中国绿色建筑leed认证案例教程文件

中国绿色建筑leed认证案例Unit1Yourcollegeyears教案(综英一)Unit1Yourcollegeyears教案(综英一)

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Unit1Yourcollegeyears教案(综英一)Unit1一、授课时间：第1、2周二．授课类型：理论课9课时；实践课3课时三．授课题目：YourCollegeYears四．授课时数：12五．教学目的和要求：通过讲授课文使大学生了解如何学习和做人，学会用英语解释句子以达到学以致用的目的。要求学生主动地预习课文，课前预习，学会分析文章体裁和进行段落划分。六．教学重点和难点：1）背景知识的传授：DevelopmentalChanges；2）文章的体裁分析及段落划分；3）语言点的理解：Wordstudy:observe;handle;apply;occur;involveGrammarFocus:Thewaysb.didsth.;Waysofexpressingtheobject;Determiners七．教学基本内容和纲要PartOneWarm–up1.1Warm-upQuestions1.2MythsandFactsRegardingCollegeExperience1.3OnSeasonsinCollegePartTwoBackgroundInformation2.1Author2.2ErikH.EricksonPartThreeTextAppreciation3.1TextAnalysisThemeofthetextStructureofthetext3.2WritingDevicesAntithesisDevelopingparagraphsbyexamplesOtherwaysofdevelopingparagraphs?3.3SentenceParaphrasePartFourLanguageStudy4.1PhrasesandExpressionsWordlist:Phrasesandexpressionslist:WordBuilding4.2GrammarObjectPartFiveExtension5.1Groupdiscussion5.2Debating八、教学方法和措施本单元将运用黑板、粉笔、多媒体网络辅助教学设备等教学手段，主要采用以学生为主体、教师为主导的任务型、合作型等教学模式，具体运用教师讲授法、师生讨论、生生讨论等方法进行教学。九．作业，讨论题，思考题完成课后练习；多看英语报刊杂志及英语经典小说，扩大阅读量；精听与泛听相结合，逐步提高自己的听力水平；积极参加英语角等有助于提高英语口语的活动；坚持用英语写日记；做一些专四相关练习；十．参考资料：杨立民主编,《现代大学英语精读》（3）第二版，学生用书。北京：外语教学与研究出版社,2012。杨立民主编,《现代大学英语精读》（3）第二版，教师用书。北京：外语教学与研究出版社,2012。李观仪主编，《新编英语教程》（第三、四册）。上海:上海外语教学研究出版,1999。黄源深，虞苏美等主编，《综合英语教程》（1-4册）。北京：高等教育出版社，1998。《高等学校英语专业英语教学大纲》，北京：外语教学研究出版社，2000。JudyPearsall主编，《新牛津英语词典》。上海：上海外语教育出版社，1998。丁往道、吴冰等编著，《英语写作手册》。北京：外语教学与研究出版社。张道真，《现代英语用法词典》（重排本）。北京：外语教学与研究出版社，1994。张道真，温志达,《英语语法大全》上、下卷。北京：外语教学与研究出版社，1998。十一、课后小结Unit1YourCollegeYearsPartOneWarm–up1.1Warm-upQuestions1.Asasophomore,whatisyourgeneralimpressionofcollege?2.Haveyouexperiencedanythingdifferentfromyourmiddleschoollife?3.What’syourpurposeofreceivingacollegeeducation?4.Haveyouhadanypsychologicalproblemseversinceyouenteredcollege?1.2MythsandFactsRegardingCollegeExperienceCollegeyearsaretimesofsignificanttransitionandchallengeforanindividual.Transitionsimplymeanschange.Higherlevelsofanxietyarealwaysexperiencedbypeoplewhoareinastateoftransitionregardlessofwhetherthechangeisperceivedasgoodorbad.Thefollowingaresomeofthemythsvs.thefactsregardingcollegeexperience.Myth1:Collegeyearsarethebestyearsofone’slife.Fact1:Whilecollegeyearsarememorableandenjoyable,theycanalsobeamongthemoststressfulandanxioustimes.Oneisfacedwithconstantevaluationfromhisprofessors.Personalandparentalexpectationsarealwaysonhismind.Financialstressisoftenawayoflife.Careerdecisions,variousrelationshipsandthemovetowardindependencearealsocommonissues.Makingthesethebestyearsofone’slifeinvolvesdevelopinganapproachthatisproactiveandincludesasupportnetwork.Myth2:Studentsexperiencingstressoranxietyareunpreparedtohandletherigorsofcollege.Fact2:Collegeanduniversityenvironmentsaredesignedtobechallengingacademically,personallyandsocially.Stressandanxiety,amongotheremotions,arenaturalby-productsoftheacceleratedpaceoflearningandgrowth.Itisnotamatterofwhetherornotweexperiencetheseunpleasantfeelingsbutrather,amatterofhowwemanagetheseemotions.Myth3:Agoodstudentdoesnotneedassistanceduringhis/hercollegeexperience.Fact3:Manystudentscometocollegewiththebeliefthattoaskforhelpisasuresignofinadequacy.Infact