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1、（1）不正确，股权类可供出售金融资产减值通过资本公积转回。更正分录如下：题解 发生DIC时，可因肾上腺皮质微血管内微血栓形成，阻塞微循环，引起肾上腺皮质出血性坏死，造成肾上腺皮质功能衰竭，即华-佛综合征。常继发于暴发型流脑。参考答案四、论述题C经营活动现金流入320万元B1 1 1万元2004年应计折旧额：3月6日3pm：BP66/40mmHg，少尿。上述管理用固定资产系甲公司于201年12月购入，原值为3 600万元，甲公司采用年限平均法计提折旧，预计净残值为零。税法规定该固定资产的计税年限最低为l5年，甲公司在计税时按照15年计算确定的折旧在所得 税前扣除。在20X4年度财务报表中，甲公司
2、对该固定资产按照调整后的折旧年限计算的年折旧额为l60万元，与该固定资产相关的递延所得税资产余额为40 万元。答案 DIC时，出现一种由于微血管病变引起的溶血性贫血，红细胞因受微血管内纤维蛋白丝切割、挤压而引起碎裂，外周血中出现各种裂体细胞。裂体细胞出现为溶血的表现，因溶血而导性贫血。课 堂 教 学 设 计课题： Unit 2 This is my sister. 授课时数： 1课时日期： 2014年 月 日设计要素设 计 内 容教学内容分析In this period , mainly learn to introduce people and learn to use “This /Tha
3、t is ., These /Those are and ask the people :Who is /are .?教学目标知识与技能1. 词汇：1)名词n. sister, mother, father, parent, brother, grandmother, grandfather, grandparent, family 2)代词pron. those, who, these 3)感叹词interj. oh2. 句型：This/That is These/Those are Whos she? Shes 过程与方法By revising what they learned, lea
4、d in new lesson. Then by listening, working in pairs , drilling , make the students master words and language goals.情感态度价值观By learning family members, arouse them to love their family members.学情分析About family members , the students have learned in primary school. But several students have poor basem
5、ent. They havent mastered them well.教学分析教学重点Words and sentence patterns 教学难点难点1. 表示人物称谓的名词的读音及拼写。2. 名词复数的正确使用。解决办法Listen , read , drill 教学资源Recorder , tape , CAI, textbook 板书设计Unit 2 This is my sister.This is my father. Whos he /she?This is my mother. Hes /Shes These are my parents.This is my grandf
6、ather.This is my grandmother.Those are my grandparents.教学过程设计（第 1 课时）教学环节教师活动学生活动教学媒体预期效果Step1. Warm-up and revision（课堂热身和复习）Step 2. Presentation （呈现新知识）Step3. Work on 1a （完成1a）Step4. Drill (练习)Step5. Work on 1b （完成1b）Step6. Presentation （呈现新知识）Step 7. Work on 1c （完成1c）Step 8. Work on 2a & 2b (完成2a和
7、2b)Step 9. Work on 2c （完成2c）Step 10. Homework （课后作业）（1）Daily greetings to the studentsT: Hello. Whats your name?T: Nice to meet you!(2) Revision （复习）1）T: Whats this in English? (Show some pictures or use the PPT. T: Spell it, please. T: What color is it?2）T: Is he Eric? （指着班上的学生进行问答。） T: Is she Cind
8、y? T: Whats his name?3）T: This is . （利用书上所出现的人物图片引导学生说出名字。） T: They are T: That is T: They are T: Whats this in English?S: (Help the Ss to say) Its a picture/photo. T: Yes, this is a picture of a family. Can you see this woman? This is my mother. (板书mother) She is my mother. Read after me, mother. T
9、: Can you see this man? This is my father. (板书father) He is my father. T: These are my parents. (板书these, parents) They are my parents. Read after me. Explanation: 名词分为可数名词和不可数名词两类。可数名词有单数和复数之分，变为复数形式时，一般情况是在单数名词后加“-s”，如：penpens, parentparents； （以此方法将图片上的grandfather, grandmother, grandparents, broth
10、er, sister引出）1) T: Now, please open your books and turn to page 7. Look at 1a. You can see a picture of Daves family and some words we learned just now. Please match the words with the people in the picture. 2) Check the answers.3) Ask some Ss to read aloud the words. T: Now, you are Dave. Please co
11、ver the answers of 1a by using a piece of paper. And then listen to me carefully. I will give you a letter. You can look at the picture and tell me what this letter means. For example, I say “a”. You should say “This is my mother.” I say “b”. You should say “These are my parents.” Understand? T: OK.
