I am a bird

J”lain 8 biEd Bird has the instinCt to learn to fly lain hovenng to look for a fine site lain driffing to keep out of sight lain wingllg to cross the sky lpromise Iwlll be the escort o i以SOu. （袁志强荐稿）我是一只飞鸟鸟儿学习飞翔是与生俱来的天性我盘旋着想要找寻最佳的位置我飘荡着想要到达视野之外我振翅一飞想要穿越茫茫天际我发誓「—我将成为我灵魂的守卫者I am a bird@袁志强…     

I Have a Good Day

几次在一些场合和学生交谈,分手时道一声:Have a good day!,然而令我哑然的是,多数人竟反问我:I beg your pardon?让我啼笑皆非,弄得双方都很尴尬。有些人反应片刻似乎明白了此话的意思,但却不知如何作答,只好嗫嚅着发窘。     

I am a brave boy

Iamabraveboy any trouble 15 a toy IWillneVCrfear rain and wind let me j oy Mallna IwillsPreadmywings Y6ll See how high 1 ean fly 单词咖啡豆: brave「breiv]勇敢的 trouble[，t认bl]困难 toy[toi]玩具 never〔，nev司决不 fear[fig]害怕 rain[rein]雨 wind[wind]风 joy[叱01]快乐 sPread[sPred]展开 wing[wi习]翅膀 high[hai]高 fly[flai]飞I am a brave boy@茉茉~~…     

I am a Small Boat

我是一只小船， 教室是我的港湾； 我是一只小船， 课桌是我的舢板： 我是一只小船， 铅笔是我的船桨；     

Unit 5 I am watching TV教学设计

教材为人教版新目标八年级（下），本单元是Go for it（下）Unit5，主要围绕“What are you doing？”这一主题展开各种教学活动，并以这一主题引出现在进行时的一般疑问句、否定句以及特殊疑问句等语言功能。本单元旨在创造一个轻松、愉快的学习、交流环境，通过昕、说、读、写来培养学生综合运用这些知识的能力，并让学生能在“做中学”（learning by doing），通过有限的课堂实践活动，注意观察别人的行动，能准确地用英语来表达。     

Unit 5 I am watching TV教学设计

一、教材分析:教材为人教版新目标八年级(下),本单元是Go for it(下)Unit5,主要围绕“Whatare you doing?”这一主题展开各种教学活动,并以这一主题引出现在进行时的一般疑问句、否定句以及特殊疑问句等语言功能。本单元旨在创造一个轻松、愉快的学习、交流环境,通过听、说、读、写来培养学生综合运用这些知识的能力,并让学生能在“做中学”(learning by doing),通过有限的课堂实践活动,注意观察别人的行动,能准确地用英语来表达。二、教材的地位和作用:“Go for it”教材有一个比较明显的编排特点,那就是每单元由Section A,Section B和…     

I just came to get a bottle of medicine for my uncle

Tom sat in the doctor's waiting-room. On the chairs 1 the wall other patients were sitting. Some had coughs, some had colds and some had 2 They all looked 3 , except Tom who was reading an 4 story in a book. Just     

"This is a photo of my family"——Section C教学设计

(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3单元第2话题Section C.) 一、教材分析 本话题是以介绍家庭成员、工作状况为主要内容,教材所设计的对话从多方面联系学生生活的实际,这样可以使学生更多地体会到所学知识的实用性.     

‘I love Barbies … I am a Boy’: gender happiness for social justice education

This paper draws on findings from a two-year study of gender and gender transgression among school children and youth in rural Ontario, Canada conducted while running gender equity workshops for students aged 8–18 years, in which I asked participants to document what gender looked and felt like. Through writing prompts, pictures, discussion and theatre, roughly 600 participants had the opportunity to describe gender as well as responses to perceived transgressions of gender. In the course of this work, I became especially interested in the emotions identified by participants as being part of, or experienced through, their gender. In this paper, I focus on notions of happiness, enjoyment and fun, as described by participants in their responses. Happiness is a part of gender that is often overlooked in human rights definitions of gender identity and expression, as well as in the translation of legal discourse into a social justice-oriented curriculum. While participants in this study expressed a wide range of emotions, a focus on happiness offers insights into contemporary definitions of gender, as well as a potentially transformational curriculum for gender diversity.     

