捉迷藏课件

发布时间:2024-06-23 捉迷藏课件

捉迷藏课件(收藏十二篇)。

我们常说，机会是留给有准备的人。在幼儿园教师的工作中，经常会提前准备一些需要的资料。资料通常是指书籍、报刊、图表、图片等。参考相关资料会让我们的学习工作效率更高。只不过，你是否知道有哪些幼师资料种类呢？以下是小编收集整理的“捉迷藏课件(收藏十二篇)”，有需要的朋友就来看看吧！

捉迷藏课件【篇1】

活动目标：

⒈尝试将三种水果按一维特征（形状或颜色）进行对应匹配。

⒉体验参与操作以及在活动中发现的乐趣。

活动准备：⒈已有经验：幼儿对常见水果的名称、形状、颜色有初步的认识

⒉黑色手工纸和透明塑封纸做成的苹果、梨、香蕉人手一份，红、黄、绿颜色的底板纸

活动过程：

一、水果宝宝捉迷藏进行导入

小朋友，你们玩过捉迷藏的游戏吗？怎么玩的？今天我们的水果朋友也想和我们“捉迷藏”的游戏你们高兴吗？

现在它们已经躲起来了，可是它们的影子留在我们的小椅子下面，快到你们的小椅子下把它们找出来吧。

二、匹配水果的形状

⒈找到了吗？你找到的影子是哪个水果朋友的？谁找到的和他一样？你找到了吗？我也找到了，你看我找到的影子是哪个水果朋友？（香蕉）谁找到的也是香蕉？让我们看一看。轻轻告诉你旁边的朋友，你找到的影子是谁的？（幼儿相互看看说说）

水果朋友有点累了，要到家里先休息一会，看，这里有几个家啊？我们一起数一数？我们要把苹果、梨、香蕉送到和它们形状一样的家里休息，想一想，你的水果朋友要住在哪个家里呢？（幼儿思考片刻），送水果朋友到自己的家里去休息吧。（幼儿操作）

⒉宝宝们真厉害，把我们的水果朋友都送去休息了。我们一起来看看它们吧。

（1）、什么水果在这个家里休息啊？它长是什么形状？这个家是什么形状？（圆圆的苹果在圆圆形状的家里休息）

如果发生错误：我们看看——的家里是不是都是——的——在休息

（2）、这是谁的家？（梨的家）它的形状和梨的形状是一样的，上面是小小的，下面是？（大大的）（一头小一头大的梨在一头小一头大的家里休息）

（3）、这个家是什么形状的？谁在弯弯的家里休息？香蕉也是（弯弯的）（弯弯的香蕉在弯弯的家里休息）

小结：原来我们的.水果朋友长得都不一样，苹果的是圆圆的，梨是一头小一头大的，香蕉是弯弯的。

三、发现水果的颜色

⒈水果朋友休息好了，它们又想和你们捉迷藏了，你们准备好了吗？赶快把小眼睛捂住，不许偷看哦！（拿出透明的）好了，它们躲好了！这次，水果朋友脱掉了身上的衣服，躲在你们的桌子上，快把它们找出来吧。

⒉找出一个水果朋友回到位子上。（幼儿每人找一个塑封纸做的透明水果图片）

这次水果朋友们脱掉了衣服，你们还认识它们吗？你认出他了吗？是谁？你的水果朋友是谁？虽然水果朋友脱掉了衣服，可是你们还是认出了它们，真棒！

⒊现在水果朋友觉得有点冷了，想请你们帮它们穿上衣服，看一看这里有几件衣服啊？是怎么颜色的？你平时看见的苹果、梨、香蕉是什么颜色的，（走进幼儿）想一想应该帮你的香蕉穿什么颜色的衣服？（幼儿说）帮你的梨穿什么颜色的衣服呢？（幼儿说）

现在去帮你的水果朋友穿上它们喜欢的衣服吧！

（幼儿操作）

⒋你们帮香蕉朋友穿上了什么颜色的衣服？看看香蕉朋友平时是不是穿这样颜色的衣服（出示ppt）它真的穿着你们帮他选的黄衣服！我们看看香蕉是不是都穿上了黄衣服啊？（纠错）

捉迷藏课件【篇2】

活动目标：

2、能大胆地讲述，提高口语表达能力。

3、体验游戏所带来的愉快情感。

活动准备：

2、各种玩具小动物、请一老师扮演兔妈妈。

3、音乐。

活动过程：

一、去兔妈妈家做客，激发幼儿的活动兴趣。

师：今天兔妈妈家请客，很多小动物都去了，你们想去吗？

二、带领幼儿参观兔妈妈家。

在音乐伴随下，师生共同认识各种场景。

三、学习运用方位词。

师：小动物们已经到了，有谁呢？他们在哪？引导幼儿正确运用方位词，如小狗在椅子下面。

1、小动物藏，幼儿找。

2、幼儿藏，教师和兔妈妈找。

兔妈妈：我一个也没有找到，你没能告诉我刚才你们藏在哪儿了吗？（幼儿介绍：我藏在了……）

3、一半幼儿藏，一半幼儿找。

4、交换游戏。

活动反思：

本次活动的流程清晰流畅，让幼儿用眼看、用嘴说、用肢体动作表现，以游戏的方式贯穿了活动的始终，让幼儿全身心的投入到活动里。同时我还运用了启发提问法、引导发现法、游戏操作法及观察法等，让孩子们在有趣的意境中获得知识，习得经验，真正体现到了玩中学、学中乐。

捉迷藏课件【篇3】

设计意图：散文诗《捉迷藏》运用拟人化的手法，将黑夜、太阳、颜色等比拟成一群可爱的娃娃在玩游戏。根据我们班幼儿的认知水平，我在让他们感受散文的优美外，还设计了部分内容仿编。让孩子根据自己的生活经验大胆想象，发展其发散性思维、语言表达能力。

活动目标：

1、理解散文诗内容，学习用“XX躲在XX里”的句式进行仿编。

2、根据幼儿的生活经验，大胆想象，发展其发散性思维。

3、引导幼儿细心倾听，体验散文诗所蕴涵的美感。学习词：静悄悄

活动准备：

1、多媒体课件、录音机。

2、油画棒，纸。

活动过程：

一、出示太阳和各种颜色，引导幼儿想象他们是怎么玩捉迷藏的。

今天，太阳要带一群颜色宝宝玩捉迷藏的游戏，你猜他们会怎么玩？

二、结合课件完整欣赏并学习散文诗。

（一）欣赏第一遍。

1、师：刚才小朋友们帮太阳宝宝想了很多捉迷藏的玩法，现在我们一起来听听他们到底是怎样捉迷藏的？

2、欣赏后提问：

（1）散文诗里谁和谁在捉迷藏？他们怎样玩的？

（2）颜色宝宝都躲到哪里去了？为什么要躲到那里去？

（3）颜色宝宝们是怎样去躲的？学习词：静悄悄

（二）欣赏散文诗第二遍。

1、师：这首散文诗可真有趣，我们再来听一听。

2、欣赏后提问：

（1）黑夜用手帕把太阳的眼睛蒙起来是什么时候？（晚上）

（2）黑夜解开手帕，太阳睁开眼睛又是什么时候？（白天）

（3）你喜欢这首诗歌吗？为什么？

（三）教师小结并学习朗诵散文诗。

师：这首散文诗可真好听，把黑夜和太阳说成是两个可爱的小朋友在玩捉迷藏的游戏，

捉迷藏课件【篇4】

设计意图：

捉迷藏是很有趣的游戏，深受孩子的喜欢。《小黑捉迷藏》绘本就是以这个有趣的游戏为线索，贯穿整个故事。绘本故事中，小黑飞到天空中和小鸟做游戏，让孩子们感受到自由和快乐；小黑走在马路上，又让孩子们懂得了在马路上安全很重要。小黑就像我们的孩子一样，对世界充满了好奇，对生活充满了期待，每一个画面，每一个场景都带给小黑和我们无限的想象。在设计本活动时，根据小班幼儿的年龄特点，通过“藏一藏——看一看——说一说——找一找”，让幼儿观察、讲述“小黑”藏在什么地方，不仅培养了幼儿的观察和想象能力，同时通过学习空间方位词，增加词汇量从而构建短句，提高了幼儿语言表达能力。

活动目标：

1、观察绘本画面，尝试用“小黑藏在XX”的句式讲述自己的发现。

2、能在不同色彩、不同情境的图片画面中快速地找到小黑的位置。

3、在游戏中快乐地去寻找，感受发现的乐趣。

活动准备：

1、知识经验准备：初步掌握简单的空间方位词汇；会玩“捉迷藏”的游戏。

2、物质材料准备：《小黑捉迷藏》课件；“小黑”若干；盒子一个。

活动过程：

一、游戏“找小黑”，引发兴趣，了解小黑的基本特征。

1、今天我们班来了一位新朋友，我们请它出来好吗？（幼儿请出新朋友小黑）

2、出示小黑：看看它长什么样？（圆圆的，黑黑的）它的名字就叫小黑。（和小黑打招呼）

3、小黑最喜欢玩捉迷藏的游戏，它现在就藏在我们的教室里，请你们把它找出来，找到的孩子就回到座位上。

4、你在哪里找到的小黑？（幼儿讲述）

二、结合课件讲述故事，寻找小黑，感受猜想和发现小黑的乐趣。

1、P1（盒子）小黑的家住在一个方方的盒子里，它要出来玩捉迷藏的游戏了。2、2、P2（草丛、瓢虫）小黑开始捉迷藏了，它藏在哪里？（教师边点中小黑边拖动到瓢虫的小壳上）（幼儿一起说“小黑藏在了瓢虫的小壳里。”）

