综合教程2 Unit1教案

Unit 1 Ways of Learning

I. Teaching Planning Objectives

Students will be able to: 1. grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text(introductio n of topic by an anecdote elaboration by comparison and contrast-conclusion by a suggestion);

2. Appreciate the difference between comparison and contrast, as well as different ways to compar

e and contrast (point-by-point method or one-side-at-a-time method);

3. Master the key language points and grammatical structures in the text;

4. Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

Warming-up tasks

1. How much do you know about the difference between Chinese learning style and western one?

2. Which one do you back up? Please state your reasons.

While-reading tasks

1. Skimming

1) Ss skim the passage and answer the Content Questions on Page 9;

2) T tells Ss that there are many ways of introducing a topic (see Text Analysis). Ss will decide w hich way is adopted by Howard Gardner.

3) T guides Ss through the directions for Text Organization Exercise 2 and Writing Strategy. Then Ss scan the first sentence of both Para 6 and Para 7, and decide what method of comparison and co ntrast is used here (one-side-at-a-time method). Ss scan from Para 11 to Para 13, then decide what method of comparison and contrast is used here? (point-by-point method)

2. Ss sum up the contrast between Chinese and Western ways to learn to fulfill a task (the Chinese show a child how to do something, or teach by holding his hand; Westerners teach a child to rely o n himself for solutions to problems).

3. Ss sum up the contrast between the Chinese and the Western attitudes toward creativity and

basic skills. (The Chinese give priority to developing skills at an early age, believing that creativity can be promoted over time; Westerners put more emphasis on fostering creativity in you ng children, thinking that skills can be picked up later.)

4. T tells Ss that there are many ways of concluding an essay (see Text Analysis). Ss decide which way is used in this essay.

5. T explains language points and gives Ss practice (see Language Study).

Post-reading tasks

1. Debate: Should we develop children’s creativity first or train them in basic skills first?

1) Ss divide into two groups, one taking the side of creativity first, another taking the side of basic skills first.

2) In each group, Ss further divide into smaller groups of three to four, brainstorming arguments \ examples \ statistics \ quotes \ etc. in support of their viewpoint, as well as those that could be used to refute the other side.

3) Debate begins, with T acting as moderator.

2. T guides Ss through several after-text exercises.

3. T checks on Ss’ home reading (Text B).

4. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)

5. T asks Ss to prepare the next unit: 1) do the pre-reading task; 2）preview Text A.

Ⅱ. Text Analysis

An essay is usually made up of three parts: a beginning where the topic is introduced; the bo dy part where the topic is elaborated on, and a conclusion. Besides stating the topic directly, there are many other ways to introduce a theme. In this text, an anecdote or an incident is used. The

author of Text A, Unit 6, Book 1 (What Animals Really Think) introduces his topic by posing a question: “Do animals all have thoughts, what we call consciousness?” Text B, Unit 3, Book 1

(How to Make Sense out of Science) begins by quoting newspaper headlines: “New Drugs Kill Cancer

Devastation by El Nino — a Warning

6:30 p.m. October 26, 2028: Could This Be the Deadline for the Apocalypse?”

Text B of this unit, Children and Money, begins with an imagined argument between a child a nd his parent over the control of pocket money. Discover other forms of introduction as you read on. However, the more important point is that you should learn to vary your own writing by adopti ng various types of topic introduction.

Without a conclusion, an essay lacks a sense of completeness. A conclusion may be a restate

ment of the main points previously mentioned, a proposed solution, a quotation from some book or person, a prediction of future developments, a suggestion for further study, etc. Text B, Unit 3, Book 1 ends by giving a simile, comparing scientific research to mountain climbing, “a process filled with disappointments and reverses, but somehow we keep moving ahead.” In this text, How ard Gardner makes a suggestion in the form of a question.

