Step 5: After learning the text, discuss with your peers about the following questions:1.John Snow believed Idea 2 was right. How did he finally prove it?2. Do you think John Snow would have solved this problem without the map?3. Cholera is a 19th century disease. What disease do you think is similar to cholera today?SARS and Covid-19 because they are both deadly and fatally infectious, have an unknown cause and need serious public health care to solve them urgently.keys:1. John Snow finally proved his idea because he found an outbreak that was clearly related to cholera, collected information and was able to tie cases outside the area to the polluted water.2. No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.3. SARS and Covid-19 because they are both deadly and fatally infectious, have an unknown cause and need serious public health care to solve them urgently.Step 6: Consolidate what you have learned by filling in the blanks:John Snow was a well-known _1___ in London in the _2__ century. He wanted to find the _3_____ of cholera in order to help people ___4_____ it. In 1854 when a cholera __5__ London, he began to gather information. He ___6__ on a map ___7___ all the dead people had lived and he found that many people who had ___8____ (drink) the dirty water from the __9____ died. So he decided that the polluted water ___10____ cholera. He suggested that the ___11__ of all water supplies should be _12______ and new methods of dealing with ____13___ water be found. Finally, “King Cholera” was __14_____.Keys: 1. doctor 2. 19th 3.cause 4.infected with 5.hit 6.marked 7.where 8.drunk 9.pump 10.carried 11.source 12.examined 13.polluted 14.defeatedHomework: Retell the text after class and preview its language points
This happens because the dish soap molecules have a strong negative charge, and the milk molecules have a strong positive charge. Like magnets, these molecules are attracted to each other, and so they appear to move around on the plate, taking the food coloring with them, making it look like the colors are quickly moving to escape from the soap.Listening text:? Judy: Oh, I'm so sorry that you were ill and couldn't come with us on our field trip. How are you feeling now? Better?? Bill: Much better, thanks. But how was it?? Judy: Wonderful! I especially liked an area of the museum called Light Games.it was really cool. They had a hall of mirrors where I could see myself reflected thousands of times!? Bill: A hall of mirrors can be a lot of fun. What else did they have?? Judy: Well, they had an experiment where we looked at a blue screen for a while, and then suddenly we could see tiny bright lights moving around on it. You'll never guess what those bright lights were!? Bill: Come on, tell me!? Judy: They were our own blood cells. For some reason, our eyes play tricks on us when we look at a blue screen, and we can see our own blood cells moving around like little lights! But there was another thing I liked better. I stood in front of a white light, and it cast different shadows of me in every color of the rainbow!? Bill: Oh, I wish I had been there. Tell me more!? Judy: Well, they had another area for sound. They had a giant piano keyboard that you could use your feet to play. But then, instead of playing the sounds of a piano, it played the voices of classical singers! Then they had a giant dish, and when you spoke into it, it reflected the sound back and made it louder. You could use it to speak in a whisper to someone 17 meters away.? Bill: It all sounds so cool. I wish I could have gone with you? Judy: I know, but we can go together this weekend. I'd love to go there again!? Bill: That sounds like a great idea!
The grammar of this unit is designed to review noun clauses. Sentences that use nouns in a sentence are called noun clauses. Nominal clauses can act as subject, object, predicate, appositive and other components in compound sentences. According to the above-mentioned different grammatical functions, nominal clauses are divided into subject clause, object clause, predicate clause and appositive clause. In this unit, we will review the three kinds of nominal clauses. Appositive clauses are not required to be mastered in the optional compulsory stage, so they are not involved.1. Guide the students to judge the compound sentences and determine the composition of the clauses in the sentence.2. Instruct students to try to learn grammar by generalizing grammar rules, controlling written practice, and semi-open oral output.3. Inspire the students to systematize the function and usage of noun clause1.Instruct students to try to learn grammar by generalizing grammar rules, controlling written practice, and semi-open oral output.2.Inspire the students to systematize the function and usage of noun clauseStep1: The teacher ask studetns to find out more nominal clauses from the reading passage and udnerline the nominal clauses.