3、P3（蜻蜓）看看这是哪儿？小黑会藏在哪里呢？小黑藏在……（教师边点中小黑边拖动到蜻蜓的眼睛上）

4、P4（乌云、小鸟）这次小黑又会藏在哪里呢？为什么要藏在这朵云里？颜色一样吗？（一起说说“小黑藏在……”）

5、P5（汽车）如果你是小黑，你还会躲到哪里呢？我们来看看小黑和你们想的一样吗？（请幼儿上前来点击小黑拖到汽车轮子上。）

6、P6（西瓜）这次可以藏在哪里？为什么？（再请幼儿上前来操作）一起说说“小黑藏在哪里？（我藏在西瓜的瓜籽里）。”

7、P7（盒子，有很多小黑）小黑说每次都被小朋友找到了，这次它要找一个谁也找不到的地方，想想小黑会藏在哪里？（请幼儿自由结伴猜猜、说说）

（拉开遮挡部分）原来小黑和它的好朋友藏在了一起，为什么不知道哪个是小黑了呢？（因为它们长得一模一样。）

三、完整讲述故事，熟悉故事的主要内容。

1、师幼一起讲述故事“让我们一起看看小黑都躲到了哪些地方？”

2、讨论：“故事里的小黑藏在了那么多的地方，它藏在了哪里？”“如果你是小黑，还会躲到哪儿呢？”

四、游戏“藏小黑，再找找别人的小黑。”

1、请把你的小黑藏在一个不容易被人发现的地方，然后再去找找别人的小黑。

2、说说你是在哪里找到的小黑？（幼儿藏小黑，幼儿找别人的小黑，说是在哪里找到的。）

捉迷藏课件【篇5】

【设计思路】

“捉迷藏，一个捉来一个藏”，这是最简单的游戏，也是全世界的孩子都喜欢玩的游戏。《小黑捉迷藏》这本绘本，就是结合了孩子们最喜欢游戏的一本书，它是一本让孩子们翻开第一页就会迫不及待地往下翻到最后一页的书。这更是一场惬意的旅行，跟着小黑率性的步伐，孩子们去发现世界的丰富多彩。每一个画面，每一个场景都带给小黑和我们无限地想象，如：小黑和小鱼、泡泡、车轮、水果等做游戏的画面，让孩子们尽情发挥想象力，感受自由和快乐。小黑就像我们的孩子一样，对世界充满了好奇，对生活充满了期待。在设计这个活动时，我结合了小班的幼儿的阅读特点，比如喜欢颜色鲜艳的画面，喜欢特点鲜明的形象，而小班幼儿阅读往往又不注重观察图画细节，所以设计了师生共同阅读，引导幼儿仔细观察绘本画面，体验阅读、观察、发现的乐趣。同时在阅读的过程中学习句式完整表达，丰富经验，在阅读中感受语言的美好意境。最后以游戏的形式开展活动，培养孩子们的思维能力、观察能力，还寓教于乐，学会大胆表达自己藏在哪里。

活动设计分为四个课时完成，本次活动为第一课时，活动重点是仔细观察画面，在阅读的过程中享受发现的乐趣，难点是能用“小黑藏在XXX”的句式表达。

活动分为四个环节完成：

第一个环节：运用出示小黑策略，激起幼儿参与活动的兴趣，引出主题；

第二个环节：运用导读大书重点画面策略，观察、寻找小黑躲藏的地方。

第二个环节：运用自主阅读小书策略，培养幼儿自主阅读的能力和习惯，继续熟悉绘本内容。

第四个环节：运用游戏策略，利用场景，体验游戏的趣味性。

活动目标：

涉及核心经验

1、运用多种方式阅读，在观察画面细节的过程中享受发现的乐趣。（运用多种方式的阅读，会仔细观察画面细节。）

前阅读——阅读内容的理解与表达

文学想象——再造文学作品的想象

2、会用“小黑藏在XXX”的句式讲述自己的发现。

3、在游戏中体验“捉迷藏”的快乐。

活动准备：

教师材料：教学大书《小黑捉迷藏》

场景设置：三张桌子，若干道具草和树

幼儿经验准备：会玩“捉迷藏”的游戏

活动过程：

一、神秘地出示小黑，引发幼儿的兴趣。

出示小黑，引发幼儿兴趣。

师：今天请来了一个好朋友，一起来看看它是谁？在哪呢？不好意思出来，我们一起找找吧！（引出小黑）

激起幼儿参与活动的兴趣，引出图画书《小黑捉迷藏》

二、师生共同阅读绘本，享受在阅读中发现的乐趣。

1、出示大书，阅读封面：

师：小黑最喜欢玩捉迷藏的游戏，我们一起找找看它藏到哪里去了？（原来藏到一本大书里面了）我们一起去找找吧！

唤起儿童阅读封面、封底策略，猜测图画书内容的已有经验

2、重点介绍比较难理解的画面信息

师：公园里，草青青，小黑小黑在哪里？（小黑小黑藏在草丛里）仔细看看，还有谁和小黑在捉迷藏？淘气的小黑又躲到哪里去了？（小黑藏在泡泡里）天空中，谁和小黑一起捉迷藏啊？如果你是小黑，在天空中，感觉怎么样？小黑跑的太快了，一头扎进了哪里呀？（小黑藏在玻璃珠里）你们一眼就发现了，真厉害。小黑说它要藏在一个你们都找不到的地方。

师（小结）：（阅读封底）啊，原来小黑藏在这里，和许多颜色宝宝在一起。小黑真会捉迷藏，藏了好多地方，你都找到了，而且都用完整的句子讲出来了，真厉害！

观察与寻找的策略导读关键画面，帮助幼儿找出躲藏的小黑。

三、幼儿自主阅读，继续熟悉绘本内容。

幼儿自主进行阅读，能够边看书边小声讲述自己的发现。重点用“小黑藏在XXX”的句式完整讲述。师：小黑都藏在哪些地方了？来讲讲你们的发现！

自主阅读，培养良好的阅读习惯

2、小黑藏在那么多的地方都被你们找到了，如果你是小黑，一起来捉迷藏，你会藏在哪里呢？

大胆表达自己的看法

四、利用场景，一起玩”捉迷藏”的游戏，体验游戏的趣味性。

1、《小黑捉迷藏》真有意思，我们的小朋友也很厉害，一下就找到了小黑藏在哪里了。我们也一起玩玩捉迷藏的游戏吧！

体验游戏加深孩子的阅读理解

2、在游戏中，询问幼儿藏在哪里。引导幼儿用完整语言表达，如：我藏在桌子下。

迁移经验，激发幼儿的想象力

3、捉迷藏的游戏真好玩，我们一起再到外面操场去玩玩吧！

活动结束

活动反思：

这个活动是在小班下学期开展的，我们班的孩子活泼好动，思维活跃，语言表达能力也比较强，他们都喜欢新鲜有趣又神秘的事物，所以对此活动一直充满了兴趣。在整个活动的开展过程中，有如下亮点：

1、运用简短押韵、琅琅上口的语言引导幼儿。在师生共同阅读的过程中，重点引导幼儿仔细观察画面，运用已有的经验，完整地用“小黑藏在XXX”的句式说出“小黑”藏在什么地方。而在引导的过程中呢，我运用简短押韵、琅琅上口的语言来描述小黑捉迷藏的环境，如：花园里，草青青，小黑小黑在哪里？水果甜，水果香，小黑小黑在哪里幼儿根据老师的提问，一问一答，自然而然地完整说出“小黑藏在XXX”的句式。

2、语言的抑扬顿挫，语气的多变，吸引幼儿的注意，每个幼儿都热情地参与活动，一直保持着注意力集中。本次活动从开始到结束差不多有25分钟，幼儿全程积极参与，踊跃探讨。

3、情景化的游戏对幼儿的知识进行巩固和衔接，有动有静，抓住幼儿对捉迷藏的兴趣，亲身体验，并用完整句式来回答，促进目标的达成。整个活动轻松、愉悦、有趣，体现出学中玩，玩中学，从而获得有意义的学习价值。

当然在活动中，也有很多值得改进的地方。比如在观察有些画面的时候忽视了一些细节。在个别画面中我对幼儿的引导语言不够简炼，过于重复和啰嗦，提问方式缺乏有效性。在以后的绘本阅读中，教师还应引导幼儿通过多种方式对角色的心理产生兴趣，注意心理变化，会更加集中注意力的进行阅读活动，体验和享受阅读带来的乐趣。