,nothingcouldbefartherfromthetruth.Yourcollegeoruniversityhasanabundanceofresourcesavailabletoyou,forwhichyouarepayingthroughtuitionorfees.Sobecomefamiliarwithandmakeuseofthecampusresources,especiallywhenyouneedassistance.Myth4:Iamtheonlyonethatdoesn'thaveitall.Fact4:Asyouwalkoncampusandobserveotherstudents,itappearsthateveryoneelseissosureofhimself.Everyoneelsehasfriends.Everyoneelsehasdirection.Everyoneelseisconfident.Everyoneelseiswithouttroublesorhassles.Thismisperceptioniscommonamongcollegestudents.Ithasitsrootsinoneofourmorepowerfulsocialnorms.Weallweara“publicmask”toprotectacertainsocialimage.This“publicmask”communicatesasenseofself-assurednesstothosewithwhomwecomeincontact.Itoftenbeliestheinnerturmoilthatweallexperiencefromtimetotime.Theabovearejustsomeofthemythsversusfactsconcerningcollegeexperiences.Canyouthinkofanyothermyths?Haveadiscussionwithyourclassmatesabouttheirtruths.1.3OnSeasonsinCollegeTherearefourseasonsinayear,whichmakethedaysdistinctiveandexiting.Metaphorically,therearefourseasonsinone’scollegeyearsrepresentingdifferentaspectsofcollegelife,whichmakethedaysrewardingandunforgettable.Doyouagree?Ifso,whatdoyouthinkthefourseasonsrepresent?Shareyouropinions,please.Springistheseasonfornaturetorevive,togrowandtogetreadytoboom.Similarly,incollege,springistheseasonforyoutoacquireknowledge,todevelopyourselfandtolayasolidfoundationforthefuture.It’stheseasonofgrowth.Summeristheseasonforflowerstobloom,andit’stheseasonforyoutoenjoythegreatestpassioninnature—love,lovefromyourclassmates,fromyourteachersandfromyourromance.ItistheseasonofaffectionAutumnisaseasonofharvestincollege.It’stheseasonforyoutoenjoywhatyouhaveachieved.Winteristheharshestseasonofthefour,whichpresentssomanydifficultiesandhardships.Likewise,noteverydayincollegeisfullofjoy.Youhavetomeetnewfaces,getadjusted,makedecisionsforyourself,befinanciallyandpsychologicallydependent,etc.Sowinteristheseasonofchange.Unpleasantasitmayseemtosomestudents,itissimplyinescapableandbeneficialtoone’sgrowthandmaturity.PartTwoBackgroundInformation2.1AuthorBobHartmanwasborninPittsburgh,theUnitedStates,andmovedtoEnglandinthesummerof2000.Hehasbeenworkingasastorytellerforchildrenformorethanadecadeandisapart-timepastor.2.2ErikH.EricksonErikH.Erikson(1902—1994),wasaGerman-bornAmericanpsychoanalystwhosewritingsonsocialpsychology,individualidentity,andtheinteractionsofpsychologywithhistory,politics,andcultureinfluencedprofessionalapproachestopsychosocialproblemsandattractedmuchpopularinterest.HewasmostfamousforhisworkonrefiningandexpandingFreud’stheoryofdevelopmentalstages.Erickson’sDevelopmentalStagesBasicTheory:Babiesarebornwithsomebasiccapabilitiesanddistincttemperaments.Buttheygothroughdramaticchangesonthewaytoadulthoodandoldage.AccordingtopsychologistErikH.Erikson,eachindividualpassesthrougheightdevelopmentalstages.Eachdevelopmentalstageischaracterizedbyadifferentpsychological"crisis",whichmustberesolvedbytheindividualbeforetheindividualcanmoveontothenextstage.Ifthepersoncopeswithaparticularcrisisinamaladaptivemanner,theoutcomewillbemorestruggleswiththatissuelaterinlife.ToErikson,thesequenceofthestagesaresetbynature.Itiswithinthesetlimitsthatnurtureworksitsways.Stage1Infant:TrustvsMistrust

