s too small to hold many people. …, but it is very dirty and causes acid rain. German wheel guide deep run out dis+advantage=disadvantage (n) re(使)+new+able(能…的)=renewable(adj) not only…but also…

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  • ID:4-8244717 Unit 3 Topic 2 Some things usually have different meanings in different cultures. Section B 教案

    初中英语/仁爱科普版/九年级上/Unit 3 English around the World/Topic 2 Some things usually have different meanings in different cultures.

    Unit 3 English around the World Topic 2 Some things usually have different meanings in different cultures. (Section B) Ⅰ.Project: Designed by Ⅱ.Teaching time: Ⅲ.Material analysis This part by conversation between a few students shows different culture will have different life style and language, and by learning vocabulary related to the cultural differences and phrases and sentence patterns, the students can realize that body language under different cultural background, and different body movements represent different meaning, which can also arouse the enthusiasm of the students. This lesson is mainly about the body language which lets the students learn about the American universal gestures, improve the abilities of listening and exchanging information .So as to promote the students actively to take part in the conversation. This class will also consolidate the pause, liaison and intonation, help students train authentic spoken English. Ⅳ. Teaching aims Knowledge aims: 1. Spell the following words correctly: silence, praise, research, secret, victory and so on. Get students to understand the meaning of the following words or phrases: bow, hip, puzzled, misunderstanding, typical, and the phrases: do some research, as a sign of respect, is known as/to, body language, cross her arm, in all cultures, from side to side, from culture to culture 2. Correctly understand the following sentences and grasp their usages: When Jane says“Hi”, she waves her hand. But when you say “hello”, you bow. In Japan, we bow when we are saying hello as a sign of respect. Skill aims: 1. Know about the body languages and its English expressions . 2. According to the meanings of sentences or the key words ,put them in the correct order to form a passage. Ⅴ. The key points and difficult points Key points: 1.Grasp the body languages and their English expressions. 2.Understand and grasp the usages of the following phrases: be known as, do some research, use…to do sth. Difficult points: Understand the following sentence: 1.When Jane says“Hi”, she waves her hand. But when you say “hello”, you bow. 2.In Japan, we bow when we are saying hello as a sign of respect. 3.We use body language to communicate how we feel, even if there is silence. 4.I wonder if body language means the same meaning in all cultures. Ⅵ. Learning strategies In the preview of this lesson, students should have the abilities to get other resource information and ask for help when communicating in trouble. VII. Teaching aids Computer multimedia projector, flash and so on. VIII. Teaching procedures Stage 1 Greeting and warm-up Getting students ready for learning. Greet the students. Warm up with the song “If you are happy”. Stage 2 Revision Look at Picture 2 and make up dialogues. Sum up the Future by Present Continuous. Stage 3 Pre-listening 1.Teach new words:bow,silence,hip,praise,research,secret,puzzled, victory,typical,misunderstanding 2.Complete 2a to learn about different body language. 3.Discuss the meaning of gestures to finish 2b in groups. 4.Predict before listening. Stage 4 While-listening Listen to 1a for the first time, and check the prediction.Get students to answer the question What’s the main ides of the material? Ask two students to share the answer, then choose the best one. Listen again and complete 1b. Listen once more and correct the answer . 4.Listen and repeat, imitate the pronunciation and intonation.Solve the bewilderment which students have. Stage 5 Post-listening Read 1a and finish 1c. Provide answers from different students,and then check them together. Role play 1a and complete Part 3 ,then check the answer. Discuss Part 4 in groups,pay attention to pause,liaison and intonation.Teacher reminds students of the right reading. Stage 6 Summary Sum the main knowledge in Section B including important sentences,new words and so on. 2.Put these sentences in the correct order to form a passage. Stage 7 Assigning homework Revise the words and expressions. Practice 1a with your partner. Preview the new words in Section C. Ⅸ Emotional aims Emotional aims run through the teaching procedures. X Blackboard design Some new words : praise,hug,bow,silence,secret,puzzled,victory, typical,hip,misunderstanding Some phrases : do some research (on),hold hands,a sign of, stamp one’s foot Some sentences: The same gesture, different occasion, different meanings. Different countries, different gestures, the same meaning. If we understood body language from different countries, we could communicate better.

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  • ID:4-8244716 Unit 3 Topic 2 Some things usually have different meanings in different cultures. Section A 教案

    初中英语/仁爱科普版/九年级上/Unit 3 English around the World/Topic 2 Some things usually have different meanings in different cultures.

