Dealing with a nosebleed(鼻出血)mightseem simple. But recently, the British RED Cross asked parents with youngchildren how to help a child with a nosebleed. About 65 percent of parents didnot ____11____the correct action to help.
My earliest memory ofthese events began when I was around four years old. I was filled with ___12___ at that time. There were lots of ___13___ — crying, shouting, and doors slamming (砰地关上).
The December day started like any other. Papacame back with his boat full of fish. Mama made breakfast for the family.Seven-year-old Joonas was doing his homework, while his two little brothers ranaround the yard. That day seemed peaceful, but Alejo ____16____ better.
Once, herfather took her to the kitchen. He asked Jane to take a potato, an egg ____11____ two spoons of tea leaves. Jane was ____12____, andasked her father, “Do you want me to cook?”
Duringwork hours in Becker’s bread shop, the kitchen is especially quiet except thesound of the machine. The quiet environment is not the result of the strictrules, but because all the workers are deaf. They use sign language tocommunicate with each other from time to time.
My arms were shaking and my heart was beating ____19____ when I stood at thestarting line. ____20____the endless runway (跑道), I felt like a boat fighting against the windand rain. I ____21____myself that simply joining in was a victory (胜利) itself.
My arms were shaking and my heart was beating ____19____when I stood at the starting line. ____20____ the endless runway (跑道), I felt like a boatfighting against the wind and rain.
The December day started like any other. Papacame back with his boat full of fish. Mama made breakfast for the family.Seven-year-old Joonas was doing his homework, while his two little brothers ranaround the yard.
Once, herfather took her to the kitchen. He asked Jane to take a potato, an egg ____11____two spoons of tea leaves. Jane was ____12____, and asked her father, “Doyou want me to cook?”
Ibelieved that I was right and he was wrong, and Tony believed that I was wrongand he was right. Our teacher, a kind and smart lady, decided to teach us alesson. She brought us to the front of the class and placed him on one side ofher desk and me on the other. In the middle of her desk was a large and roundobject. I could clearly see that it was black. The teacher asked us what colorthe object was. “White,” Tony answered. I couldn’t believe he said the objectwas white! “Clearly, it was black!” Another argument started between Tony andme, this time about the color of the object.
Ibelieved that I was right and he was wrong, and Tony believed that I was wrongand he was right. Our teacher, a kind and smart lady, decided to teach us alesson. She brought us to the front of the class and placed him on one side ofher desk and me on the other. In the middle of her desk was a large and roundobject. I could clearly see that it was black. The teacher asked us what colorthe object was. “White,” Tony answered. I couldn’t believe he said the objectwas white! “Clearly, it was black!” Another argument started between Tony andme, this time about the color of the object.