The newspaper reported more than 100 people had been killed in the thunderstorm.报纸报道说有一百多人在暴风雨中丧生。(2)before、when、by the time、until、after、once等引导的时间状语从句的谓语是一般过去时,以及by、before后面接过去的时间时,主句动作发生在从句的动作或过去的时间之前且表示被动时,要用过去完成时的被动语态。By the time my brother was 10, he had been sent to Italy.我弟弟10岁前就已经被送到意大利了。Tons of rice had been produced by the end of last month. 到上月底已生产了好几吨大米。(3) It was the first/second/last ... time that ...句中that引导的定语从句中,主语与谓语构成被动关系时,要用过去完成时的被动语态。It was the first time that I had seen the night fact to face in one and a half years. 这是我一年半以来第一次亲眼目睹夜晚的景色。(4)在虚拟语气中,条件句表示与过去事实相反,且主语与谓语构成被动关系时,要用过去完成时的被动语态。If I had been instructed by him earlier, I would have finished the task.如果我早一点得到他的指示,我早就完成这项任务了。If I had hurried, I wouldn't have missed the train.如果我快点的话,我就不会误了火车。If you had been at the party, you would have met him. 如果你去了晚会,你就会见到他的。
The discourse explores the link between food and culture from a foreign’s perspective and it records some authentic Chinese food and illustrates the cultural meaning, gerography features and historic tradition that the food reflects. It is aimed to lead students to understand and think about the connection between food and culture. While teaching, the teacher should instruct students to find out the writing order and the writer’s experieces and feelings towards Chinese food and culture.1.Guide the students to read the text, sort out the information and dig out the topic.2.Understand the cultural connotation, regional characteristics and historical tradition of Chinese cuisine3.Understand and explore the relationship between food and people's personality4.Guide the students to use the cohesive words in the text5.Lead students to accurately grasp the real meaning of the information and improve the overall understanding ability by understanding the implied meaning behind the text.1. Enable the Ss to understand the structure and the writing style of the passage well.2. Lead the Ss to understand and think further about the connection between food and geography and local character traits.Step1: Prediction before reading. Before you read, look at the title, and the picture. What do you think this article is about?keys:It is about various culture and cuisine about a place or some countries.