    Unit 3 Topic 2 Some things usually have different meanings in different cultures. Section SectionA 教学目标; 1. Master some new words and useful expressions: see sb off ,stranger, thumb, put out, ask for a ride, give sb a ride,flight ,whenever, guidebook 2.Learn present continuous to show the future: (1)I’m leaving for California. (2)My uncle is meeting us tomorrow. (3)When are you leaving for Disneyland? 课型:New 教学重点:The main activities are 1a and 1c. 教学难点:New words and useful expressions 教 法: 学议导练 情景教学法 学 法: 合作与探究 教学准备: 多媒体,播放机 教学过程(主要环节): 教 学 设 计: 一、Step 1 Presentation第一步 呈现(时间:15分钟) 出示幻灯片,学习新单词。要求学生掌握thumb,guidebook,flight 2. 设置听力任务,让学生带着任务听1a录音,从整体上把握对话意思,并完成所列问题。 T: Listen to the tape and answer the following questions. 1. Where are Wang Junfeng’s family going? 2. Who is asking for a ride on their way? 3. What is Wang Junfeng worried about? (师生一起核对答案) 3. 再读1a,做1b练习。 (师生一起核对答案) 二、Step 2 Consolidation第二步 巩固(时间:8分钟) 让学生看幻灯片或黑板上做5个1a中的词组,同桌合作,快速在1a中找出相应的句子并画出来,然后模仿文中句子造句。(挑选几个学生读出原句和所造的句子)。 三、Step 3 Practice 第三步 练习(时间:7分钟) 1.学习进行时表将来的句式 Ask a question How is Wang Junfeng going to Disneyland? Ss answer He is flying to the Disneyland. T: Now let’s practice more.Look at the example on the screen. Then can you make similar diolages by using the key words? Pay attention to using present continuous to show the future.. 845820769620002217420769620002.教师展示1c图画,给出一些关键词,让学生用将来时态编对话并准备表演 41605202743200025603201752600050292017526000 2560320274320005029207620000 board in 20 minutes travel to Canada tomorrow get home in ten minutes start at 7 o’clock go to Shanghai next week T: Pair work. Make dialogs with your partners according to the example in 1c. Example: A:When are you leaving for Disneyland? B: I’m leaving this afternoon. (在每个小组充分训练之后,教师找出几组表演对话。) 四、Step 4 Listening practice 第四步 听力练习(时间:5分钟) 1. 学生读2,准备听力。 2. 播放听力,学生做听力。 3. 核对答案。 五、Step 5 做练习题(时间:10分钟) (一)根据汉语意思补全对话. 1. You’d better go and ask him when he is leaving.We must ____ ____ ____ (给他送行)when he leaves. 2. I feel tired, I think we can____ ____ ____ ____(搭车) instead of walking. 3.— What’s your _____ (航班) to Beijing? — No.5358. (二) 选择最佳答案. ( )1. —Where is my father, Mom? —He is __ to his office. A. by the way B. on the way C. in this way D. to the way ( )2. It is too late.Let me _____. A.pick up you B.pick you up C.look you up D.look up you ( )3. They said they ____ China for Japan. A.are leaving B. will leave C.leave D. were leaving ( )4. I hear that he will be back ____two weeks’ time. A. at B. in C. after D. for ( )5. Liu Wei met his old friends on ____ home yesterday. A. his way B. his way to C.their way to D. their way ( )6. When did he _____Beijing yesterday? A. arrive B.get C.reach D.got to 板书设计: Unit3 Topic2 SectionA 1.see…off 2.on one’s way to 3. put out 4.ask for a ride 5.give sb a ride

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  • ID:18-8244034 第4课 我能帮助他 课件(10张PPT)+教案

    小学专题教育/心理健康教育/北师大版(2013)/二年级上册/第四课 我能帮助他

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  • ID:18-8242361 第1课 我喜欢上学 课件(15张PPT)

    小学专题教育/心理健康教育/北师大版(2013)/一年级上册/第一课 我喜欢上学

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  • ID:18-8242302 第10课 校园“红绿灯” 课件(23张PPT)+视频

    小学专题教育/心理健康教育/北师大版(2013)/一年级上册/第十课 校园“红绿灯”

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  • ID:18-8242299 第4课 让我们做朋友吧 课件(14张PPT)+教案

    小学专题教育/心理健康教育/北师大版(2013)/一年级上册/第四课 让我们做朋友吧

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  • ID:18-8242293 第4课 让我们做朋友吧 课件(10张PPT)+教案

    小学专题教育/心理健康教育/北师大版(2013)/一年级上册/第四课 让我们做朋友吧

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  • ID:18-8242290 第16课 不开心的时候 课件(13张PPT)

    小学专题教育/心理健康教育/北师大版(2013)/一年级上册/第十六课 不开心的时候

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  • ID:18-8242287 第12课 来客人啦 课件(11张PPT)

    小学专题教育/心理健康教育/北师大版(2013)/一年级上册/第十二课 来客人啦

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  • ID:4-8230911 冀教版(三年级起点) 六年级英语上册 Unit 4 christmas 主题过关卷(含答案及听力书面材料,内嵌听力音频)

