全国首届小学英语优质课竞赛一等奖教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]
任教学科：_____________
任教年级：_____________
任教老师：_____________
xx市实验学校
全国首届小学英语优质课竞赛一等奖教案
Asking the Way
上海市虹口区贝贝英语学校祁承辉
I. Teaching Content
Asking the Way
A: Excuse me, sir. Can you tell me the way to Bihai Hotel, please?
B: Sure. You can go there by bus.
A: Is it a long way from here?
B: No, it'll take you fifteen minutes.
A: Which bus can I take?
B: You can take a No. 2 bus.
A: Where is the bus stop?
B: Just go straight. Look, the bus is coming.
A: Thank you very much.
B: You're welcome.
II. Teaching procedures
Step 1. Warming-up
T: Nice to meet you. My name is Bright. B-R-I-G-H-T.
Shall we sing an English song named "Bingo", and try to change the' word "Bingo" with my name "Bright"?
Step 2. Presentation
T: I'm new here, when I arrived at the airport, I heard someone said "对不起"(注①)，"早晨好"(注②).I really want to know their meanings in English. Could you help me?
S: "对不起" is "Excuse me" and "早晨好" is "Good morning". T: Thanks a lot. And now could you tell me something about your city? I want to travel in this city, but I don't know where I should go.
S1: Bai Lian Dong Park.
S2: Fisher Girl.
S3: Jiuzhou Town.
T: Good. But I want to find a hotel now.Please do me a favour. Can you tell me the names of some hotels in this city?
S1: 2000 Hotel.
S2: Yindu Hotel.
S3: Bihai Hotel.
(The teacher takes notes while the students are speaking.)
Step 3. New structures learning
T: They all sound very nice. But how can I get there, by bus or by bike?
S: By bus.
T: And how long will it take me to get there? Maybe
fifteen minutes is enough.
(The teacher looks at the watch and gives the students a gesture.)
1) Draw a stick-figure picture to help the students understand the meaning of the sentence:
"It'll take someone some time to do something."
2) Write the sentence "It'll take you fifteen minutes. " on the blackboard, and have the students imitate the sentence.
3) A guessing game:
T: Please look at these pictures and guess "How long will it take me to ...?"
T: How long will it take me to have a football match?
S1: It'll take you ninety minutes.
T: Yes.
4) Get the students to listen to the recording of the dialogue, in
order to introduce the new sentence: "Just go straight."
5) Use the multi-media to help the students understand the meaning of the sentence "Go straight."
6) Write the sentence on the blackboard, and have the students imitate the sentence: "Just go straight."
Step 4. Practice
1) Ask the students to listen to the dialogue once more, then ask them to repeat after the tape, first individually and then in pairs.
2) Encourage the students to read their dialogue with their deskmates.
Step 5. Consolidation
T: You know I'm from Shanghai. Maybe in the future you'll go to Shanghai, so I've prepared some photographs for you.
1) Show the photographs of "Nanjing Road", "Pudong New Area" and "the Bund" to the students.
2) Get the students to ask the teachers from Shanghai something they don't know, such as directions, transportations in Shanghai.
3) Ask some students to introduce their tour plans to Shanghai.
注①、注②：因竞赛在珠海举行，授课教师用广东话说“对不起”和“早晨好”。
专家点评
上海参赛选手祁承辉老师所做的课Asking the Way 是一节理念正确、设计巧妙、活动丰富、效果突出的优秀参赛课。这堂课充分体现了以学生为主体的教学思想。本节课主要体现出以下几个特点:
1、趋向真实交际的教学设计
教师以自己来自上海和对珠海不熟悉为由，请学生向他介绍当地的名胜，进而表示对这些地方很感兴趣，并询问去这些地方的方式和所需要的时间。由此自然而巧妙地展开本课的话题，使课堂教学从一开始就进入真实的交际场景，形成活跃的课堂气氛。学生为能够运用自己熟悉的内容与教师交流而获得成功感，并为能通过交流帮助了教师而感到兴奋，从而使学习的自信心倍增。同时也使课文对话变成实际交流中的表达和交流需求。在接下来的教学中，教师抓住师生之间的信息差，让学生问有关上海的情况。学生在教师的引导下(教师询问问题)，既进行了存在信息差的实际交流，又练习和掌握了问路与指路的语言结构和用法。
2、以学生为主体的活动安排
在本课中，该教师安排了多样的学生活动，其中有个人、两人、小组和全班性的，有教师指导性的，也有需学生独立或合作完成的。活动均有明确的目标与要求，并能够安排在一定的语境和情景中进行，突出了培养学生用英语做事情和用英语进行交流的能力，体现了交际语言教学的思想。评价一节课成功与否，主要应看学生在活动中的参与程度(外显的语言行为和内部语言思维过程)，学生言语交际的有效性，以及学生在学习中表现出的情感、合作精神和学习与交际策略等方面的发展情况。在本次课上，学生能够积极参与讨论且活动量大，并有自由发挥的空间，教学效果良好。教师在教学活动中，注意了自己角色的转换与控制，在启发与示范后，能够把足够的时间留给学生，让学生努力实践与展示自己。另外，这节课的活动安排张弛有度，活而不乱；同时，教师能根据学生的接受能力和表现状况适时调整活动安排与教学要求，表现了该教师较强的教学能力和教学组织能力，体现了以学生为主体、教师为指导的教学原则。
3.良好的自身素质与教学素质
Shopping
（湖南省长沙市育英学校欧阳丹熙）
一、教学内容
Shopping
A: Hello! Can I help you?