‘When I am being rushed it slows down my brain’: constructing self-understandings as a mathematics learner

Understanding learning disabilities (LDs) as constructed through multiple cultural practices including discourse, this paper focuses on a Latino middle school student with a LD named Elijah. This study documents both the discourses and practices used to position Elijah as a mathematics learner, as well as his use of similar discourses as he constructs a complex set of self-understandings as a mathematics learner. Elijah is positioned by discourses that prioritise speed as an indicator of mathematical ability, as well as discourses that construct students with LD as having both intelligence and differences such as processing speed. An analysis of interview and observational data suggests that Elijah constructed a unique set of self-understandings as a mathematics learner. Like his sixth-grade special education teacher, Elijah seems to differentiate between knowledge and the performance of knowledge in school. He created a unique identity as both ‘fast’ and ‘slow’ in mathematics, rejecting the binary found in many mathematics classrooms. These findings suggest that multiple discourses circulate in schools about ability and disability in mathematics.     

“Yes, I am a Boy!”

My name is Chen Jieyu. I am a girl. My mother and I went to the hairdresser‘s the day before yesterday. Now I have short hair.     

《I have a small nose》教学设计

一、学生分析：该班学生是初一新生,他们好奇、活泼、大胆,善于表达自己,有积极的求知欲,对英语学习有兴趣。但是他们注意力集中的时间不长,好玩、好动。二、教学目标1．知识与能力：     

Ijust came to get a bottle of medicine for my uncle

Tom sat in the doctor’swaiting-room. On thechairs____1____ the Wall otherpatients were sitting.Somehad coughs,some had coldsand some had ____2____.Theyall Iooked____3___,exceptTom who was reading an____4_____story in a book.Justthen the doctor came in to sayhe was ready to see the nextperson.Tom ____5____and wentinto the consulting-room.     

An embedded professional paired placement model: “I know I am not an expert,but I am at a point now where I could step into the classroom and be responsible for the learning”

We present a sustainable and innovative model for pre-service teacher paired professional placements called the Teaching School model. The Teaching School model was piloted initially in partnership with a Metropolitan University and a P-12 College located in Melbourne’s northern suburbs in 2013. It was expanded in 2014 to capitalise on an existing university school partnership at a regional campus of the university. We present evidence of success through the voices of pre-service teachers, mentor teachers and school principals to demonstrate the success of professional experience model. The findings clearly show the benefit of this model of professional experience for producing work-ready graduates and for creating authentic learning and teaching environments that, according to the school principals and mentor teachers, contribute to school improvement. Our research demonstrates that this Teaching School model builds relationships and creates a community of learning and teaching educators; however, its adoption is not without challenges and limitations.     

4B Unit8 Open Day教学设计

<正>一、教学内容《牛津小学英语》4B Unit 8(B&C),主要学习单词chair,blackboard,bookcase,picture,computer,music room,office,playground,classroom和there be句型。二、教学目标1.知识目标:①能听懂,会说、会读、会写单词chair,blackboard,bookcase,picture,music,computer,musicroom,office,playground,classroom;②会运用本单元句型:What’s in the...?There is/are...;③熟悉歌曲"In the classroom"。2.技能目标:①能运用这些单词和there be句型;②能学会由说句子过渡到用语篇描述。3.情感目标:①激发学生对家、学校、班级的热爱,培养他们的责任感与集体荣誉感;②提高学习英语的兴趣与自信心,体验成就感,从而形成积极的学习动力。三、教学重点与难点①掌握单词及句型therebe;②用语篇描述教室和学校等。     

《Uuit4 I have a ballh》教学设计

一、教学目标 1.知识与技能:(1)能听、说、读、写本课的重点单词plane,ship,boat.(2)掌握本课的重点句型I have a plane.Can I see it?Sure.Here you are.Thank you.You're welcome.学生能用所学句型与同学或朋友进行英语对话. 2.过程与方法:运用多媒体课件,增强教学的直观性、趣味性;采用PK赛的形式,激发学生回答问题的欲望.     

《Uuit 4 I have a hall》教学设计

一、教学目标 1．知识与技能：（1）能听、说、读、写本课的重点单词plane,ship,boat．（2）掌握本课的重点句型I have a plane．Can I see it？Sure．Here you are．Thank you．You’re welcome．学生能用所学句型与同学或朋友进行英语对话。     

“This is a photo of my family”——Section C教学设计

(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3单元第2话题SectionC。)一、教材分析本话题是以介绍家庭成员、工作状况为主要内容,教材所设计的对话从多方面联系学生生活的实