You have no excuse for not going.你没有理由不去。He was punished for not having finished his homework.他因未完成作业而受到惩罚。2.动词ing形式复合结构由物主代词或人称代词宾格、名词所有格或普通格加动词ing,即“sb./sb.'s+doing”构成。动词ing形式的复合结构实际上是给动词ing形式加了一个逻辑主语。动词ing形式的复合结构有四种形式:①形容词性物主代词+动词ing②名词所有格+动词ing③代词宾格+动词ing④名词+动词ingHer coming to help encouraged all of us.她来帮忙鼓舞了我们所有人。The baby was made awake by the door suddenly shutting.这个婴儿被突然的关门声吵醒了。Can you imagine him/Jack cooking at home?你能想象他/杰克在家做饭的样子吗?无生命名词无论是作主语还是作宾语都不能用第②种形式。Tom's winning first prize last year impressed me a lot.汤姆去年得了一等奖使我印象深刻。Do you mind my/me/Jack's/Jack leaving now?你介意我/杰克现在离开吗?Excuse me for my not coming on time.很抱歉我没能按时来。His father's being ill made him worried.他父亲病了,他很担心。We are looking forward to the singer's/the singer to give us a concert.我们盼望着这位歌手来给我们举办一场演唱会。
尊敬的老师们,同学们:Dearteachersandclassmats,大家早上好!我是二(1)班的张xx。今天我演讲的主题是《学会自我保护,安全与我同行》。Goodmorning!Iam______fromclass1Grade2.mytopicis“Tolearnhowtoprotectmyself,tobesafeeverytime”.校园是我们共同学习的地方,这里有老师,有同学,在这个大家庭里,我们快乐地学习,健康地成长。但是,在这个大家庭里,也很容易发生意外。campusisaplacewestudytogether.Thereareteachersandstudentshere,westudyhappilyandgrowhealthily.However,wemeetaccidentsometimes,too.午觉过后,有同学奔跑着回到教室;课间十分,有同学在教室走廊里追逐打闹……像这样不看路,快速奔跑都是非常危险的,严重的还会骨折。我曾经看到一位高年级的大哥哥,下课铃一响,他就飞快地从教室冲出来,快到直饮水机旁边时,因为跑得太快,他没看到脚下有东西,摔倒在地上,送到医院一看,已经骨折了,好多天都没来上学,不光耽误了功课,还受了许多罪。
同学们,老师们:大家早上好!今天我国旗下讲话的题目是《增强安全意识,学会自我保护》。同学们,安全无小事,事事须小心。增强安全意识,学会自我保护,是杜绝安全事故发生的最好法宝。然而,我们许多同学思想上、心理上和行为上都忽视了安全工作的重要性。据中国青少年研究中心的全国性大型调查发现,安全事故已经成为14岁以下少年儿童的第一死因,并有逐年增加的趋势;全国每年约有1.6万名中小学生非正常死亡,平均每天有40多人,就是说几乎每天有一个班的学生从我们这个世界“消失”!一个个触目惊心、血泪交织的悲剧叫人扼腕叹息、心有余悸,更对我们敲响了安全的警钟。安全关系着我们的生命与健康,切不可麻痹大意。因此,我们一定要增强安全防范意识,提高自我保护能力。首先,要充分认识安全的重要性,树立高度的安全意识。在对待安全问题的态度上,有一种思想特别要不得!那就是认为提高安全意识,实施安全行为,是胆小怕事;而胆大妄为,敢于冒险是勇敢!这种思想是完全错误的!存在这种思想的人往往好出风头,不听教导,也最容易发生安全事故。比如,在公路上飞车的大多会发生交通事故,手持鞭炮燃放的大多会被炸伤,喜欢追逐打闹的大多会发生碰撞事故,喜欢舞刀弄枪的往往会造成伤害……
