第一道例题提示学生把地基看成一个几何图形,即正六边形,逐步引导学生完成例题的解答。例题1:有一个亭子它的地基是半径为4米的正六边形,求地基的周长和面积(精确到0.1平方米)。第二道例题,我让学生独立完成,我在下面巡视,个别辅导,同时我将关注不同层次学生对本节知识的理解、掌握程度,及时调整教学。最后,引导学生总结这一类问题的求解方法。这两道例题旨在将实际问题转化成数学问题,将多边形化归成三角形来解决,体现了化归思想的应用。(七)、课堂小结(1)学完这节课你有哪些收获?(八)布置作业:我针对学生素质的差异设计了有层次的训练题,留给学生课后自主探究,这样即使学生掌握基础知识,又使学有佘力的学生有所提高,从而达到拔尖和“减负”的目的。
当然,在讨论的过程中,对个别学生要及时点拨利用相似三角形对应边的关系来求AD,至于S与x的关系式自然是水到渠成了。接着让同学们以小组为单位,派出代表展示自己的讨论成果。然后我进一步抛出重点问题3)这里S与x是一种什么函数关系?当x 取何值时,S的值最大?最大值是多少?这个例题和刚才的做一做非常相似。那么要求矩形的面积 就必须知道矩形的长和宽,通过学生的思考、讨论、大家都明白了S与x的关系一定是二次函数,要求面积的最大值,也就是求二次函数的最大值,这样就将实际问题转化为数学问题了.简单的小组交流过后,同学们争先恐后表达自己的观点:有的小组利用的是配方法,有的小组直接利用二次函数的顶点坐标求出了最大面积。 ,我及时的鼓励学生:大家真的很棒,老师为你们骄傲,请再接再厉。
(1)上午9时的温度是多少?12时呢?(2)这一天的最高温度是多少?是在几时达到的?最低温度呢?(3)这一天的温差是多少?从最高温度到最低温度经过了多长时间?(4)在什么时间范围内温度在上升?在什么时间范围内温度在下降?(5)图中的A点表示的是什么?B点呢?(6)你能预测次日凌晨1时的温度吗?说说你的理由.2、议一议:骆驼被称为“沙漠之舟”,你知道关于骆驼的一些趣事吗?例:它的体温随时间的变化而发生较大的变化:白天,随沙漠温度的骤升,骆驼的体温也升高,当体温达到40℃时,骆驼开始出汗,体温也开始下降.夜间,沙漠的温度急剧降低,骆驼的体温也继续降低,大约在凌晨4时,骆驼的体温达到最低点.3、如下图,是骆驼的体温随时间变化而变化的的关系图,据图回答下列问题:
《纲要》明确指出:教育内容应“贴近幼儿的生活来选择幼儿感兴趣的事物和问题,有助于拓展幼儿的经验的视野”,幼儿园数学教育不是为纯粹的教育而教育,是一种以幼儿生活为特征的教育,这就要求我们要立足幼儿的生活实际,紧密联系幼儿的生活来开展教育。像我班小朋友午睡起床,常有孩子把鞋子、袜子拿错、穿反。根据小班幼儿年龄特点,我设计了以鞋子、袜子、鞋垫为活动材料的《找朋友》数学活动,引导孩子在原有的生活经验上关注物体的形状、大小、颜色的不同,进行配对。在游戏中自然渗透数学的概念,达到“玩中学,玩中教”的目的。活动的目标对活动起着导向性作用,根据本班幼儿的年龄特点和实际情况,确立了情感、能力等方面的目标.其中有探索认知部分,也有操作部分,具体目标是:1、认识目标:(1)、初步形成“双”的概念,知道一双有两只。(2)、能按鞋子、袜子、鞋垫的外形,颜色,大小等特点进行配对。2、能力目标:发展幼儿的观察力、记忆力、创造力和想象力。3、情感目标:体验与教师、同伴游戏的快乐;初步感受改编儿歌的乐趣,从而激发幼儿的求知欲。
1. First, ... then, ... next, ... finally, ...首先,……然后,……接着,……最后,……这是英语中表达做某事的步骤的一种说法。如果步骤较多,还可以说:first-next-after that-later on-finally/at last通常你会听到说英语国家的人在说 first, next, then, finally 和后面的内容时,他们会做一些停顿。这样就能提前告诉听者接下来讲的是一系列的步骤。这一点在朗读和听力中应特别注意。2. how many, how much均为疑问词,同是“多少”,但用法不同。请看:how many修饰可数名词复数,how much修饰不可数名词。但在用法上,同学们常犯如下错误:1) [误] How many are there bananas on the table?[正] How many bananas are there on the table?[析] how many, how much 中的many,much是形容词,常修饰名词作定语,故后面跟名词。2) [误]How much tea are there on the table?[正]How much tea is there on the table?[析] how much修饰不可数名词时,谓语动词用单数。how many与how much的区别可简记为:前how many:问“多少”,复数名词后面跑;how much问“多少”,不可数名词单数好。前者答语用基数词,后者答语用数量关系。
“Go for it!” is based on “Task-Based Language Teaching”. It adheres to “The authenticity principle”, “The form-function principle”, “The task dependency principle” and “The principle of learning by doing”. These principles all accord with the demands of curriculum focus.In and of Grade Seven (II), “Go for it!”, students have learned “The Simple Past Tense”. And it appears again in of Grade Eight (I). teaches students more about how to talk about events in the past. In addition, it gives affirmative and negative statements in the past tense, such as the sentence patterns “Did you see …?” “Were there …?” “Did you go …?” As the first part of Unit 8, Section A opens with a picture presenting the last school trip in the aquarium and continues with several step-by-step practice activities, which are all good for students to master “The Simple Past Tense”. Doing well in Section A will help students integrate the new target language with that in Section B. Thus, they can describe the events in the past freely and foster their own ability of reflecting and practicing. II. Teaching ObjectivesTeaching objective is the beginning and aim of teaching activities. According to the overall goal of the English elementary course--- improve students' synthetic ability of language application, which should be based on the development of students’ “Language knowledge”, “Language skills”, “Character building”, “Learning strategies” and “Cross-cultural awareness”. The teaching objectives are described as follows(I). Knowledge objectivesi. Master the simple past tense of regular and irregular verbsii. Recite the new words and expressions about the last school trip in the aquarium, including their pronunciation and intonation
