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中班美术：背太阳课件教案
2、在表现大家来背太阳的画面中体会人们互相之间友谊的情感。活动准备：范例、纸、笔、牙签等。活动过程：一、谜语导入1、谜语：有位老公公，一副圆面孔，脸上红彤彤，照着大地暖融融。（太阳公公）2、每天清早，太阳第一个起身工作，把阳光撒向大地，给我们的城市带来光明。傍晚，人们开始上班回家，那太阳到哪里去了呢？太阳翻过山头，洗了个澡，又去照亮地球的另一边。太阳总是不停的工作，从不休息。二、引发兴趣1、太阳实在太辛苦了，地球上的朋友商量怎样让他工作得轻松点，大树说：“我来背太阳吧”可是太阳这么大，一棵大树怎么能背得动呢，于是两棵、三棵、四棵一起来背太阳。2、咦，怎么只有一半呢？这棵树是怎么挤进去呢？（教师顺着轮廓描画，与幼儿共同讨论）看见边就停，看不见当看见跳过去，看见了接下去。3、这么多树一起来背太阳可是太阳太重了，还是背不动。第五第六棵树也来背太阳，这两棵树站在哪里？能不能和前面的树拉起手来呢？4、这边还有两条缝，说不定太阳会丛逢里滑下去，还有更多的树快来帮忙吧。5、啊，一轮光芒四射的太阳终于背起来了。画上的太阳这么美丽用的是什么方法？
中班美术：礼花课件教案
一、活动目标：1、能合理的对画面进行布局。以兴趣为主，感受新方法的乐趣。活动准备：油画棒、白纸人手一份 范画一张 课件《礼花图片》活动过程：一、欣赏导入（礼花图片）师：过年时，晚上放的礼花漂亮极了，小朋友，你们看见的礼花是什么样的呢？（幼儿回答：五颜六色，非常漂亮……）教师总结：那些礼花是随着一丝丝线、一点点光爆出来的，五颜六色，千姿百态，真是好看极了。就好像春天的花园一样，给节日增添了光彩。
中班美术：脸谱课件教案
活动准备：引导幼儿根据自己的生活经验，认识不同的脸谱。 各色橡皮泥活动过程：1。玩“变魔术”游戏，引起幼儿变化表情的兴趣。 游戏：“会变的脸”（苦脸、笑脸、生气的脸、害怕的脸等）。 2．启发幼儿互相观察人的面部表情特征。 提问：“人笑时、哭时、生气、害怕时眼睛、眉毛和嘴巴有什么不同？请幼儿分别描述出来。”（教师边听边捏出来）
中班美术画妈妈课件教案
2、通过绘画学习用简单线条描述记忆形象，画也自己妈妈的突出特征。3、培养爱妈妈的情感。活动准备：人物纸型一个，各式发型若干，绘画用具。
美术活动：造长城课件教案
活动目标：1、尝试从前向后安排画面，初步表现简单的重叠。2、乐于参与造长城活动，为自己建造长城而感到自豪。 活动准备：1、黑色水笔、油画棒。2、课件。 活动过程：一、欣赏讨论：1、我们的首都在哪里？北京有哪些好玩的地方？2、这是什么地方？长城建造在哪里？它象什么？3、中国古代劳动人民为什么要建造长城？现在的长城有什么用处？
美术活动：印照片课件教案
2．巩固单色画的作画方法，使作品丰满。 3．通过活动，充分发挥幼儿的想象力和创造力。二．准备黑影若干种，示范黑影和实物各一种。三．过程（一）导入活动，引起兴趣师：昨天我请了一位粗心的照相师帮我印照片，他实在太粗心了只印出了一个影子，你们看！（二）出示黑影，启发幼儿想象 1.师：这就是其中一张照片。你们想想：这可能是什么东西的影子呢？（幼儿从不同方向进行观察）。
美术活动《织网》课件教案
活动目标：1、初步了解横线、竖线交叉形成的效果，能大胆编制自己喜欢的网，注意线与线之间的疏密；2、能绘画出几种基本的网状图形；活动准备：自制图片 宣纸 毛笔 颜料活动过程：一、教师做小鱼游动作，带领幼儿进入活动室。（配乐）二、出示图画1、师：（1）从前有个捕鱼人，他非常厉害，他捕了好多好多的鱼。看！（出示图片）他为什么他能抓到这么多的鱼呢？（捕鱼人用网抓鱼）这些鱼能不能从网里跑出来？为什么？他的网怎么织的？怎么样的？（观察网的特点，认识横竖线交叉的编织方法）为什么能牢牢网住鱼不会跑掉呢？（注意观察网眼的疏密）2、师：小朋友你们仔细看看这张图上，有没有发现鱼是不是都被抓到了？（一条鱼跑得出来，说明编织时注意控制网眼大小）3、教师补画
新人教版高中英语必修1Unit 1 Teenage Life-Reading for Writing教案
【教材分析】This teaching period mainly deals with reading for writing a letter of advice. Students are expected to learn the knowledge about how to write a suggestion letter. The teacher is expected to enable students to master some writing skills concerning suggestion letters and learn to write one.【教学目标与核心素养】1. Get students to have a good understanding of how to write a suggestion letter properly.2. Enable students to use some writing skills flexibly.3. Develop students’ writing and cooperating abilities.4. Strengthen students’ great interest in writing discourses.【教学重难点】1. How to enable students to have a good understanding of the skills of writing a suggestion letter2.How to enable students to write a good recommendation letter using some writing skills properly.【教学过程】Step 1: Lead in Begin the class with the lead-in questions: how to write a letter for advice? What kinds of aspects should be included? It is strongly recommended that the teacher should ask students to discuss the topic freely with their partners and brainstorm some ideas concerning the topic. In this way, students can come up with more ideas and avoid being nervous at the beginning of the class.Step 2: Read to discover details concerning advice letters’ writing style.The teacher is expected to ask students to read a letter offering some advice on page 18 silently and then request students to discuss the questions below.
