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schoolbag卡通圖片

發布時間: 2022-05-17 02:49:55

A. 求下面連詞成句答案(並且帶漢語)[圖片]

1. The book is in the school bag.
書在書包裡面。
2.June is the sixth month of the year.
六月是一年的第六個月。
3.What is your address?
你的地址是什麼?
4. My friend likes to write stories.
我的朋友喜歡寫故事。
5.Blue is our favorite color.
藍色是我們最喜愛的顏色。

B. 書包里有什麼用英語怎麼寫

What's in your schoolbag?

重點詞彙:schoolbag

英[ˈskuːlˌbæg]美[ˈskulˌbæɡ]

n.書包。

[例句]She delved into herschoolbagand brought out apen.

她在自己的書包里翻找著,拿出一支鋼筆。

[其他]復數:schoolbags。

發展趨勢

隨著人們生活和消費水平的不斷提高,各種各樣的箱包已經成為人們身邊不可或缺的飾品。人們要求箱包產品不僅在實用性上有所加強,裝飾性也要有所拓展。

根據消費者品位的改變,箱包的材質更加多樣化。真皮、PU、滌綸、帆布、棉麻等質地箱包引領時尚潮流。

同時,在越來越標榜個性的時代,簡約、復古、卡通等各類風格也從不同側面迎合時尚人士張揚個性的需求。箱包的款式也由傳統的商務包、書包、旅行包向筆袋、零錢包、小香包等拓展。價錢也不斷升高,材料也越來越新奇!

C. there+is+a+picture+of+a+cat+on+my+schoolbag的中文意思

翻譯: 我的書包上有一張貓的圖片。
這句話是一個典型的there be句型,表示某地存在某物。There be句型一般遵守就近原則,也就是說be動詞和誰接近,就和誰保持單復數一致。請看例句:
There is a cat and two dogs in my house. 等於: There are two dogs and a cat in my house.我家有一隻貓,兩只狗。
There is some milk in the bottle. 杯子里有一些牛奶。

D. 翻譯片語

忙碌的一天______a busy day
待在床上______stay in bed
三點過了三分_____three past three
談論愛好_____talk about hobbies
感覺好些_____feel better
看醫生______see a doctor / go to the doctor's
多休息_____take more rests
12:30_____ half past twelve / twelve thirty

他的黑發____________his black hair
兩只大眼睛__________two big eyes
照看他們________look after them / take care of them
在9點鍾______at 9 o'clock
在五班_______in Class Five
左右轉動______roll / turn from side to side
九點半_______half past nine / nine thirty
在我的床上________on my bed
在湯姆的書包里_______in Tom's schoolbag
在我的圖片中________in my picture

E. 學生書包變得越來越重用英語寫一篇作文

In front of us unfolds a picture in which students carry their heavy bag to go to school.As it's reported that the average weight of our countrys' primary school students' schoolbag is 3.5 kilograms,junior school's students『schoolbag 5.5kilograms.The situation of the overweight of schoolbag is just so commen that people seldomly realize it's a phenomenon improper.
Several reasons should account for this .Firstly,the students bear too much pressure from their school work.Secondly ,the competition between the peers is very fierce.What's more,their teachers and parents often lay too much hopes and wishes on the students.
As we all know ,more books doesn't necessarily means more grades.What matters most is to master the essence of how to put what you learn into practice.Only when the public come to realize this point can stufents' schoolbag become lighter.
在我們面前展現一個圖片,學生背負沉重的書包上學。據報道,平均體重的國小學生書包3.5公斤,初中的學生書包重5.5公斤,這個情況的書包是超重而平凡的人們很少意識到這是一個現象不當。應考慮到這幾個原因。首先,學生承受太多的壓力,從他們的學校工作。其次,同行之間的競爭非常激烈。更重要的是,他們的老師和家長往往把太多的希望和願望的學生。我們都知道,更多的書並不一定意味著更多的成績。最重要的是掌握精華如何將你所學付諸實踐。只有當公眾開始意識到這一點可以少數學生的書包變輕。 也許有錯誤,自己再檢查一下吧