Step Ⅶ Role play ( Work on 1b)1. First ask two students to read the dialogue to the class.Sa: How do you get to school?Sb: Well, I ride my bike to the subway station. Then I take the subway.2. Now work with a partner.Suppose you use two kinds of transportation to get to school \Hangzhou\Beijing... (bus, train, subway, walking, bike, etc.) Tell how you get there. You may use the phrases in 1a.3. Then ask different pairs of students to present their conversations to the class.Step ⅧListening1. Work on 2a(1) First ask students to read the list of information that Thomas wants to know.…where Nina lives.…how far from school she lives.…how long it takes to get to school.…how she gets to school.…what she thinks of the transportation.(2) Tell students what transportation and bus stop mean.bus stop 汽车站 transportation n. 运送;运输Then tell students we'll hear a recording. Please put a checkmark in front of each thing that Thomas wants to know.(3) Now play the recording for students.( Have students pay attention to the sample answer.) (4) Then correct the answers.
Teaching goals : 1. Words & phrases: babysit ,get back , fishing , rent , think about , decide(on) , tourist etc. 2. How to talk about future plans . 3. 现在进行时表示将来计划或行动. 4. 特殊疑问句(where , when , how long引导) Important and difficult points : Drills :What are you doing for vacation ? I’m watching TV . When are you going ? I’m going … . How long are you staying ? We’re staying for five days . Teaching aids : cards and a tape ,a large wall calendar . Period 1 Teaching procedures : Step 1Leading in1. Free talk . 2. Put up the wall calendar . T: I’m staying home on Saturday (pointing to next Saturday ).Ss repeat . Ss: I’m staying home on Saturday . T: OK. Today we’ll learn how to talk about future plans. Step 2Pre-task SB Page 13 , 1a . 1. Look at the picture carefully and tell what you see in the picture . 2. Write the activities from the pictures in the box and add some more . 3. Practice reading . Step 3While-task1. Using the activities we write in 1a to make conversations .For example :What are you doing for vacation ? I’m visiting my uncle . 2. Pairwork .Practice in pairs . 3. 用第三人称练习对话.
1 交通工具的比较此活动为小组活动。学生通过讨论找出到达某一城市可乘坐的各种交通工具,并选择最佳出行方式。Teacher:We’re going to Shanghai. How many ways can we use to get there? Yes, there are four ways: by bus, by plane, by train, by ship. Please discuss how you are going to get there.操作建议:(1)学生以小组为单位展开活动,谈论本组所选择的交通工具。(2)各组选代表向全班汇报,阐述本组所选择的交通工具的利和弊。完成任务所需要的语言结构:We can go there by ship. It’s more comfortable and cheaper than any other transportation.We can go there by bus. It’s cheaper but it takes longer time.2 哪个城市更合适?此活动具有挑战性。假设中国要举行2014年世界杯足球赛,分别从历史,人文,天气等方面对各城市(北京,大连,上海,昆明)进行比较,选择最佳举办城市。T: Imagine China is holding the 2014 FIFA World Cup. Which city do you think is the best for the World Cup, Beijing, Dalian, Shanghai or Kunming? Let’s work in groups. If you choose Beijing, please join the Team Red. If you chose Dalian, please join the Team White. If you choose Shanghai, please join the Team Blue. If you choose Kunming, please join the Team Green. Please show us its advantages. Then let’s see which team will win.