捉迷藏课件【篇6】

教学内容：

1、学唱歌曲《捉迷藏》。

2、创编歌曲《捉迷藏》。

学习目标：

1、指导学生有表情地演唱歌曲《捉迷藏》，体验大自然四季变化带来的无限生机，表达他们对生活的情趣和热爱。

2、用打击乐器伴奏，培养学生的创作实践能力。

教学重点：

能有表情地演唱歌曲。

教学难点：

1、歌词“爱捉迷藏来玩耍”、“秋天钻入谷堆堆”的正确演唱。

2、歌词创编。

教具准备：

多媒体课件、录音机、磁带、打击乐器。

教学过程：

（一）组织教学

学生一起唱啦啦歌师生问好。

学生准备课前两分钟。

（二）创设情景

1、导入新课。

师：欢迎来到音乐殿堂，今天，老师给同学们带来一幅图，（春图出示）让我们来看一看这是季节？

生：春天。

师：春天，带给大地缤纷的色彩。春暖花开，小种子也从泥土里面钻了出来，小树也在渐渐长大，让我们一起和它们唱首歌吧！（音乐《小雨沙沙》）

2、师生律动。

3、温故知新。

师：春天是一个可爱的娃娃，它还有三个好伙伴，你们知道是谁吗？（学生回答后，媒体出示夏娃娃、秋娃娃、冬娃娃）

师：是啊，春夏秋冬在老师的心里就像四个好朋友谁也离不开谁，还像四个淘气的娃娃你追我赶，你躲我藏，年复一年地玩起了捉迷藏的游戏。这节课我们就来学习这首歌（板书课题《捉迷藏》）

（三）新歌讲授

1、听范唱。

师：请同学们仔细的听一听，找一找，四个调皮的娃娃藏到哪里去了？（播放范唱）

师：同学生们都听得仔细，四个娃娃都藏到哪里去了？你能结合你听到的把下面的几句话填完整吗？（课件出示）

2、填空解决难点。

（）藏在（）中，（）钻入（）堆。

（）躲到（）下，（）缩进（）褂。

3、歌曲学唱。

师：多么生动的歌曲呀，连歌词描写的都那样有趣，就让我们按照自己喜欢的方式来读一读吧，当然同学们也可以打着节奏来读。

生：学生自己试着读读歌词。

师：同学们都读完了吗？那老师也来读一读，你听听按哪种读法你更喜欢？为什么？（一种带附点的读，一种不带附点读）

师：是啊，刚才老师用稍快的，带着附点的读是不是更好一些啊？

师：好，那我们一起像老师这样读一遍好吗？（反复练习）

生：（和教师一起读）

师：同学们在朗读的时候要注意带上气息，每个字都要说的有弹性。让我们跟着音乐来试着来读一遍，好123！（生跟着伴奏来读词）

生：学生带着气息有弹性的读歌词。

师：这样动感的旋律，让我们用LU音来一起模唱一遍歌曲吧。

生：学生模唱。

师：同学们仿佛一屡屡微风拂过，飘向远方，注意模唱的声音位置要高。

生：学生模唱。

师：让我们用DA音来模唱一遍，让口腔充分的打开。

生：模唱。

师：多么好听的歌曲，老师都按奈不住激动的心情想唱一唱了。那让我们大家一起填上歌词来演唱一遍好吗？

生：唱歌词。

师：提出要求。（怎样表现捉迷藏时的心情呢？）

生：轻轻地、蹑手蹑脚……所以歌曲的前半部分应唱得轻巧有弹性。

生：捉到后心情很开心……所以歌曲的后半部分应唱得热情洋溢。

学生完整演唱。

师：春天，是令人陶醉和向往的季节；夏天，是热烈而豪放的季节；秋天，是迷人而深沉的季节；冬天，是一个银白色的世界。就让我们纵身于四季的怀抱之中，再一次来歌唱他们吧。（教师弹伴奏）

生：演唱。

用多种形式演唱；领唱+合唱。

（四）课后延伸

1、教师引导。

同学们的歌声很动听，春夏秋冬四个可爱的娃娃使我们的生活多姿多彩，给我们带来了无尽的乐趣。同学们你们能不能发挥自己的聪明才智给歌曲创编呢？

学生分组创编

（五）结束教学

同学们精彩的表现仿佛把老师带进了美丽的大自然，让我感受到了四季美丽的景色，最后让我们在歌声中结束我们今天的课。

捉迷藏课件【篇7】

【运动目的】

1、进修凭据歌词内容做响应行动。

2、听懂先生的指令，有肯定自控本领，能服从游戏法则。

3、能情感痛快地到场音乐游戏。

【运动重难点】

凭据歌词内容做响应的行动。服从游戏法则。

【运动预备】

猫妈妈头饰；捉迷藏游戏的情况部署；已控制猫走步的行动。

【运动过程】

一、发言激趣。律动进入园地。

1、让幼儿旁观小猫视频。

2、和先生一路学做小猫的啼声和走路。

师：“本日气候可真好，猫妈妈要带小猫去做游戏，谁是我的小猫呀？我要看看哪只小猫最智慧，做得和妈妈一样。”律动《猫走步》进入园地，幼儿围坐半圆。

师：“瞧，我们本日来到丛林里了，你们看丛林里有些什么呀？

幼：“有草、有树、有屋子。”指引幼儿熟悉四周的情况。

二、进修游戏法则。

师：“小猫们可真醒目，如今随着妈妈一路来唱首歌吧！”温习歌曲《找小猫》

问：适才歌里唱的是谁和谁在做什么？

小猫和妈妈玩捉迷藏，内心奈何？（开心）

小猫捉迷藏的时间可以躲在那里呢？幼儿园教育随笔小猫躲好今后，奈何才不会被妈妈发明？”

三、师幼一路游戏。

1、交待弄法。

师：“小猫们可真智慧，如今就和妈妈一路来玩捉迷藏的游戏吧！待会儿小猫唱完第一段歌曲今后就去找个处所躲起来，别乱动，被妈妈找到的小猫，妈妈会摸摸他的头。”当唱完两段歌曲后，猫妈妈会喊“另有的小猫在那里呀？”没有被发明的幼儿就站出来：“在这里”！

2、第一遍游戏。

表彰服从游戏法则，唱完第一遍歌曲后再潜藏的幼儿。

3、第二遍游戏。

猫妈妈表彰躲好后没有乱动，没有发作声音的小猫，提示其他幼儿躲好后不乱动。凭据现实环境特殊表彰找到纷歧样的潜藏方法的小猫，好比趴在草丛里，并请没有被发明的小猫来说说本身是躲在那里的。

4、第三遍游戏。视幼儿环境决议游戏次数。

四、游戏竣事。

“小猫们，本日玩的开心吗？幼儿手工制作入夜了，小猫的肚子也饿了，跟妈妈一路回家用饭吧”。游戏天然竣事。

捉迷藏课件【篇8】

课题：唱《捉迷藏》、学附点音符

教学目标：1、演唱歌曲《捉迷藏》，体验歌曲充满童贞幻想的色彩、拟人化的音乐形象以及欢乐活泼的情绪。

2、能以较快的速度、清晰的吐字正确演唱歌曲《捉迷藏》，并能以活泼欢快的情绪和明亮的声音有感情地表达歌曲的情感和意境。

教学重点：

1、能以较快的.速度、清晰的吐字、活泼欢快的情绪和明亮的声音有感情地正确演唱歌曲《捉迷藏》。

2、体验歌曲充满童贞幻想的色彩、拟人化的音乐形象和欢乐活泼的情绪，并能创作表演歌曲情境。

教具准备：铃鼓、铃铛、沙棰、木鱼、腰鼓

教学过程：

1、导入：今天老师给你们介绍四个小朋友，他们分别是“春”、“夏”、“秋”、“冬”。我们猜一个小谜语：“××藏在花丛中？××躲到草帽下？××钻入谷堆堆？××缩进棉褂褂？”，引出歌曲《捉迷藏》。

2、新课：

（1）、这首歌曲中运用了较多的八分附点节奏，在学唱时，先进行击打节奏练习。

（2）、学习附点音符：附点四分音符、附点八分音符

（3）、进行练唱歌谱，再填词。

（4）、采用连贯和对比的方式演唱歌曲的难点乐句

（5）、把握歌曲整体风格，在唱熟练以后，采用稍快、活泼的方式演唱，要注意学生的咬字吐字清晰。同时注意用轻巧的声音、圆润饱满的发音来演唱。

3、活动与创造：

（1）选择合适的乐器及创编节奏型，为歌曲伴奏

①、用打击乐器伴奏（铃鼓、铃铛、沙棰、木鱼、腰鼓）

②、请同学们自己创编节奏型，然后选择自己喜欢的乐器为歌曲伴奏，到讲台上进行表演。

4、课堂小结

捉迷藏课件【篇9】

教学要求：

1.认识，会写“抗、强、鬼、沟、军、奖、晃、腰、臭、狠”10个生字;辨析多音字“给”。

2.默读课文，说说强子带着鬼子捉迷藏的经过。

3.理解课文内容，体会强子的机智勇敢，学习他的爱国之情。

教学重难点：

1.掌握生字的音、形、义;默读并能复述课文。

2.体会强子的机智勇敢。

教学准备：

1.预习课文，查阅有关抗日小英雄的故事。

2.课件(有关词语、自学要求、重点句子)

教学过程：

（一）激趣导入

1.布鲁塞尔的小英雄于连用他的勇敢机智和沉着冷静保住了布鲁塞尔城和全城老

百姓的'性命，成为了家喻户晓的小英雄。在我们中国，也出现了许多像于连一样机智勇敢的小英雄。你们都知道哪些抗日小英雄呢?(指名说说)

2.今天，老师向你们介绍一位叫强子的爱国少年，让我们一起去读读《带着鬼子捉迷藏》。(板书课题，齐读)

（二）初读课文，整体感知

1.自读课文，要求读通顺，不添字，不漏字。

2.画出文中的生字、生词，仔细拼读生字，熟读生词。

3.理解生词，在不理解的词句旁边作记号。

4.思考：

（1）强子是怎样带者鬼子捉迷藏的？

（2）强子是个怎样的孩子？

（三）检查自读情况，学习生字词

1.指名说说：强子在你心中是个什么样的印象?