Ⅲ. Cultural Notes

1. Education in the West: There is no common agreement in the West concerning the best method of education. A variety of views can be found among parents, teachers and students. Indeed, it might be argued that it is this very existence of contending points of view that is charact eristic of Western education. This can be seen as far back as in the work of the ancient Greek philosopher Socrates, who encouraged his students to question everything, even their most fundamental beliefs. Yet even then there was no general agreement that this was the best way to te ach. Socrates, after all, was condemned to death by his fellow citizens for corrupting the morals of the young by his way of teaching. Many later periods of Western history were no more tolerant of encouraging students to challenge traditional beliefs: Darwin’s theory of evolution, for example, was for a time banned from schools in some American states on the grounds of religious belief. Much of the current debate over education surrounds the extent to which learning should be teacher-based or student-based. Which of the two should decide what should be learned, how it should be learned, and when it should be learned? Comparing Western and Asian methods of learn ing it is generally true that Western methods are more student-centred, expecting students to discover things for themselves rather than relying on their teachers to tell them. An extreme version of the student-centred approach can be seen at Summerhill, a school in England e established by the educationalist A.S. Neill. There children have complete freedom to decide what they are going to learn and which lessons they will attend. If they wish they need not attend any at all. Mainstream education in England is far more strict, demanding that children attend lessons an d follow a national curriculum. This curriculum and the importance of achieving good exam results tend to reinforce a more teacher-centred approach, as both teachers and students find the pressure of time leaves less opportunity for an exploratory approach to learning. The extent to which learning is teacher-centred or student-centred also depends on differences between subjects. In recent years, for example, there has been a trend in the teaching of mathematics in school class

rooms in England away from having pupils work on their own or in small groups back towards a more traditional approach, with the teacher guiding the entire class step-by-step through a lesson . This followed research that suggested that, as far as maths was concerned, a more teacher-centre

d method was mor

e effective.

2. Standing on the shoulders of giants: a well-known phrase, frequently employed by inventors to express modesty about their achievements. The suggestion is that while they have been able to see further than those who came before them, it is not because they themselves are intellectual giants. Rather it is because they have been able to build upon the accumulated discoveries of their great predecessors.

Ⅳ. Language Study

1. attach: fasten or join (one thing to another) (used in the pattern: attach sth. to sth.) Examples: Attached to this letter you will find a copy of the document you asked for.

2. ... to position the key just so: to position the key carefully to fit into the narrow key slot

3. not in the least: not at all

Examples: I am not in the least touched by the Marilyn Monroe kind of beauty.

Ann didn’t seem in the least concerned about her study.

4. find one’s way: reach a destination naturally; arrive at

Examples: Shanghai is not an easy city to find your way around. Drunk as he was, Peter still foun

d his way home.

5. phenomenon: (pi. phenomena) sth. that happens or exists and that can be seen or experienced Examples: Hurricanes are a relatively common phenomenon in the Caribbean.

Stress-related illness is a common phenomenon in big cities.

Thunder and lightening are natural phenomena.

6. initial: of or at the beginning, first (adj., used only before n.)

Examples: If a car suddenly pulls out in front of you, your initial reaction may include fear and anger.

Their initial burst of enthusiasm died down when they realized how much work the job involved.

7. assist: help (used in the pattern: assist sb. to do sth., assist sb. with sth.)

Examples: The professor was assisting his students to prepare their project. The college student d ecided to assist the boy with his study.

8. insert: put, fit, place (in, into, between)

Examples: Wait for a couple of minutes with your mouth closed before inserting the thermometer. The doctor carefully inserted the needle into my left arm.

9. somewhat: to some degree, a little

Examples: It is reported that conditions in the village have improved somewhat since November. --- “Are you concerned about your exam results?”

--- “Somewhat.”

10. await: (finl) wait for Await is a fairly common word in formal writing, but you do not usually use it in conversation. Instead you use “wait for.”

Examples: We must await the results of field studies yet to come.

After I sent the letter asking for a job, I had nothing to do but await the answer.

11. on occasion: now and then

Examples: I was usually the only foreign participant, although on occasion I brought other Ameri cans in as guests.

Steve spent almost all his time doing his research, but, on occasion, he would take his son to see a film.

12. neglect: give too little attention or care to

Examples: He gave too much attention to his career, working long hours and neglecting his wife. Their investment turned out to be a failure and the manager was accused of neglecting his duties. Cf.: ignore: pay no attention to sb./sth. on purpose, or as if sth. has not happened

Example: I said “Good morning” to her, but she just ignored me and walked on.

13. relevant: directly connected with the subject (followed by to , opposite irrelevant) Examples: Only a few people feel the debate about the cloning of human beings is relevant to their daily lives.

While writing my term paper I was able to borrow all the relevant books from the school library.

14. investigate: try to find out information about (used in the pattern: investigate sth., investigate + wh clause)

Examples: Police are still investigating how the car accident happened.

We can assure you that your complaint will be fully and properly investigated.

15. exception: sb./ sth. that a comment or statement does not apply to

Examples: Normally, parents aren’t allowed to sit in on the classes, but in your case we can make an exception.

We feel that all the students in this class, with one or two exceptions support the educational refor ms.