教学重点和难点:运用所掌握的语言描述,比较不同地点的特点。在练习中学习掌握英语比较级和最高级的用法。课前准备分配小组,每组五至六人。通过上网或翻阅报刊杂志等方法,确定旅游线路,做出基本的旅游计划。教学设计:本节课流程图 学法指导:1.由于这是一堂新课,在教学中应注意面向全体,发挥学生的主体性,引导学生积极参与,激发学生的求知欲和学习积极性,指导学生积极思维,主动获取知识,养成良好的学习方法。逐步学会独立解决问题。总之要尽可能调动学生的非智力因素促进智力因素的发展。教法选择:1.电化教学法2.课堂讨论法3.任务型教学法采用这些方法的目的是为了充分调动学生的学习积极性,使学生变被动学习为主动学习。通过电脑形象的演示,加强印象,提高兴趣,突破难点,提高教学效率,进而增大教学的容量和信息量。充分体现教师为主导,学生为主体的教学原则。
She shouldn’t go to the party tonight.Step7. TaskT: You know, there are lots of problems in our life. If you are a doctor, please tell us how to solve the problem. I will divide you into 9 groups. Please work in groups. And then choose one of you to report your ideas.The following are the problems:I have a toothache.I am hungry. I have a sore throat.I am stressed out. I have a sore back.I am tired. I can’t sleep.I have a cold. I have a headache.Report: If you have a headache, you should go to bed early. You should see the doctor. You should eat some medicine. You shouldn’t wash your face with cold water.You shouldn’t sleep late.You shouldn’t swim.…..T encourages the students to give advice as much as possible.Homework:1. Chose one of the problems, and write down your advice2. Copy the new words这一步是用于热身的,同时也可以让他们复习一部分的表示人体部位的单词,扩充知识.学习语言的过程也是一个不断积累的过程,复习旧知识,增添新知识.通过小游戏,强化学生对Does she/he have…这个句子的运用能力.通过复习,自然的引到下面新知识的学习。充分利用表格,由句子到对话,再到文章,让学生循序渐进. 提高学生的综合语言运用能力,运用以前学过的知识来解决身边的问题.Period 5 (Section B 3a—3c, selfcheck)教学内容与分析:
内容提示本单元主要内容是学会利用verb十by/with gerund表示方式方法来讨论学习英语的策略,认识自己在学习方面的长处和不足。初步了解现在完成时的结构和用法。现在完成时由助动词have/has+动词的过去分词构成,主要表示过去发生的某一动作对现在仍有影响或造成的后果,常与already,yet,just,ever,never等副词连用。教学目标一、学习目标(Language Goal) 1. Talk about how to study . 学会讨论各种学习方法和策略。2. Find out your suitable learning methods. 找出适合自己的学习方法。 二、语言结构(Language Structures) 1. Verb + by with gerund by+动名词短语 表示“通过…途径,方法” 2. How questions have引导的特殊疑问句 三、目标语言(Target Language) 1. How do you study for tests ? 你是怎样准备考试的?Well , I study by working with my classmates. 哦,我和同学们一起学习。2. Have you ever studied with a group ? 你曾经参加过学习小组吗?Yes , I have . I’ve learned a lot that way . 是的,参加过。通过这种方式我学了许多。
The First PeriodⅠ.Teaching Aims and DemandsKnowledge Objects(1) Key Vocabularytiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site(2) Target LanguageWhere would you like to go on vacation?I’d like to trek through the jungle, because I like exciting vacations.2. Ability Objects(1)Train students to talk about places they would like to visit with the target language.(2)Train students to describe vacations with different adjectives.(3)Train students' listening skill.3. Moral Object,It′s more interesting to go on vacating somewhere instead of staying at home.Ⅱ. Teaching Key Points1. Key Vocabularytiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site2. Target LanguageTalk about different places with the target language.Ⅲ. Teaching Difficult Points1. Describe vacations with different adjectives.2. Talk about different places with the target language.Ⅳ. Teaching Methods1. Teaching by illumination2. Teaching by doing chain drills3. Teaching by pairworkⅤ. Teaching Aids1. A tape recorder2. Some pictures of different places with famous views
Step 1 Greeting Greet the class and check the homeworkStep 2 A duty report The S on duty gives a report on the rules in his home and lead in 3a “Sun Fei’s and Wu Yu’s rules” Step 3 ReadingSs read the conversation and write the two girls’ rules in the chart. Check the answers.Get Ss to read after the tape and then read aloud by themselves. Then, T explains the language points.Step 4 Pairwork 3bRole play. Use the information in chart to practice with the conversation in 3a covered. They can look at the sample conversation in the right box.Step 5 Task 2 “Who’s the best reporter?”Make a survey by asking any 5 students the questions in the chart in activity 4. Then give out a report about it. See who is the best reporter? And the best reporter will get a nice ball-pen.Step 6 Summary and homework:Write out the report in your exercise-books.Period ThreeStep 1 Greeting and a duty reportThe S gives a duty report talking about his experience of being late for school. Lead in the question “Do you ever get to school late? How often do you get to school late? Always, usually, sometimes, or never?Step 2 1a Get Ss to finish writing.Step 3 Pairwork 1b Get Ss to talk about their answers with their partners using the sample conversation in the box on the right.Step 4 Listening practice2a Lead-in: What will happen if you get to school late? What about Peter? Let’s listen to a conversation between Peter and his father. Get Ss to finish 2a (As usual, for the first time, Ss only listen.) Check the answers.