Needsmaximumcomfortwithminimaluncertainty

totrusthimself/herself,others,andtheenvironment.Stage2Toddler:AutonomyvsShameandDoubt

Workstomasterphysicalenvironmentwhilemaintaining

self-esteem.Stage3Preschooler:InitiativevsGuilt

Beginstoinitiate,notimitate,activities;developsconscienceandsexualidentity.Stage4School-ageChild:IndustryvsInferiority

Triestodevelopasenseofself-worthbyrefiningskills.

Stage5Adolescent:IdentityvsRoleConfusion

Triesintegratingmanyroles(child,sibling,student,athlete,worker)intoaself-imageunderrolemodelandpeerpressure.Stage6YoungAdult:IntimacyvsIsolation

Learnstomakepersonalcommitmenttoanotherasspouse,parentorpartnerStage7Middle-AgeAdult:GenerativityvsStagnation

Seekssatisfactionthroughproductivityincareer,family,andcivicinterests.Stage8OlderAdult:IntegrityvsDespair

Reviewslifeaccomplishments,dealswithlossandpreparesfordeath.PartThreeTextAppreciation3.1TextAnalysisThemeofthetextCollegeisdesignedtobeatimeofchangesforstudents.Threateningthechangesmaybe,theycontributetoyoungadults’growthandmaturity.Collegestudentsareexperiencingalot.Notonlyaretheybeingintroducedtonewpeopleandnewknowledge,buttheyarealsoacquiringnewwaysofassemblingandprocessinginformation.Theyarealsoproudlygrowingintheirunderstandingofthemselves,othersandtheworld.StructureofthetextPart1(para.1):Manykeychangeshappentocollegestudentsduringtheircollegeyears.Part2(paras.2-9):Thekeychangesinvolvethefollowing:identitycrisis,theindependence/dependencestruggle,establishmentofsexualidentity,affectiongivingandreceiving,inter-nalizationofreligiousfaith,valuesandmorals,developmentofnewwaystoorganizeanduseknowledge,anewunderstandingoftheworldandhimself/herselfPart3(para.10):Conclusion.Relevantquestions:1.Question:Howdocollegestudentsgothroughanidentitycrisisatcollege?Whatfactorsmayinfluenceidentity?MentionedinPara.2Studentsendeavortofindoutwhotheyareandwhattheirstrengthsandweaknessesare.Theywanttoknowhowotherpeopleperceivethemselvesaswell.Identitymaybeinfluencedbygenes,environmentandopportunities.2.Infact,itmaybeheightenedbytheirchoicetopursueacollegeeducation.Question:Whatdoes“it”refertohere?Forreference:“it”referstotheindependence/dependencestruggle.Intothelateradolescencestage,youngadultstendtobecomelessdependenton,evenindependentfromtheirparents.Forthosewhochoosetoentertheworkworld,theymaybecomefinanciallyindependentfromtheirparents,whileforothersenteringintocollege,thestruggleseemsstrongerfortheystillneedtheirparents’support,sayformoney.3.Question:AccordingtoJefferyA.Hoffman’s observation,therearefourdistinctaspectsto psychologicalseparationfromone’sparents.What arethey?Howdoyouunderstandthem? 1.Functionalindependence. 2.Attitudinalindependence. 3.Emotionalindependence. 4.Freedomfrom“excessiveguilt,anxiety, mistrust,responsibility,inhibition,resentment, andangerinrelationtothemotherandfather.”4.Question:Whatmaybeoneofthemoststressfulmatterscollegestudentsexperienceaccordingtotheauthor?Howdoyouunderstandit?Establishingtheirsexualidentity.Itincludesrelatingtotheoppositesexandprojectingtheirfuturerolesasmenorwomen.5.Iwasrelatingtomyfatherinadifferentway.Question:Whatarethedifferencesbetweentheways“I”relatedto“my”fatherinthepastandatpresent?Whattypeofchangedoestheexamplereflect?Inthepast“I”wasencouragedby“my”father;now“I”wasencouraginghim.Theexamplereflectsthechangethatcollegestudentsarelearninghowtogiveandreceiveaffectionintheadultworld.6.Thesereligious,moral,andethicalvaluesthataresetduringthecollegeyearsoftenlastalifetime.Question:Whatmakesitpossibleforthesevaluestolastalifetime?Duringcollegeyears,theyoungadultshavetheopportunitytodecideforthemselveswhatbeliefs,values,andmoralstheyaregoingtoaccept.Thesevaluesareinclinedtobeinternalized7.Question:Whatisthesignificanceofthecollegeacademiclifeaccordingtoparagraph8?Collegeacademiclifeisachallenge.Allstudentsshouldbeawareofhowtheyreacttonewknowledgeandnewwaysoflearning,howtheyprocesstheknowledgepresentedtothem,andhowtheyorganizethisknowledge8.Question:Howdocollegestudentsbecomeworldcitizens?Atcollege,theyoungadultshavegoodchancestomeetpeoplefromdifferentcultures.Byinteractingwiththem,theyareintroducedtonewwaysoflife.Theybegintounderstandlifeindifferentways.Bydoingthese,theyexperienceanewunderstandingoftheworldandthemselves.3.1.3FurtherdiscussionWhatdoestheauthormeanbydevelopmentalchanges?Haveyouhadanyidentitycrisisyourself?Whatdoestheauthormeanbyindependence/dependencestruggle?Howcancollegestudentsestablishtheirsexualidentity?Whatdoestheauthormeanby“internalizing”religiousfaith,values,andmorals?Whatdoestheauthormeanwhenhetalksabout“gathering,processing,assembling,applying,andevaluating”information?Whyisthispointsoimportant?3.2WritingDevicesAntithesisTheseareexcitingtimesyetfrustratingtimes.(5)Theauthorusesantithesistogiveafocustohowcollegestudentsarestressfulinestablishingtheirsexualidentity.Findmoreexamplesinparagraph5.Probablynothingcanmakestudentsfeellowerorhigheremotionallythanthewaytheyarerelatingtowhomevertheyarehavingaromanticrelationshipwith.(5)…hebouncedintomyofficeoncewithasmileonhisfaceandexcitementinhisvoice.…Thatsameyoungmancameintomyofficelessthanaweeklater,dragginghisfeetwithadismayed,dejectedlookonhisface.…sigheddeeply…(5)“I’vejusthadthebestdayofmylife!”…“I’vejusthadtheworstdayofmylife!”DevelopingparagraphsbyexamplesAstatementwhichisverygeneralisseldomimpressiveorconvincing.Itisusuallynecessarytogiveexamplestoprove,illustrate,orclarifyageneralstatement.Wemaybetoousedtosaying“forinstance”or“forexample”torealizethatweareusingacertainmethodfordevelopingatopicDevelopingparagraphsbyexamplesParagraph6Paragraph7Paragraph8Paragraph9Whatstatementsdotheexamplesrespectivelysupport?Otherwaysofdevelopingparagraphs?DevelopingbytimeDevelopingbyprocessDevelopingbyspaceDevelopingbydetailDevelopingbygeneralizationDevelopingbycomparisonandcontrastDevelopingbycauseandeffectDevelopingbyclassificationDevelopingbydefinition3.3SentenceParaphrase1.Hasiteverdawnedonyouthatcertaindevelopmentalchangeswilloccurinyourlifeasyoumovefromadolescencetoyoungadulthood?(1)psychologicaltermwhichreferstothephysiologicalandbehavioralchangesthroughoutthelifespan1.Itwasclearenoughwhatshemeant.2.Itissaidthatheisdoingfineatschool.3.Hewasanoldman,anditdidnotmattermuchwherehelived.2.Duringthistime,studentsaregoingthroughanidentitycrisisandareendeavoringtofindoutwhotheyareandwhattheirstrengthsandweaknessesare.(2)Itreferstothedifficulties,confusionsandanxietiesthatyougothroughduringadolescencewhenyouarenotsurewhoyoureallyareandwhatyourpurposeinlifeis.3.…identityisdeterminedbygeneticendowment(whatisinheritedfromparents),shapedbyenvironment,andinfluencedbychanceevents.