B: Yes, I want a sweater for my daughter, please.
A: How about this one?
B: Oh, good. The size is OK.
C: Mum, I don't like the colour .
A: Do you like this purple one?
C: Cool! That's my favourite colour.
B: How much is it?
A: Sixty-eight yuan.
B: Here's the money.
A: Thanks.
size 尺寸；大小
purple 紫色的
cool 棒的
二、教学目的与要求
1. 能听懂、会说本篇对话；
2. 能运用会话中的句型进行扩展性的情景会话；
3. 能听懂、会说新单词：purple, size, cool。
三、教学重点
能运用所学句型进行扩展性的情景会话。
四、教学手段
运用多媒体辅助教学。
五、教具准备
一件毛衣，各种文具、食品、服装、玩具和水果等。
六、教学步骤
Step 1. Greetings
T: Good morning, boys and girls. glad to meet you.
Step 2. Presentation
(1) Lead-in
T: You know, I'm new here. I thought it would be hot in Zhuha. But today it is cold. I'm just in a blouse.
Now I'm feeling a little cold. So I want to go shopping and buy some warm clothes. (Read the title "shopping".)
(2) Play a guessing game （课件：显示屏上出现一些碎片，碎片慢慢扩大，变成一件毛衣）
T: What am I going to buy? What do I want? Just guess and say: "You want ..."
(3)(课件：教师走进一家服装店，与售票员进行交谈。)
T= the teacher C= the computer Ss= the students
C: Can I help you?
(Learn to say :"Can I help you?")
T: I want a sweater, sir.
C: How about this one? （课件：售货员拿出一件很大的毛衣。）T: I think it's too big.
C: How about this one? （课件：售货员拿出一件很小的毛衣。）T：How about this one? What do you think?
Ss:It's too small.
C: How about this one? （课件：售货员拿出一件对教师来说大小合适的毛衣。）
（Learn to say:"How about...?"）
T: I think the size is OK. Do you think so?
Ss: Yes!
(Learn to say: "size".)
(Read after the teacher: "The size is OK.")
T: The size is OK, sir. but I don't like this colour.
C: What's your favourite colour?
T: What's my favourite colour is
...（课件：毛衣随着学生的回答变换颜色，并由此引出新授单词"purple"。）
(Learn to say:"purple".)
T: (take out a purple sweater)I like this purple sweater.
(4) Play a game: Guess the price of the sweater.
Ss: How much is it?
S1 : ...yuan.
(If the price S1 guess is too low, the teacher will say:"Up, up, up."; if too high, the teacher will say:'' Down, down, down." Each students has three chances to guess.)
After the students guess the price right, the teacher puts on the purple sweater and asks the students "Am I cool?"
(Leatn to say:"Cool".)
Step 3. Practice
(1)Listen to the dialogue.
T: What have you heard in the dialogue?
(2)Listen to the dialogue and repeat it sentence by sentence.
(3)Pratice in groups of three.
Step 4 Consolidation
(1)Divide all the students into 5 groups: stationer's, toy shop, clothes shop, fruit shop and food shop. Put some goods in each shop. Get the students to do the shopping in groups. （每组由一名学生当售货员，其它学生充当顾客。）
(2)Ask the students to go to different shops and buy different things. （把全班分成五个组，即五个“商店”，顾客可以到任何一家“商店”“购买”自己喜欢的物品。教师到各组去指导，同时教师也当顾客，购买物品。
(3)教师总结全课，表扬做得好的学生。电脑计分牌显示胜方，并伴随胜方的欢呼声。
Step 5 Ending
The students sing a song "Good-bye."