二.教学重难点重点:初步掌握油画棒和水彩相结合的画法。难点:学生通过仔细观察后,能较自如地表现对烟花的感受。三.教学设计1、激趣(1)学生回忆过年过节时候印象最深刻的一次放烟花的情景或者看到的漂亮的烟花。(2)出示烟花图片,提问:你觉得烟花美吗?为什么?你还见到过怎样的烟花,请你来描述一下。(3)今天我们一起来描绘漂亮的烟花,揭示课题《五彩的烟花》。
3.让学生讨论并说说除了手之外,还可以用什么东西来印。三、布置作业1.团结协作;2.注意卫生;3.比一比,哪一组印得最美丽。
2、在活动中,让幼儿能按教师的要求进行数学操作活动。3、激发幼儿对数学活动的兴趣。活动准备:小鸭子头饰一个;用各种几何图形拼成的小路;五角星。活动过程:一、观看情景表演小鸭子走在回家的路上,一不小心摔了一跤。师:小鸭子你为什么摔跤啊? <请小朋友们帮助它把路铺好。
教学反思:1、引导学生体验抽象除法竖式的过程。学生在学习表内乘除法时,利用乘法口诀已经能够在算式上直接写出得数。教材安排了“18个苹果,每盘放6个,可以放几盘”的“分苹果”活动,列举了四种解决这一问题的方法。在此基础上,引导学生按照自己的想法来分这些苹果,进而再由对除法竖式有一定了解的学生介绍竖式计算,并且把竖式中的每一步所表示的含义和分苹果的活动紧密联系起来。2、在探究中理解除法的试商方法。学生通过实际操作、观察比较,培养学生质疑和创新精神,学会学习、积累数学活动经验的有意义的学习过程。3、不足:这节课上得不够生动、活泼。
参与实践,充分体验1、直观感知,初步认识吨让学生说说自己的体重,请出4个体重大约25千克的同学站在一起。算一算4个学生的体重大约是多少千克。再推算一下40个这样的同学大约重多少千克?讲述:为了简便计算1000千克,我们把1000千克规定为1吨。吨也可以用英文字母“t”表示。2、结合实际,进一步认识吨我们教室里的桌、椅、书本等,你认为用吨做单位合适吗?你认为多少张桌子或者椅子合在一起大约重1吨?学生独立思考;引导学生在小组内展开讨论;小组汇报讨论结果;问:在生活中,你见过哪些物体是用吨做单位的?学生举例。讲述:计量比较重或大宗物品有多重时,通常用吨做单位。练习:1棵白菜重1千克,( )棵白菜重1吨。 1袋大米重100千克,( )袋大米重1吨。 1头奶牛重500千克,( )头奶牛重1吨。 1桶油重200千克,( )桶油重1吨。
教学目标:1、通过观察实物,体会到从不同角度观察物体所看到的形状可能是不同的。2、会辨认简单物体从不同角度观察到的形状,发展空间观念。教学重点:会辨认简单物体从不同角度观察到的形状。教学难点:体会到从不同角度观察到的的形状可能是不同的,发展空间观念。课前准备:实物或图片等教学过程:一、出示玩具汽车,学会观察物体第一步:1、观察玩具汽车,学生分别站在汽车侧面和后面两个不同的方向观察。2、分别把玩具汽车的侧面和后面对着全班,让学生说一说这是谁看到的?3、小结:不同的位置观察同一物时,看到的形状可能是不同的。
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