(2)Whoweareisdeterminedbythreethings:first,ourgenes,orwhatourparentshavegivenus,ourlegacy;second,environment;third,luckoropportunities.4.Itmaybeheightenedbytheirchoicetopursueacollegeeducation.(3)Iftheychoosetocontinuetheireducation,theywillfaceanevenmoreseriousstrugglebetweenthedesiretobeindependentandtheneedtodependonthefinancialsupportoftheirparents.5.First,thereisfunctionalindependence,whichinvolvesthecapabilityofindividualstotakecareofpracticalandpersonalaffairs,suchashandlingfinances,choosingtheirownwardrobes,anddeterminingtheirdailyagenda.(4)independenceinhandlingeverydaylifesituations;theabilitytosolvepracticalproblems6.Hoffmandefinesthisprocessas“freedomfromanexcessiveneedforapproval,closeness,togetherness,andemotionalsupportinrelationtothemotherandfather.”(4)nolongerhavingsomethingyoudonotwant7.Childrenneedtheirparentstotellthemwhattodoornottodo.Theyalsoneedtobeclosetotheirparentsandreceiveencouragement,love,allkindsofemotionalsupportwhichgivethemstrength.Butwhentheygrowup,theynolongerhavethesameneedslikebabies8.Probablyoneofthemoststressfulmattersforyoungcollegestudentsisestablishingtheirsexualidentity,whichincludesrelatingtotheoppositesexandprojectingtheirfuturerolesasmenorwomen.(5)1.Whathelikesisplayingchessaftersupper.2.ReadingisThemainthingisgettingthereintime.3.learning,butapplyingisalsolearningandthemoreimportantkindoflearningatthat.9.Probablynothingcanmakestudentsfeellowerorhigheremotionallythanthewaytheyarerelatingtowhomevertheyarehavingaromanticrelationshipwith.(5)10.Whenstudentsareinaromanticrelationshipwiththeoppositesex,theyaremostlikelytofeelunhappyorhappyemotionally1.Icannotagreewithyoumore.2.Thereisnothingcheaper.NoleaderofapartyhaskepthimselfingreaterdetachmentfromthesentimentofhisthanhasthelatePrimeMinister11.DuringthecourseIhadcometorealizethatwhilemyworldwasexpandingandnewoptionswereopeningforme,myfather,whowasinhissixties,wasseeinghisworldshrinkandhisoptionsnarrow.(6)wasbeginningtorealizethathisworldwasgettingsmallerandhischoicesfewer12.Inthelatesixties,ayoungwomanfromabackgroundthatwasextremelyprejudicedagainstpeoplefromotherracescametocollegeconvincedthatherracewassuperior.(7)1.Trainsinthiscountryspendtoomuchtimestopped,waitingforothertrains.2.Hewentbacktohishomevillagefrustrated.Bornandbredinthecountryside,hewasbewilderedbythebigcity.13.Thesereligious,moral,andethicalvaluesthataresetduringthecollegeyearsoftenlastalifetime.(7)Thesevaluesthatareestablishedduringthecollegeyearsoftenlastalifetime.Itisbelievedthatourcharacterorbasicmoralprinciplesareformulatedduringthisperiodoftime.14.Icannolongerreadthenewspaperorwatchatelevisionnewscastwithoutseeingthepeoplefromothercountriesinadifferentlight.(9)WheneverIreadthenewspaperorwatchatelevisionnewscast,IwillseethepeoplefromothercountriesinadifferentwayfromwhatIusedtosee.15.Notonlyaretheybeingintroducedtonewpeopleandnewknowledge,buttheyarealsoacquiringnewwaysofassemblingandprocessinginformation.(10)Theyaregettingtoknowalotofnewpeopleandlearningnewknowledge.Theyarealsofindingorlearningnewwaysofarranging,organizing,analyzingorunderstandinginformation.Itimpliesthatmereinformationisnotscientifictruth.Scientifictruthrequirestheprocessingofinformation.Incollege,studentswilllearnnewapproaches,methods,andtheorieswhichwillchangemanyoftheirprejudices.PartFourLanguageStudy4.1PhrasesandExpressionsWordlist:1.ject21.shrinkPhrasesandexpressionslist:1.beequalto2.dawnon/upon3.dragone’sfeet4.forcertain5.freedom/urn