    小学英语/冀教版(三年级起点)/六年级上册/Unit 4 Christmas/本单元综合与测试

    Unit 4主题过关卷 时间:40分钟 满分:100分                                                            题号 一 二 三 四 五 六 七 八 九 十 十一 十二 总分 得分 听力部分 (30分) 一、Jenny为圣诞节准备了哪些物品呢?请你听一听,并圈出相应的图片。(5分) 二、Li Ming和他的朋友在谈论他们在圣诞节各自的愿望。请你听一听,把他们名字的选项写在各自的心愿下面吧。(5分) A. Danny B. Jenny C. Li Ming D. Steven E. Kim 1. 2. 3. 4. 5. ________ ________ ________ ________ ________ 三、Li Ming在圣诞节期间做了一些事。请你听一听,判断下面的句子是(T)否(F)正确。(10分) (  )1. Li Ming bought a Christmas tree with Mr. Smith. (  )2. Li Ming put up the Christmas tree with Jenny and Lynn. (  )3. Li Ming wrote Christmas cards to his brother. (  )4. Li Ming only gives gifts to Jenny. (  )5. Li Ming helps Mrs. Smith make dinner. 四、Jenny正在讲她的家人在圣诞节喜欢做的事情。请你听一听,在表格相应的位置上画√。(10分) Buy gifts Make delicious food Invite friends Open gifts Get cards Mr. Smith Mrs. Smith Bob Lynn Jenny 笔试部分 (70分) 五、Li Ming在用英语介绍圣诞节,但是有几个单词不会写。请你根据句意及首字母提示帮助Li Ming写一写吧。(5分) 1. Christmas is a Western h . 2. They sing Christmas s . 3. They put a s on the top of the Christmas tree. 4. Children o the gifts under the tree. 5. Santa b gifts for children. 六、Danny和Li Ming总结了各个节日的特色。请你读一读,把这些活动放到相应的节日下面吧。(写选项)(10分) Christmas The Spring Festival The Mid瑼utumn Festival The Dragon Boat Festival Children's Day 1. ______ 2. ______ 3. ______ 4. ______ 5. ______ A. We have a party at school. We sing and dance with our teachers. B. We make and eat dumplings together. C. We watch the moon together. D. We put a star on the top of the tree. E. We have a dragon boat race. F. There is a merry man in red clothes. He will bring gifts for children. G. Children will get lucky money. H. My parents will bring me to a park. We will have fun all the day. I. We make and eat zongzi. J. We like to eat mooncakes together. 七、Danny 展示了几张照片来讲述他的家人和朋友是如何过圣诞节的。请你根据照片帮他完成下面的句子。(5分) 1. Yesterday Danny's mother ________(buy) a ________ ________. 2. Tomorrow Danny's mother ________(buy) some ________. 3. Danny's friends ________(sing)________ ________ every year. 4. Next week they ________(visit)________. 5. They often ________(invite) their family to ________ ________. 八、Danny的弟弟在记录今天做的事情。可是出现了一些问题,请你帮助他选一选吧。(10分) 1. I have gifts ________(for / at) everyone. 2. We invite our family and friends ________(to / for) our house. 3. We ________(put up / open) our gifts on Christmas morning. 4. Li Ming gives them some things ________(from / to) China. 5. They ________(buy / bought) gifts yesterday. 九、Li Ming正通过电话和Jing谈论圣诞节。请你读一读,选择正确的句子补全对话。(10分) Jing:1. ________ Li Ming:In a shop. Jing:Did Santa bring gifts for children? Li Ming:2. ________ Jing:Did you get some gifts? Li Ming:3. ________ I want to take some pictures about Christmas. Jing:Did you give gifts to Jenny's parents? Li Ming:4. ________ I'm going to bring you a gift. Jing:5. ________ A. Wonderful! Hope you back soon. B. No, I don't think so. C. Where can you see a Santa? D. Yes, I got a camera. E. Yes, I gave them a lantern from China. 十、Li Ming记录了他和Jenny的家人如何为圣诞节做准备。请你根据上下文语境选择正确的单词或短语,并用其正确的形式填空,帮Li Ming完成他的记述。(10分) Christmas Santa bring toys take pictures would like Christmas lights a box of tea  Western holiday  Christmas tree  be getting ready Jenny's family 1. ____________ for a holiday. It's a 2. ____________. It's on December 25th. It's 3. ____________. Yesterday,Jenny and I went to a shop. We saw a merry man in red clothes. He is 4. ____________. He 5. ____________ for children. I 6. ____________ a camera. I want to 7. ____________. I want to buy 8. ____________for Jenny's father. Today Lynn and I put up the 9. ____________. Mr. Smith and Bob put some 10. ____________ on the house. 十一、Steven在向Li Ming讲述Santa的传说。请你读一读,帮助他们解决问题。(10分) Long long ago, there really was a Santa, but his name was Saint Nicholas. There are many stories about him. He helped children and gave gifts to poor people. In North America, his name changed. People began to call him Santa. Santa is old and has white hair. Kids believe that Santa brings them gifts on Christmas. Santa lives in the North Pole. On Christmas Eve, Santa rides in a sleigh(雪橇). His reindeer(驯鹿)pull the sleigh and they fly in the sky. Santa comes into the house through the chimney(烟囱). 请你根据短文内容,判断下列句子正(T)误(F)。 (  )1. There really is a Santa now. (  )2. Saint Nicholas is Santa. (  )3. Long long ago, Santa gave gifts to poor people. (  )4. Santa lives in North America. (  )5. Santa comes into the house through the chimney. 十二、Li Ming在加拿大度过了一次愉快的圣诞节。请以“Christmas”为题目,帮他记录一下。(10分) 提示词:Santa;Christmas tree;Christmas songs;invite;bring;give 要求:思路清晰,语句通顺;不少于7句话。 ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Unit 4主题过关卷 听力材料: 一、Li Ming:What do you get ready for Christmas?   Jenny:We need a Christmas tree. We put a star on the tree. We put Christmas lights on the house. We buy Christmas cards. And send them to my family and friends. We will buy Christmas gifts. Oh,Santa. Shops will have Santas. 二、1. M:I'm Li Ming. We don't have Christmas in China. I want to see Santa. 2. W:I'm Jenny. On Christmas we don't go to school. I want to visit my grandfather and grandmother. 3. M:I'm Danny. I will have a trip. I will send Christmas cards to my friends. 4. M:I'm Steven. My father buys a beautiful tree. I'd like to put up my Christmas tree. 5. W:I'm Kim. I will go to bed early. I want some toys from Santa. 三、  Yesterday Mr. Smith and I bought a Christmas tree. It's big and beautiful. Then Jenny,Lynn and I put up the tree together. Next I wrote Christmas cards to my parents and Jing. Today I give gifts to everyone. I help Mrs. Smith make dinner. 四、  My family all like Christmas. Lynn's favourite thing is to open gifts on Christmas morning. Bob likes to invite his friends to play together at home. My mother likes to buy gifts for everyone. My father likes to make delicious food. I also like Christmas. I'm glad to get my friends' cards. 答案: 一、圈ABCEF 二、1. B 2. D 3. C 4. E 5. A 三、1. T  2. T  3. F  4. F  5. T 四、 Buy gifts Make delicious food Invite friends Open gifts Get cards Mr. Smith √ Mrs. Smith √ Bob √ Lynn √ Jenny √ 五、1. holiday 2. songs 3. star 4. open 5. brings 六、1. D;F 2. B;G 3. C;J 4. E;I 5. A;H 七、1. bought; Christmas tree 2. will buy; gifts 3. sing; Christmas songs 4. will visit; grandparents 5. invite; their house 八、1. for 点拨:for意为“为…… ”。 2. to 点拨:“邀请某人去某地”为invite sb. to +地点名词。 3. open 4. from 5. bought 九、1. C 2. B 3. D 4. E 5. A 十、1. is getting ready 2. Western holiday 3. Christmas 4. Santa 5. brings toys 6. would like 7. take pictures 8. a box of tea 9. Christmas tree 10. Christmas lights 十一、1. F 2. T 3. T 4. F 5. T 十二、范文: Christmas   It's on December 25th. It's a Western holiday. On the holiday, people don't work. Children don't go to school. They bring a Christmas tree to their home. And put it up. They invite their family and friends to their house. Their family and friends bring gifts. They give their family and friends gifts, too. They sing Christmas songs. Children like Santa. They think Santa will bring gifts for them. Christmas is fun.

