模块一第三单元 课文(陈莉莉 )

让乐感在三个维度中生成
张莉莉
【期刊名称】《小学教学参考》
【年(卷),期】2012(000)021
【摘要】随着音乐教育改革的深入和人们对学生素养全面性的关注，“音乐素养”这一传统概念又重新摆到教师的面前，所不同的是，人们不再认为音乐素养就是那种“唱几个小曲，用几种乐器……”的组合，
【总页数】1页(P86)
【作者】张莉莉
【作者单位】江苏淮安市实验小学,223300
【正文语种】中文
【相关文献】
1.论民歌研究中的“乐感”维度
2.双重乐感下的我院音乐学专业视唱练耳能力的多维度培养
3.让乐感在三个维度中生成
4.实验设计维度下"铁的腐蚀实验"在三个版
本教材中的呈现差异5.毛泽东思想在三重维度中的历史贡献分析
因版权原因，仅展示原文概要，查看原文内容请购买。

Model1unit3dyingtobethin说课稿Model 1 unit 3 dying to be thin说课稿作为一名默默奉献的.教育工作者，时常要开展说课稿准备工作，写说课稿能有效帮助我们总结和提升讲课技巧。

说课稿要怎么写呢？下面是小编精心整理的Model 1 unit 3 dying to be thin说课稿，欢迎大家借鉴与参考，希望对大家有所帮助。

teaching plan consists of the following three parts:Part Ⅰ Analysis of the teaching material:The material is Reading part 1 from Advance with English Model 1 unit 3 “dying to be thin”. The text is made up of three e-mails. The first two e-mails are from Amy, and the last one is from Amy’s friend. The last e-mail is about Zhou Ling’s concerns and advice to Amy, so it is necessary to let the student think abut the harm of losing weight at the cost of health deeply. Considering that the students are senior grade one, so I think the material should be presented in a simple and acceptable way. In fact, the text itself is not difficult to understand. So with the help of me, I believe most of the students can have an easy understanding of the topic.Part Ⅱ L earning objectives:By the end of the period, I hope most of the students will be able to:▲grasp the main ideas of the three letters ---Amy’s problems, how she dealt with it and Zhou Ling’s concerns and advice to Amy▲realize the harm of taking weight-loss pills and value the importance of health▲ have a correct understanding of “beauty” and “health”.Part Ⅲ Teaching proceduresNext comes the most important part, that is ,my teaching procedure. I would like to present it in the following steps. Pre reading activities come first, which include two parts, lead in and brainstorming. After greeting, I will show them some contrastive pictures, and ask the question: who do you like better, the fat or the thin? Why? Opinions may vary from person to person and I will not comment on them. Then I will raise another question: If you were a bit over-weight, how would you lose weight? Different students have different ideas. I will show them pictures to offer different possibilites. At that time my students may memorize a lot of things about losing weight.Then come while-reading activities. Since the students have previewed the text, I would like to check their preparations. What is talked about in the text?(who, what, why, ways to use, the results, feelings….) After so me students present their preparations, I will have them listen to the recording and focus on the first letter and ask them three questions: What is Amy trying to do? Why is she doing so? Maybe the second question is a little difficult, I will give them enough time to go through the email very carefully. Then the conclusion can be drawn that Amy wants to be thin very much. Just as email 1, the second email is also analyzed by questions and answers, which comes to the conclusion that Amy is going to die in order to be thin. According to the answers to the questions above, students are expected to find the two meanings of the title. Next, I will focus on the reading strategy. Have the students find the changes of the feelings of Amy with hints (however & but). Have them realize the difference between the sentences before and after the two words. The third email is Zhou Lin’s reply to Amy’s problems.First, I will ask the students one question: Suppose you are Amy’s best friend. If you are going to write a lette r to her, what will you say to her? And what advice would you give to Amy? The students offer various ideas. And le’s see Zhou Lin’s reply. And I will guide them to analyze Zhou Lin’s feelings and suggestions. During the part of reading, the most important, I think, is Amy’s feelings. So to make it clear, I will put them down on the screen and make a flow chart if possible.My post reading activity is story retelling, which is not so difficult for senior one students. Since we have covered a lot about Amy’s experience, the students must be very familiar with it. So it is their turn to retell the story. I would like them to do it in pairs and give them enough time to prepare. After preparation, students are expected to present their stories in front of the whole class.The assignment for the class is to read the text at least three times to have a better understanding of the text and finish and improve the story retelling.。