本学期第十九周国旗下讲话暨周恩来班交接仪式薪火相传,后继有人老师们,同学们,大家早上好。去年年底,我们高三(7)班很荣幸被授予省“周恩来班”的荣誉称号,成为整个xx市获此殊荣的两个班级之一。然而我觉得,“周恩来班”并非只是一种荣誉、一块牌子,更是一种精神,一种精神的传承与发展。美国总统肯尼迪的夫人杰奎琳说:“全世界我只崇拜一个人,那就是周恩来。”没错,周恩来崇高的品德,伟大的人格足以感染和震撼我们每一个人。我们作为新一代的中国人,更有必要也有责任要不断从周恩来的精神里汲取养料,为中华之崛起而读书,为中华之崛起而奋斗。所以,我们重温周恩来,但不仅仅只是缅怀,而是去触摸一种跨越时空的人格精神,学习这种精神,提高自己的思想境界,成为对社会有用的人。学习周恩来,我们要善于学习,热爱学习,并懂得学以致用。周恩来“面壁十年图破壁,难酬蹈海亦英雄”的诗句就集中表现了他学与用,知与行,认识与实践的深刻理解与豪迈气概。这是一种学习方法,更是一种学习动力,能够激励我们活到老学到老。
二、说目标依据教材的内容和学生的年龄特征及认知水平确定以下目标:知识目标:1、了解蚕卵的颜色、形态、大小等。2、知道蚕卵里孕育生命,新的小蚕将从蚕卵里孵出。3、知道在气温、湿度适合的时候,小蚕才会孵出,小蚕孵出后就要吃食物。
课标对这部分内容的要求如下。其中前三项目标将在本节课完成。依据课标,本课教材安排了攻占巴士底狱、《人权宣言》和共和国的诞生、拿破仑和拿破仑帝国三个子目的内容。这样的安排既体现了法国大革命发展的时序性,又体现了史实之间的逻辑联系。科学的教学目标具有良好的导向和激励作用。根据课标要求,结合教材内容和学生实际,我拟定了如下的三维教学目标:(三)教学目标1.知识与能力通过课堂教学,让学生知道巴黎人民攻占巴士底狱揭开了法国资产阶级革命的序幕、《人权宣言》的基本内容,了解法兰西第一共和国,讲述拿破仑的主要活动。
1.认识掌握生字新词。? 2.通过课文的学习了解生命存在的条件和人类探索宇宙生命的过程。?3.培养学生的自读能力,合作意识及运用处理信息的能力以及培养学生热爱科学的兴趣和科学探索的精神。三、说教学重点? 1.了解人类探索宇宙生命之谜的过程。?2.读懂课文,了解课文围绕“地球之外是否有生命存在”这一问题讲了些什么,培养爱科学、学科学的兴趣和探索未知的好奇心。?四、说教学方法?总体上采用读书指导法。确立学生在课堂的主人地位,教师采用确定阅读范围、出示阅读练习、激发阅读兴趣等手段,尽量放手让学生读书,从阅读中发现问题,提出问题,然后师生一起解决问题,完成教学目标。
说教材本课是部编《道德与法治》三年级上册第三单元的起始课,《生命最宝贵》 是本单元的基础和起点,旨在让学生体会生命来之不易,逐步认识到保护生命不仅 要靠父母还要靠自己,树立珍爱生命的意识。本课由“我们的生命来之不易”“爱 护身体珍惜生命”两个话题组成。第一个话题“我们的生命来之不易”从生命教 育的角度入手,让学生体会母亲孕育自己的艰辛,了解父母养育、呵护自己付出的 心血,认识到生命来之不易。第二个话题“爱护身体珍惜生命”引导学生思考可以 通过哪些行为爱护自己的身体和生命,想象身体受伤后面对的不便与困难,以及给 家人带来的巨大伤害,从而更加爱护身体,珍爱生命。学情分析三年级的学生开始进入少年期,此时会出现想独立和摆脱成人控制的欲望,同 时又正处于活泼好动的年龄,常常精力充沛,对外界事物充满好奇,但生活经验不足,又缺乏自我保护的意识和能力,因此比较容易“闯祸”,甚至伤害身体,危及 生命。另外,三年级的孩子个性差异大,情绪不稳定,自控力不强,因此让孩子们 知道生命来之不易,懂得爱护身体的重要性和生命的可贵是非常重要的。根据新课标和本课的教学内容与特点,结合学情, 我设定了本课时的教学目标 :1. 懂得生命的成长不是一件容易的事。2. 体会、理解妈妈孕育生命的艰辛。3. 体会家人养育自己付出的爱与辛苦。为了落实本课时的教学目标,我将教学重难点 设定如下:懂得生命的成长不是一件容易的事,体会、理解妈妈孕育生命的艰辛。
1、说教材分析:本课编写依据《义务教育品德与社会课程标准》“我的健康成长”里的第6条“体会生命来之不易,知道应该爱护自己的身体和健康。”本课从生命宝贵的角度奠定第三单元的基础。2、说学情分析:三年级的学生正处在活泼好动的年龄,常常精力充沛,对外界事物充满好奇,但同时又缺乏自保的意识和能力,因此比较容易闯祸。在低年段的学习中,学生对家庭生活已有了初步认识和情感 体会,但还需要增进学生对家庭情感的理解,帮助学生理解父母的爱,同时也增进学生 对父母的爱,并在行动上,进一步引导学生把对父母的爱现实化、具体化。这一注重家庭情感关系的主题,与四年级注重家庭责任的主题,构成了中年段关于家庭教育的完整 内容。3、说教学目标:让学生认识到生命不可以重来,学会爱惜自己的身体,培养学生珍爱生命的意识。4、说教学模式:我校通过三级建模精心打造“335”生态高效课堂教学模式,全力开展高效课堂建设活动。因此,本节课我运用了我校的“335”生态高效课堂教学模式,用“展-学-议-讲-测”五环节引领课堂。展,情景导入、展示目标;学,自主学习、探究问题;议,分组合作、讨论交流;讲,精讲点拨、归纳总结;测,当堂训练、提升能力。在模式运用中,通过师生与文本、师生之间、生生之间的交流,催生出灵感,碰撞出思想火花,使学生成为有德行、有智慧的人。