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  • ID:4-8230061 Unit 1 The Clothes We Wear 单元达标检测(含答案+听力音频+听力书面材料)

    小学英语/冀教版(三年级起点)/四年级上册/Unit 1 The Clothes We Wear/本单元综合与测试

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  • ID:4-8230059 Unit 1 The Clothes We Wear 单元过关检测(含答案+听力音频+听力书面材料)

    小学英语/冀教版(三年级起点)/四年级上册/Unit 1 The Clothes We Wear/本单元综合与测试

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  • ID:4-8230057 Unit 1 The Clothes We Wear 阶段过关卷(2份,无听力部分,含答案)

    小学英语/冀教版(三年级起点)/四年级上册/Unit 1 The Clothes We Wear/本单元综合与测试

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  • ID:18-8226684 小学 综合实践 粤教版 三年级 《广东“靓汤”》 教学设计

    小学专题教育/综合实践活动/其他版本/三年级

    广东“靓汤” 教学设计 一、教材分析 通过这一课题的学习,让学生在感受、了解家乡的风俗文化过程中,喜爱上家乡的风俗文化,同时还要激起学生继承和发扬家乡的传统文化的意识。广州地区历史悠久,形成了独特的风俗人情,借助教材重点提示,与具有浓郁广州本土特色的煲汤文化这一风俗习惯相结合,形成密切结合学生生活实际的教学内容——广东“靓汤”。 二、设计理念 (一)根据课标,活化教材,组织有效的教学内容。 (二)教学与近年研究的“运用本地文化资源,开展特色品德教育”的课题研究一脉相承,具有一定的科研价值。 (三)过程中,关注借了解家乡的风俗文化,充分挖掘其中人文情怀的内容,重视课堂文化的营造,强化主题的亲情及关爱。 (四)体现生活化课堂的理念,还原学生生活本色,关注学生的在场因素,关注师生之间的对话及内涵、深度。 三、学情分析 所执教班的学生大多是广州本地的孩子,一些外地来的也或多或少的融入了本土生活。虽都喝过靓汤,但对于其中蕴含的文化及其底蕴并不了解,而优良的风俗习惯是应该代代相传,发扬光大的。这就需要以儿童的社会生活为主线,让学生从了解到喜爱到传承。 四、教学目标 1.了解家乡的民风民俗之——广州的煲汤文化。 2.初步懂得广州地区的煲汤文化的区域性特点。 3.知道煲汤文化是广州地区饮食文化中的风俗习惯,是家乡人生活的重要组成部分。 4.喜爱家乡的煲汤文化,激发对家乡人煲靓汤这种风俗的亲情感和自豪感,并产生继承此家乡风俗、文化的意识。 五、教学重点 了解感受广州的煲汤文化,知道这充满特色的风俗文化是广州地区人们生活的重要组成部分。喜爱家乡的煲汤文化。 六、教学难点 喜爱家乡的煲汤文化,激发对家乡人煲靓汤这种风俗的亲情感和自豪感。并产生继承此家乡风俗、文化的意识。 七、教学准备 1.了解本班学生的家乡。 2.学生课前利用业余时间向长辈等了解家乡特有煲汤文化,并体验煲汤及喝汤。 3.搜集有关广东煲汤文化的资料,如:有关的民间传说、故事等,自己最喜欢喝的某种汤的介绍和有关汤的亲情故事。 八、教学活动设计: 教师活动 学生活动 设计说明 一、闻香寻汤 1.调查了解,突出主题 了解一下,大家的家乡在哪里? 看来我们班的同学大多数的家乡在广州或广东,也有来自湖南、湖北等地的孩子,也是住在广州的新广州人了。我们都有自己的家乡,我们的祖祖辈辈在生活中逐渐形成了自己家 乡独特的风俗习惯、文化,有的已经保持了几百年甚至上千年了。