Module1 Unit3 Reading义乌中学薛亮Leaning Goals:1. Read and understand the passage.2. Get to know some importance expressions (ever since… have done, be fond of, graduate from, care about, persuade sb. to do, change one’s mind, shortcoming, determined, prefer…to…). And know basically how to write a travel journal.3. Get to understand and appreciate the meaning of a journey.Learning Procedures:Step One: Lead in: by showing pictures.T: Do you like traveling? If you have enough time, enough money, where is your dream place?Why?Step Two: ReadingPart 1. the Dream PlaceT: Today, we have two sisters with their dream place. Let’s look at where their dream place is. Dream: (Read the 1st paragraph) Take a great bike trip along (the entire Mekong River.) It was my sister who first had the idea to cycle along the entire Mekong River from where it begins to where it ends.Brief introduction of the Mekong River: (Read the 3rd paragraph)1) Begins: in a glacier in a glacier on a mountain in Qinghai province.Ends: It enters the South China Sea2) the countries it flows through: China→Myanmar→Laos→Thailand→Cambodia →Vietnam Part 2. Their Detailed Plan1. How: By bike2. Who: Wang Kun and Wang Wei3. Difficulties:T: Cycling along the Mekong River is really not easy. They can meet a lot of difficulties. Let’s read paragraph 2 to find out the difficulties told by Wang Kun.Wang Wei’s attitudeA determined lookBe excited about itAn interesting experience She was ____________. (stubborn, determined)T: We can find more sentences showing Wang Kun’s character. Right?1. Although…, she insisted that she _______ the trip. (organize)2. My sister doesn’t __________details. ( care about)3. Once she has ________________, nothing can change it. (made up her mind)4. What to see:T: While traveling, Wang Kun and Wei can experience many difficulties as well as enjoy beautiful things along the Mekong river. Let’s read the third paragraph again to find out whatthey will see.rapids, valley, waterfallthe scenery along the river: It (The river) becomes rapids as it passes _______ deep valleys, traveling ______ western Y unnan Province. (through, across)Some more pictures of the scenery along the Mekong river.5. What to bring: T: Now we have seen all the details of their traveling plan, then what things should they bring besides the mountain bikes?6. T: Now they are well prepared for the trip, right? What will the trip be like?Sentence pattern: I believe their trip will be …(tiring, dangerous, unforgettable, exciting, challenging, funny )Step Three: Writing1. Improve the passage.T: Do you know another journey---“Journey to the West”? Ever since primary school, I have been watching the TV play several times. I am fond of the TV play so much that I even try my journey to the west. Here is my passage, can you improve it with the expressions you learned in this unit.Ever since childhood I have loved(have been fond of) the story Journey to the West. After leaving(graduating from)college, I determined to take my journey to the west with my good friends. My parents were concerned about(care about)me. They thought that we couldn’t know what would happen. They advised(tried to persuade) me to give up my plan(change my plan). But I was determined. I insisted that I make use of this chance to recognize my strengths and weaknesses(shortcoming). Besides, I have been fully prepared for any problems. At last(Finally) they had to change their attitude(give in). We have made our plan(schedule)carefully. We like(prefer)cycling better than(to)driving. The problem(disadvantage)of traveling by bike is that we can’t take a large parcel.2. Write your travel journal.Including: where, how, with whom, difficulties, sceneries, etc.Helpful expressions:ever since… have done, be fond of, graduate from, care about, persuade sb. to do, change one’s mind, shortcoming, determined, prefer…to…3. The meaning of journey. (Appreciation)A journey is not a trip.It’s not a vacation.It’s a process. A discovery.It’s a process of self discovery.A journey brings us face to face with ourselves.A journey shows us not only the world,but how we fit in it.Does the person create the journey,or the journey create the person?The journey is life itself.。