12、 Lets begin. Tom, stand up, please. Your letter is “e”.Tom: This is my grandfather. T: Good job. Next one is （1） T: Next, I will play the recording. Please listen carefully, and circle the people the boy talks about in the picture. （2）Play the recording for the first time. Ss only listen. （3）Play th
13、e recording for the second time. Ss listen and circle the words they hear. （4）T: Did you get the answers? Who does the boy talk about? T: Well done. Who does the boy talk about?（5）Play the recording again for the Ss to listen and repeat. Draw a boy and two boys on the board and present the sentences
14、: 1) This is my friend. These are my friends. （教师站在黑板近处） Whos he? Hes my friend. Who are they? They are my friends. 2) That is my brother. Those are my brothers. （教师站在理黑板较远的地方） Whos he? Hes my brother. Who are they? They are my brothers. （1）T: Now, you are Dave. Please introduce your family to me. Y
15、ou can use “Thats my Those are my ” （2）T: Whos she/he? （3）T: Now please open your books to page 57. Look at Note 1 in Unit 2. Lets learn the culture: 中外家庭亲属成员之间称谓的文化差异（1）T: Please turn to page 8. Look at the words in 2a. Read them aloud.（2）T: Now lets listen to the recording carefully and circle the
16、 words you hear. （3）T: Can you get the answers? Please check the answers. （4）T: Please look at 2b. Ill play the recording once again, and you match the words with the people in the picture. （强调match）（5）T: Who is Jenny? T: Whos ?（1）Point at the picture and practice with the students. T: Please look a
17、t the picture again. Whos she? T: Whos he? （2）Now you can practice talking about the photo in 2b in pairs. Oral: 1. 朗读并熟记第7页的单词和句子。 2. 准备一张全家福，用所学的单词和句型进行介绍。（提醒学生记住在本单元后面的几堂课上都要使用。）Written: 抄写第7页的单词和句子。S: My name is S: Nice to meet youS: Its a jacket.S: J-A-C-K-E-T, jacket.S: Its purple.S: Yes, he i
18、s.S: No, She isnt. Shes Helen.S: His name is Bob.S: Alice. This is Alice. S: Mike and Tom. They are Mike and Tom.S: Frank. That is Frank. S: Cindy and Dale. They are Cindy and Dale.S: Mother, mother, mother.S: Father, father, father.Read after the teacher Check the answers.read aloud the words.Liste
19、n to the tapelisten and circle the words they hear.S: S: listen and repeat.S: He/She is my S: She is “d”.S: S: Shes Cindy.S: Hes her father.复习前几个单元的基本句型，是对所学知识的回顾，也是正式上课前的热身。让学生指认班上的同学并询问姓名，把学生的语言交际放在真实的情境中，可以极大地调动学生的学习兴趣。通过复习学生已知的人物，引出介绍人物的句型。借着上一步复习的句型，拿出一张全家福，引入到family的话题；分别指向相应的人物来介绍，引出新的词汇，并教学生
20、朗读，以确保他们发音的正确。在此环节的最后，说明可数名词单数变复数的最基本用法，为后面进一步的学习埋下伏笔。说到match的时候用手做比划，示范什么是match。学生完成任务后再抽学生朗读，主要是检查他们是否掌握了这些词汇的读音。让学生扮演图片中的人物Dave，是帮助他们用第一人称来介绍家庭成员，进一步熟悉刚学到的新词汇。此环节着重是听力训练。让学生在听对话的过程中抓住关键词汇，由于前面已做了一些训练，因此学生听起来比较容易，让他们都有一次成功的喜悦和感受，这样可以增强他们的学习自信心。此环节通过教师所站的位置来表示this，these 和that，those的区别，同时也让学生明白单复数形式表达的词汇是不同的。此环节是让学生运用所学句型来进行操练，有利于巩固所学句型。同时，让学生看书后57页的注解，帮助他们了解中外家庭亲属成员之间称谓的文化差异。此环节进一步巩固了本堂课所学的词汇和句型。通过反复听读，可以让学生尽快熟悉生词。学生将单词与人物连线，是检查学生能否根据所听到的内容辨认图中的人物。此环节先通过教师与学生的对话示范，让学生清楚教师的意图怎么进行对话。然后学生两人一组进行操练，可以使他们更加容易并熟练地掌握本堂课的内容。教 学 设 计 评 价