这就是乡风乡俗。 点题板书:乡风乡俗 那大家能说说你知道的我们广州都有哪些风俗习惯呀? 2.情景激趣,引出话题 老师的舅舅解答疑问。 上个月老师上海的舅舅一行人来广州看望我,我给他们接风洗尘就请他到广州酒家去吃饭,我们点了很丰盛的八菜一汤。一上来,服务员就端出了一煲热气腾腾、香味扑鼻的莲藕煲猪骨汤。然后给每位客人先盛了一碗清汤后,有礼貌地说了句“请饮汤”。我的舅舅有些奇怪了,悄悄地问我怎么菜还没上就先喝汤呀,还将个大煲搬到桌 子上来分~ 出示汤煲的图,并板贴 喝汤,对于广州人来说就这么重要、这么讲究吗,同学们你们能帮我的舅舅解答这个疑问吗? 结合视频资料及音乐拓展:有道是:“饭前喝口汤,胜过良药方”。饭前喝点汤可以润滑我们的肠胃,让我们的肠胃更好地适应接下来吃的大餐,懂吃爱吃的广州人早就深知此养生的道理,所以饭前喝汤是很科学的。 广州人喝汤的历史来源已久,因为广州天气长期以来炎热而潮湿,容易使人感觉热毒、湿气重。从中医学的角度说就容易因闷热、出汗多而气虚。因此用新鲜的食材加上适量的中草药,加上大火烧开,小火慢炖细熬,将食物精华浓缩在汤汁里,成为一锅具有药膳功能的鲜美的好汤来~这就产生出极具我们南粤本 煲汤文化的区地特色的的“老火汤”啦! 这老火汤可是具有“养生”的理念的!我们岭南地区在历史上中医药学就比较发达,就 连普通的市民都对于药理有一定的认识。比如 说,北芪、党参、淮山、枸杞、玉竹、沙参、 莲子、百合等等怎么用,都能说出个道道来!专家都说了,煲老火汤能够成为代代相传的传统,是有深厚医学根基的。 你最爱喝哪一种靓汤,为什么? 点题:一煲应时应节、对应不同性别、体质及身体状况的美味靓汤或清热解毒去湿或滋补美容、强身健体,具有药膳的疗效,真是好处在日常生活中多多!怪不得广州人那么重视喝汤啊。 自由根据已有生活经验回答 自由根据已有生活经验回答。 (如,逛花街、赛龙舟、煲汤等) 小组讨论、交流后自由回答 结合生活实际,自由回答 。 通过有趣的生活化的话题,引出此课的主题。 初步了解学生对广州煲汤文化的了解,便有针对性地开展下续的探究活动。 引出喝靓汤在广州人生活中的重要性的话题,激发学生探究。 相机结合事前准备的补充视频资料拓展,先让学生对广州汤文化有初步的知识性的认知,初步懂的得广州地区的域性特点。 进一步帮助学生了解各种汤的作用。 二、开煲品汤 1.引出名人与靓汤的故事 俗话说“吃在广州”,广州的饮食文化可是全国有名的。粤菜可是中国八大菜系中的一大菜系,其中煲汤又是最能体现广州饮食文化中的标志,广州人认为,没有一道菜能与汤的魅力相提并论。广州有句俗语说:“宁可食无菜,不可餐无汤。” 通过一个关于广州人爱煲汤的笑话,引出 名人与汤的故事。 视频资料辅助:下面给大家讲个有关汤的真实的故事。大家可知道,国父孙中山先生!他可 是我们广东人的骄傲。他是一位伟大的革命家这是大家众所周知的了,你们可知道他还是一 位美食家哩。而且还对汤情有独钟。 介绍孙中山的“四物汤”的故事。 2.诉说我与靓汤的亲情故事 有关汤的故事还有许多,你们还想听吗? 教师先深情诉说亲情故事 从老师的这个靓汤亲情故事中,你觉得这煲汤中包含着什么? 结合学生表述相机自由板书: 思念 关怀 爱护 亲情 相机提升:在陈老师的靓汤故事中,奶奶的那碗浓浓的泥鳅汤表达了对儿孙们无微不至的关怀和爱护,也让我们品到了陈老师对奶奶深从而深地思念和怀念。这是一煲多么让人回味的亲情之汤呀! 视频补充资料: 高考赛场门外顶着烈日手提汤罐的母亲; 在孩子病床前端着汤碗悉心喂汤的妈妈; 在电话里总说要喝妈妈煲汤的留学在外的女儿; 总叮嘱孩子记得常回家喝汤的奶奶; …… 专心聆听感人故事 自由深情表达 自主板书: 思念 关怀 爱护 亲情 借助名人与汤的故事,引发出汤文化的源远流长。逐渐使学生喜爱家乡的煲汤文化。 通过靓汤的故事,引发借汤抒发与家人的亲情故事的情感共鸣。体现汤中蕴含着亲情文化的内涵。