Without exception all our youngsters wanted to leave school and start work.

When you are mentioning an exception, you often use the expression “with the exception of”. Example: We all went to see the film, with the exception of Otto, who complained of feeling unw ell.

16. on one’s own: 1) without anyone’s help

Examples: You needn’t give me any help. I am able to manage on my own.

There are jobs your child can do on her own.

2) alone

Examples: The child was left on her own for hours as her mom had to deal with the emergency. I’d rather not go to dance on my own. I do wish you’d come with me.

17. accomplish: manage to do (sth.)

Examples: Unless you practice you’ll accomplish nothing.

Considering their capacity, the possibility of accomplishing the task is not high.

If I work hard, I think I can accomplish my goal of getting 6 A’s at the end of the semester.

18. in due course: at the proper time; eventually

Examples: Your book will be published in due course.

Be patient. You’ll get your promotion in due course.

19. critical: 1) very important

Examples: Environmentalists say a critical factor in the city’s pollution is its population.

How well you accomplish this task will be critical to the success of your career.

2)very serious or dangerous

Examples: In yesterday’s car accident, ten people were killed and five people are still in a critical condition.

As the situation in Afghanistan became critical, the UN Secretary-General appointed a special repr esentative to tackle it.

20. principal: (rather finl) main, chief

Examples: The couple’s principal concern is to earn enough money to send their children to school .Her principal interest in life was to be a world-renowned pianist.

n. The principal of a school or college is the person in charge of it.

Example: Complaints from the students began arriving at the principal’s office.

Cf.: principle (see Confusable Words)

21. make up for: repay with sth. good, compensate for

Examples: I didn’t travel much when I was younger, but I’m certainly making up for lost time now Her husband bought her a present to make up for quarreling with her the day before.

22. in retrospect: on evaluating the past; upon reflection

Examples: The young man knew in retrospect that he should have married his first love Emily. In retrospect, I wish that I had chosen biology as my major.

23. extreme: very great

Example: The girls were afraid of snakes and walked along the mountain trail with extreme caution. n. the furthest possible limit, an extreme degree

Example: I know I always say that you eat too much, but there is no need to go to the other extreme. (phrase: go to extremes: do sth. so much, state sth. so strongly, that people consider your actions unacceptable and unreasonable

Examples: John went to such extremes to get his promotion that everyone at the office hates him now.

The film is not very good, but some critics have gone to extremes, saying it is the worst of the decade. )

24. performance: 1) the standard achieved by a person or group of people in carrying out a partic ular job or activity

Examples: The athlete was awarded $10,000 for his good performance in the Olympics.

After several bad performances, the soccer team found their form again.

2) sth. performed in front of an audience, e.g. a play, a dance or other entertainment Examples: Stevie Wonder fought back from the shadow of death and went on to give more perfor mances.

His performance in the new production of Hamlet received much praise.

25. so much so that: to such an extent

Examples: Americans treat their children as separate individuals, so much so that someone who remains dependent on their parents longer than the norm may be thought to be “immature.”Some parents spoil their children, so much so that they never ask them to do any housework. 26. continual: happening again and again, repeated

Examples: The construction of the airport continued despite continual complaints from local residents.

The dog’s continual barking disturbed the whole neighborhood.

Cf.: continuou s (see Confusable Words)

27. apply: 1) be relevant (to sb./sth.); have an effect (used in the pattern apply to sb/sth.)

Examples: The new pension arrangements won’t apply to people born before 1960.

The advice given by the professor only applies to some of the college students.

2) write a letter or fill in a form in order to ask formally for sth. (used in the pattern: apply for sth., apply to do sth.)

Examples: How many jobs had you applied for before you were offered this one?

We went to the sports club so often that we decided that we might as well apply to join.

28. work on / at: try hard to achieve or improve (sth.)

Examples: Sophia needs to work at/on her typing speed.

John came back ahead of time to continue working on his thesis.

29. priority: 1) sth. that one must do before anything else

Examples: Being a qualified teacher is her first priority.

Earning enough money to maintain his family is a high priority.

2)sth. that holds a high place among competing claims

Examples: The school will give priority to English and computer studies.

The proposals deserve support as they give priority to the needs of children.

30. evolve: (cause to) develop gradually (followed by into / from)

Examples: The story evolves into a violent tragedy.

Popular music evolved from folk songs.

As knowledge of genetic engineering evolves, beliefs change.

If you want to be a poet, you must evolve your own style of writing.

31. summarize: make a short account of the main points of (sth.)