新人教版高中英语选修4Unit 1 Science Fiction教案
本活动旨在落实课时教学目标2。 1.Think, discuss and share. Students form groups of 4, discuss about the given ending make comments. Q1: Do you like the ending? Q2: Was it a logical ending? Why so or why not? [设计意图]通过引导学生思考、讨论、评价，比较个人、同伴所预测的结局和听力文本所给定的结局的异同点，深化对文本的认知，发展学生的评判性思维能力。 Activity 4: Exploring Asimov’s three laws of robotics and the purpose of the writing 本活动旨在落实课时教学目标3。 1. Get to know Isaac Asimov’s three laws of robotics. The teacher shares Isaac Asimov’s three laws of robotics. The three laws state that: ①A robot may not injure a human being or, through inaction, allow a human being to come to harm. ②A robot must obey any orders given to it by human beings, except where such orders would conflict with the First Law. ③A robot must protect its own existence as long as such protection does not conflict with the First or Second Law. Q: How does Tony’s story relate to the laws? 2. Figure out Isaac Asimov’s purpose of writing Satisfaction Guaranteed. The students express their opinions about the author’s writing purpose. Q: Why did Isaac Asimov write such a story? S: To explore the relationship between robots and humans. [设计意图]通过了解艾萨克·阿西莫夫所制定的机器人三大定律，加深学生对文本的理解，深入探究文本的主题意义。推理作者的写作目的，联系生活实际，思考人类与机器人的关系。
新人教版高中英语选修3Unit 4 Adversity And Courage教案
本活动旨在落实课时目标3。 The Student Union is looking for three students for a 3-week voluntary program in Guizhou province. The volunteers have got to be high school students, with a persevering personality and experiences in overcoming adversity. The volunteers need to stay, eat and teach with 20 pupils in a small school up on the hill of a village. There are no facilities but desks and a blackboard in the school. And there is no take-away food to be bought anywhere; the only way to feed yourself is to cook. You’re interested in applying. Write your application letter introducing what adversity you have ever overcome and how persevering you are as well as what you want to do when at work. Dear Student Union,【设计意图】此任务旨在迁移一、二课时所学，解决实际问题。学生对比自己经历过的挑战或挫折，写信给学生会申请前往贵州担任短期支教教师，把个人以前是怎么战胜挫折的经过书写出来。结合所学，迁移创新，分析解决自身实际问题，在真实情境中学生通过仿写进行主题语言的精确输出。完成任务的过程中，能较多地使用已学语言、内容、结构和写作手法来描述自己面对挫折的处理方式、态度和应有的品质，近一步激发学生树立正确的价值观，学会逆境出人才，坚忍不拔，从容不迫，又做到谦让、分享和合作。课后学生修正习作，再次提交。
新人教版高中英语选修3Unit 5 Poems教案
本单元阅读文本介绍了几种简单的英语诗歌形式，旨在让学生能理解和欣赏英语诗歌的美，包括形式美、内容美、意义美，培养审美情趣，并从作品的意义美中获得积极的人生态度和价值观念启示。 该文本是一则典型的说明性文本，用简单易懂的语言向英语诗歌的初学者们介绍了五种比较简单的英语诗歌形式。文题“A Few Simple Forms of English Poems”是整个文本的核心话题。正文内容共七段，按“总—分—总”建构。第一段为总起段，概述了英语诗歌的创作原因以及主要特点，涉及了形式、内容、意义等方面赏析英语诗歌的几个主要维度；第二段至第六段分别介绍了童谣、清单诗、五行诗、俳句和唐诗五种英语诗歌形式；第七段收尾，鼓励读者尝试英语诗歌创作。 在进行文本教学设计时，要引导学生梳理关于与诗歌要素和诗歌赏析有关的话题类语言，既包括format、rhythm、subject、image等名词，也包括have a strong rhythm、be made up of、contain、consist of、convey这样的动词和动词短语。
新人教版高中英语选修4Unit 3 Reaching Out Across the Sea教案