    • 2020-11-24
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  • ID:6-8225125 人教版(2019)物理 选择性必修第一册 2.1 简谐运动 课时作业 (含解析)

    高中物理/人教版(2019)/选择性必修 第一册/第二章 机械振动 /1 简谐运动

    2020-2021学年高二物理人教版(2019)选择性必修第一册同步课时作业 (8)简谐运动 1.下列所述振动系统不可看成弹簧振子的是( ) A.如图甲所示,竖直悬挂的轻弹簧与小铅球组成的系统 B.如图乙所示,放在光滑斜面上的铁块与轻弹簧组成的系统 C.如图丙所示,光滑水平面上,两根轻弹簧系住一个小钢球组成的系统 D.蹦极运动中的人与弹性绳组成的系统 2.关于简谐运动的位移、加速度和速度的关系,下列说法正确的是( ) A.位移减小时,加速度减小,速度也减小 B.位移方向总是与加速度方向相反,与速度方向相同 C.物体的运动方向指向平衡位置时,速度方向与位移方向相反;背离平衡位置时,速度方向与位移方向相同 D.物体向负方向运动时,加速度方向与速度方向相同;向正方向运动时,加速度方向与速度方向相反 3.如图所示,弹簧振子在M、N之间做简谐运动。以平衡位置O为原点,建立Ox轴。向右为x的轴的正方向。若振子位于N点时开始计时,则其振动图像为(???) A. B. C. D. 4.如图所示的弹簧振子,O点为它的平衡位置、当振子从A点运动到C点时,振子离开平衡位置的位移( ) A.大小为,方向向左 B.大小为,方向向右 C.大小为,方向向左 D.大小为,方向向右 5.如图甲所示,弹簧振子以O点为平衡位置,在两点之间做简谐运动,取A到B为正方向,振子的位移x随时间t的变化如图乙所示,下列说法正确的是( ) A.时,振子在O点右侧6 cm处 B.时,振子的速度方向为负方向 C.和时,振子的加速度完全相同 D.到的时间内,振子的速度逐渐减小 6.某弹簧振子的振动图象如图所示。根据图象判断,下列说法正确的是( ) A.第1s内振子相对于平衡位置的位移与速度方向相反 B.第2s末振子相对于平衡位置的位移为-20cm C.第2s末和第3s末振子相对于平衡位置的位移均相同,但瞬时速度方向相反 D.第1s内和第2s内振子相对于平衡位置的位移方向相同,瞬时速度方向相反 7.某弹簧振子沿x轴的简谐振动图像如图所示,下列描述正确的是( ) A.t=1 s时,振子的速度为零,加速度为负的最大值 B.t=2 s时,振子的速度为负,加速度为正的最大值 C.t=3 s时,振子的速度为负的最大值,加速度为零 D.t=4 s时,振子的速度为正,加速度为负的最大值 8.如图所示是用频闪照相的方法获得的弹簧振子的位移一时间图象,下列有关该图象的说法不正确的是(?? ) A.该图象的坐标原点是建立在弹簧振子合力为零的位置 B.从图象可以看出小球在振动过程中是沿x轴方向移动的 C.为了显示小球在不同时刻偏离平衡位置的位移,让底片沿x轴方向匀速运动 D.图象中小球的疏密显示出小球位置变化的快慢 9.如图所示,小球做简谐运动的过程中,图中两点关于平衡位置对称,则物体( ) A.在A点和A'点的位移相同 B.在两点处的速度可能相同 C.在两点处的势能一定相同 D.在两点处的动能一定相同 10.如图所示是用频闪照相的方法获得的弹簧振子的位移—时间图象,下列有关该图象的说法正确的是( ) A.该图象的坐标原点建立在弹簧振子的平衡位置 B.从题图可以看出小球在振动过程中是沿t轴方向移动的 C.为了显示小球在不同时刻偏离平衡位置的位移,应让底片沿垂直t轴方向匀速运动 D.图象中小球的疏密显示出相同时间内小球位置变化快慢不同 11.如图所示,将小球向下拉动一小段距离,则之后小球所做的运动属于下列哪一种( ) A.匀速运动 B.匀变速运动 C.非匀变速运动 D.机械振动 12.