1、Unit 4 A Spring OutingPart A学校 班级 学生 一、基础训练判断下列单词划线部分的读音是否相同，相同的打“”，不同的打“”。( ) Chinese let desk( ) red bed get( ) head bread sweater 把下列词汇与相应的图片连线。 orange juice bread fruits water sports shoes T-shirt camera umbrella正确抄写下列词汇和句子，并在括号里写出中文意思(注意大小写和标点符号)。spring outing( ) climb( ) mountain( ) water ( )
2、thirsty( ) camera( ) What are you going to take with you? ( ) Im going to take some water with me.( )选词填空。 a an Its umbrella. Its beautiful umbrella. you me What are you going to take with ? Im going to take a bag with . bread banana I have a . I have some .二、课时达标根据图意，补全对话。 A: What are you going to
3、take with you? B: We are going to take with us. A: What are you going to take with you? B: Im going to take with me. A: What is he going to take with him? B: He is going to take with him. A: What are they going to take with them? B: They are going to take with them.阅读短文，根据短文内容判断正（T）、误（F）。 We are goi
4、ng for a spring outing in April. We are going to climb a mountain. We are going to take some food and some water with us. Well be hungry and thirsty. Wang Tao is going to wear T-shirt and sports shoes. Sally is going to take a camera with her. She wants to take some photos. ( ) We are going for a sp
5、ring outing in May. ( ) We are going to visit a zoo. ( ) We are going to take some water with us. ( ) Wang Tao is going to wear sports shoes. ( ) Sally is going to take some photos.三、能力提升根据实际需要,在词组前的方框内打“”，并模仿范例写一写。We are going for a spring outing. We are going to climb a mountain. What are you goin
6、g to wear? sports shoes a T-shirt a hat a shirt a coat a jacket a sweater a dress a skirt例：Im going to wear sports shoes. What are you going to take with you? some water some tea some orange juice some milk some bread some cakes some fruits a camera an umbrella 例：Im going to take some water with me.
7、Part B学校 班级 学生 一、 基础训练正确抄写下列词汇和句子，并在括号里写出中文意思(注意大小写和标点符号)。 sky ( ) cloud( ) shout( ) top( ) get on ( ) The pupils are going to get on the bus.( )The pupils are getting on the bus. ( ) 读一读，选择与图意相符的选项。 A. Now they are climbing the mountain. A. They are going to get on the bus. B. They are going to cli
8、mb the mountain. B. Now they are getting on the bus. A. cloud A. top B. mountain B. shout读一读，选择正确的答案，并将其序号填在括号里。 ( ) The _ is blue. The _ are white. A. sky; clouds B. cloud; sky C. mountain; sky ( ) The pupils are getting _ the bus. A. on B. to C. with ( ) Theyre going _ a spring outing. A. to B. fo
9、r C. have ( ) Now they are _ the top of the mountain. A. in B. on C. at ( ) Miss Gao is _ a photo of her pupils. A. take B. taking C. make二、课时达标模仿范例写单词。例：go going get climb shout take wear 模仿范例写句子。 例：she take a photo She is going to take a photo. She is taking a photo. we climb the mountain I get on
10、 the bus 三、能力提升 阅读短文，根据短文内容判断正（T）、误（F）。It was a sunny day yesterday. The pupils of Class One, Grade Five went for a spring outing. They went to Taimu Mountain. They got to the foot of the mountain by bus. Then they climbed the mountain on foot. At the top of the mountain they took many photos. ( ) I
11、t was sunny yesterday.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
12、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
13、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。 ( ) The pupils are in Class One, Grade Five.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。 ( ) They got to the foot of the mountain by
14、taxi. ( ) They climbed the mountain by bus. ( ) At the top of the mountain they took a photo.“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那般的含义。孟子中的“先生何为出此言也？”；论语中的“有酒食，先生馔”；国策中的“先生坐，何至于此？”等等，均指“先生”为父兄或有学问、有德行的长辈。其实国策中本身就有“先生长者，有德之称”的说法。可见“先生”之原意非真正的“教师”之意，倒是与当今“先生”的称呼更接近。看来，“先生”之本源含义在于礼貌和尊称，并非具学问者的专称。称“老师”为“先生”的记载，首见于礼记?曲礼，有“从于先生，不越礼而与人言”，其中之“先生”意为“年长、资深之传授知识者”，与教师、老师之意基本一致。