2.积累词语，学习生字。

（1）课件演示课文中带生字的词语，自由读生字词。

（2）指名读，集体正音，齐读，开火车读。

重点指导：“强、奖”“鬼、沟”两组生字可比较认读，引导学生发现每组字在读音上的异同;“晃”是三拼音节;“臭”字较难读准确，注意声母是翘舌音ch，韵母是ou;“狠”的韵母是前鼻音en，要读准确。

多音字“给”在文中读jǐ，还有一个音读gěi，在辨别时可让学生组词扩句，加强理解。【WEI508.Com 实用文书网】

3.找难字，记字形。

（1）小组讨论识记字形的方法，看谁的办法好。

（2）集体交流，重点指导积累识字方法。

看字形，辨字义：狠—很

换偏旁：沟—钩

编儿歌：月—要—腰自—犬—臭

（3）指名给生字口头组词，并用词语口头说话。

4.指导书写。

（1）生观察范字，发现书写规律及特点。

如：“抗、强、沟、腰、狠”——左右结构，偏旁在左，应根据“左窄右宽”的特点来写。

“奖、臭”——上下结构，书写时，下面部分的“撇、捺”要舒展开来。

（2）全班书空“鬼”的笔画顺序。

5.熟读课文。

（四）巩固练习

1.小组内互相抽读生字，相互正音。

2.把你认为难写、易错的字多写几个。

3.把你读得好的地方读给同桌听。

捉迷藏课件【篇10】

大家好，今天我的说课是小班课程，题目《和小动物们捉迷藏》，下面我将从说教材、说教法和学法、说教学过程、教学延伸、说教学用具五个方面来对本课程进行说明。

一、说教材

《和小动物捉迷藏》是逻辑狗思维训练——我们的宠物下册第一课，该单元以“和小动物们做迷藏”为主题展开。

本课是以图片的形式展现给幼儿的，图片色彩艳丽、卡通动物造型，能激发幼儿的兴趣，特别是智力魔板，游戏性很强，适合幼儿的年龄特点，教材的主要理念是通过幼儿的观察、对魔板操作、思考而找出图片中的小动物并用用语言来表达出来，以此训练幼儿的语言表达和幼儿的思维能力。

结合本单元教学要求和本课的特点，依据《纲要》中为幼儿提供：敢想、敢说、敢做，我将本课的教学目标确定为：

1、学习以客体为中心，认识和区分前后、里外。

2、学习正确使用方位词：前后、里外，能用方位词正确完整的表述。

3、通过教学活动发展幼儿的观察力。

教学重点：“以客体为中心认识”前后、里外。

教学难点：能用方位词前后、里外完整表述。

二、说教法和学法

科学合理的教学方法能使教学效果事半功倍，达到教与学的和谐完美统一。基于此，我准备采用的教法是导入游戏法、游戏法可以调动幼儿积极参与的兴趣，目的是让幼儿在玩中学习，在操作的体验中感知。充分发挥幼儿的主体作用。

学法上：主导思想是以游戏的方法，调动幼儿积极主动、自主操作、探究。具体的学法是观察法、操作法、检验法。让幼儿养成自我操作、自我检查，认真做事的好习惯。

三、说教学过程

为了完成教学目标，解决教学重点突破难点，课堂教学我准备按开始部分、基本部分、结束部分三个环节展开。

一、开始部分

（一）游戏导入：“今天有许多小动物来到我们班，小朋友想看看它们是谁吗？可是小动物很调皮，跟我们玩起了捉迷藏，我们一起找找它们吧！ ”教师提出要求：找到动物的小朋友要记住你是从哪里找到它的，一会告诉老师和小朋友。（以游戏导入可以激发幼儿参与活动的兴趣）

（二）请幼儿说说你是从哪里找到小动物的

请找到XX的小朋友说一说，你是从哪里找到XX的，然后放回原处，让其他小朋友看。

二、基本部分（落实基础，整体感知）

（一）出示图片，引出主题

导语：安娜也和她的宠物在玩捉迷藏，老师把她们的照片带来了，小朋友想不想看？

安娜一共有6只小动物，她只找到了小乌龟。乌龟在萝卜的后面，在菜地里边。

（二）教师引导幼儿观察，并说出方位词

导语：我们帮安娜找找其他5只小动物藏在哪了吧！

（此环节是引导幼儿学习观察图片，引出方位词：前后、里外。教师说出图片中的乌龟在萝卜的后面，在菜地的里面，引导幼儿说出其它的动物在什么地方，调动幼儿自主观察和思考，锻炼幼儿的观察力和语言表达能力，以此解决教学重点。）

（三）教师总结

1 、一共有6只小动物，和小朋友一起数数是不是全部都找出来了。

2 、它们分别藏在什么地方。

三、结束部分

（一）教师示范操作

导语：安娜想考一考我们小班的小朋友，给我们准备了一份小作业，看看小朋友们自己能不能找到小动物。

教师：这是小白兔，小白兔藏在哪了呢？在笼子里面大树下面，它旁边圆片的颜色是绿色的，就从小篮子里拿一个绿色的圆片贴在小兔的旁边。（可再示范一遍）

幼儿积极主动的操作，使幼儿处在积极观察思考的思维体验中，并说出观察的结果，因而能使幼儿在体验中加深理解，进而解决了教学难点。

（二）幼儿操作，教师个别指导

（三）教师总结幼儿操作结果教师给予肯定。

四、活动延伸

让幼儿思考自己现在坐在哪里呢？怎样用前后、里外表述呢？

让幼儿明白以自己为中心，自己所处的方位。加深以“客体为中心认识和区分前后、里外”的理解。

五、教学版面设计

好的版面设计，它形象直观，使幼儿易于幼儿理解教学内容，激发幼儿参与教学活动的兴趣，积极思考，教师的情感传递给幼儿使师生情感产生共鸣，进而使教学活动展开顺利。

以上，我从教材、教法学法、开始部分、基本部分、结束部分、活动延伸、教学版面等方面对本课进行了说明，我的说课到此结束，谢谢各位老师。

捉迷藏课件【篇11】

教学目标：

1、有表情地演唱歌曲《捉迷藏》，体验大自然四季变化带来的无限生机。

2、了解四季轮回变化的自然常识，加深对四季特点的感知。

3、尝试创编歌词，唱唱自己编的歌，更是其乐无穷，是实践能力和创新精神的一种体现。

4、通过学习歌曲，表达他们对生活的情趣和热爱。

教学重点难点：

1、能有表情地演唱歌曲，并能较好地解决附点部分的节奏。

2、一字多音的演唱。

3、歌词即兴编创。

教学准备：

多媒体课件、电子琴、录音机、磁带。

教学过程：

一、以情感为纽带，组织教学

随《捉迷藏》的音乐进行律动，师带生一起随三拍子音乐拍手，并晃动身体。

二、新歌教学

1、质疑引趣，导入新课

播放多媒体课件，出示春、夏、秋、冬四个季节娃娃的'图画。

师：这四个娃娃代表了什么？

生：代表了春、夏、秋、冬四个季节。

师：在这四个季节里，你们最喜欢哪个季节，为什么？

师：那你们说有一天它们会不会碰到一起呢？

师：对了，他们永远也不会碰到一块，就象四个调皮的小娃娃在玩游戏，在捉迷藏呢！

你们想知道他们是怎么捉迷藏的吗？

让我们一起来听首歌吧！

2、听范唱，教师带学生一起跟音乐表演。

课件演示《捉迷藏》课题，同时播放范唱。

3、“寻找四季”