Ibelieved that I was right and he was wrong, and Tony believed that I was wrongand he was right. Our teacher, a kind and smart lady, decided to teach us alesson. She brought us to the front of the class and placed him on one side ofher desk and me on the other. In the middle of her desk was a large and roundobject. I could clearly see that it was black. The teacher asked us what colorthe object was. “White,” Tony answered. I couldn’t believe he said the object waswhite! “Clearly, it was black!” Another argument started between Tony and me,this time about the color of the object.
By usingthis method, the study found that red meats were the most unfriendly foods tothe environment. Keeping farm animals produces a large number of methane(甲烷)that keeps 30 times more heat than CO2. As well asmaking the earth warmer, eating too much red meat is known to increase the riskof a few illnesses, such as heart trouble.
【活动目标】1、引导幼儿认识物体与物体之间的空间位置关系。2、能够说出什么在什么的上面,什么在什么的下面。 【活动准备】1、球、苹果、玩具狗、各一个。2、各种玩具若干。 【活动过程】一、导入引导幼儿观察1、师:“小朋友们今天我带来了几位好朋友到我们班来做客,想和小朋友们一起玩游戏,你们看这是谁啊?(教师出示篮球一个)。还有一位好朋友它在和小朋友们捉迷藏呢!我们一起来找找看它在哪啊?到底是谁?咦!找到了,原来它藏在书下面啊!快出来跟我们小朋友打个招呼吧”!“小朋友们,你们好!我是你们最喜欢吃的苹果,很高兴和小朋友们一起玩。”
活动准备: 1、猴子图片一个,一座大山,一棵大树,桃子若干。 2、各种小动物若干。(如:小鹿、小熊、小猫等。) 3、准备游戏时用的伞、床、桌子、椅子、蘑菇桌等物品。活动过程:1、以小猴找食物,导入活动。 瞧!是谁呀?(小猴子)小猴子肚子饿的咕咕叫,多想找些吃的来掂掂肚子呀!他走呀走,找呀找,看!他走到了什么地方?(小猴走到了山下面,要求幼儿把话说完整。)让我爬上山去看看有没有什么好吃的。小猴现在又在什么地方了呀?(小猴到了山的上面。)让我看看前面有没有什么好吃的?(有棵树,树上有桃子。)小猴要去摘桃子,先要干什么?(小猴先要走到山的下面。)(小猴再走到大树的下面。)桃子在哪儿呀?小猴能摘到桃子了吗?(不能)怎么办呢?(小猴子爬呀爬,爬到树上)摘个桃子吃饱了,咕噜咕噜滑下树。
我也是农村长大的孩子,在农村的日子就是我整个童年,虽然没有城市的繁荣和物质基础,但在农村我就是一只自由自在、欢乐无比的小鸟。走进白石小学,我仿佛又回到了我那个自由洒脱的童年。孩子们的欢声笑语,孩子们的调皮捣蛋,还有孩子们的聪明伶俐,无不让我感到开心和幸福。这种幸福感不像是亲人朋友给予的爱,而是把你带进你无法回到的过去的难忘时光。在我们安排的课程中,里面大多数是以第二课堂为主。为了吸引孩子们的注意和培养他们的兴趣,我们也是使出浑身解数,让课程变得有趣而不乏味。虽然经历了当老师的辛苦,但孩子们带给我们的欢乐和感动让我们觉得一切都值得。在我所参与的课堂中,我看到了“老师们”的窘迫,但孩子们却还是学得很认真笑得很开心。这就是我们现在无法相比的,孩子们的天真热情,单纯可爱,让我们这些最初不抱好想法的大学生感到温暖,很快,我们就融入其中了。
在我们教授孩子们知识的同时,也受到孩子们很多的启发。比如说,在课堂上我按照自己的备课套路跟孩子们讲课,孩子们有的时候并没有听进去。确切地说是没有听懂。作为一位准教师,我没有按照实际情况去衡量,不仅没有预想的效果,反而造成孩子厌学的情绪。经过多次授课,我们在孩子们身上反馈的信息比我们教给孩子们的还要丰富。所以有时我都觉得,其实三下乡最大的作用是教会我们这些大学生如何成长为一个合格的老师的。还有在孩子们身上学到的乐观、坚强,都是我遗失了很久的宝贝。
实验目标:1、知道打点计时器的构造和原理,学会使用打点计时器,能根据打出的纸带计算打几个点所用的时间,会计算纸带的平均速度,能根据纸带粗略测量纸带的瞬时速度,认识v-t图象,并能根据v-t图象判断物体的运动情况。2、通过速度测量过程的体验,领悟两个方法:一是用图象处理物理数据的方法;二是极限法或说无限趋近法,加强一个认识,实验是检验理论的标准。实验器材:电源(220v电源或学生电源),打点计时器,纸带,刻度尺(最好是塑料透明的),导线实验准备:1、仔细观察电磁打点计时器和电火花计时器,对照课本,比较它们的异同。2、两类打点计时器的打点时间间隔是多少?3、分析纸带时,如何计算纸带的平均速度。4、严格地说,瞬时速度我们引进测量出来的,你知道用什么方法求出的速度可以代替某点的瞬时速度吗?
实验目标:1、知道打点计时器的构造和原理,学会使用打点计时器,能根据打出的纸带计算打几个点所用的时间,会计算纸带的平均速度,能根据纸带粗略测量纸带的瞬时速度,认识v-t图象,并能根据v-t图象判断物体的运动情况。2、通过速度测量过程的体验,领悟两个方法:一是用图象处理物理数据的方法;二是极限法或说无限趋近法,加强一个认识,实验是检验理论的标准。实验器材:电源(220v电源或学生电源),打点计时器,纸带,刻度尺(最好是塑料透明的),导线实验准备:1、仔细观察电磁打点计时器和电火花计时器,对照课本,比较它们的异同。2、两类打点计时器的打点时间间隔是多少?3、分析纸带时,如何计算纸带的平均速度。4、严格地说,瞬时速度我们引进测量出来的,你知道用什么方法求出的速度可以代替某点的瞬时速度吗?5、从器材上读取的数据是原始数据,原始数据是宝贵的实验资料,要严肃对待,要整齐的记录,妥善保存。
第三,要奉献爱心。崇高的师爱表现在对学生一视同仁,绝不厚此薄彼,按成绩区别对待。要做到“三心俱到”,即“爱心、耐心、细心,”无论在生活上还是学习上,时时刻刻关爱学生,特别对那些学习特困生,更要付出特殊的关爱,切忌言行过激、办事草率。对学生细微之处的改变也要善于发现,发现他们“闪光点”,并且多加鼓励,培养学生健康的人格,树立学生学习的自信心,注重培养他们的学习兴趣。 第四,要以身作则。教师的一言一行、一举一动对学生的思想、行为和品质具有潜移默化的影响,学生们都喜欢模仿。为此,教师一定要时时处处为学生做出榜样,凡是教师要求学生要做到的,自己首先做到;凡是要求学生不能做的,自己坚决不做。只有严于律已,以身作则,诲人不倦,才能让学生心服口服,才能把教师当成良师益友。
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