中國綠色建筑leed認證案例教程文件

中國綠色建筑leed認證案例Unit1Yourcollegeyears教案(綜英一)Unit1Yourcollegeyears教案(綜英一)

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Unit1Yourcollegeyears教案(綜英一)Unit1一、授課時間：第1、2周二．授課類型：理論課9課時；實踐課3課時三．授課題目：YourCollegeYears四．授課時數(shù)：12五．教學目的和要求：通過講授課文使大學生了解如何學習和做人，學會用英語解釋句子以達到學以致用的目的。要求學生主動地預習課文，課前預習，學會分析文章體裁和進行段落劃分。六．教學重點和難點：1）背景知識的傳授：DevelopmentalChanges；2）文章的體裁分析及段落劃分；3）語言點的理解：Wordstudy:observe;handle;apply;occur;involveGrammarFocus:Thewaysb.didsth.;Waysofexpressingtheobject;Determiners七．教學基本內(nèi)容和綱要PartOneWarm–up1.1Warm-upQuestions1.2MythsandFactsRegardingCollegeExperience1.3OnSeasonsinCollegePartTwoBackgroundInformation2.1Author2.2ErikH.EricksonPartThreeTextAppreciation3.1TextAnalysisThemeofthetextStructureofthetext3.2WritingDevicesAntithesisDevelopingparagraphsbyexamplesOtherwaysofdevelopingparagraphs?3.3SentenceParaphrasePartFourLanguageStudy4.1PhrasesandExpressionsWordlist:Phrasesandexpressionslist:WordBuilding4.2GrammarObjectPartFiveExtension5.1Groupdiscussion5.2Debating八、教學方法和措施本單元將運用黑板、粉筆、多媒體網(wǎng)絡輔助教學設備等教學手段，主要采用以學生為主體、教師為主導的任務型、合作型等教學模式，具體運用教師講授法、師生討論、生生討論等方法進行教學。九．作業(yè)，討論題，思考題完成課后練習；多看英語報刊雜志及英語經(jīng)典小說，擴大閱讀量；精聽與泛聽相結(jié)合，逐步提高自己的聽力水平；積極參加英語角等有助于提高英語口語的活動；堅持用英語寫日記；做一些專四相關練習；十．參考資料：楊立民主編,《現(xiàn)代大學英語精讀》（3）第二版，學生用書。北京：外語教學與研究出版社,2012。楊立民主編,《現(xiàn)代大學英語精讀》（3）第二版，教師用書。北京：外語教學與研究出版社,2012。李觀儀主編，《新編英語教程》（第三、四冊）。上海:上海外語教學研究出版,1999。黃源深，虞蘇美等主編，《綜合英語教程》（1-4冊）。北京：高等教育出版社，1998?！陡叩葘W校英語專業(yè)英語教學大綱》，北京：外語教學研究出版社，2000。JudyPearsall主編，《新牛津英語詞典》。上海：上海外語教育出版社，1998。丁往道、吳冰等編著，《英語寫作手冊》。北京：外語教學與研究出版社。張道真，《現(xiàn)代英語用法詞典》（重排本）。北京：外語教學與研究出版社，1994。張道真，溫志達,《英語語法大全》上、下卷。北京：外語教學與研究出版社，1998。十一、課后小結(jié)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)…h(huán)ebouncedintomyofficeoncewithasmileonhisfaceandexcitementinhisvoice.…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，減少，除去，離開，否定decrease減少degrade使降級devalue使降值decolour漂白desalt除去鹽分decompose使分解decentralize使分散decelerate使減速-fin(i)-,-finit-結(jié)束，界限confine限制，禁閉define下定義,規(guī)定definite限定的finite有限的infinite無限的infinity無限，無窮大semifinal半決賽（的）affinity密切關系；共鳴pro-向前；支持；代理proceed前進；著手progress進步pro-British親英派的promote促進pro-consul代理領事provoke激怒，招惹project投射propel推進-jac(t)-,-ject-投，射abject凄慘的，可憐的adjacent毗鄰的，鄰近的deject使沮喪，使氣餒eject逐出，排斥inject注射，注入object反對projective投影的，突出的subject使服從，使遭受-volv-,-volut-旋轉(zhuǎn)evolve發(fā)展，演化involve包纏，包含revolve（使）旋轉(zhuǎn)intervolve纏繞；使互卷devolve轉(zhuǎn)移，移交（工作，職務）evolution旋轉(zhuǎn)revolution革命voluble易旋轉(zhuǎn)的；健談的-gen-,-generat-生（殖）generate使發(fā)生，產(chǎn)生genetic遺傳學的genital生殖的genius天才ingenious機靈的congenial同族的，同類的，相宜的eugenic優(yōu)生學的progenitor祖先-ogy-學（科）zoology動物學geology地理學ecology生態(tài)學sociology社會學biology生物學archeology考古學physiology生理學psychology心理學-al······的（形容詞后綴）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