（1）师：春、夏、秋、冬这四个娃娃藏在哪里了？

（2）课件出示：打乱的歌词

（3）把学生分成四小组，按小组来找出四季对应的歌词并读出每句歌词。

哪个小组先找就已哪个季节命名。

（4）老师分别唱出这四句歌词并请各小组模唱。

4、完整学唱歌曲

（1）老师唱前半部分，学生分组唱后半部分。

（2）跟琴和老师学唱前半部分。

（3）根据出现的问题有针对性地指导

附点是歌曲的难点部分，所以这部分要加强巩固练习。

5、完整演唱歌曲

6、歌曲处理

师：前半部分要唱跳跃，体现春夏秋冬这四个娃娃的调皮样子。

师：在后半部分，你们想想在春夏秋冬每个季节捉迷藏的心情各是怎样的呢？

7、完整表演歌曲

学生边唱边表演，把学生的演唱热情推向高潮。

采用多种演唱形式，如：分组唱、师生接口唱等等。

三、创编活动

师：在这四个季节里，除了藏在歌曲所描绘的地方，你还会藏在哪些地方呢？

师唱学生创编的歌词。

1、学生分组创编歌词。

2、学生分组表演所创作的歌曲。

四、结束教学

教师小结，布置学生收集各种关于四季的歌。

捉迷藏课件【篇12】

教学意图：

《捉迷藏》的结构简单，内容贴近幼儿生活，能激发孩子欣赏和学习的热情，很适合小班孩子欣赏、学习。

活动目标：

1、尝试从整体到局部观察常见的水果，提高观察能力。

2、乐于用语言表达自己的观察和发现。

活动准备：

1、已有经验：

幼儿对常见水果的名称、形状、颜色等有初浅的认识。

2、材料准备：

（1）教师用具：

①自制大图书。

②用纸盒做成“苹果的家”，里面装入红、黄、绿苹果。

③用多张大图书的页面遮挡苹果、梨、香蕉的图片，在遮挡的页面上挖洞，越往后洞越大，露出的水果面积越大。

（2）幼儿操作材料：

①用黑色手工纸做成苹果、梨、香蕉的影子，放于幼儿身边的桌子上。

②用透明塑封纸做成的苹果、梨、香蕉，藏于大图书内的信封里，多种颜色的底板纸。

③活动室一角布置成“水果乐园”。

活动过程：

寻找苹果、梨、香蕉的影子激趣导入

师：今天我们要一起来阅读一本大图书，书的名字叫《捉迷藏》。我们一起玩捉迷藏的游戏。（展示大图书中苹果、梨、香蕉的轮廓图。

师：小一班的宝宝们，我们是苹果、梨、香蕉。我们的影子已经在你们的桌子上了，快来找出我们的影子吧。

一、交代任务

师：原来是苹果、梨、香蕉要和我们一起玩捉迷藏的游戏。现在请你走到桌边，看一看、想一想桌子上的影子是谁的，然后把它送到苹果、梨、香蕉的家里。

1、幼儿操作，老师观察指导。

幼儿将影子贴到大图书相应轮廓图的下方。

教师观察指导要素：

（1）幼儿能否按照外形把水果影子送至相应的地方。

（2）当幼儿匹配正确时，教师宜用提问帮助幼儿提升：这是什么水果的影子？它的形状是怎么样的？

2、教师小结。

（1）重点提问：你怎么知道这是苹果、梨、香蕉的影子？它们的形状是怎么样的？

（2）同步出示实物水果并小结：苹果的形状是圆圆的，梨的形状是一头大一头小，香蕉的形状是长长的、弯弯的。我们是根据形状找到了苹果、梨、香蕉的影子。

寻找苹果、梨、香蕉的颜色再次激趣。

师（模拟水果宝宝的声音）：没想到你们这么厉害，一下子就找到了我们的影子。我们再来玩一次吧。你们准备好了吗？

二、交代任务

师（出示塑封纸做的透明的水果）：这次水果们把自己的颜色藏起来了。你们想一想苹果、梨、香蕉是什么颜色的？把它们送属于自己颜色的家里吧。

1、幼儿操作，教师观察指导。

教师观察指导要素：

（1）幼儿是否将透明的水果送至与其颜色相应的颜色底板纸上。

（2）当幼儿匹配正确时，教师用提问帮助幼儿提升：你为苹果、梨、香蕉穿上了什么颜色的衣服？

2、教师小结。

（1）当绿色没有幼儿使用时，重点提问：苹果宝宝有哪些颜色的衣服？你在哪里看见过不同颜色的苹果？

（2）有个别幼儿用到绿色时，重点提问：你在哪里用到绿色时，重点提问：你在哪里见过绿颜色的苹果？苹果宝宝还有什么颜色的衣服？

（3）出示“苹果的家”并小结：不同的水果有不同颜色。有些同种水果也会有不同的颜色。

寻找躲在门后的水果

第三次激趣。

师（模拟水果宝宝的声音）：你们一会儿就找到了我们的衣服颜色。我们还没有玩够呢，再躲起来。哈哈，这次有点难找哦。

三、交代任务

师：这次苹果、梨、香蕉躲在门背后，只露出一点点。我们来看看到底门后面躲着谁。

1、幼儿观察、判断，谁躲在门后。

（观察用多张大图书页面遮挡的苹果、梨、香蕉的图片。若幼儿看第一页就能判断出则最好，若不能判断出，就往后翻到第二页、第三页。越往后翻，露出的面积越大，判断难度越小。）

可能出现的情况：

（1）当幼儿猜出水果时，教师重点提问：你从哪里看出这是苹果、梨、香？

（2）当幼儿猜不出水果时，教师就再打开本一扇门，露出更大面积的水果局部，降低幼儿猜测的难度。

教师重点提问：你能根据颜色、形状猜出是什么水果吗？还有什么可帮助你猜出是什么水果？

教师小结：

看来要找出它们，我们要看得仔细一点、认真一点呢。

活动延伸：

师（模拟水果宝宝的声音）：你们的眼睛可真厉害，我们只露出一点点还是被你们认出来了。

师：活动室后面有一个“水果乐园”，现在我们去那里和更多的水果宝宝玩玩吧。

教学反思：

目标是让宝宝们在感受到游戏快乐的同时也学习很多知识。主要内容是我们的水果宝宝的影子和颜色藏起来了，启发我们的小朋友通过水果宝宝的不同形状找到自己的影子，同时也对于平时经验的积累找到水果的不同颜色。激发幼儿参与的积极性，给与了每位孩子的表述机会，真正体现了玩玩乐乐中学习了语言，在学习语言中体验快乐，在快乐的体验中增长知识。整个活动在欢快活跃的气氛中进行着，课后结束受到教师们的好评。

yJS21.com更多精选幼师资料阅读

蚂蚁课件篇1

今天我给大家说课的内容是南帆的《蚂蚁》。下面我将从六个方面陈述我的教学设计和设计理念。

《蚂蚁》选自八年级上册第二单元“生之机趣”。这一单元的文章都是关于生命的话题。《蚂蚁》一文通过对一只蚂蚁寻找食物时的生动形象的描绘，表达了作者对生命的冷静的思考。引导学生学习好这一课，可以培养学生观察生活、深入思考的能力。

（一）知识与能力：

了解作者、积累词汇；学习本文拟人化的手法。

（二）过程与方法目标：

在教师引导下，读课文，品语言。

（三）情感态度与价值观目标：

通过本文学习，加深学生对生命的思考。

教学重难点：把握文章主旨，学习本文拟人化的手法，品味文章诙谐幽默、富有哲理的语言。

之所以这样设定是一句新课标和中考要求，近几年中考命题就涉及到以上各个方面的内容。

三、教学方法的选择及依据。

选择依据：语文教学要以学生自读、自悟、自主探究为主。同时，本文篇幅不长，也相对简单，适合进行自主、合作、探究学习。其三，经过七年级一年的培养和训练，学生基本具备了这种能力。

多媒体教室《蚂蚁》课件汉语字典绘画纸笔彩色粉笔

为了有效地完成教学目标，我将整个教学过程设计为六个小的环节。

（1）导入：引出米老鼠孙悟空等经典卡通形象，要求学生设计蚂蚁的卡通形象，教师选出优秀作品展示，然后播放有关蚂蚁图片并以此引入新课。（说明：以下课件随教学进度播放，不再详细点明）

这样导入，目的是为了激发学生对蚂蚁和文本的兴趣。

③全班交流，教师检查小组学习成果。

④教师评价鼓励。

这样设计的目的，就是让学生积累词汇，从整体上把握课文，为后面探究学习做好铺垫。同时培养学生的协作能力。

教师引导：布置学生用自己喜欢的方式读课文，并根据自己对课文的理解以及参考书的提示做简单的批注。引导学生找出运用拟人的句子，分析拟人的表达效果。以上是本节课的教学重点。

设计这一环节的目的，让学生自读、自悟、自主探究课文，为后面的第四步做准备。

教师从三个方面引导：①速读课文，重点阅读文章6——9自然段思考：通过桌子上这只蚂蚁，作者进行了怎样的联想？又抒发了怎样的感慨？怎样评价南帆先生这只蚂蚁？完成课后阅读练习·探究一、三题。