A Telephone Call
（广州珠海香洲区吉莲小学鲍当洪）
I.Teaching Material
A Telephone Call
A: May I speak to Jim, please?
B: Sorry. He's not at home.
A: Where is he now?
B: He went to the bookshop.
A: Would you please take a message?
B: Sure.
A: Tomorrow is Teachers' Day. We'll have a party at school.
B: What time is the party?
A: At three thirty in the afternoon.
B: OK, I'll tell him When he's back.
A: Thank you.
II. Teaching Aims
1) Enable the students to make telephone calls in English and get them to know how to behave themselves on the telephone.
2) Raise the students' interest to learn English.
3) Encourage the students to have good cooperation with one another.
III. Teaching contents
1 ) Patterns:
May I speak to ...?
Would you please take a message?
2) V ocabulary: message, party, take a message
IV. Teaching Aids
Four toy telephones, a CD-ROM, a toy Santa Claus.
V. Teaching procedures
Step 1. Warming-up Exercise
Sing the song "Greetings".
Step 2. Presentation and Practice
1) Ask the students to look at the screen and listen to the talk between the teacher and the person in the screen.
2) After the talk, the teacher tells the students how to make a telephone call in English. Write the pattern "May I speak to...?"on the blackboard and teach them how to use it on the phone.
3) Using the four toy telephones, ask the students to make telephone calls in pairs with the following patterns:
---- May I speak to...?
---- Speaking.
Those students who do not have toy telephones can use their pencil-boxes instead, or they can put their fingers to their ears as
a sign to make phone calls.
4) Ask one student his/her name and his/her home telephone number, using the following sentences:
Would you please 'tell me your name?
Would you please tell me your home telephone number?
5) Make a telephone call to a student and get the students to learn the following short dialogue:
T: Hello. Is that 8614761?
S: Yes.
T: May I speak to Xiao Long?
S: Sorry, he is not in the office.
T: Would you please take a message and ask him to come to school this afternoon?
S: Sure.
T: Thank you.
6) Ask the students to make calls in groups.
Then ask some pairs to act out to see if they know how to use the patterns below:
May I speak to..,?
Would you please take a message?
7) Ask the students to look at the screen and listen to the dialogue "A Telephone Call" withthe following questions in mind:
What is the message about?
What time is the party?
Then ask the students some questions if they have understood the dialogue.
8) Ask the students to look at the dialogue on the screen and listen to it again.
9) The teacher tells the students the meaning of the word "tomorrow" with the help of a calendar and the following sentences:
We'll have a party at school.
I'll tell him when he's back.
10) Ask the students to read the new word and the sentences on the blackboard.
11) Ask the students to retell the dialogue in their own words in pairs.
12) Play the game "Throwing Santa Claus" to see if the students can say the sentences well.
The teacher throws the toy Santa Claus to a student. When the student catches the Santa Claus, he or she must say one of the sentences on the blackboard, and then throws the Santa Claus to another student.
13) Ask the students to act out the dialogue in roles.
Step 3.
1) Show the students three pictures on the screen. Ask them to make telephone calls in groups based on the picture they have chosen.
Picture One: You want to invite Tom to play footbaU with you, butTom hasn't got a telephone at home. You ask Rose to take a message to Tom.
Picture Tw Miss Wu is ill. You want to pay a visit to her with Jack. But Jack is not atme. His sister picks up the
phone.
Picture Three: You will hold a birthday party on Sunday. You phone to Lily to invite her to your party, but she isn't at home.
How do you speak to her mother, who is at home at that time?
2) Ask some pairs to act out their telephone calls.
3) Ask the students to make phone calls to the teachers who are sitting around the dassroom.
The teacher tells the students:"There will be a party on New Year's Day. We will invite some teachers to come to our party. Write the names and the telephone numbers of some teachers and maketelephone calls to them".
Step 4. Summary
Tell the students the way of making a phone call in their daily life.
Step 5. Homework
Ask the students to make phone calls to their friends and tell them their school life after class.
Step 6: Ending
Sing the song "Happy Weekend".