8.in/withrelationto9.inadifferentlight10.independentfrom/of11.standbackWordBuilding1.Prefix–de,pro2.Root–ject,volv,gen3.Suffix–ogy,alde-向下，减少，除去，离开，否定decrease减少degrade使降级devalue使降值decolour漂白desalt除去盐分decompose使分解decentralize使分散decelerate使减速-fin(i)-,-finit-结束，界限confine限制，禁闭define下定义,规定definite限定的finite有限的infinite无限的infinity无限，无穷大semifinal半决赛（的）affinity密切关系；共鸣pro-向前；支持；代理proceed前进；着手progress进步pro-British亲英派的promote促进pro-consul代理领事provoke激怒，招惹project投射propel推进-jac(t)-,-ject-投，射abject凄惨的，可怜的adjacent毗邻的，邻近的deject使沮丧，使气馁eject逐出，排斥inject注射，注入object反对projective投影的，突出的subject使服从，使遭受-volv-,-volut-旋转evolve发展，演化involve包缠，包含revolve（使）旋转intervolve缠绕；使互卷devolve转移，移交（工作，职务）evolution旋转revolution革命voluble易旋转的；健谈的-gen-,-generat-生（殖）generate使发生，产生genetic遗传学的genital生殖的genius天才ingenious机灵的congenial同族的，同类的，相宜的eugenic优生学的progenitor祖先-ogy-学（科）zoology动物学geology地理学ecology生态学sociology社会学biology生物学archeology考古学physiology生理学psychology心理学-al······的（形容词后缀）Parental:parentalcare;organizational:organizationalskills;Occupational:occupationaldisease;environmental:environmentalprotectionExperimental:experimentalwork;conversational:conversationalstyleEducational:educationalpolicy;natural:naturalselection;Cultural:culturalgap;personal:personalpreference4.2GrammarObjectDefinition:Anobjectistherecipientofanactionwhichoftenfollowsatransitiveverborapreposition.Whatcanfunctionasobjectarenouns,pronouns,numerals,infinitivephrases,gerund,nounclauses,etc.e.g.:Doyouknowwherehelives?Duringthistime,students…areendeavoringtofindoutwhotheyareandwhattheirstrengthsandweaknessare.Verbsthatareoftenfollowedbyaninfinitivephraseasobject:Affordattemptarrangebegchooseclaimdaredecidedeclinedetermineexpectfailintendlongmanageofferseekundertakee.g.:Atthesametime,theseyoungadultsarelearninghowtogiveandreceiveaffectionintheadultworld.Verbsthatareoftenfollowedbywh-wordplusaninfinitivephraseasobject:when/where/why/who/whom/how/whether…todoAskconsiderdecidediscoverdiscussexplainfindoutforgetinquireknowlearnshowtellunderstandwonderundertakee.g.:Hoffmanobservedthattherearefourdistinctaspectstopsychologicalseparationfromourparents.Allthestudentshouldbeawareofhowtheyreacttonewknowledgeandnewwaysoflearning…Willtherebeapaintingareasonablysensitivemancanlookatwithoutshuddering?Verbsthatareoftenfollowedbyagerundasobject:AdmitavoidconsiderdelaydenyescapeexcusefancyimaginemindmissdislikepermitpostponepracticerisksuggestundertakePhrasesthatareoftenfollowedbyagerundasobject:amounttobeuptobeequaltocutdownonfeellikegiveuplookforwardtoobjecttoputoffstanduptoe.g.:HewasluckytoescapebeingsenttoprisonthepassiveofagerundusedastheobjectofaverbPartFiveExtension5.1GroupdiscussionHaveyoueverexperiencedanyimportantchangessinceyouenteredouruniversity?Havetheybeenpositiveornegative?Doyouhaveabetterideaaboutyourstrengthsandweaknessesnow?Whatarethey?Doyouconsideryourselfreasonablyindependent?Whyisitsoimportanttogainthisindependence?Doyoufinditeasytorelatetotheoppositesex?Doyouthinktolearntoloveisimportantincollege?Why?Whatotherthingsshouldstudentsdoatuniversity?Whatdoestheauthormeanby“internalizing”religiousfaith,values,andmorals?Haveyouinsomewayinternalizedvaluesandbeliefs?5.2DebatingTopicsfordebating:Collegestudentsareboundtoexperienceanidentitycrisis.Parentsareout-of-dateandtheirinfluenceiscounterproductive.Fallinginloveincollegeisanegativefactortoone’sacademicdevelopment