本活动旨在落实课时目标3。 Think about the following questions and talk about your own attitude in pairs.Q1: As for this topic，what impresses you the most in the passage?Q2: What do you think of the future of China’s further exploration in sea? Are you in favor of the further exploration？Why or why not? 【设计意图】该活动是一个完全开放性的活动，每个学生都会有不同的答案。运用迁移所学，自由口头表达自己对海洋探索的态度。对于中国海洋探索的未来，每个人的想法是不一样的，有乐观，有担忧，有认为值得投入，也有认为不值得付出太大代价，这里给学生自由表达的空间只要学会有支撑自己观点的事实就可以了，进一步培养学生批判性思维和正确的价值观。 Assignment: 此任务旨在迁移一、二课时所学，培养学生辩证分析问题的能力。 Write about your idea of the future of China’s sea exploration. And add your attitude towards the effort China have made in sea exploration. You’re expected to use the language and the writing technique learnt in the passage.
新人教版高中英语必修1Unit 1 Teenage Life-Discovering Useful Structure教案
（形容词短语most beautiful的构成形式为:副词+形容词，该短语在句中作定语修饰名词bird）④A good friend is someone who makes you really happy.好朋友就是能让你真正高兴的人。（形容词短语really happy的构成形式为:副词+形容词，该短语在句中作宾语补足语）[即学即练]画出下例句中的形容词短语并指明构成形式如:It is less cold today than it was yesterday.构成形式: 副词+形容词（1）Our country is becoming more and more beautiful.（2）The road is long enough.（3）The medicine is good for stomach.三、副词短语（Adverb Phrases）副词短语:指以一个副词为中心构成的短语，在句中的功能相当于副词，可以修饰动词、形容词或副词。常见副词短语的构成形式有:（副词）+副词如: much more beautifully①He did his work here yesterday.他昨天在这里工作。（副词短语here yesterday修饰动词did）②Bill did the work very well.比尔做的这份工作很好。副词短语very well修饰动词did③We are all entirely responsible for our action（副词短语all entirely, 修饰形容词短语responsible for）
新人教版高中英语必修1Unit 1 Teenage Life-Reading and Thinking教案
【教材分析】The topic of this unit is about teenage life, which belongs to the theme context of “humans and oneself”.As teenagers who shoulder the responsibility of “Chinese great dream”, they must fully know themselves, including their strengths, weaknesses and challenges etc. They are supposed to improve themselves continuously and readily study their subjects, and thus foster their strategies and confidence in lifelong studies.This period is entitled the freshmen challenges, which mainly concerns some big challenges for new students in Senior high school. In this period, a teacher should lead students to find out what their challenges are and guide them to figure out how to crack the challenges and better themselves. More importantly, a teacher should instruct students to absorb new language points and appreciate the language. Besides, a teacher must instruct students to acquire some skills concerning reading efficiently and inspire them to talk more about their new school life, especially their new problems and solutions both at school and in life.【教学目标与核心素养】1. Enable students to acquire the basic usage of the new words and expressions concerning the freshmen challenges and learn to use them flexibly.2. Enable students to have a good understanding of the freshmen challenges in the new senior high school which is quite different from junior middle school.3. Develop students’ sense of cooperative learning and individual thinking capability. 4. Develop students’ different learning skills to solve different reading comprehensive problems.