Examples: Basically, the article can be summarized in three sentences.

The workers’ demands can be summarized as follows: shorter hours and more pay.

32. contrast: compare (two people or things) so that differences are made clear (used in the patter n: contrast A and/with B)

Examples: Carrie contrasted the situation then with the present crisis.

Students were asked to contrast Ernest Hemingway with Mark Twain. n. action of contrasting Examples: I was always reading when I was a kid, but my daughter, in contrast, just watches TV all day. In contrast to the hot days, the nights are bitterly cold.

33. on the one hand ... on the other hand: to introduce two contrasting circumstances Examples: On the one hand, we have good reason to feel pleased with our progress. On the other hand, we mustn’t get complacent.

34. promote: help to grow or develop

Examples: You don’t have to sacrifice environmental protection to promote economic growth. Regular exercise will help promote physical and mental health.

35. emerge: come out (followed by from)

Examples: The postman emerged from his van soaked to the skin.

The magician emerged from behind the curtain.

n. emergence (Tell the difference between emergence and emergency to Ss)

36. pick up: gain, learn

Examples: He picked up quite a lot of English during his one-year stay in America.

I had picked up a bit of data-processing from my son.

37. enormous: extremely large (same as huge, immense)

Examples: Catherine inherited an enormous fortune from her parents.

The New Year’s concert was an enormous success.

38. exaggerate: make (sth.) seem larger, better, etc. than it really is

Examples: In her resume, she has clearly exaggerated her talents a little.

--- “I am bleeding to death!”--- “Don’t exaggerate —it’s only a little cut.”

Peter says he’s seen “Titanic” at least 20 times but I think he’s exaggerating.

39. assuming (that): You use assuming that when you are considering a possible situation or

event, so that you can think about the consequences.

Examples: Assuming that we all work at the same rate, we should be finished by January. Assuming that this painting really is a Van Gogh, how much do you think it’s worth?

40. valid: based on truth or sound reasoning

Examples: They put forward many valid reasons for not building the skyscraper.

It is valid to consider memory the oldest mental skill.

Scientific theories must be backed up with valid evidence.

41. worthwhile: worth doing, worth the trouble taken

Examples: It might be worthwhile to consider buying an insurance policy.

A trip to the museum is always worthwhile.

Teaching is considered a worthwhile job.

Cf.: worth

42. superior: better than average or than others of the same type (followed by to) Examples: Long-term stock market investments have produced superior returns compared with cash deposits.

The woman was greatly superior to her husband in education.

This wine is far superior to the one we had last week.

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Unit 1 (1) Never Say Goodbye Text Analysis (1) I. Warming-up (20’) 1. Students’ presentation 2. Listen to the song:Never Say Goodbye Filling the blanks while you are listening Never Say Goodbye (Hayley Westenra ) If I could take this moment (forever) Turn the pages of my (mind) To another (place) and time We would never say goodbye If I could find the (words) I would speak them Then I wouldn't be tongue-tied When I (looked) (into) your eyes We would never say goodbye If I could stop the (moon) ever rising Day would not become the (night) Wouldn't feel this (cold) inside And we'd never say goodbye I wish that our (dreams) were frozen Then our (hearts) would not be broken When we let each other go ... If I could steal this moment forever (Paint) a picture-perfect smile So our story stayed (alive) We would never say goodbye II. Background information (10’) ?Never say goodbye because saying goodbye means going away, and going

