有深度有品味的句子 令人惊艳的作文句子素材摘抄

高考，是人生的一场战斗，不畏艰难，砥砺前行，每一次挥洒的汗水，都将铸就辉煌的勋章。
奋斗是青春最亮丽的底色，高三是一个展现自我、超越自我的舞台。

有深度有品味的句子

有深度有品味的作文句子素材整理

令人惊艳的作文句子素材摘抄

有深度有品味的句子相关拓展阅读

令人惊艳的作文句子素材摘抄

<p>教学设计题:<br/>根据PEP小学英语三年级下第二单元SectionB内容设计一节课的教案。</p>

1．TeachingObjectives：

1．Objectiveofcognition：listenandspeakcorrectly：Who?Sthisboy／girl?He?Smy?／She?Smy?：Understandcorrectlyanduseinterjections：Cool，Great，Wow；andspokenEnglish：Really?

2．Objectiveofability：applycorrectlythesentencestructure：Who?Sthisboy／girl?andanswercorrectly；Introduceone?Sfamilymemberssmoothly．

3．Objectiveofemotion：increasetheabilityofcommunication，cooperation，andactingamongstudents；learnaboutthefamilymembersofotherstudents．

11．KeypointsandDifficulty：

Keypoints：tobefamiliarwithandmasterthesentencestructure：Who?Sthisboy／girl?

Difficulty：toapplycorrectlyoralwords：Comeon!Really?andbrother，really，watchandpronouncethemcorrectly．

Ⅲ．Preparationsbeforeclass

1．Radiotaps，pictures，headwear，wallmapofteachingwhicharerelatedtothisclass

2．Apictureofone?Sfamilymembersdrawnbyoneself

3．Fourinvitationlists

4．CAIcourseware

Ⅳ．TeachingProcess

Stepl?Warmup

1．Teacherandstudentssayanddotogetherasfollowedwhichtheyhavelearnedinthelastclass：Let，schant：

ABCDEFG，

Fathermotherandme，

CDEFGAB，

Singanddanceunderthetree．

2．Everydayspokendialogue

Hello,Howareyou?Howoldareyou?

Whereareyoufrom?Nicetomeetyou.

Purposeofdesign:createarelaxedandhappyteachingatmosphere,graspstudents'concentration,attractstudentstotakepartinactivities.Greetingsanddialoguesbetweenstudentscanbothshortenthedistancebetweenstudentsandtheteacher,andcultivatestudents'communicationability.

Step2Presentation

1.Afterspokendialogue,theteacherpastes?全家福?ontheblackboard.

Theteacherintroduces:Thisismydad/mum/sister...onthepicture.

Ss(students)introducetheirfamilymembers:

Thisismyfather(dad)/mother(mum)/sist'er/brother...

Game1:sitintherightseat

Theteachershowswordcards,forexample:father(dad),thestudentsfindoutcorrespondingpictureimmediately.Letthefasteststudentpastehispictureonthecorrectplaceontheblackboard,andshoutloudly:I'm...Thisismydad.Studentswithbetterabilityofexpressionscanfurtherintroducewiththeteacher'shelp,forexample:He'sfromChina.He'sateacher.

Purposeofdesign:makestudentshaveahappyexperiencefromtheverybeginningbythisgame,sothattheycanforgettheyarelearningEnglish,andabsorbthelanguageusedinthegameunconsciously.

1.Sentencestructure:Who'sthisboy/girl?

Theteacherpaysattentiononthepronunciationof"this",letstudentsnoticethedifferencebetweenthisandthat.

T:(citetheoldsentencestructure)Who'sthatwoman?

Ss:She'smymother.

T:Who'sthatman?

Ss:He'smyfather.

(citethenewsentencestructure,stressthedifferencebetweenthisandthat)

T:Who'sthisboy?(noticethetoneofthespeechsounds)

Ss:He'smybrother.

T:Who'sthisgirl?

Ss:She'smysister.

Thenstudentspractisebyfollow:Who'sthisboy/girl?Boysandgirlsaskandanswerwitheachother,presenttheresult.

Purposeofdesign:bythefunctionofpictures,guidethenewknowledge.Usingsentenceasaunithasadvantagetodevelopstudents'abilityofapplyingEnglishdirectly.Intimatingthepracticeofreadinglanguageistocultivatestudents'languageskillsandhabits.

2.SentencestructureComeon!Let'swatchTV.

TheteacherdrawstheframeofTVontheframeofthepicture.

T:Comeon!(gesture)Boysandgirls.Let'swatchTV.(makeanactasTV)

Studentsunderstand,theteachernoticesthepronunciationof"watch".

Guidestudentstospeakoutthecorrespondinganswer.

Ss:Good!Great!Wonderful!

Game2:dating

AstudentinviteshisfriendtowatchTVwithainvitinglist.AslongashisfriendanswersoneofwordsamongGood!Great!Wonderful,hisfiendcangowithhim.Requirestudentstoactout.

S1:Comeon!XXX.Let'swatchTV.

S2:Great!

Purposeofdesign:integratepicturesagain,usecircumstancestoleadinthenewsentencestructure.Cultivatestudents'abilityofinvitinginEnglish,andexpressioninprocessofcommunication.

Step3Practice

Game3:practiceofreorganizationandreading

Letstudentsrecognizeandreadthewordsonthefamilytreeingroups,thegroupwhichreadscorrectlymostisthewinner.

Game4:Guesswhoheis?

Letonestudentdrawanyone(familymemberorfriend)ontheblackboard,theteacherremindsstudentsofmaincharacteristicsoftheperson.Inthegameof"Let'spractice"",theteacherpointsthepersoninthepictureandasks:Isshe/heyourmom/dad/brother/sister....？Whenasking,Teacherremindsstudentsusing"Yes,No"toanswer.Noticethepronunciationofbrother,sister.

Example:S1:Who'sthatgirl?

S2:Guess!

S1:Issheyoursister?

S2:No,she'smymorn.

Playtheradiotape,makestudentslistentothetape,seethewallmap,andlearnaboutsomecontentsofthedialogue.

Noticetheteachingofmodalparticle,forexample:Great!Cool!Really?Wow,howfunny!

Step4Assignments

1.Understandthemeaningofthepicture

Theteacherguidestudentstounderstandthemeaningthroughguessingthemeaningofpictureandcreatingdialogue.

T:Let'smakedialogue

A:Who'sthisboy?

B:He'smy...

Who'sthisboy/girl?He'smy.../She'smy...

2.Teachthetopicrequirements,andguideoperatingmethod.

Requirestudentstolabeltheordernumberofcorrespondingiconaccordingtotheradiocontentsandorder.

Playtheradio,guidestudentstolabelthenumber.

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