新人教版高中英语必修1Unit 3 Sports and Fitness-Reading and Thinking教案
2. Sort out detailed information about Michael Jordan.（1） Understand the transitional sentence.Q: Which part is about Michael Jordan as a master? Which part is about the example he set?（2） Have the Ss Focus on why Michael Jordan is a master and what good examples Michael Jordan set when they’re reading. And think about these questions as below:Q1: How does the author describe his impressive skills?Q2: How do you understand “time seemed to stand still”?Q3: What does “graceful” mean?Q4. Which sentence do you think best describes his mental strength?Q5. Which words is important in the sentence in describing his mental strength? Why?Q6: How do you understand “unique”?Q7: What can we learn from Michael Jordan?Step 5 Discussing and recommendingRecommend their own living legends of sports.Work in groups to choose your own living legend of sports and give the reasons of your choice. Step 6 HomeworkReview the stories of Lang Ping and Michael Jordan, and try to retell them.
新人教版高中英语必修1Unit 3 Sports and Fitness-Reading for Writing教案
Then have them write a short paragraph to describe and explain their changes. After that, get the Ss to exchange their drafts with their partners and use the checklist to give feedback on their drafts, and finally revise it.Step 5 Summary of how to write a wellness book1.健康书的审题步骤：第一步：明确要求该写作属于经验分享，故要用第一人称来写;时态以一股现在时为主。第二步：确定段落该类文章可以从以下三个方面人手:Para.1首先表明写作的目的Para.2自己的做法及心得体会Para.3表示期望及感谢第三步：提炼要点2.健康书常见句式：1) It is an honor for me to share my favorite sport with you,2) It makes me feel relaxed playing with my friends.3) It makes me rid myself of stress while playing with my friends.4) Moreover, it provides me a valuable chance to communicate with others.5) I we eat too little or too much, or if we choose the wrong food, we may become sick.6) We can do something to change the poor situation.Step 6Homework假如你的老师让你在班级Wellness Bok上分享自己的亲身经历及心得，请根据以下要点写一篇80字左右的文章1. 你喜欢的运动是什么？2. 你最喜欢的原因是什么？3. 你参加锻炼的体会。
新人教版高中英语必修1Unit 4 Natural Disasters- Reading for writing教案
①标题——标题应当简洁明了。②导语——导语是消息开头的第一段或第一句话，简明扼要地揭示出消息的核心内容。③主体——主体是消息的主要部分，要用充足的事实表现主题，对导语的内容作进一步的展开和阐述。④结束语——通常是对全文内容进行概括性的总结。3. 新闻报道增分句子（1）陈述事实常用的句型:①A terrible storm hit/struck ... , killing ..②It was a cool autumn night when the earthquake happened. A large number of buildings fell down and roads were destroyed, leaving a great many people homeless.地震发生在一个凉爽的秋夜。大量的建筑物倒塌，道路被毁,许多人无家可归。③With the help of the rescue team, people who were the trapped in the flood were saved.在救援队的帮助下，困在洪水中的人们得救了。（2）陈述观点常用的句型:①Clearly/Obviously/In my opinion/It seemed that people were shocked.显然/在我看来/似乎人们震惊了。②The whole city was in ruins after the earthquake.地震后整个城市成了一片废墟。（3）揭示原因常用的句型:Because of/As a result of/Thanks to the help of the army, people who got injured were sent to the hospital immediately.