F. 小班英語教案in the street

中班英文卡通故事「Dont play in the street
一、活動內容:
word:pencil pencil--case sci or book school
tory: Don"t play in the street!
二、活動目標:
1、通過觀看形象的卡通故事錄像帶,培養幼兒學習英語的興趣。
2、觀看錄像和聽教師廛故事時能夠理解故事的內容。
3、通過故事內容,對孩子進行適當的安全教育。
三、活動准備:
圖片卡、手偶MAX 、 故事錄像帶、故事錄音帶、故事圖片卡、書包、。
四、活動過程:
一) 復習字匯:
活動一開始,播放歌曲「School is fun ,教師背著書包走進教室,相互問好,和幼兒一同表演唱歌曲。
歌曲結束,教師問:Oh , what"s in my schoolbag ?讓幼兒上來抽卡單詞卡片。最後抽出手偶MAX,讓幼兒和MAX問好。然後師問:OH,MAX。How are you today?
MAX:MMM.......,I"m not well.
師問:WHY?
Do you want to know?(YES)
OK, Now let"s watch a story.
二、故事「Don"t play in the street.
1、播放兩遍錄像。
2、利用圖片卡講故事。邊講邊將故事卡逐一貼到黑板上,不時停頓一下,用手勢和動作鼓勵幼兒一起講故事。
如:師:It"s morning . Time to go to .......
生:......school.
3、將故事卡分別發給幼兒,然後再講一遍故事,幼兒根據故事的內容將自己手中的故事卡貼到黑板上。
4、游戲:讓幼兒閉上眼睛,將故事卡其中兩張或三張調換位置,問:What"s wrong?請幼兒將故事卡放回原來的位置上。
5、復述故事:播放故事錄像帶(沒有聲音),邊看邊鼓勵幼兒自由復述故事。教師可以和幼兒一起練習故事中的對話。
6、師說:Linda and Be y tell MAx " Don"t play in the street 「, 那小朋友們能不能在馬路上玩耍呀?(不能)
Ok, do you remember the song "Don"t play in the street ?Let"s sing the song ,ok?
三、播放歌曲:「Don"t play in the street 。結束。
師問:Are you ha y today?
生: Yes, I"m ha y.
OK, So much for today , bye bye .<p p="">
</p>

G. 請問:目前小學生書包平均有多重較重的達到.多少中學生書包又有多重有大數據統計嗎謝謝!

In front of us unfolds a picture in which students carry their heavy bag to go to school.As it's reported that the average weight of our countrys' priry school students' schoolbag is 3.5 kilograms,junior school's students『schoolbag 5.5kilograms.The situation of the overweight of schoolbag is just so commen that people seldomly realize it's a phenomenon improper.
Several reasons should account for this .Firstly,the students bear too much pressure from their school work.Secondly ,the competition between the peers is very fierce.What's more,their teachers and parents often lay too much hopes and wishes on the students.
As we all know ,more books doesn't necessarily means more grades.What tters most is to ster the essence of how to put what you learn into practice.Only when the public come to realize this point can stufents' schoolbag become lighter.
在我們面前展現一個圖片,學生背負沉重的書包上學。據報道,平均體重的國小學生書包3.5公斤,初中的學生書包重5.5公斤,這個情況的書包是超重而平凡的人們很少意識到這是一個現象不當。應考慮到這幾個原因。首先,學生承受太多的壓力,從他們的學校工作。其次,同行之間的競爭非常激烈。更重要的是,他們的老師和家長往往把太多的希望和願望的學生。我們都知道,更多的書並不一定意味著更多的成績。最重要的是掌握精華如何將你所學付諸實踐。只有當公眾開始意識到這一點可以少數學生的書包變輕。 也許有錯誤,自己再檢查一下吧

H. 書包怎麼讀

  • 中文名稱

    書包

  • 外文名稱

    school bag

  • 拼音

    shū bāo

  • 類型

    背包、雙肩、單肩、電子、拉桿等

書包,是指用布、皮革等製成的袋子。學生用來攜帶課本、文具用品。根據消費者品位的改變,箱包的材質更加多樣化。真皮、PU、滌綸、帆布、棉麻等質地箱包引領時尚潮流。同時,在越來越標榜個性的時代,簡約、復古、卡通等各類風格也從不同側面迎合時尚人士張揚個性的需求

I. 什麼an eraser and some pens in the schoolbag

填: put放。
在書包里放一塊橡皮和一些鋼筆。
勤學好問,天天進步!