【免费下载】实用综合教程教案Unit2

课时教案 授课章节及题目Unit 2 Our Living Environment 授课时间第3周课次6学时12 教学目标与要求1. Enlarge the students’ vocabulary relating to living environment 2. Improve students’ speaking ability through class discussion 3. Make students know the importance of environmental protection 教学重点与难点1. The usage of words and expressions 2. Grammar: The adverbial clause of time 3. Writing: writing a note of apology 4. Listening: pay attention to the listening skills and contents. 教学用具教科书，讲义，教案，PPT，黑板，粉笔 教学过程 环节、时间授课内容教学方法 Lead-in (20 min)Warm-up Discussion： 1. What suggestions do you have for environmental protection? Hint: The environment can be protected if (1) people understand the importance of environmental protection (2) everyone makes his or her own surroundings clean (3) we create a beautiful environment for people to protect. 2. Do you know any pollution nowadays? What are the reasons? (1) Noise pollution (2) Air pollution (3) Light pollution (4) Water pollution 3. What can college students do to contribute to a beautiful and comfortable living environment? Discussion 、 管 路 敷 设 技 术 通 过 管 线 敷 设 技 术 ， 不 仅 可 以 解 决 吊 顶 层 配 置 不 规 范 问 题 ， 而 且 可 保 障 各 类 管 路 习 题 到 位 。 在 管 路 敷 设 过 程 中 ， 要 加 强 看 护 关 于 管 路 高 中 资 料 试 卷 连 接 管 口 处 理 高 中 资 料 试 卷 弯 扁 度 固 定 盒 位 置 保 护 层 防 腐 跨 接 地 线 弯 曲 半 径 标 高 等 ， 要 求 技 术 交 底 。 管 线 敷 设 技 术 中 包 含 线 槽 、 管 架 等 多 项 方 式 ， 为 解 决 高 中 语 文 电 气 课 件 中 管 壁 薄 、 接 口 不 严 等 问 题 ， 合 理 利 用 管 线 敷 设 技 术 。 线 缆 敷 设 原 则 ： 在 分 线 盒 处 ， 当 不 同 电 压 回 路 交 叉 时 ， 应 采 用 金 属 隔 板 进 行 隔 开 处 理 ； 同 一 线 槽 内 ， 强 电 回 路 须 同 时 切 断 习 题 电 源 ， 线 缆 敷 设 完 毕 ， 要 进 行 检 查 和 检 测 处 理 。 、 电 气 课 件 中 调 试 对 全 部 高 中 资 料 试 卷 电 气 设 备 ， 在 安 装 过 程 中 以 及 安 装 结 束 后 进 行 高 中 资 料 试 卷 调 整 试 验 ； 通 电 检 查 所 有 设 备 高 中 资 料 试 卷 相 互 作 用 与 相 互 关 系 ， 根 据 生 产 工 艺 高 中 资 料 试 卷 要 求 ， 对 电 气 设 备 进 行 空 载 与 带 负 荷 下 高 中 资 料 试 卷 调 控 试 验 ； 对 设 备 进 行 调 整 使 其 在 正 常 工 况 下 与 过 度 工 作 下 都 可 以 正 常 工 作 ； 对 于 继 电 保 护 进 行 整 核 对 定 值 ， 审 核 与 校 对 图 纸 ， 编 写 复 杂 设 备 与 装 置 高 中 资 料 试 卷 调 试 方 案 ， 编 写 重 要 设 备 高 中 资 料 试 卷 试 验 方 案 以 及 系 统 启 动 方 案 ； 对 整 套 启 动 过 程 中 高 中 资 料 试 卷 电 气 设 备 进 行 调 试 工 作 并 且 进 行 过 关 运 行 高 中 资 料 试 卷 技 术 指 导 。 对 于 调 试 过 程 中 高 中 资 料 试 卷 技 术 问 题 ， 作 为 调 试 人 员 ， 需 要 在 事 前 掌 握 图 纸 资 料 、 设 备 制 造 厂 家 出 具 高 中 资 料 试 卷 试 验 报 告 与 相 关 技 术 资 料 ， 并 且 了 解 现 场 设 备 高 中 资 料 试 卷 布 置 情 况 与 有 关 高 中 资 料 试 卷 电 气 系 统 接 线 等 情 况 ， 然 后 根 据 规 范 与 规 程 规 定 ， 制 定 设 备 调 试 高 中 资 料 试 卷 方 案 。 、 电 气 设 备 调 试 高 中 资 料 试 卷 技 术 电 力 保 护 装 置 调 试 技 术 ， 电 力 保 护 高 中 资 料 试 卷 配 置 技 术 是 指 机 组 在 进 行 继 电 保 护 高 中 资 料 试 卷 总 体 配 置 时 ， 需 要 在 最 大 限 度 内 来 确 保 机 组 高 中 资 料 试 卷 安 全 ， 并 且 尽 可 能 地 缩 小 故 障 高 中 资 料 试 卷 破 坏 范 围 ， 或 者 对 某 些 异 常 高 中 资 料 试 卷 工 况 进 行 自 动 处 理 ， 尤 其 要 避 免 错 误 高 中 资 料 试 卷 保 护 装 置 动 作 ， 并 且 拒 绝 动 作 ， 来 避 免 不 必 要 高 中 资 料 试 卷 突 然 停 机 。 因 此 ， 电 力 高 中 资 料 试 卷 保 护 装 置 调 试 技 术 ， 要 求 电 力 保 护 装 置 做 到 准 确 灵 活 。 对 于 差 动 保 护 装 置 高 中 资 料 试 卷 调 试 技 术 是 指 发 电 机 一 变 压 器 组 在 发 生 内 部 故 障 时 ， 需 要 进 行 外 部 电 源 高 中 资 料 试 卷 切 除 从 而 采 用 高 中 资 料 试 卷 主 要 保 护 装 置 。

