Clean Alternative Energy Sources—Wind energy It is known to us , current fossil fuel produce much air pollution, which harm human’s health, on the other hand, it produce much Carbon dioxide to make the earth become warm, so that produce Greenhouse effect. Although, the nuclear energy is clean and good ,it is used by many countries, when the nuclear leakage ,it cause large danger to human beings, as we see what had happened in Japan. Therefore, we should find new clean energy sources, such as solar or wind energy .Now ,I will introduce the wind energy.

Renewable energy production and demand growth is gaining momentum in many ways across the world. There is a booming demand of wind power today and all wind energy equipment manufacturers are gearing up to meet the demand and take advantage of it. Wind power capacity growth will be reaching 447GW in the next five years and by year 20xx end, Asia will lead the world in installed wind capacity.

Wind energy currently meets a mere 1.5% of global electricity generation. But scientists foresee a lot of potential in this alternative energy source. Asian countries are also trying to embrace clean and green energy. South Korea is going for an ambitious off-shore wind farm

amounting to $8.3 billion.

Yes, as of 20xx, The Empire State Building, one of the world's largest buildings has achieved the distinction of becoming the largest buyer of green renewable wind power. The Empire State Building will be using more than 100 million kWh of wind energy in the coming couple of years approximately. It will be totally - 100% - wind-powered from now on!

 

第二篇：英语作业

作业3 英语观课体会

通过在线听课，执教老师扎实深厚的教学基本功，独到精致的教学设计，从容不迫、大气自然的教学风格，充满浓浓人文关怀的课堂交流氛围；专家们精到、中肯的课后讲座，使我深受启迪和教益。本次观课学习我有三大方面的收获：一、课堂教学的灵活性。二、教师基本功的扎实训练。三、如何对教材进行合理整合。

一、 课堂教学的灵活性

1. 把单词学习融入到句中去巩固学习。在学习单词时不再单独去学习生词，而是把它放入到具体的语境中去学习，如放在句子中去学习，这样不仅让学生知道了单词的意义，而且明白了单词的正确合理运用。

2. 在掌握语音时也可动用孩子们的肢体语言

3. 师生间的传递式提问。老师提问学生A回答问题或进行句型操练时，A回答过后，再由A提问B，依次类推，调节了课堂气氛，有助于学生思维的活跃。

4.教学内容的灵活调整。在课堂教学过程中，教师可针对教学内容对其进行合理整合，调整其顺序，不一定要死搬教学大纲之要求，只要该讲的内容讲了，该强调的强调了即可，也就是说教师敢于向教参说“NO”。

二、 教师基本功的扎实训练

英语教学过程中，由于课堂时间的关系，我们不仅要把内容讲完，还要让学生有直观的理解，因此我们就要学会运用简笔画，几笔下去，学生就知道老师要表达什么意思了，还有在强化句型训练时简笔画也显得事半功倍。

三、 教材的合理、巧妙整合

1.整合的概念。对教材的内容顺序、多少进行再次整理综合，如老师可以安排如何导入新知识，把单词放入到文中或语境中学习。

2.整合课程的原因。 由于地域性的不同，每周教学节数的限制（如在许多小学英语每周就三节课），这就要求教师在教学时必须对有些内容进行合理取舍或综合。2.如何创造性的整合。就要求教师要吃透教材，明了全书的大目标，各课的小目标，备课不仅要备学生，而且要结合自己的以验，给孩子一个整体输入的语境或环节，给学生英语语篇的概念。 我看完这几节课后，我们要做的是学习他们这种采取各种方式把学生培养成素质教育下的真正人材，而不是应试教育下的机器。

作业4 初中英语复习课教案(宾语从句)

一、 教学目标

1. 掌握宾语从句的构成和用法.

2. 正确运用宾语从句:重点掌握注意宾语从句的三类引导词,从句的语序及主从句的时态呼应关系,不能忽视宾语从句的一些特殊情况.

二、 教学重点 目标1和目标2

三、教学难点 目标2

四、教学过程

Step1、Warming-up

T ask: Do you know this teacher?(point to a teacher)

Ss:

T say: I know the teacher.

I know she is a very good teacher.

T ask: Is she a beautiful girl?(point to a girl)

Ss:

T say: I think she is beautiful.

T ask S1: How old are you?

S1: I am...

Then ask Ss: What did she say just now?

Ss: She said that she was...

板书 I know the teacher.

I know she is a very good teacher.

I think she is beautiful.

She said she was..

(叫学生划分这些句子的成分,引导学生明确理解宾从的概念)

Step2、练习、归纳、总结

1、 让学生把第一题A的各组句子合并成一个宾语从句,并观察合并后的每个句子的结构(注意引导词和语序)

2、 Check the answers.

1、 She says that she likes English.

2、 Do you know what her name is?

3、 Can you tell me if/whether he goes fishing every day?

(引导学生归纳三种宾从的构成,注意看连接词和语序)

3、 让学生再做的三组句子,叫学生要特别留意这些句子的时态.

4、 Check the answers.

1. We don’t know what they are doing.

2. The teacher asked me if/whether they had finished their homework.

3. Father told me (that )the earth goes round the sun.

(引导学生归纳主、从句时态的呼应关系)

Step3 中考考点练习

1、 让学生做近两年部分地区中考中出现的有关宾语从句的单项填空题,对宾语从句进一步巩固.

2、 对答案,师生一起分析点评,注意一些特殊的地方.

Step4 完成句子.

1、 让学生完成有关宾从的几道翻译题,对宾语从句进行灵活运用.

2、 对答案,师生一起分析点评.

宾语从句专练

一. 合并句子

A.

1.

2.

3.

B.

1.

2.

3.

二. We don’t know. What are they doing? The teacher asked me. Have they finished their homework? Father told me. The earth goes round the sun. 中考考点练习.(单项填空) She says. “I like English.” Do you know? What is her name? Can you tell me? Does he go fishing every day?

( )1.— --Yes, Mum.

A. what B.that C. why D.if

( A. where he lived B.where he lives

C. where did he live D. where does he live

( ) 3. We haven’t decided if .

A.

B.

C. will we take a field trip we take a field trip we’ll take a field trip

( ) 4.The teacher told us that light much faster than sound.

A. travels B. traveled C. was D. will be

( ) 5.--Do you know he will come or not tomorrow?

-- I think he will come he free.

A. whether, if is B. if , whether, will be

C. whether, whether, is D. if, if , will be

( ) 6.I don’this morning.

A.

B. What the matter is What is wrong

C.

D.

A.

B.

C.

D.

A.

B.

C.

D. What was the matter What wrong was who was I waiting who am I waiting whom I am waiting for whom I was waiting for which room she lived. She lived in which room Which room did she live Which room she lived in

B. has visited C. is going to visit D. would visit ( ( )8. She didn’. ( )9. He told me that he the Disney World the next day. A. will visit

( )10. The teacher asked Lucy A. where does she come from.

B. What did she like best

C. if she could speak Chinese

D. when was she born

三、完成句子。

1、 我们不知道她昨天为什么没有来这里。

2、 We don’3、 你能告诉我他什么时候会离开广州？

4、 莉莉说她想学英语。

4、他问我这是谁的手表？

5、我不知道他是否是一个工人。

I don’