专家点评
鲍当洪老师执教的A Telephone Call是一节真实、自然、生动、有趣的小学英语课。该课教学目的明确，教学过程有序，教学活动设计合理，教学各环节过渡自然，学生思维活跃。这节课在组织和设计上主要有以下特点：
1．注重学生的主体地位，实现了教师角色的转变。
执教教师从学生的兴趣出发，通过创设情景，示范教学内容，启发学生的思维，组织学生实践，培养学生的语言交际能力。教师在整个教学活动中成功地扮演了多个角色。首先，他是一个示范者，他为学生展示语言结构、意义和语言运用的情景；同时他又是一个启发者，启发学生思考，引导学生想象；其次，他还是一个情景的设计者和学习的指导者，他通过多媒体课件展现生动、逼真的交际情景，帮助和引导学生在语境中理解语言的结构和意义；此外，他更是一名课堂活动的组织者、学生学习的激励者和促进者，他通过玩具小电话、身体语言设计情景，组织学生开展游戏和两人小组活动，给学生提供模仿、体验、实践和创造性运用语言的机会，并在活动中适时地鼓励和表扬学生，保护学生的自信心和学习的积极性，使学生学有所获。
2．注重把语言结构和语言功能有机结合，实现了从知识到
能力的转变。
本课教学内容涉及关于打电话的表达方式，执教教师能够注意处理好结构与功能的关系，将语言结构的学习融于模拟的交际情景之中。教师在教学的设计上采用分解难点、分步呈现、逐步扩展、层层深入的方式，注重示范质量，保证学生对语言意义的正确理解，通过各种模仿和操练活动，使学生掌握新的语言形式。例如，教师运用多媒体创设了不同的生活情景，让学生两人一组选择其中的一种，并运用所学语言进行模拟交际，促进了知识向能力的转化。
3．注重教学内容与学生的生活经验相结合，实现了学以致用的教学目标。
鲍老师通过创设情景，将学习内容与学生的实际生活相结合，使学生身临其境，从而达到了学以致用的目的。例如，他在给某个学生打电话之前，先用英语了解学生家的电话号码,然后拨号给该学生打电话，让学生感到真实和亲切。同时，他设置的三个情景：约同学踢足球，约同学看望老师，约同学参加生日晚会，也都反映了学生的实际生活。追求语音、语调自然，教态亲切、大方，风格友善和幽默也是鲍老师教学成功的重要因素。当然，本节课还有改进的余地，例如，在学生两人小组活动中，教师对学生角色的描述不够明确，使得学生对话中的一些语言显得不够得体。此外，让学生向现场听课的老师询问电话号码时，应该适时教给学生使用得体的语言，以避免学生在特定的场合出现使用不得体的问话方式。
江苏优质课比赛教案设计：确定位置
江苏优质课比赛教案设计：确定位置教学内容：苏教版课程标准实验教科书六年级〔下册)第54～56页。 教学目标： 1．在具体情境中让学生初步理解北偏东〔西〕、南偏东〔西〕的含义，会用方向和距离描述物体的位置，能根据给定的方向和距离在平面图上确定物体的位置，初步感受用方向和距离确定物体位置的科学性。 2．引导学生经历描述物体方向和距离的过程，进一步培养学生的观察能力、识图和作图的能力、有条理地进行表达的能力，发展空间观念。 3．帮助学生体验数学与生活的密切联系，进一步增强用数学眼光观察日常生活现象。 教学重点：认识四个新的方位词，用方向和距离描述物体的位置 教学难点：确定位置中角度的测量 教学预案： 【一】创设情境，导入课题。 1.揭示课题。 谈话：同学们，在教室里我们可以用数对确定自己的位置，那么在海上、空中，又是通过什么方式确定位置的呢？今天这节课，我们就继续研究确定位置的方法。〔揭示课题：确定位置〕 2. 出示索马里海盗抢劫中国货轮的相关新闻视频。 谈话：听说过索马里海盗吗？他们是一群专门在海上抢劫船只的犯罪者。在去年的11月，我国的一艘货轮就不幸被他们劫持，一起来看一段视频，具体看看事发地的位置。 3.学生根据图示描述事发地的位置：事发地在中国护航编队的东北方向。 4.引发冲突：看来，用我们原来的方位知识：光说一个东北方向，不能准确地确定事发地的位置。那要精确地描述这个位置，还需要说清什么呢？ 【二】自主探究，提炼建模。 1.小组交流：尝试寻找确定位置所需的条件，并尝试用这些条件再次描述事发地的位置。
2.明确确定位置的几要素。 〔1〕出示正确描述事发地位置的方法：事发地在中国护航编队的北偏东30胺较?000千米处。 〔2〕借助手势理解〝北偏东〞方向：从正北慢慢偏向正西方向，这个区域就是北偏东。 〔3〕交流：北偏东30埃闶窃趺蠢斫獾模?北偏东30胺较颍瞧 肽母龇较虻?0埃?/P> 〔4〕追问：如果只说在北偏东30度方向，能确定事发地的位置吗？〔明确：说清了方向，只能确定事发地在这样一条射线上，要精确地确定事发地的位置，还需要距离。〕 〔5〕小结：要精确地描述事发地的位置，必须说清观测点、方向〔角度〕、距离。 3.认识〝北偏西〞、〝南偏西〞、〝南偏北〞。 〔1〕借助手势帮助理解〝北偏西〞、〝南偏西〞、〝南偏东〞三个方向。 〔2〕介绍为什么通常会说〝北偏东〞而不是〝东偏北〞，强调以南北为基准。 4.练一练。 〔1〕要求学生完整地说说俄罗斯护航舰队的具体位置。〔俄罗斯护航舰队在中国护航编队的北偏西55胺较?000千米处。〕 〔2〕进一步明确：北偏东30啊⒈逼?5岸际且哉狈较蛭嫉摹? /P> 5.小结： 〔1〕回顾刚才两个位置的确定，我们发现，要给一个物体精确定位，必须得说清哪几个要素？ 〔2〕只说在〝北偏东〞或〝北偏西〞这个方向，只能确定物体在这样一个〝面〞上，角度确定的是这样一条〝线〞，只有再确定距离后，才能准确的确定物体所在的那个〝点〞。 这就是从〝面〞到〝线〞再到〝点〞的精确确定位置的方法。