兒童迷語大全40906兒童迷語大全40906

/兒童迷語大全40906兒童謎語大全

1：看得見，摸不著，風吹可以動，太陽能趕跑（打一自然物）——謎底:霧

2：一樓沒有，二樓以上都有，沒有不用它，有它天天用。是什么？——謎底:樓梯

3：木頭砍一刀(打一個字)——謎底:本

4：又圓又扁肚里空,里面有水才能用,誰要用它都低頭,摸臉搓手又鞠躬(打一日用品）——謎底:洗臉盆

5：圓圓小鐵漢,肚里盛著電,不要隨處仍,小心有污染(打一日用品)——謎底:電池

6：千里眼兒把物瞧，萬物變得不再小（打一物品）——謎底:望遠鏡

7：把一只雞和一只鵝同時放在冰山上，為什么雞死了鵝沒死？——謎底:鵝是企鵝

8：乘客進了艙,轉(zhuǎn)眼飛天上,航行幾千里,全憑鐵翅膀(打一交通工具)——謎底:飛機

9：有的圓有的方,五顏六色真漂亮,不用時候盒里睡,忙時搭橋蓋樓房(打一兒童玩具)——謎底:積木

10：一串山里紅,蘸糖甜生生,冷冷風刺骨寒,吃它最解饞(打一食品)——謎底:冰糖葫蘆

11：天上飛著一只鳥，用線牽著到處跑（打一玩具）——謎底:風箏

12：身披黃袍排排牙，拿它燉湯味道佳（打一植物）——謎底:玉米

13：紅紅臉蛋像蘋果，切開里面汁兒多。生吃熟食都可以，酸酸甜甜就是我（打一蔬菜）——謎底:番茄

14：動畫人物皆夸張,活潑羊群兩只狼,灰狼設計要吃羊，小羊團結(jié)不上當(打一動畫片)——謎底:喜洋洋灰太狼

15：兩頭尖尖像小船，年齡不大老彎腰。兄弟一排樹上掛，好像伸出萬只手（打一水果）——謎底:香蕉

16：為什么人們要到市場上去？——謎底:因為市場不能來

17：身披紅外套，腦袋滑又圓，皮薄肉汁多，酸甜脆又香。（打一水果）——謎底:蘋果

18：脫了紅袍有白衣，白衣下面黑胖子（打一水果）——謎底:荔枝

19：雨后一座橋，掛在半山腰，仔細看一看，顏色還不少（打一自然物）——謎底:彩虹

20：看不見，摸得著，擋風雨，迎光亮（打一物）——謎底:玻璃

21：小花瓶，開百花，用手一轉(zhuǎn)，千變?nèi)f化——謎底:萬花筒

22：細長小姑娘,黃色大圓臉，一臉黑麻子，圍著太陽轉(zhuǎn)。(打一植物)——謎底:向日葵

23：什么時候鬧鐘不會走？——謎底:鬧鐘本來就不會走，鬧鐘沒有腳，什么時候也不會走

24：默默站在馬路邊,沒到夜晚亮閃閃,汽車行人從旁過，盡職盡責保安全(打一交通設施)——謎底:路燈

25：看不見摸不著，云朵見它忙讓路，小樹見它連彎腰（打一自然現(xiàn)象）——謎底:風

26：身體細長，兄弟成雙，光愛吃菜，不愛喝湯。(打一日常用具）——謎底:筷子

27：小小饃饃雪白色，松軟可口沒有肉（打一食品）——謎底:饅頭

28：背上還有一個背,腿邊還有四條腿，走路睡覺用不著，看書寫字要它陪。(打一生活用品)——謎底:椅子

29：一座小樓房,有門沒有窗。打開看一看,全是花衣裳(打一家具)——謎底:衣柜

30：要過新年了，有一頭豬和一頭牛，你要殺豬還是牛？——謎底:如果殺豬，牛是這么想的；如果殺牛，豬也是這么想的

31：三只眼紅綠黃,紅眼睜時車輛停,綠眼睜時行車忙(打一交通工具)——謎底:紅綠燈

32：抬頭天空月兒圓,我在月下把步散,我走它也跟著走，我站它也站(打一自然現(xiàn)象)謎底:影子