广东交通职业技术学院自主招生考试大纲 (中职类)（两年制）本考试大纲分为综合文化知识、专业综合理论和职业技能测试三大部分，其中：综合文化知识包含数学、英语、语文三个部分内容。

本考试大纲适用的考生范围：符合广东省普通高等学校统一招生考试报名资格的、报考自主招生考试的应、往届中职毕业生。

第一篇综合文化知识考试大纲《综合文化知识》总分共200分，考试内容包括数学、英语、语文三个部分，以应用型人才必备的实用性知识为主，考试时间90分钟。

第一部分数学（70分）一、考试要求和内容考试要求:突出对考生基本数学素养考查，注重考查考生掌握适应未来专业学习所必需的重要数学知识以及基本的数学思想方法和必要的应用技能的情况，对在数学学习和应用数学解决问题的过程中最为重要的、必须掌握的核心概念、思想方法和常用的技能要重点考查。

主要考查的方面包括：基础知识与基本技能；数学活动经验；对数学的基本认识；解决问题的能力等。

考试内容：1．集合与数理逻辑用语集合及其运算，数理逻辑用语。

2. 不等式不等式的性质与证明，不等式的解法，不等式的应用，简单的线性规划。

3. 函数函数，一元二次函数，函数的应用。

指数与指数函数，对数与对数函数。

4. 数列数列，等差数列，等比数列。

5. 平面向量平面向量的线性运算，向量的数量积，向量的平行的充要条件，向量的长度和中点公式，平移公式，向量的应用。

6. 三角三角函数的图像与性质，两角和差公式，二倍角公式，解三角形。

7. 平面解析几何直线方程，曲线与方程，圆的方程，椭圆、双曲线和抛物线的标准方程和性质。

8. 概率与统计初步古典概型，互斥事件的概率加法公式，独立事件的概率乘法公式，独立重复试验模型，超几何分布。

概率与统计应用。

二、考试形式与试卷题型结构1．答卷方式：闭卷、笔试。

试卷分为试题和答卷，分开印刷，试题不留答题位置。

2．《数学》部分总分为70分。

3．试卷题型结构：选择题9道、填空题3道；解答题1道。

1142019年18期总第458期ENGLISH ON CAMPUS基于“三维”视角的高中英语语篇研读——以人教版说明文为例文/陈莉莉【摘要】研读说明文可以通过三个维度(what 、how 、why)分析，基于这三个新视角，对文本进行多元解读，从而设置合理的教学活动，将文本所要传递的主题及价值内化成学生所能理解的知识。

本文结合具体教学案例，基于三维研读语篇，以此提升教师教学设计能力，从而促进学生核心素养的培育。

【关键词】三个维度；高中英语；说明文【作者简介】陈莉莉，福建省宁德市教师进修学院。

后，计算机的身份变为“分析机”。

接着它有了“人工智能”，1936年，计算机被应用解决复杂的数学问题。

语篇通过科普事实的说明，给读者展现了计算机的发展史，留给读者思考计算机发展变化如此之快，未来它的发展趋势应该是怎么样的。

Para1:Over time I have been changed quite a lot.Para2:These changes only become possible as my memory improved.Para3:Many new applications have been found for me.(2)思考作者写作意图(Why)。

作者通过介绍计算机发展的事实性信息和它发展变化如此之快，启发读者思考未来它的发展趋势应该是怎么样的。

(3)分析作者如何表情达意(How)。

“WHO AM I”是一篇科普性的说明文。

对于高一学生而言，科普性的说明文内容比较抽象，对文章中的专业术语也往往有畏难的情绪，这篇文章采用了拟人的手法，拟人手法拉近了语篇和学生之间的距离，使得文章富有情感，因此理解起来也通俗易懂。

作者从两条线索展开叙述：明线：计算机的发展演变历史以及计算机在当今各个领域的运用；暗线：计算机功能、记忆、应用的变化(拟人手法)2.教学目标。

经过本节课的学习，学生能够：(1)掌握说明文的语篇结构特征及理解语篇传递的计算机发展和应用所表达需要的高频词汇和语言点，因拟人手法需要所使用的现在完成时的被动语态。