第二、遵守交通规则安全过马路魏书生说过,教师不替学生说学生自己能说的话,学生能讲明白的知识尽可能让学生讲。因此,我把学习时间充分还给孩子们。在这一环节中,老师先表演没有红绿灯的马路,让孩子们观察我是怎么做的,“一站二看三通过”,然后请学生,用“先……再……最后……”把我过马路的动作说出来。培养孩子们的观察和表达能力。再创设情境,让孩子们把课桌当作马路,跟我一起做一做。培养孩子们的生活实践能力和安全保护意识。接下来播放一段饶有趣味的视频:孙悟空与猪八戒过马路对话。采用这段视频,既符合学生的年龄特点,又紧紧围绕“交通安全教育”这一主题。看完视频后,学生说说视频中提到了哪些应遵守的交通规则?这样一来,学生们兴趣盎然,主动认知发现,巩固了对交通安全的认识,避免了直接讲授的无趣局面出现。
随后设第二个问题:除了教材和视频里注意的内容之外,请问同学们还知道哪些防溺水安全的常识?这样学生之间会相互交流、各抒己见,课堂气氛活跃,使学生知道更多的安全常识,教师在加以总结、归纳(游泳“十六忌”)等。第二步,告诉学生,做好了第一步,万一还是溺水了,抛出第三个问题:该如何自救和救助他人呢?让学生相互讨论。然后教师针对不同对象进行分析、全面总结,并播放2个简短视频(节选《防溺水安全教育(预防溺水和游泳常识)》的内容和《救助溺水者》)让学生熟知怎样自救及岸上救人和水下救人,视频内容非常好,有针对性,讲解清楚,学生一看就能明白。设计意图:让学生在紧急时学会冷静思考问题,善于观察的能力,临危不乱的应变能力(图)第三步,实践操作阶段,讲溺水者被救上岸后,设第四个问题:如何紧急急救,有几种人工呼吸方法,具体怎样操作?这是本节课的难点。是通过播放视频《人工呼吸(口对口)》《仰卧压胸法》
第三个环节--感受生命的脆弱主持人甲:人的生命是来之不易的,可是生命却很脆弱。我国频繁发生灾难,在汶川地震、玉树地震、云南地震,我们看见一幕幕的惨状,悲惨的场景,一次又一次让我们感受到生命的脆弱以及可贵。可是,有人却漠视生命。 失落的花季(指名朗读材料)(1)成都市一个13岁少年因与父母就学习问题发生争执纵身跳下了7楼,结束了生命。(2) 16岁学生陈某用亲人给的压岁钱长时间打电子游戏。当晚,在家人对其教育时,陈某进入家中卫生间,久久不出。家人发现情况不妙,冲入卫生间发现陈某已用两条毛巾将自己吊死在水管上。(3)2002日,遵义市有5位小学生集体自杀,原因仅仅是,一人因“爸爸没买生日礼物”,便认为“爸妈对我不好”,而到她家玩的四位小伙伴也由此联想到自己受父母打骂的经历,于是这 11-13 岁的小女孩,一致决定吃安眠药一死了之,所幸被及时发现送到医院获救。
第2,学生之间交流讨论。让学生知道怎样爱护自己的身体,哪些行为是可取的,哪些行为是不可取的。第3,学生之间交流讨论。请学生设想一下如果自己身体的一部分受伤了,以后的生活和学习会遇到什么样的困难,并且让学生表演一下,以加强真实感受。然后出示残障人士生活照片,引发学生视觉冲击感。第4,引领学生阅读课本“阅读角”,感受生命的可贵。第5,出示失独家庭的照片,感受父母如果失去我们的痛苦。第6,最后教师总结我们应该爱护自己的身体,珍惜生命。第7,对本课内容进行检测。第8,布置作业 知道了要爱护身体,珍惜生命,还要落实到行动中,所以布置了如下作业。7、说板书设计:板书设计要重点突出,简洁美观,设计意图要明确合理。本节课脉络及重点要体现在板书上,所以设计下列板书。
When he was 12, his parents died. He was aloneand didn’t ____11____ others. No one showed kindness to him. Peoplealways laughed ____12____ him. His only friend was a dog named Bobby. He____13____ his dog enough to eat and drink, but he was a little rude(粗鲁的)to it sometimes.
B: For 3 days. I expect togo there again.A: Lucky you. I had to stayat home. But I’m planning to travel to Mount Changbai.B: Oh, that’s a good place.I went there three years ago.
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