新人教版高中英语必修1Unit 4 Natural Disasters-Discovering Useful Structures教案
【教材分析】This teaching period mainly deals with the grammar: the restrictive relative clauses.This period carries considerable significance to the cultivation of students’ writing competence and lays a solid foundation for the basic appreciation of language beauty. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercise of good quality.【教学目标与核心素养】1. Get students to have a good understanding of the basic usages of the restrictive relative clauses.2. Enable students to use the restrictive relative clauses flexibly.3. Develop students’ speaking and cooperating abilities.4. Strengthen students’ great interest in grammar learning.【教学重难点】How to enable students to have a good understanding of the restrictive relative clauses, especially the uses of the relative words such as which, that, who, whom.【教学过程】Step1: 语法知识呈现定语从句（一）—关系代词的用法在复合句中, 修饰名词或代词的从句叫定语从句。定语从句通常由关系代词或关系副词引导，说明事物的具体信息，从句位于被修饰词之后。被定语从句修饰的词叫先行词，引导定语从句的词叫关系词，关系词指代先行词，并在定语从句中充当成分。关系词有两种：关系代词who, whom ,whose, that, which, as和关系副词when, where, why。
新人教版高中英语必修1Unit 4 Natural Disasters-Listening and Speaking教案
【教材分析】高考听力材料的选用非常重视语言真实性和交际性的原则，语言材料一般来源于实际生活，对话的内容大都取材于日常生活，即衣、食、住、行、工作、学习、天气、生活环境等话题，可分为校园、公共场所、家庭等方面，如: shopping, finding the way, doing one’s homework, seeing a doctor, making a phone call, weather report, asking for different kinds of information等。新教材的特点就是利用生活中真实文本，只是降低难度，让学生注重语言的应用，将是我们高考把握方向的重要因素。【教学目标与核心素养】学习能力目标：在听力当中，学生应该有效规划学习方法，选择恰当的策略与方法。这节课的训练目标是让学生有正确的预测和抓住问题的关键信息，从而用心去听来找寻关键信息。根据生活中实际情况和高考常见语境，我们不难发现提前预测和抓住题干中的w很重要，即what, where, when, why等等。
新人教版高中英语必修1Welcome Unit-Discovering Useful Structures教案
II Learn the technical terms-2.1. What can be used as “Subject, Object, Predicative, Direct Object, Indirect Object and objective complement” in a sentence?2. What can be used as “adverbial” in a sentence?3. What can be used as “verb” in a sentence?Answers to questions 1-3:1. Nouns, pronouns and appellations can be used as “Subject, Object, Predicative, Direct Object, Indirect Object and Objective Complement”. Besides, adjectives can be used as “Predicative and Objective Complement” in a sentence.2. Adverbs and prepositional phrases can be used as “Adverbial”.3. Verbs with actual meaning can be used as “Verb” in a sentence. Auxiliary verbs alone cannot be used as “Verb” in a sentence.III Learn to recognize the sentence structures.1. SV structure. For Example:(1) A bird flies.S V(2) A monkey jumps.S V(3) A fish swims.S V√ In SV structures, verbs are “intransitive verbs”.2. SVO structure. For Example:(1) A sheep eats grass.S V O(2) They like bananas.S V O(3) He wants candy.S V O√ In SVO structures, verbs are “transitive verbs”.3. SP structure. For Example:(1) This is great.S P (2) He looks well.S P (3) She became a teacher.S P √ In SP structures, Predicatives are formed by “link verbs” and “adjectives or nouns”.√ link verbs: be, become, grow, look, feel, taste, etc.4. SV IO DO structure. For Example:(1) He asked me a question.S V IO DO(2) Danny wrote me a letter.S V IO DO(3) Billy brought Sam a kite.S V IO DO√ In SV IO DO structures, the verbs are transitive and are followed by two objectives – pronouns or nouns as Indirect Objective, and nouns as Direct Objectives.