儿童迷语大全40906儿童迷语大全40906

/儿童迷语大全40906儿童谜语大全

1：看得见，摸不着，风吹可以动，太阳能赶跑（打一自然物）——谜底:雾

2：一楼没有，二楼以上都有，没有不用它，有它天天用。是什么？——谜底:楼梯

3：木头砍一刀(打一个字)——谜底:本

4：又圆又扁肚里空,里面有水才能用,谁要用它都低头,摸脸搓手又鞠躬(打一日用品）——谜底:洗脸盆

5：圆圆小铁汉,肚里盛着电,不要随处仍,小心有污染(打一日用品)——谜底:电池

6：千里眼儿把物瞧，万物变得不再小（打一物品）——谜底:望远镜

7：把一只鸡和一只鹅同时放在冰山上，为什么鸡死了鹅没死？——谜底:鹅是企鹅

8：乘客进了舱,转眼飞天上,航行几千里,全凭铁翅膀(打一交通工具)——谜底:飞机

9：有的圆有的方,五颜六色真漂亮,不用时候盒里睡,忙时搭桥盖楼房(打一儿童玩具)——谜底:积木

10：一串山里红,蘸糖甜生生,冷冷风刺骨寒,吃它最解馋(打一食品)——谜底:冰糖葫芦

11：天上飞着一只鸟，用线牵着到处跑（打一玩具）——谜底:风筝

12：身披黄袍排排牙，拿它炖汤味道佳（打一植物）——谜底:玉米

13：红红脸蛋像苹果，切开里面汁儿多。生吃熟食都可以，酸酸甜甜就是我（打一蔬菜）——谜底:番茄

14：动画人物皆夸张,活泼羊群两只狼,灰狼设计要吃羊，小羊团结不上当(打一动画片)——谜底:喜洋洋灰太狼

15：两头尖尖像小船，年龄不大老弯腰。兄弟一排树上挂，好像伸出万只手（打一水果）——谜底:香蕉

16：为什么人们要到市场上去？——谜底:因为市场不能来

17：身披红外套，脑袋滑又圆，皮薄肉汁多，酸甜脆又香。（打一水果）——谜底:苹果

18：脱了红袍有白衣，白衣下面黑胖子（打一水果）——谜底:荔枝

19：雨后一座桥，挂在半山腰，仔细看一看，颜色还不少（打一自然物）——谜底:彩虹

20：看不见，摸得着，挡风雨，迎光亮（打一物）——谜底:玻璃

21：小花瓶，开百花，用手一转，千变万化——谜底:万花筒

22：细长小姑娘,黄色大圆脸，一脸黑麻子，围着太阳转。(打一植物)——谜底:向日葵

23：什么时候闹钟不会走？——谜底:闹钟本来就不会走，闹钟没有脚，什么时候也不会走

24：默默站在马路边,没到夜晚亮闪闪,汽车行人从旁过，尽职尽责保安全(打一交通设施)——谜底:路灯

25：看不见摸不着，云朵见它忙让路，小树见它连弯腰（打一自然现象）——谜底:风

26：身体细长，兄弟成双，光爱吃菜，不爱喝汤。(打一日常用具）——谜底:筷子

27：小小馍馍雪白色，松软可口没有肉（打一食品）——谜底:馒头

28：背上还有一个背,腿边还有四条腿，走路睡觉用不着，看书写字要它陪。(打一生活用品)——谜底:椅子

29：一座小楼房,有门没有窗。打开看一看,全是花衣裳(打一家具)——谜底:衣柜

30：要过新年了，有一头猪和一头牛，你要杀猪还是牛？——谜底:如果杀猪，牛是这么想的；如果杀牛，猪也是这么想的

31：三只眼红绿黄,红眼睁时车辆停,绿眼睁时行车忙(打一交通工具)——谜底:红绿灯

32：抬头天空月儿圆,我在月下把步散,我走它也跟着走，我站它也站(打一自然现象)谜底:影子