②学生分小组、分问题讨论，教师指导点拨并参与讨论。

③小组汇报，教师点评。以上就全部完成了本节课的教学重难点。

这一环节，是整个教学环节的重头戏，目的是为了让学生进一步落实教学目标，培养学生综合阅读能力。

《蚂蚁》说课稿渺小、自足

《蚂蚁》说课稿《蚂蚁》说课稿《蚂蚁》说课稿《蚂蚁》说课稿教师板书蚂蚁联想我（人类）

看谁知道得多。说出你知道的有关蚂蚁的成语、熟语、谚语等。

（6）布置作业；完成配套练；观察你身边的动物，写一篇100字以上的观察日记，要求运用两个以上拟人或比喻的修辞手法

六、教学反思。

1、针对我校学生实际，注重兴趣的激发和知识的积累。让学生愿意学、喜欢学，并学有所得。

2、在教学过程中，突出了学生的主体地位，培养了学生各种能力。

蚂蚁课件篇2

教学目标：

1、知识和能力：学会本课的8个一类生字和11个二类生字，掌握一个新部首。能有感情地、分角色朗读课文，理解课文大意。

2、过程和方法：通过观察对照图画，反复诵读和分角色朗读课文理解课文大意。通过比较法和熟字偏旁法的方法来记忆一类生字。

3、情感态度和价值观：培养学生的劳动意识，认识到人人都要靠劳动生存下去。

教学重点和难点：学会8个一类生字，有感情地朗读课文，理解课文大意。

教学准备：教学挂图对话的课件

教学时数：3课时

第一课时

教学内容：熟读课文，学会8个一类生字。

教学过程：

一、导入：

今天，我们要来学习一篇课文，题目是《蜻蜓和蚂蚁》，看到课题，你知道了什么?你想知道什么?

二、熟读课文。

1、老师范读课文。请同学们注意文中出现的生字，听准字音。

2、老师领读课文，学生一边读一边画出文中出现的一类生字。

3、自己读一读画出的一类字。

4、自由练习读课文。

5、男女分自然段读课文。

三、识记一类生字。

1、荒：(1)荒芜地荒了。(2)荒凉。荒村、荒岛、荒废、荒.唐、荒野

2、张：左右结构，表姓氏，扩词：姓张、张冠李戴、张嘴

3、烂：(1)松软。烂泥、肉烂了(2)腐烂(3)破碎(4)头绪乱烂糊、烂漫、烂醉如泥

4、歌：左右结构，学习欠字旁儿，扩词：歌唱、歌星、歌舞

5、劳：上中下结构，扩词：劳动、辛劳、任劳任怨

6、脸：(1)头的前部(2)某些物体的前部(3)情面(4)表情扩词：脸蛋、脸皮、脸色、脸面、脸盆、门脸

7、软：左右结构(1)与硬相对。(2)柔和(3)软弱(4)容易被感动扩词：软骨、柔软、软风、心软、软和、软绵绵

8、难：多音字，扩词：(1)难过、困难(2)遇难

四、认读二类生字。

逛：逛街、逛市场、逛游

瞬：翘舌音，瞬间、一瞬

餐：平舍音，午餐、早餐、晚餐

愁：翘舌音，愁眉苦脸、忧愁

咕：咕咕叫、咕咚

留：留恋、留下、留级

昏：昏睡、昏迷、昏君

绵：软绵绵、绵绵无力

五、复习巩固生字。

六、作业：联系有感情地朗读课文。

第二课时

教学内容：抓住重点词句，理解课文大意，会分角色、有感情地朗读课文。

教学过程：

一、齐读课文。想一想课文讲了一件什么事?

二、找七名同学分自然段朗读课文。其他同学画出蜻蜓和蚂蚁的对话。

三、找同学读1、2自然段。

1、第一自然段中的：“逛来逛去”什么意思，这个词说明了什么?

2、在小组内读第二自然段，画出自己喜欢的词语。

3、说一说自己喜欢哪个词语，为什么?

4、思考：蜻蜓为什么不再唱歌了?它为什么每天愁眉苦脸，嘀嘀咕咕?

四、分角色朗读课文3-7自然段。

1、找出蜻蜓说的话，读一读，注意语气。

2、在找出蚂蚁说的话，指导朗读。

3、指名分角色朗读这一部分。

4、同桌分角色练习朗读3-7自然段。

5、蚂蚁的话“夏天劳动，冬天才能安乐，难道你不明白这个道理吗?”这句话什么意思?

6、蜻蜓通过和蚂蚁的对话，说“明年，我要唱自己的歌，也要为冬天的日子学会劳动了。”这里的歌指的是什么?你知道蜻蜓这句话什么意思吗?

五、学了这篇文章，你觉得你更喜欢谁?为什么?

六、作业：有感情朗读课文。

第三课时

教学内容：指导书写一类生字，完成课后练习。

教学过程：

一、指导书写一类生字。

荒：注意中间是“亡”字，没有点。

二、完成课后练习题。

1、照样子说词语。

走来走去明明白白热乎乎

看来看去清清楚楚火辣辣

2、读句子。注意读出标点符号的语气。

3、做一做。

(1)续编《蜻蜓和蚂蚁》。

(2)给蜻蜓写封信。

(3)把我想到的写下来。

三、板书设计：

蜻蜓和蚂蚁

荒张烂歌劳脸软难

蚂蚁课件篇3

教学目标：

1、正确、流利、有感情地朗读课文。

2、理解课文内容，懂得只有辛勤劳动，才能换来幸福生活。

3、进行句式训练，培养学生的说话能力。

教学重点：

通过朗读、表演来感受蚂蚁的勤劳，蝈蝈的懒惰。

教学难点：

懂得只有像蚂蚁一样勤劳，才会有幸福生活。

教学准备：

图片、课文录音等等。

教学过程：

一、导入新课

1、这节课，我们继续学习课文——“蚂蚁和蝈蝈”。

2、上节课我们学了许多词语，大家看：读准了这些词语，这鲜红的苹果就属于你啦——去掉拼音还能读好吗？真聪明，这些苹果给你啦。

3、来，我们一起把这些词语读准。每个读两遍。

二、细读课文

（一）教学第一自然段

1、词语读得真好，通过上节课的学习，我们知道蚂蚁和蝈蝈之间发生了一个故事，这个故事发生在哪个季节呢？（出示第一段）把书翻到115页，认真读读课文第一段，你会找到答案的。————指名交流：夏天

是的，这天的天气怎么样呀？（很热）是的，出示句子：夏天真热。（多媒体，画上红线）。是呀，天气可热了！谁来读读，把你的感受读出来。指名读、齐读。——

这个“真”读的特别好！我们一起来读。

2、这么炎热的天气里，蚂蚁们在干什么呀？指名交流————“搬粮食”

