How much is it?

教材分析:本课是“OxfordEnglishChangjiangEdition”(4B)第四单元第一课时,主要内容是“SectionA:Kenisatashoppingplaza.Hehassixtyyuanandhewantstobuyapresent.Heisaskingtheshopassis-tantthepricesofsomeitems”。根据这一话题,我确定出本课的目标:重点是用英语认读人民币及货物价格,能通过提供的信息应答“Howmuchisit?Doyouwantone?”,以持续相互间的交谈。我采用听、说、学和演的教学方法,遵循趣味性教学原则、情景教学原则和交际性原则,充分发挥现代教学媒体的优势,使课堂“情趣化、生活化、交际化”,引导学生在一种轻松、自…     

How much will you give me for it?

Once a man named Grant found a box of old papers in a room at the top of his house. He 1 most of them, for he did not like old things very much. But one of these papers was an old 2 At the bottom of it was the name of a well-known writer. "When this letter was written," said Grant, " 3 knew about the writer. But now everyone knows him. Some people like to buy letters     

How much is it？

教材分析：本课是“Oxford English Changjiang Edition”(4B)第四单元第一课时，主要内容是“Section A：Ken is at a shopping plaza．He has sixty yuan and he wants to buy a present．He is asking the shop assistant the prices of some items”。根据这一话题，我确定出本课的目标：重点是用英语认读人民币及货物价格，能通过提供的信息应答“How much is it? Do you want one?”，以持续相互间的交谈。我采用听、说、学和演的教学方法，遵循趣味性教学原则、情景教学原则和交际性原则，充分发挥现代教学媒体的优势，使课堂“情趣化、生活化、交际化”，引导学生在一种轻松、自然的氛围中快快乐乐地学习英语。     

“Unit 5 How much is it?”教学设计

<正>【教学目标】1.知识目标:能听、说、认读四个单词:colourful,pretty,cheap,expensive;掌握描述颜色和价格的句子:It is colourfulprettycheapexpensive.2.能力目标:能在实际生活中运用句型,并能作相应的替换。3.情感目标:能以得体的方式与人交际。【教学重难点】单词pretty,colourful,cheap,expensive的认读;单词expensive的发音。【教学过程】Step I:Warm Up1.Creeting:Hello!How are you today?…2.Sing a song.3.Free Talk,复习服饰类单词。     

How much anatomy is enough?

Innovations in undergraduate medical education, such as integration of disciplines and problem based learning, have given rise to concerns about students' knowledge of anatomy. This article originated from several studies investigating the knowledge of anatomy of students at the eight Dutch medical schools. The studies showed that undergraduate students uniformly perceived deficiencies in their anatomical knowledge when they started clinical training regardless of their school's didactic approach. A study assessing students' actual knowledge of clinical anatomy revealed no relationship between students' knowledge and the school's didactic approach. Test failure rates based on absolute standards set by different groups of experts were indicative of unsatisfactory levels of anatomical knowledge, although standards differed markedly between the groups of experts. Good test performance by students seems to be related to total teaching time for anatomy, teaching in clinical context, and revisiting anatomy topics in the course of the curriculum. These factors appeared to outweigh the effects of disciplinary integration orwhether the curriculum was problem‐based or traditional. Anat Sci Ed 2008. © 2008 American Association of Anatomists.     

Where is it? How deaf adolescents complete fact-based internet search tasks

An exploratory study was designed to describe Internet search behaviors of deaf adolescents who used Internet search engines to complete fact-based search tasks. The study examined search behaviors of deaf high school students such as query formation, query modification, Web site identification, and Web site selection. Consisting of two fact-based search tasks, the study was done in four regional day school programs for the deaf. As students conducted two search tasks, they completed task analyses of the selected Web sites and gave reasons for their selections. The research also identified the processes used by deaf students to compensate for limited English reading abilities while navigating search engines results that were typically written well above deaf students' average reading level. The results demonstrated that deaf adolescents were unable to initiate, conduct, analyze, or validate effective Internet searches in response to fact-based search tasks.     

Unit 5 How much is it? Section A Let''''s talk 教学设计

教材:义务教育课程标准实验教科书英语(PEP)四年级下册。教学目标:1.能听懂、会说"It′s colourful/pretty/expensive."2.能够在情境中正确使用"CanI help you? ""How much is thisdress/…? "     

PEP Book 4 Unit 5 How much is it？

一、教学内容（略） 二、教学目标（略） 三、教学重点（略） 四、教学难点（略） 五、教学准备 课件、教学卡片、玩具小图片、标有价钱的积分卡     

PEP Book 4 Unit5 How much is it？

镜头一：新单词“colourful，pretty，cheap，expensive”的教学。 1．课件呈现出一件色彩丰富的连衣裙，标价20元，教师问学生：     

“How much is it?”——Section B教学设计及反思

(选自仁爱版《英语》七年级上册第4单元第1话题SectionB。)教材分析:本课是围绕"shipping"展开的,在上节课中,学生已经学到了一些关于"shipping"的知识,而且他们也掌握了一部分有关购物的表达方式,比如"How much is it?""I’lltake it."等。所以让学生趁热打铁,在这个时候对     

人教版四年级下册Unit 5“How much is it?”教学设想

设计理念“How much is it?”是人教版四年级下册Unit 5的课程。教学时,应注重语言的实践性和交际性,在课堂上教师要努力营造比较真实的语言环境,让每个孩子都想说、敢说、会说,并能灵活运用所学的英语知识,使学生用英语购物的口语     

长江版《牛津英语》4B Unit 4 How much is it?

Teachingcontents:Sen-tencepatterns:Excuseme.Howmuchisthiscamera/watch?It'ssixty-fiveyuan.Doyouwantone?No,thankyou./Yes,please.Teachingaims:1.StudentswillbeabletobuysomethinginEnglish.2.Studentswillbeabletoanswer.3.RaisetheirinteresttolearnEnglish.4.Encouragethestudentstohavegoodcooperationwitheachotherandlearnfromeachother.5.Theywillbepolite/afterlearningthedialogs.Teachinglearners:thepupilsofGrade4Teachingmethods:1.TotalphysicalResponse2.CommunicationApproach3.WholeLanguageAp-proachT…     

Evaluating instructional programs: How much is enough?

Instructional developers need to determine the degree of economically justifiable rigor for evaluating instructional products. Rigorous evaluation, involving outside evaluators, random assignment of masses of individuals from well-defined populations, and massive amounts of data, is often beyond their means. At the opposite extreme, representing no evaluation at all desite the size of consumer market, are most standard educational materials. A successive approximations scheme to empirical determination of effectiveness is needed, with consumers aware of the risks involved. The fear to “teaching to the test” (recently termed “wholly indefensible”) conflics with the basic assumptions of the teachonology of instruction and with the achievement of accountability of the instructional system to its consumers.     

"How much is it?"——Section A说课设计

(本课选自仁爱版义务教育课程标准实验教科书《英语》七年级上册第4单元第1话题第1部分。)一、设计理念本课为使学生获得基本的英语知识和听说技巧,树立以学生为主体,教师为主导的教学观念。面向全     

"How much is it ?"——Section A说课设计

(本课选自仁爱版义务教育课程标准实验教科书《英语》七年级上册第4单元第1话题第1部分.) 一、设计理念 本课为使学生获得基本的英语知识和听说技巧,树立以学生为主体,教师为主导的教学观念.