2016级综合教程2第一单元教案

New Target College English: Integrated Course Book II Unit One Understanding Chinese Culture and Tradition(Part I) I. Lead-in Class Class Hours: 2hours II. Teaching Aims and Requirements: 1. Get students to understand Confucianism and its popularity throughout the world; 2. Get Ss to learn words and expressions concerning Confucian ethics characterized by Humanity (仁), Righteousness (义), Propriety (礼) , Wisdom (智), Integrity(信). 3. Get students to know some background information 4. Get Ss to learn the new words of Text A 5. Get students to grasp reading skill: understanding a complicated concept III. Presenting Procedures 1. Oral practice: Confucianism(25 minutes) a) Introductory remarks: Confucianism, Buddhism and Taoism, the three most influential Chinese schools of thought, have a huge gathering of followers home and abroad. They are as secular as they are spiritual. Many of the virtues they advocate, say, self-discipline, restraint, social and familial harmony, equality, and gratitude for life in general, have universal applicability. Translated into our own life, the the wisdom of these schools of thought will definitely serve us for the better in ways we have never foreseen. b) Presentation Now let’s launch a free presentation concerning Confucian ethics characterized by Humanity (仁), Righteousness (义), Propriety (礼) , Wisdom (智), Integrity(信). : (Ask students to talk in groups) After discussion, Ask three or four students to give their presentation on the topics: Ask students to list stories about Humanity; Ask students to list stories about Righteousness (义); Ask students to list stories about Propriety (礼); Ask students to list stories about Wisdom (智); Ask students to list stories about Integrity(信); Tips: Confucianists advocate: To know Ming (知天命): to acknowledge the inevitability of the world as it exists, and so to disregard one's external success or failure. The doctrine of the mean (中庸): all things connected with man should strike the proper, and should not go beyond or fall short of it. Rectification of Names (正名): things in actual fact should be made to accord with the implication attached to them by names. 2. Listening practice(15 minutes) Now let’s listen to a passage to get more information about Confucianism, while listening, fill in the blanks with what you have just heard.

中班综合课教案

中班综合活动《甜甜的棒棒糖》 一、活动目标： 1、理解故事内容，学习故事中的主要对话。 2、大胆想象，能较完整的表达自己的想法。 3、愿意和好朋友分享自己的好东西，分享快乐。 二、活动准备：图片、一次性塑料杯，PPT展示图 三、活动过程： 一、出示棒棒糖，引入活动 1、这是什么？你们吃过吗？它是什么味道的呢？ 2、这根棒棒糖是小熊的。它和小熊有一个好听的故事呢，大家想不想听？ 1、小熊也有一根棒棒糖，小熊的棒棒糖还发生了一个故事呢！ 2、幼儿边听故事边欣赏图书。 问：（1）小熊碰到朋友时为什么藏起了棒棒糖？（不想拿出来和朋友一起分享） （2）小熊先遇到了谁？(出示小鱼图片)碰到小鱼后，小熊马上把棒棒糖放在哪里了？（背后）小鱼对小熊说了什么？小熊是怎么说的？ （3）小鱼游走了，谁又来了？请小朋友们想一想谁又来了？ （4）小螃蟹游走了，谁又来了？这回，小乌龟对小熊说了什么？小熊又是怎么说的？ 教师：水里的朋友都游走了，小熊拿出棒棒糖吃，周围一个朋友都没有，小熊怎么样了？为什么？ 3、小熊知道自己错了，可是，怎样能让河里的朋友尝尝棒棒糖的甜味呢？谁来帮帮小熊。 三、实验：把棒棒糖放到水里问： （1）棒棒糖放到水里会怎样呢？让我们一起来看一看。 （2）用什么办法可以让棒棒糖溶化得快一点呢？ 师：小朋友们想的办法真好，小熊把棒棒糖放到小河里，小鱼、乌龟、螃蟹都游来啦。它们都吃到甜甜的棒棒糖啦！小熊高兴，棒棒糖也很开心。 四、教师小结问：如果棒棒糖继续放在水里，水会变得越来越怎么样呢？棒棒糖会变得越来越怎么样呢？那我们就把它放在杯子里等中午的时候，再来看看尝尝，棒棒糖是不是越来越小了，水是不是更甜了。