人教部编版小学1到6年级英语句型转换大汇总
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句点改成问号。 注意：句首的第一个字母要大写，句尾标点应为“？”。 如： I am in Class 6. →Are you in Class 6? You are from America. →Are you from America? It is an orange. →Is it an orange? 4、就一般疑问句回答 一般疑问句有两种回答，即：肯定回答和否定回答。其 中，肯定回答用yes,否定回答用no。语句顺序为：Yes + 主语+ am /is/ are/was/were.|can.|do/does/did|; No + 主语+ am not/ isn’t/ aren’t 如： —Are you an English teacher?→Yes, I am. /No, I am not. —Is that a bird? →Yes, it is./ No, it isn’t. 三、对划线部分提问 “就划线部分提问”是小学阶段英语学习的难点，但是一 旦掌握了规律，就变得容易多了。小学英语对划线部分提问 之答题口诀： 一代：用正确的疑问词代替划线部分 二移：把疑问词移至句首
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二、揭示目标 三、自读课文，初步感知 自读要求： 1.请同学们用自己喜欢的读书方式读课文，读书时，标注并识记文中生字词，标好段序。 2. 任选角度，说说《苏州园林》是一篇什么样的文章？ 例如：《苏州园林》是一篇的文章。 四、速读课文，把握大意 1、速读课文，划出揭示课文的主要内容、重要的信息的关键的语句。（中心句、总说句、结论句，尤其是段首句） 2、苏州园林具有怎样的总体特征，才能成为各地园林的标本? 五、合作探究解读课文 阅读课文2-9自然段，独立思考下列问题后，小组合作完成填表。 1、苏州园林为了达到图画美这个目的，作者认为设计者和匠师从哪几个方面下了功夫? 2、“他们讲究亭台轩榭的布局，讲究假山池沼的配合，讲究花草树木的映衬，讲究近景远景的层次”中四个“讲究”的次序能不能调换次序？为什么？
3、作者是按怎样的顺序来说明苏州园林图画美的特征的？ 六、比较阅读，能力迁移 运用我们刚才学习的阅读说明文的方法，速读新课程p41《北京园林》一文，把握文章说明的对象和主要特征，完成填空。 七、学习小结：今天这节课你收获了什么？ 阅读方法： 中国园林之美：…… 八、拓展延伸 作者在文章结尾说“可以说的当然不止这些”，苏州园林之美还有哪些呢？ 现在大家看这幅楹联：“四壁荷花三面柳，半潭秋水一房山。”大家设计：这幅楹联挂在哪里最合适？ 九、作业布置 请以导游的口吻介绍肇庆一处景点（七星岩或鼎湖山），写一段导游词，不少于200字。
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要上英语课。 Do the boys run faster than the girls? Yes, they do. 男孩比女孩跑的快吗？是的。 问句借助于do, does否定句借助于don’t, doesn’t，后面动词一定要还原。 3. 一般过去时 表示发生在过去的事情或存在的状态，常与just now; a moment ago; …ago; yesterday; last ( week; month; year; Monday; weekend); this morning等词连用。 结构是主语+be动词的过去式（was; were）或主语+动词的过去式。注意：be动词与动词过去式不可同时使用。 如：My earphones were on the ground just now.我的耳机刚刚还在呢。 Where were you last week? I was at a camp.你上个星期去哪了？我去野营了。 What did you do yesterday? I visited a farm. 你昨天去干嘛了？我去参观农场了。 问句有be动词将be动词移前，没有be动词借助于did，后面动词还原；否定句有be动词在后面加not，没有借助于didn't后面动词还原。 4. 一般将来时 表示将要打算发生的事情或动作，常与tomorrow, next
直线的方程点斜式优质课比赛教学案