J. 小學there was教學設計

教學目標:1、能聽懂、會說、會讀和會拼寫單詞was, moment, ago, were, a mobile phone, glasses
2、能聽懂、會說和會讀單詞 a CD Walkman, roll, film, earphone, a diary
3、能聽懂、會說、會讀和會寫句型Where's my /your...?It's on / in /near /behind / under...It isn't there now .It was there a moment ago.
Where are my/your...? They're on /in /near /behind /under...They aren't there now. They were there just now.
三、重點、難點:1、能聽懂、會說、會讀和會拼寫單詞was, moment, ago, were,a mobile phone, glasses
2、能聽懂、會說、會讀和會寫句型Where's my /your...?It's on / in /near /behind / under...It isn't there now. It was there a moment ago.
Where are my/your...? They're on /in /near /behind /under...
They aren't there now. They were there just now.
3、初步了解過去時的一般用法和構成
四、教學准備:多媒體、圖片、磁帶、錄音機
五、教學過程:
<一>Warming up
1 Sing a song 「where』s my diary?」 (先將歌曲放兩遍,讓學生感受其旋律,然後試唱。難的部分教師可以帶唱幾遍。)
(設計意圖:選擇與本課程相符的歌曲,營造輕松氛圍,自然地將學生帶入學習內容中,為本課教學作知識准備。)
2 Free Talk
What day is it today?
What's the date today?
(設計意圖:師生自由交流,在復習鞏固知識的基礎上自然導入新課,又拉近師生間的距離。每節課的口語交際十分重要,在農村英語的交流及少,我們只有抓住短暫的幾分鍾,讓學生大膽交流。)
<二>Presentation
Step1 Revision出示多媒體
(1) 由What day is it today?
(2) 復習介詞 on /in /near /behind /under...多媒體演示
(設計意圖:形象的圖片及可愛的卡通讓學生有從感性到理性的認識,緊張中帶著輕松。)
(3) look and say
Where is the...?
It』s on /in /near /behind /under...
(設計意圖:多媒體展現,復習介詞,讓學生從視覺上理解、掌握用法,使課堂更加生動形象,避免了抽象的單一的操練。通過對方位的對話操練,既鞏固舊知識,又為下面的新時態的引入做准備。因為學生層次差異太大,所以這部分的復習非常有必要,另外對有能力的學生可適當加入in front of, at back of等拓展詞彙。)
Step2 Learn the words
(1)出示多媒體(Part B 圖片)
T: There are some things in Su Hai and Su Yang』s sitting-room. What's in their sitting room?
Let students say some things然後屏幕上出現a diary
T: Look, What's this in English?
Teach the new word:a diary(復習名詞的復數形式「family」「baby」等將y改為i再加es.
T: Look, What's that in English? 屏幕上出現a telephone a mobile phone試比較兩個單詞的異同
Teach the new word:a mobile phone
同理教授CD Walkman,(與 Walkman比較)
a roll of film,( 說明film的意思還可以是電影 watch a film看電影)
a pair of glasses,(先可復習與a pair of有關的片語,讓學生組詞a pair of shoes/trousers)
earphones (找出這個單詞中已經學過的部分,便於學生記憶,也初步了解英語合成詞)(設計意圖:新舊單詞的比較以舊帶新體現循序漸進的教學規則,從視覺上感知名詞的單復數形式。由於六年級的學生有一定的基礎,很多單詞以前有接觸,加上課前的預習,所以新授單詞這個環節很快過。)
(4) Guess:Where is /are the …?
(設計意圖:通過課件猜「在哪裡?」用以學的新單詞詢問,鞏固句型的基礎上,開始引入新課。課前可通知有條件的學生將 「CD Walkman,earphones」等物品帶來,開展小組操練。)
Step3 Ask and answer
(1)T:Where is your mobile phone?
Ss: It's in the schoolbag.
T: Yes, it's in the schoolbag now.
教師操作,使 mobile phone 消失
T: Is it there now?
Ss: No, it isn't.
T: Yes, it isn't there now.
It was there a moment ago.
Teach: was a moment ago,
(理解說明was是is, am 的過去式,用於過去時態的句子里。當句子表示的事情發生在過去,該句就應用一般過去時。a moment ago 的意思為一會以前,指過去,所以應用一般過去時,動詞用過去式。)