简谐运动的振动图像可用下述方法画出:如图甲所示,在弹簧振子的小球上安装一支绘图笔P,让一条纸带在与小球振动方向垂直的方向上匀速运动,绘图笔P在纸带上画出的就是小球的振动图像。取弹簧振子水平向右的方向为小球离开平衡位置的位移的正方向,纸带运动的距离代表时间,得到的振动图像如图乙所示。 (1)为什么必须匀速拖动纸带? (2)刚开始计时时,小球处在什么位置?时小球相对平衡位置的位移是多少; (3)若纸带运动的速度为2 cm/s,振动图像上1 s处和3 s处对应纸带上两点间的距离是多少? 答案以及解析 1.答案:D 解析:选项ABC都满足弹簧振子的条件,ABC不符合题意;选项D中人受空气的阻力不可忽略,且人不能看成质点,故该系统不可看成弹簧振子,D符合题意。 2.答案:C 解析:位移减小时,加速度减小,速度增大,A错误;位移方向总是与加速度方向相反,物体的运动方向指向平衡位置时,速度方向与位移方向相反,背离平衡位置时,速度方向与位移方向相同,可得BD错误,C正确。 3.答案:A 解析:由题意:设向右为x正方向,振子运动到N点时,振子具有正方向最大位移,所以振子运动到N点时开始计时振动图象应是余弦曲线,故B正确,ACD错误. 故选:A 当振子运动到N点时开始计时,分析此时振子的位置,即确定出t=0时刻质点的位置,即可确定位移时间的图象. 本题在选择图象时,关键研究t=0时刻质点的位移和位移如何变化. 4.答案:B 解析:振子离开平衡位置的位移由平衡位置O指向振子所在的位置,以O点为起点,C点为终点,大小为,方向向右。 5.答案:B 解析:在0~0.4 s内,振子做变减速运动,不是匀速运动,所以时,振子不在O点右侧6 cm处,故A错误;由题图乙知,时,图像的斜率为负,说明振子的速度为负,故B正确;和时,振子的位移方向相反,由知加速度方向相反,故C错误;到的时间内,振子的位移减小,向平衡位置靠近,速度逐渐增大,故D错误。 6.答案:D 解析:第1s内振子相对于平衡位置的位移为正方向,速度方向也为正方向,A错;第2s末振子在平衡位置,位移为零,B错;第3s末振子相对于平衡位置的位移为-20cm,所以C错;第2s内振子相对于平衡位置的位移方向是正方向,速度方向为负方向,所以D正确。 7.答案:A 解析:A.?t=1s时,振子位于正向最大位移处,振子的速度为零,加速度的方向指向平衡位置,所以加速度为负的最大值,故A正确; B.?t=2s时,振子位于平衡位置正在向下运动,振子的速度最大,方向向下,加速度为0,故B错误; C.?t=3s时,振子位于负向最大位移处,振子的速度为零,加速度最大,故C错误; D.?t=4s时,振子位于平衡位置正在向上运动,振子的速度为正,加速度为0,故D错误。 故选:A。 8.答案:C 解析:该图象的坐标原点是建立在弹簧振子合力为零的位置,小球在振动过程中是沿x轴方向移动的,故AB不符合题意; 由获得图象的方法知C符合題意;频闪照相是在相同时间内留下的小球的像,因此小球的疏密显示了它的位置变化的快慢,D不符合题意。 9.答案:BCD 解析:根据简谐运动的特点可知关于平衡位置的对称点,物体的位移大小相等,但方向相反,选项A错误 ;物体的速度大小相等,方向可以相同,也可以相反,故选项B正确;A点和点为对称点,势能相等, 选项C正确t由于速度大小相等,动能自然相同,选项D正确。 10.答案:AD 解析:从题图中能看出坐标原点在平衡位置,A对。横轴是由底片匀速运动得到的,已经转化为时间轴,小球只在x轴上振动,所以B、C错。因题图中相邻小球之间所经时间相同,密处说明位置变化慢,D对。 11.答案:CD 解析: 12.答案:(1)见解析 (2)平衡位置左侧最大位移处;零 (3)4 cm 解析:解:(1)纸带匀速运动时,位移与时间成正比,因此在匀速条件下,可以用纸带通过的位移表示时间。 (2)由题图乙可知,时小球在平衡位置左侧最大位移处,周期,可得时位移为零。 (3)纸带匀速运动,所以振动图像上1 s处和3 s处对应纸带上两点的间距。