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be动词(若是begoingto就用原形) 没有，再看情态动词 有，就用原形 有，就加ed 没有，再看有无表示过去的时间状语↗是第三人称单数就加s或es 没有，再看主语 不是第三人称单数就用原形 (2)be动词 a、Am--wasIs--wasAre--were口诀：我用am,你用are,is 用在他她它，所有复数全用are。 b、肯定和否定句Iam(not)fromLondon.Heis(not)ateacher.Sheis(not)inth ediningroom.Myhairis(not)long.Hereyesare(not)small. c、一般疑问句AmIaChinese?Yes,youare.No,youaren’t.AretheyAmerican?Yes,theyare.No,theyaren’t.Isthecatfat?Yes,itis.No,itisn’t. 我们现在学过的be动词大致分两类：is、am、are为一类，一般用于一般现在时、现在进行时和一般将来时中，was 和were为另一类，一般用于一般过去时。 判断步骤： 第一、三人称单数，就用was
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1.一般情况，直接加-s，如：book-books,bag-bags,cat-cats,bed-beds 2.以s.x.sh.ch结尾，加-es，如：bus-buses,box-boxes,brush-brushes,watch-watches 3.以“辅音字母+y”结尾，变y为i,再加-es，如：family-families,strawberry-strawberries 4.以“f或fe”结尾，变f或fe为v,再加-es，如：knife-knives 5.不规则名词复数： man-men,woman-women,policeman-policemen,police woman-policewomen,mouse-mice child-children,foot-feet,tooth-teeth,fish-fish,people-peo ple,Chinese-Chinese,Japanese-Japanese 不可数名词的复数就是原型：paper,juice,water,milk,rice,tea (二)名词的格 (1)有生命的东西的名词所有格： a)单数后加’s如:Lucy’srulermyfather’sshirt b)以s结尾的复数名词后加’如:hisfriends’bags c)不以s结尾的复数后加’schildren’sshoes l并列名词中，如果把’s加在最后一个名词后，表示共有,如: TomandMike’scar汤姆和迈克共有的小汽车
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17. Attention please! 立正！ 18. At ease. 稍息。 19. Turn left/right! 向左/右转！ 20. One bye one please.no pushing. 一个一个来。不要挤。 21. Let's go back to the classroom. 让我们回教室去。 22. It's time for (breakfast lunch supper/dinner) 该吃早餐了/该吃午餐了/该吃晚餐了 23. Please eat up. Take your time. 把它吃完。慢慢吃。 24. Would you like some rice！来点米饭吧！ 25. Help yourself. 请吃，别客气。 26. Please have some fish/vegetables. 吃点鱼/蔬菜吧。 27. Do you want anymore? 还要吗？ 28. Anything to drink? 喝点啥？ 29. I'd like to drink some milk! 我想喝点年奶！ 30. Today we are going to learn some new words.今天我们将学习一些新单词。 31. Who wants to try? 谁来试试？ 32. Let me try! 我来试试！ 33. It's your turn. 轮到你了。 34. Don't be afraid/shy! 不要害怕/不要害羞！
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《第二次工业革命》教学案例 【教学重点、难点】 教学重点：第二次工业革命的成就、影响；教学难点：垄断组织的评价 【教学方法】问题教学法 【教学课时】1 【教学资源】全日制普通高级中学教科书（选修）《第二次工业革命》上册课本及教参。自制教学课件 PPT3
PPT4 PPT5 PPT6 PPT7 PPT8
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