(2) Practice these sentences
T: Where's your film?
S1: It's in the desk.
T: It isn't there now.(教師操作,使film消失)
S1:It was there a moment ago.
Let Ss practice like this.
--Where's my /your...?
--It's on / in /near /behind / under...
--It isn't there now.
--It was there a moment ago.
And work in pairs也可用身邊的物品對話詢問
(3)T:I want to listen to the song 「where』s my diary?」 again, but I can』t find my earphones. Where are my earphones?
S: They are under the table.
操作多媒體,讓earphones 消失
T: Are they under the table now?
S: No, they aren't.
T: Yes, they aren't there now.
They were there just now.
(說明were是are的過去式,用於過去時態的句子里。當句子表示的事情發生在過去,該句就應用一般過去時。理解just now的意思為剛才,指過去,所以應用一般過去時,動詞用過去式。)
(4)Practice these sentences
T: Where are the films?
S: They are on the diary.
多媒體操作讓films消失
T: They aren』t there now.
S: They were there just now.
Let Ss practice like this.可用身邊的物品對話詢問
--Where are my/your...?
--They're on /in /near /behind /under...
--They aren't there now.
--They were there just now.
(設計意圖:多媒體的使用讓學生形象的接受過去式,從時空上深入理解。動態的變化使課堂不再是單一的灌輸,讓學生從各個感覺器官學習、體會。所以這課在設計時我傾向用多媒體,不但教師容易講授,學生容易掌握,而且課堂活躍,生動形象。)
<三>Practice
step1 Read and spell the words in Part B
Step2 Do part C
教師示範例圖,然後讓學生討論其它圖。最後讓學生選擇圖表演對話。
(設計意圖:在英語教學中要將聽、說、讀、寫的訓練有機結合,使他們相互聯系,相互促進,操練這一環節很重要,尤其農村的學生要鼓勵他們多讀、多說、多表演。)
step3 小結一下過去式:一般過去時表示過去某個時間發生的動作或存在的狀態,常和表示過去的時間狀語連用,如a moment ago, just now, yesterday,
last week, three months ago等。動詞be的過去式為was和were。第一人稱單數和第三人稱單數用was,其餘用were.
(設計意圖:一節課的小結讓本課的重難點一目瞭然,讓學生從感性上升到理性認識,理解、掌握一般過去時態的用法。)
Step4 用be動詞的適當形式填空
1、All the students ________watching a running race.
2、It _________ (be) here now.
3、They ________(be) there just now.
4、Where_________(be) your CDs?
5、Ben _________ in the room a moment ago.
6、Where were you last weekend? I _____(be) at home.
7、What day it today?
8、The film on the sofa just now.
9、What you doing? I reading now.
10、Where miss Li? She in her room . No she there now.She there this morning.
答案:are is were are was was is was are am is is isn』t was
講解:做習題時首先要考慮時態,這要求學生先將時間狀語找出來,確定時態,像just now,a moment ago,last weekend,等過去的時間用一般過去式,然後在定人稱,單復數,確定be動詞。這樣一步步做題的習慣要在平時養成。
(設計意圖:通過練習及時鞏固be動詞的用法,符合英語教學聽、說、讀、寫的要求。進一步鞏固操練一般過去時態,讓學生從習題中掌握。)
<四>Homework
1、Copy the new words
2、Make dialogues
3、Write the sentences of Part C
六、板書:
Unit3 It was there
Where's my /your...?
It's on / in /near /behind / under...
It isn't there now.
It was there a moment ago.

Where are my/your...?
They're on /in /near /behind /under...
They aren't there now.
They were there just now.