“搬粮食”加上小圆点。

蚂蚁是怎么搬粮食的，你能向大家介绍一下吗？相机点红“背、拉”。

3、小朋友说的真好，就让我们一起来做做小蚂蚁学学他们搬粮食的样子吧！

我来问问你，小蚂蚁，你是用什么方法搬粮食的呀！

累吗？——不累。你真是一只勤劳的小蚂蚁。

累吗？——累的。那你怕累吗？你真能吃苦。

你们搬粮食的方法可真多。

哎呀！小蚂蚁们，你们头上怎么有这么多汗呀！

小结：是呀！在这么热的夏天里，蚂蚁们还在搬着粮食，多辛苦呀，难怪个个——满头大汗。（相机点红）

指导朗读词语——哦，汗真多！————是的，读的真好！我们一起来读好这个词语。

4、看，这就是蚂蚁们搬粮食的情景！（动画）

5、看完了这群蚂蚁搬粮食的情景，小朋友，你想对这些小蚂蚁说些什么？你们喜欢这群蚂蚁吗？就让我们带着喜欢的语气来读好这一段。（齐读）

（二）教学第二自然段

1、过渡：蚂蚁们搬粮食，个个满头大汗（板书），他们多辛苦呀！可这时候蝈蝈在干什么呢？自己读读第2段。

2、学生读后交流：它们躲到大树下乘凉，有的唱歌，有的睡觉，个个自由自在。

（出示图片）我们来看，这只蝈蝈在唱歌，这只在干什么？（出示图片）

看，这里用了一个“躲”，他们怎么会躲到大树下呀！

是的，天气多热呀！只有这树阴下才最舒服。看他们个个“自由自在”。（相机点红自由自在）

指导朗读词语——你能读好这个词语吗？

听出来，很悠闲的；————是的，很自在的。我们一起来读。

3、真好！看了图，老师相信大家一定能把这些句子读的更好的。指名读，齐读。

——从你的朗读中，老师感觉到了，这些蝈蝈真的很自在。

——你的朗读水平高的，老师的眼前仿佛看到了这些悠闲的蝈蝈。

——老师也忍不住要读读了。老师读的好吗？老师读的时候边读边想象蝈蝈自由自在的画面，你们也这样，一定会读的更好！

4、蝈蝈们自由自在（板书），他们看到蚂蚁们在搬粮食，蝈蝈是怎么认为的呢？点红“傻瓜”，是的，他们都在笑蚂蚁！他们为什么笑呀！是觉得搬粮食好玩吗？

是的，他们笑，是觉得蚂蚁傻！那么蝈蝈会对蚂蚁说什么？

刚才我们做了勤劳的蚂蚁，下面我们也来做做蝈蝈吧，你们是怎么笑话蚂蚁的呢？学学他们说的话，可以加上动作。和同桌说说，指名交流。

（三）学习第三自然段

1、过渡：虽然蝈蝈在笑着蚂蚁，可是蚂蚁还是在快乐的搬运着粮食，就这样各自度过了一个愉快的夏天，紧接着秋天过去了，寒冬到了，西北风呼呼地刮起来。

2、（多媒体）板书：冬天。看后你有什么感觉？

天可真冷啊，谁能把冬天的寒冷用朗读表现出来？

出示句子：冬天到了，西北风呼呼地刮起来。指名读，齐读。

你这个“呼呼地”读的特别好，老师感受到了，风很大很大，天气很冷很冷。

我们一起来读好这句话。

3、这么冷的天，蚂蚁和蝈蝈们生活的怎么样呀？自己读读下面的句子。读后和同桌说说。

指名交流：相机学习蚂蚁：是的，我们来看图，你看到了什么？洞里的这些粮食是怎么来的呀？

通过辛勤的劳动，他们的冬天自由自在，生活真是幸福快乐啊。谁来读好这句话。————“装满”读的真好，粮食真多呀！装的满满的。

我们也来美美地读读这句话。指导读好第二句。

4、在冬天，勤劳的蚂蚁是这样幸福快乐，那蝈蝈呢？指名交流。

（1）我们看图，蝈蝈们现在在干什么呢？

（2）是的，他们又冷又饿，再也神气不起来了呢。可蝈蝈什么时候神气过？（点击课件）怎么神气的？

那他们为什么现在神气不起来了呢？

（3）在寒冷的冬天，他们被饥饿和寒冷包围着，还有可能被饿死或者冻死，怎么还能神气呢。谁来读好这句话。——蝈蝈多冷多饿呀！

我们一起来读好这一句。

三、课外延伸

1、转眼间，夏天又到了。一只老蝈蝈把大家召集在一起，讨论一下今年夏天怎么做。现在小朋友们就是蝈蝈了，你们四人一组也讨论讨论这个问题。

2、学生讨论交流。指名表演：——今年夏天，我们要————

四、教学生字

1、讨论结束了，我们让蝈蝈去搬粮食吧！我们就不打扰他们了，看辛勤的小蚂蚁正等着我们呢！

出示蚂蚁图片：谁想和蚂蚁交朋友的？读出藏在后面的词语，勤劳的小蚂蚁就和你交朋友。

2、今天我们来记这四个生字，出示生字。看笔顺表，和同桌说说这些生字的笔顺。

3、谁来当小老师教我们记这些生字？教师范写，粮呼指导写进田字格。

4、这四个字都是左右结构的字，在写时要注意左窄右宽，看准横竖中线。请同学们拿出习字册描红，教师巡视。

板书设计：

蚂蚁和蝈蝈

满头大汗，自由自在

蚂蚁课件篇4

第一课时

教学目标：

1．体会对比描写的作用。

2．知道做什么事都要充满自信、坚持不懈的道理。

3．有感情地朗读课文。

教具准备：

多媒体及课件，生字卡片，蚂蚁资料图片等。

教学过程：

一、导入

1．老师给大家说个谜语，想想它是什么。

“小小的个子，黑黑的衣裳，细细的手脚，大大的力量。

大树见它怕，大堤见它哭，它比大象有力气，天天爬来又爬去。”

对了，它就是蚂蚁。

2．现在，谁来介绍一下你见过的蚂蚁。

(1)学生介绍收集来的蚂蚁的图片或资料。

(2)互相交流所见所闻和资料。

(3)老师出示蚂蚁的图片资料，让学生对蚂蚁有初步了解。

(4)让学生谈谈自己对蚂蚁的看法。

二、初读课文

1．借助拼音，读准字音，读通顺句子。

2．纠正读音。你认为哪个字的读音应该注意，给大家提个醒。

仰：读yǎng，不要读为yáng。

信：读xìn，不要读为xìng。

3．把读得不熟的地方多读几遍。

4．以小组为单位合作，选择喜欢的方式练习读课文。

三、再读课文

1．这篇课文共有几个自然段?(13个)

2．这篇课文主要讲了什么?(巨人怕高不敢爬树，而蚂蚁不怕树高，一步一步往上爬的故事。)

3．读课文时，应用怎样的语气读蚂蚁和巨人所说的话?(读巨人的话要用胆怯的口气，看不起的口气。读蚂蚁的话要用自信的口气，敬仰的口气。)

4．文章是怎样运用对比描写突出中心的?

巨人虽然身材魁伟，但是当他看到树很高，爬上去很困难时，就放弃了，连连告退，跑掉了。

蚂蚁尽管很小很小，但是它对爬上天充满自信。它一步一步不停地往上爬。

5．指导朗读。

以小组为单位，分角色朗读。注意要读出各自的语气。

四、拓展延伸

1、你喜欢上天的小蚂蚁吗?为什么?

2、生活中，你遇到过哪些较大的困难？你是如何解决的？

3、你有什么梦想？你想怎样去实现？

五、小结。

无论做什么事，只要对自己充满信心，坚持去做，就一定能成功。

板书设计：

课后反思：

教学时，教师要将落脚点放在“读”和“说”这两点上。

第一个落脚点“读”。因为童话中出现了老爷爷、巨人、小蚂蚁三者的对话，我们可以从三者对话的语气和动作中体会到老爷爷的慈爱和对巨人、小蚂蚁的关爱；巨人的胆怯、害怕和不自信；小蚂蚁的坚强勇敢、自信努力。学习时，应指导学生分角色朗读三者的对话，老爷爷的话要读得浑厚粗哑，并带有关爱的情感；读巨人的话要流露出不自信和胆怯；而读小蚂蚁的话时，语气和巨人的恰恰相反，要读得自信、坚定而有力量。

第二个落脚点“说”，是在学生读的基础上带头饰配乐分角色表演。在表演前，对学生的动作和语言作指导。之后请学生上台用自己的语言看图讲这个故事，加强学生读和说两项基本功的训练。

课堂作业新设计

1、把这个故事讲给爸爸妈妈听，让他们谈谈感受。、

2、这篇文章没有结尾，发挥自己的想象力，给文章加一个结尾。

第二课时

教学目标

1、学会本课的生字及由生字组成的词。

2、正确、规范地书写生字。

教具准备：

生字、新词卡片。

教学过程

一、检查复习

1．指名读课文，检查学生对生字的认读情况。

2．指名复述课文，看谁讲得好。

二自主识字

1．交流识记生字的方法。

常：上下结构。上边是“尚”字的变形，下边是“巾”。

抬：左右结构。左边是“扌”，右边是“台”，不要写成“合”。

试：左右结构。左边是“讠”，右边是“式”，不要写成“ ”。

充：上下结构。上边是“ ”，不要漏写最后一笔“、”，写成“亡”。

信，左右结构。左边是“亻”，右边是“言”。

2．扩词练习。

学生充分说。

常：常常常绿经常通常人之常情习以为常冬夏常青

抬：抬举抬头抬爱高抬贵手

试：试用试卷考试尝试试验田跃跃欲试

充：充分充当冒充以次充好充耳不闻

信：信心信念回信信不过真实可信信口开河

板书设计：

课后反思：

教学时，教师要遵循下面的过程：教师讲童话——学生读童话学生字——续童话。先是配乐讲童话，讲完后提问“童话中出现了丁几个事物”，根据学生的回答板书，为后面学生看图讲童声埋下伏笔。接下来是指导学生读童话、学生字、续童话。这是本课的闪光点和侧重点。可采，取多种方法让学生读课文，感受小蚂蚁持之以恒的精神，懂得只要努力，就能成功的道理，并引，导学生用多种方法识记生字。最后续童话环节，把重点放在了小蚂蚁上天后看到了什么。指导声生应紧紧围绕童话中出现的小蚂蚁、巨人、老爷爷来续写，更好揭示童话的寓意。

蚂蚁课件篇5

一、教材简析

《上天的蚂蚁》是北师大版二年级上册第11单元的一篇课文。本单元的主题是“努力”，意在引导学生以积极、乐观的态度对待前进道路上的困难、挫折、烦恼，自信地迎接生活的挑战。这篇课文通过一只小小的蚂蚁立志凭借自己的不懈努力，从通天树爬到天上的故事，赞扬了蚂蚁敢于立大志，为实现远大志向一往无前的精神。

我计划用两个课时来完成。下面着重谈谈第二课时的教学设想：

二、教学目标

根据教材要求和我们班学生的实际情况，我确定了本节课的教学目标：

1、正确、流利、有感情地朗读课文。

2、体会蚂蚁个小志气大，为了理想不懈努力地精神。认识只有不断努力才能获得成功的道理。

三、教学重、难点

有感情的朗读课文，体会蚂蚁个小志气大，为了理想不懈努力的精神是重点；让学生认识只有不断努力才能获得成功的道理是难点。

四、教学方法

根据童话故事的特点及本课的语言特色，教学中，我紧扣新课标，围绕教学目标，本着“以学生为主动，教师为主导，训练为主线”的教学思想，以读为本，以读促学，以白胡子老爷爷与巨人，白胡子老爷爷与蚂蚁的对话为线索，让学生在读中悟情、读中明理。