33：电和闪电最大的区别是什么？——谜底:一个收费、一个不收费

34：平平脸面没长口,长长腿脚没长手,四角站在桌子旁，你不推它它不走(打一日用品):凳子

35：吃进青青草,挤出甜甜水,谢谢牛妈妈,让我快长大(打一食品)——谜底:牛奶

36：身体像条龙,走路轰隆隆,跨大河穿山洞,走南闯北忙不停(打一交通工具)——谜底:火车

37：大雁为什么要飞到南方过冬？——谜底:因为它走不过去，所以得飞去

38：兄弟几个人，各进一道门，那个进错了，看了笑死人。(打一物)——谜底:扣子

39：我有一个好帮手，书本文具帮我拿，每天跟我上学校（打一物）——谜底:书包

40：夜空挂满小眼睛，明日天气必定晴（打一自然物）——谜底:星星

41：请龟兔赛跑，请猪来当裁判，请问龟兔谁会赢？——谜底:不能说！说的人是猪…

42：远看像张弓，立在河当中。上面车马过，底下轮船游。（打一交通设施）——谜底:桥

43：像盐也像糖，落水无影踪。寒冬腊月里，不请自会来（打一自然物）——谜底:雪

44：四四方方一口缸，圆圆肚子把水装。插上电源左右转，清洁衣服帮你忙。（打一电器）——谜底:洗衣机

45：一屋小娃娃,穿着五彩褂,涂抹人和物,个个是画家(打一文具)——谜底:蜡笔或者水彩笔

46：鸟儿鸟儿嘴巴长，黑黑的尾巴花衣裳，一天到晚勤工作，好象医生治病忙，敲树干，当当当，要把害虫吃个光。(打一动物)——谜底:啄木鸟

47：身材细又长，头上长着毛，每天把它用，做个好宝宝（打一日用品）——谜底:牙刷

48：天天小冰人,抱抱着一根棍,夏日送凉爽,吃了透心凉(打一食品)——谜底:冰棍

49：你知道上课睡觉有什么不好吗？——谜底:不如床上舒服

50：一根根，两成双，三个指头夹住它（打一生活用品）——谜底:筷子

51：四四方方豆腐块,每天早起亲脸蛋(打一物)——谜底:毛巾

52：一大串，红通通，遇火点燃啪啪响（打一物品）——谜底:鞭炮

53：一只鸟儿飞得高,顺风直上九重霄。虽然想到天外游，一根线儿拽的牢。(打一娱乐用品)——谜底:风筝

54：两只小小船，陪你在身边，白天到处走，晚上停床边(打一日用品)——谜底:鞋

55：左一片，右一片，说起话来听得见，隔个山头不见面——谜底:耳朵

56：天边架起一座桥，五颜六色真奇妙，雨后才会跑出来（打一自然现象）——谜底:彩虹

57：脸圆像苹果，甜酸营养多，既能做菜吃，又可当水果(打一植物)——谜底:西红柿

58：一个绿娃娃，肚里水汪汪，若是剖开看，红汁往外淌（打一水果）——谜底:西瓜

59：小兰并没有病，为什么她吃一口吐一口？——谜底:她在吃瓜子

60：闲时睡在白纸碗,用时才知特方便,带上两碗去旅游,开水一冲便当饭(打一食品)——谜底:方便面

61：身细头尖鼻子大，一根线儿拴住它，帮助妈妈缝衣裳，帮助姐姐来绣花。——谜底:针

62：马儿头上长双角，不喝油来不吃草。一左一右两边蹬，圆圆肚子满处跑（打一交通工具）——谜底:自行车

小学信息技术评价之我见小学信息技术评价之我见

/小学信息技术评价之我见小学信息技术评价之我见荔堡镇中心小学赵双伟关键词：主体内容方式定位主要内容：信息技术的课程特点决定了其评价方式的