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  • ID:5-8219877 6.2 科学自己做,我也能成功 课件(共13张PPT)

    小学科学/湘教版(2001)/四年级上册/六 搜集信息,让我大开眼界/ 2 科学自己做,我也能成功

    科学自己做,我也能成功 研究岩石 关于岩石,你想研究哪些问题? 岩石有哪些种类? 研究岩石 选择自己想研究的问题进行观察研究。 先制定一个观察研究计划。 研究岩石 研究不同问题的方法 颜色、纹路:用放大镜看 光滑度:用手摸 研究岩石 研究不同问题的方法 声音:用小锤敲击 软硬:用小刀刻划 研究岩石 及时记录自己的发现 {5940675A-B579-460E-94D1-54222C63F5DA}岩石观察记录 编号 颜色 光滑度 敲击声响 硬度 研究岩石 展示研究过程和成果,互相评价。 知道怎样公正地评价他人吗? 这是我制作的岩石标本…… 我们的发现    科学家把树干横切面称做记载大树生长的史册。下面是一组树干的横切面,我们能根据这些图找出一些规律吗? 6年生树干横切面图 9年生树干横切面图 12年生树干横切面图 研究树龄 你能推断出它的年龄吗?   左边是一棵大树的树干横切面图,你能推断出它的年龄吗?    通过大树的年轮,我们还能推断出这棵大树生长过程中所受到的环境影响。    我们的推断合理吗?看一看科学家是怎样做出推断的。    我的推想和判断:(自由讨论)    通过大树的年轮,我们还能推断出这棵大树生长过程中所受到的环境影响。 谢 谢

    • 2020-11-23
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  • ID:5-8219875 6.2 科学自己做,我也能成功 课件(共13张)

    小学科学/湘教版(2001)/四年级上册/六 搜集信息,让我大开眼界/ 2 科学自己做,我也能成功

    科学自己做,我也能成功 玩过小降落伞吗?能运用自己所掌握的实验本领,研究一下怎样才能让降落伞降得更慢吗? 制作一个简易降落伞进行研究。 降落伞降落的快慢与哪些因素有关?怎样验证我们的猜想呢? 伞面大小 伞绳长短 重物质量 …… 先制定一个实验计划吧! 第一小组实验计划 小组成员:XXX、XXX 研究问题:怎样才能使降落伞降得更慢? 我们的猜想:降落伞的降落速度与伞面大小有关。 实验器材:小手帕、剪刀、尺子、细线、回形针 实验步骤: 1.制作3个伞面大小不同的降落伞,其他条件相同。 2.把降落伞举到同样的高度,让它们自由下落,比较它们降落的速度。 3.步骤2重复3次,记录实验情况。 第二小组实验计划 小组成员:XXX、XXX 研究问题:怎样才能使降落伞降得更慢? 我们的猜想:降落伞的降落速度与伞绳长短有关。 实验器材:小手帕、剪刀、尺子、细线、回形针 实验步骤: 1.制作3个伞绳长度不同的降落伞,其他条件相同。 2.把降落伞举到同样的高度,让它们自由下落,比较它们降落的速度。 3.步骤2重复3次,记录实验情况。 第三小组实验计划 小组成员:XXX、XXX 研究问题:怎样才能使降落伞降得更慢? 我们的猜想:降落伞的降落速度与重物质量有关。 实验器材:小手帕、剪刀、尺子、细线、回形针 实验步骤: 1.制作3个重物质量不同的降落伞,其他条件相同。 2.把降落伞举到同样的高度,让它们自由下落,比较它们降落的速度。 3.步骤2重复3次,记录实验情况。 根据实验计划做实验验证我们的猜想。 注意要举到同样的高度。 要以伞离开抛伞员的手为起点,以重物着地为终点,记录降落伞留空时间。 根据我们平时描述实验的经验,设计一个实验报告把研究过程记录下来。 第 小组实验报告 实验名称: 实验目的: 实验器材: 实验步骤: 实验现象: 实验结论: {5940675A-B579-460E-94D1-54222C63F5DA}实验次数 1号降落伞 2号降落伞 3号降落伞 1 2 3 用自己喜欢的方式向大家展示小组的研究过程和结果。 通过本次探究活动,说说怎样才能让降落伞降得更慢? 伞面面积越 ,降落伞下降得越慢。 伞绳长度越 ,降落伞下降得越慢。 重物质量越 ,降落伞下降得越慢。 大 短 轻 你制作的降落伞有需要改进的地方吗,课下继续探究,把你的研究成果与大家分享。 谢 谢

    • 2020-11-23
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  • ID:3-8219656 山东专用2021版高考数学一轮复习第十章统计、统计案例学案 含解析3份打包

    高中数学/高考专区/一轮复习

    111

    • 2020-11-23
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