资源描述
课时 2一、选出下列单词中不同类的一项。 () 1. A. them B. our C. his () 2. A. strict B. find C. funny () 3. A. Chinese B. art C. young () 4. A. are B. do C. is () 5. A. who B. what C. kind 二、根据图片选择正确的词填在横线上。 1. The clown(小丑) is so _ (strict/ funny) . He makes us laugh. 2. My music teacher is 56. He isn't _ (old/ young) . 3. Our English teacher is _ (kind/ strong) to us. We love her. 4. Mr Yu is _ (tall and strong/ old and thin) . He is 30 years old. 三、单项选择。 () 1. _ Smith is our head teacher. He's strict. A. MissB. MrsC. Mr () 2. _ your music teacher？ Mr Jones. A. Who B. Who's C. Whose () 3. _ she young？ No, she _. A. Is; is B. Is; isn't C. Are; aren't () 4. He's not young. He's very _. A. funny B. young C. old 四、根据首字母补全单词，使句子意思完整。 1. W_ is your new PE teacher？ 2. My father isn't s_. He's very kind. 3. I like f_ teachers. 4. Our head teacher is an o_ man. 五、阅读短文，完成任务。 Hello, I'm Tom. I go to a new school in Xi'an. I have Chinese, maths, English, music, art and PE at school. I like Chinese. My Chinese teacher is Ms Li. She is young and kind. My PE teacher is tall and strong. He is a good basketball player. Mr Chen is my maths teacher. He is funny. My English teacher is Ms Wang. She is not young and she is very strict, but sometimes she is very nice. I like my new teachers and I like my new school. () 1. Tom is talking about his _. A. mother and father B. new teachersC. classmates () 2. _ is Tom's PE teacher. A. B. C. () 3. _ is old. A. Tom's English teacherB. Mr WangC. Ms Li 要练说，得练看。看与说是统一的，看不准就难以说得好。练看，就是训练幼儿的观察能力，扩大幼儿的认知范围，让幼儿在观察事物、观察生活、观察自然的活动中，积累词汇、理解词义、发展语言。在运用观察法组织活动时，我着眼观察于观察对象的选择，着力于观察过程的指导，着重于幼儿观察能力和语言表达能力的提高。4. Ms Li is Tom's _ teacher. She is _ and _. 课时2 观察内容的选择，我本着先静后动，由近及远的原则，有目的、有计划的先安排与幼儿生活接近的，能理解的观察内容。随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。我提供的观察对象，注意形象逼真，色彩鲜明，大小适中，引导幼儿多角度多层面地进行观察，保证每个幼儿看得到，看得清。看得清才能说得正确。在观察过程中指导。我注意帮助幼儿学习正确的观察方法，即按顺序观察和抓住事物的不同特征重点观察，观察与说话相结合，在观察中积累词汇，理解词汇，如一次我抓住时机，引导幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我问幼儿乌云是什么样子的，有的孩子说：乌云像大海的波浪。有的孩子说“乌云跑得飞快。”我加以肯定说“这是乌云滚滚。”当幼儿看到闪电时，我告诉他“这叫电光闪闪。”接着幼儿听到雷声惊叫起来，我抓住时机说：“这就是雷声隆隆。”一会儿下起了大雨，我问：“雨下得怎样?”幼儿说大极了，我就舀一盆水往下一倒，作比较观察，让幼儿掌握“倾盆大雨”这个词。雨后，我又带幼儿观察晴朗的天空，朗诵自编的一首儿歌：“蓝天高，白云飘，鸟儿飞，树儿摇，太阳公公咪咪笑。”这样抓住特征见景生情，幼儿不仅印象深刻，对雷雨前后气象变化的词语学得快，记得牢，而且会应用。我还在观察的基础上，引导幼儿联想，让他们与以往学的词语、生活经验联系起来，在发展想象力中发展语言。如啄木鸟的嘴是长长的，尖尖的，硬硬的，像医生用的手术刀样，给大树开刀治病。通过联想，幼儿能够生动形象地描述观察对象。一、1. A2. B3. C 4. B 5. C与当今“教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。金代元好问示侄孙伯安诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。”于是看，宋元时期小学教师被称为“老师”有案可稽。清代称主考官也为“老师”，而一般学堂里的先生则称为“教师”或“教习”。可见，“教师”一说是比较晚的事了。如今体会，“教师”的含义比之“老师”一说，具有资历和学识程度上较低一些的差别。辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教员”。二、1. funny 2. young3. kind4. tall and strong三、1. C2. B3. B4. C 四、1. Who2. strict3. funny4. old 五、1. B2. B3. A4. Chinese; young; kind
展开阅读全文