33：電和閃電最大的區(qū)別是什么？——謎底:一個收費、一個不收費

34：平平臉面沒長口,長長腿腳沒長手,四角站在桌子旁，你不推它它不走(打一日用品):凳子

35：吃進青青草,擠出甜甜水,謝謝牛媽媽,讓我快長大(打一食品)——謎底:牛奶

36：身體像條龍,走路轟隆隆,跨大河穿山洞,走南闖北忙不停(打一交通工具)——謎底:火車

37：大雁為什么要飛到南方過冬？——謎底:因為它走不過去，所以得飛去

38：兄弟幾個人，各進一道門，那個進錯了，看了笑死人。(打一物)——謎底:扣子

39：我有一個好幫手，書本文具幫我拿，每天跟我上學校（打一物）——謎底:書包

40：夜空掛滿小眼睛，明日天氣必定晴（打一自然物）——謎底:星星

41：請龜兔賽跑，請豬來當裁判，請問龜兔誰會贏？——謎底:不能說！說的人是豬…

42：遠看像張弓，立在河當中。上面車馬過，底下輪船游。（打一交通設施）——謎底:橋

43：像鹽也像糖，落水無影蹤。寒冬臘月里，不請自會來（打一自然物）——謎底:雪

44：四四方方一口缸，圓圓肚子把水裝。插上電源左右轉(zhuǎn)，清潔衣服幫你忙。（打一電器）——謎底:洗衣機

45：一屋小娃娃,穿著五彩褂,涂抹人和物,個個是畫家(打一文具)——謎底:蠟筆或者水彩筆

46：鳥兒鳥兒嘴巴長，黑黑的尾巴花衣裳，一天到晚勤工作，好象醫(yī)生治病忙，敲樹干，當當當，要把害蟲吃個光。(打一動物)——謎底:啄木鳥

47：身材細又長，頭上長著毛，每天把它用，做個好寶寶（打一日用品）——謎底:牙刷

48：天天小冰人,抱抱著一根棍,夏日送涼爽,吃了透心涼(打一食品)——謎底:冰棍

49：你知道上課睡覺有什么不好嗎？——謎底:不如床上舒服

50：一根根，兩成雙，三個指頭夾住它（打一生活用品）——謎底:筷子

51：四四方方豆腐塊,每天早起親臉蛋(打一物)——謎底:毛巾

52：一大串，紅通通，遇火點燃啪啪響（打一物品）——謎底:鞭炮

53：一只鳥兒飛得高,順風直上九重霄。雖然想到天外游，一根線兒拽的牢。(打一娛樂用品)——謎底:風箏

54：兩只小小船，陪你在身邊，白天到處走，晚上停床邊(打一日用品)——謎底:鞋

55：左一片，右一片，說起話來聽得見，隔個山頭不見面——謎底:耳朵

56：天邊架起一座橋，五顏六色真奇妙，雨后才會跑出來（打一自然現(xiàn)象）——謎底:彩虹

57：臉圓像蘋果，甜酸營養(yǎng)多，既能做菜吃，又可當水果(打一植物)——謎底:西紅柿

58：一個綠娃娃，肚里水汪汪，若是剖開看，紅汁往外淌（打一水果）——謎底:西瓜

59：小蘭并沒有病，為什么她吃一口吐一口？——謎底:她在吃瓜子

60：閑時睡在白紙碗,用時才知特方便,帶上兩碗去旅游,開水一沖便當飯(打一食品)——謎底:方便面

61：身細頭尖鼻子大，一根線兒拴住它，幫助媽媽縫衣裳，幫助姐姐來繡花?！i底:針

62：馬兒頭上長雙角，不喝油來不吃草。一左一右兩邊蹬，圓圓肚子滿處跑（打一交通工具）——謎底:自行車

小學信息技術評價之我見小學信息技術評價之我見

/小學信息技術評價之我見小學信息技術評價之我見荔堡鎮(zhèn)中心小學趙雙偉關鍵詞：主體內(nèi)容方式定位主要內(nèi)容：信息技術的課程特點決定了其評價方式的