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牛津譯林版高中英語必修一unit3lookinggoodfeelinggoodbacktothepast教案-資料下載頁

2024-11-20 01:48本頁面

【導(dǎo)讀】的羅得島太陽神銅像、亞歷山大燈塔、希臘奧林匹克的宙斯神像、土耳其國王摩索拉斯陵墓。但是,由于地震、人為破壞等原因,這七大奇跡,除金字塔依然屹立外,其余均已毀壞。意大利的比薩斜塔、土耳其的索菲亞大教堂或圣索菲亞圣殿。它們中一些已經(jīng)消失,然而另外一些今天仍然存在。a.remain不及物動詞,“留下”“剩下”;還可意為“逗留”,其后通常接介詞或副詞。繼續(xù)呆在室外嬉戲。[注]表示“留在某地”時remain和stay同義。能說stayathome,不能說remainathome。另外remain既可指人逗留在一定場所,

  

【正文】 peech either in English or in Chinese. (2) Neither ? nor? can be used to join two negative ideas together. . Neither A nor B is proper in question one, which means A is not proper, and B is not proper either. Situation Whose fault is it? (not yours/not mine) It is neither your fault nor mine. It’s your friend Jack’s fault. Which one can I take, Sir? I am afraid, you can take __neither the gun nor the cigar Which one can I take, Sir? StepIV Grammar2 3. 補(bǔ)充下列內(nèi)容 I. 由 and連接的名詞作主語時 and連接的兩個不同概念的名詞作主語時,動詞要用復(fù)數(shù): . Both you and I are going to attend the meeting. What he has said and what he has done agree with each other. All work and no play has made you a fool. “ , ”, 謂語的數(shù)看前面的主語。 . Black, and not Mary, was chosen monitor. She, and not you, is going to speak at the meeting. each, every, no等詞來修飾時,動詞用 單數(shù)。以 many a或 more than one修飾的單數(shù)名詞后面的謂語用單數(shù)形式,但其意義是復(fù)數(shù)性的。 . Each doctor and each nurse was sent for. Every boy and every girl is able to go to school now. Many a boy is fond of playing football. More than one student enjoys folkmusic. No teacher and no student agrees to have classes on Sunday. 注:如果并列的兩個名詞前分別加定冠詞 ,則變成復(fù)數(shù)概念,此時,動詞仍用復(fù)數(shù)形式。 . The boy and the girl were each given an apple. and連接的為同一人、事或概念時,這時 and后的名詞前沒有冠詞,其動詞用單數(shù): . The singer and poser is ing to our school. Bread and butter is often served for breakfast. Pork and Chinese cabbage is one of my favourite dishes. 常見的由 and連接的指一個概念的有 : the needle and thread, salt and water, the fork and knife, soap and water, iron and steel, science and technology等。 謂語動詞的數(shù)不受修飾 成分的影響,仍與主語一致。 常見的有 : with, along with, together with, as well as, like, no less than, rather than, more than, as much as, but, except, besides, including等。 . The old man, along with his grandson, had to speed up his steps. Russian, as well as English, is taught in our school. Bamboo, like a tree, grows tall and straight. 教學(xué)反思: 課 題: M3Unit3 task 第 89 課時 總 10 課時 主備人 : Teaching Aims 1. Train the students’ listening and speaking abilities. 2. Get the students to learn to write an outline of a good speech Teaching methods discussion and learn to deliver a speech in public. work Analysis Important points How to write an outline of a speech. Difficult points How to host a talk about a historical event. Teaching aids Multimedia projector Teaching procedures Step 1. Leadin (3 min) 1).Brainstorming: shall we pay most attention to while listening? A. the general idea / gist B. the details 2. How can we get the gist of a dialogue? Find out the 5w and 1h, when, where, who, what, why and how. Step 2. Listening skills and practice (20 min) 1). Listening practice one : Listen for the gist, not the details. Keep the following questions in your mind while listening. ? how many people are talking ? where they are ? what they are doing ? what they are talking about 2). Listening practice two. 1. First listening Have students to listen to Part A and plete the notes on P52. Remind students to focus only on the gist. Check the answers. 2. Second listening 1. Have students to listen to Part B and fill in the blanks as many as possible. 2. Play the tape a second time and stop after each answer or sentence. 3. Check the answers. 4. Hold a game to see how well the students know about the expressions. Step 3. Describing illustrations and speaking practice (17min) 1). Ask students to introduce some ancient civilizations that they know by showing them some illustrations 2). Discussion : How do we describe an illustration? TIPS: When describe an illustration, we should begin from the audience’s point of view. Focus on the subject of the illustration first and then on the related background information. 3). Read the sample Part A on P54 .What can you get from the description? 4). Practice 1 Do Part B on P54. Use the key words in the box to describe Tian’anmen Gate. Ask students to read their illustrations out and discuss whether they are good or not. 5). Practice 2Do exercise on P55 in groups of 4. * Read the information on the web. * Discuss what information can be used from the web page to describe the illustrations. * Write the descriptions for the four illustrations on Page 55. Step 4. Discussion and writing practice (39min) 1). Discussion: 1. When we prepare a speech, the first thing to do is _______________. 2. What does an outline for a speech often include? Suggested answer ? A greeting to the audience ? An explanation of why you are here and what the speech is about ? The details of the speech ? The conclusion of the speech ? A final expression of thanks 2). Learn to write an outline ? Practice arranging the outline on Page56 ? Learn to plan an outline for one illustration and write it down. ? Share your outline with your classmates and learn to write a better one. 3).Give your talk 1. Discussion: What do you think makes a good speech? Suggested answers: You may wish to ?(P57 B) 2. Group work: ? Work in groups to prepare for a talk. ? Write down the outline first. ? Choose one head in your group to present in front of the class Step 5. Homework (1min) 1). Finish off the exercises on workbooks. 2). Preview the project. 3). Prepare a speech orally. Writing on the Bb How can we get the gist of a dialogue? Try to find out when? where? who? what? why? how?. 教學(xué)反思: 課 題: M3Unit3 Project 第 10 課時 總 10 課時 主備人 : Teaching Aims 1. Train the students’ ability of parison. 2. Get the students to know how to create a time chart. Get the students to cooperate with Teaching
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