低年级学生喜欢直观、形象、生动地画面，为贴近学生实际，我准备运用多媒体课件，让学生戴上头饰进行表演的直观教学法，激发学生学习兴趣。我还将运用谈话法、对比法、实践法等教学方法，激励学生全面参与，主动学习，培养创新能力和实践能力。

五、学法指导

新课标要求，语文课程一定要使学生“掌握最基本的语文学习方法”。学生掌握了正确的学习方法，就会产生两个飞跃：一是由“学会”变为“会学”，二是由“被动地学”变为“主动地学”，达到“自能读书，不待老师讲”的理想境界。

教学课本时，我指导学生学会抓住人物的语言，选用“读一读、悟一悟、说一说、演一演”等方式，体会人物的特点与精神。教给学生默读的方法，让学生通过实践学会默读。在阅读习惯方面，我着重培养学生解疑阅读，学会自学，学会积累的良好习惯。力争达到“教是为了不教”这一教学的最高境界。

六、教学环节设计

1、复习词语导入新课

识字、写字仍然是二年级学习的重点。上课伊始，我先让学生复习课文中的词语：“蚂蚁云霄果然常常鼓励终于身材魁伟抬头仰望身强力壮连连告退充满自信俯下身子”。这些词与文意密切相关，能展现文章的脉络，孩子们通过开火车或者自由朗读等形式的复习，既巩固了所学生字，又为接下来的朗读课文、学习课文打下了良好的基础，可谓是一举两得。

2、精读课文体会感悟

叶圣陶先生说过“语言文字的训练最重要的是训练语感。”朗读是训练语感的主要形式。因此精读课文这一环节中，我准备以读代讲，以读促思，采用多种形式的读：默读、指名读、引读、分角色朗读等，让学生在读中理解，读中感悟。

（1）抓住“树高”，体会上天之难。

在这个环节中，我主要通过找一找、看一看、说一说、读一读，让学生充分地体会到大树的高，在为学生下文做好铺垫的同时，训练学生的观察能力，口头表达能力、朗读能力。

“找一找”指的是让孩子们朗读课文第一自然段，找出描写大树高的语句。“看一看、说一说”指的是引导孩子们认真观察课文中的插图，从大树本身，大树旁边的白云，大树下的老爷爷等体会大树的高。“读一读”指的是观察完插图后指导孩子有感情地朗读描写大树高的句子。

（2）朗读、感悟、体会巨人的懦弱。

学习课文2——7自然段，我主要用这两个问题启发学生的思维：

⑴文中的巨人想上天吗？找出有关的句子并读一读。

⑵面对通天树，巨人行动了吗？为什么？

学生在轻声朗读的过程中会找出相关的语句。老师先让学生谈一谈对巨人的话得理解，然后抓住“连连告退”一词做文章，可以运用表演法理解这个词的意思：老师扮演老爷爷，一位同学扮演巨人。孩子们通过表演不仅会形象直观地理解“连连告退”的意思，而且会体会到巨人在困难面前的退缩和懦弱。

这一部分的朗读指导可以穿插在理解、感悟中进行，读中有悟，悟中有读。

（3）朗读、感悟，体会蚂蚁的努力。

这是一篇结构完整的童话，篇幅相对二年级的孩子来说比较长，如果按照一段一段地讲解，平均用力，一课时就很难完成。根据教学目标，我深入地钻研了教材，决定对这篇比较长的童话故事做个取舍，把重点内容确定为8———13段，通过品读小蚂蚁和白胡子爷爷的对话，体会蚂蚁个小志气大，为了理想不懈努力地精神。

对于这个重点部分，我是这样设计的：

边读边画

教师指导学生有感情地朗读蚂蚁说的话：“我能爬到天上去！”“我能行！”“只要一步一步不停地爬，就一定能爬到天上！”这里主要抓住三个感叹号和“能、一步一步、不停地、一定能”几个词语，采用指名读、自由体会读、齐读等方式，让学生用充满自信的语气，反复地读，在朗朗的读书声中，学生自然而然地就会到小蚂蚁不怕困难、勇往直前的精神。

分角色朗读

让学生想象：小蚂蚁嫩能爬到天上去吗？为什么？

补充词语加强积累

体会到了小蚂蚁的精神，让学生思考：小蚂蚁的这种精神可以用哪些词来形容？出示：“愚公移山铁杵磨成针水滴石穿坚持不懈功到自然成世上无难事，只怕有心人”，让学生读一读这些词语、句子，并试着用上一个给小蚂蚁加加油。这样设计，我是出于以上考虑：

课程标准在阅读目标中十分强调与语言的积累。这课堂，我力求让学生在自读自悟中，在边读边思中，在相互讨论中，动口、动脑、动手去学习朗读和默读，培养语感，在潜移默化中受到熏陶，积累语言。在这里，我又意地补充一些表现“努力”的词句，不仅丰富了学生的语言，更加深了对本文的理解。

3、角色表演加深理解

低年级学生有意注意力差，其思维方式以形象思维为主，根据学生这一心理特点，学完课文后，我让孩子们戴上小蚂蚁、巨人、白胡子爷爷的头饰进行表演，调动学生的积极性，提高他们的兴趣，进一步加深对课文的理解，寓教于乐。

4、讨论明理升华主题

在学生充分地朗读的基础上，我让他们讨论：

（1）同样是爬通天树，你觉得蚂蚁和巨人比，谁上天更容易，为什么？

（2）结果为什么不一样呢？学生在联系文本讨论的过程中，在把巨人和小蚂蚁进行对比的过程中，思想会更加清晰，也会更加体会到小蚂蚁敢于立大志，一往无前的精神。

5、提笔练字抄写词语

根据教学的实际需求，教研室很早就提出：一节课中提笔写字的时间不少于5分钟。因此，我安排学生在古筝曲《高山流水》古朴、典雅的乐声中摘抄本课的优美词语。既起到了进一步巩固本课生字新词的作用，又积累了词语。

七、板书设计

上天的蚂蚁

巨人（身强力壮）——摇摇头、不可能、爬不上去———跑掉

蚂蚁（很小很小）——我能爬上去、我能行、一定能———上天

（充满自信坚持不懈）——成功

以上板书设计便于学生掌握课文的主要内容，紧紧抓住巨人和蚂蚁的不同进行对比，更加突出了蚂蚁充满自信、坚持不懈的精神，也让学生明白了只有充满自信、坚持不懈地努力，才能取得成功的道理。

八、布置作业

回家把这个故事讲给爸爸妈妈听。

张庆老师曾说过：语文教学要返璞归真，要做到“简单”二字。我一直崇尚“简简单单教语文”，努力创造简约而精彩的课堂。力图使自己的教学目标更简明，内容更简约，方法跟更朴实，环节更简便。今后，我还将朝着这一方向不断努力。

蚂蚁课件篇6

教材分析：

《上天的蚂蚁》是北师版教材二年级上册第11单元的第一篇主体课文。课文是一篇优美的童话故事，通过巨人和小蚂蚁对“上天”的不同的态度和做法，告诉孩子们只有努力，才能实现自己的理想。文章短小紧凑，情节通过对话展开，浅显易懂，故事性强，深受孩子们的喜爱。

学生分析：

经过一年多的学习和培养，我的学生逐步养成自主、探究的学习习惯，孩子们在识字、读书、思维等方面有一定的能力。

教学目标：

1、会认13个生字，会写8个生字，继续练习分析字形字义。注意本文一些容易写错的字，比如“试”容易多写一撇，“鼓”的左上角是“士”不是“土”。

2、朗读课文，体会蚂蚁个小志气大，为了理想不懈努力的精神。

教学重点：

正确、有感情的朗读课文，了解课文内容。

教学难点：

在阅读中体会蚂蚁的自信和勇气。

教学过程：

一、激趣导入

师：同学们，今天老师给你们带来了两位大家非常熟悉的好朋友，听，它来了！（师播放音乐《小鲤鱼吐泡泡》）

（生跟唱）

师：谁能说说小鲤鱼泡泡给你留下了什么样的印象吗？

生1：泡泡很勇敢。

生2：泡泡为了找到龙鳞，经历了很多困难，但都不害怕，努力向前进。

师：同学们说的真好，我带来的另一位朋友也和泡泡一样，有着令人佩服的品质它就是——（师板书：蚂蚁）

读，你发现了什么？

生：我发现“蚂蚁”都是“虫”字旁。

师：蚂蚁是什么类的动物？

生：昆虫。

师：昆虫类的动物一般要用“虫”字旁。

（板书上天的）

齐读课题：上天的蚂蚁

二、初读课文、识字学词。

1、自由读书，自己解决不认识的字，难读的句子多读几遍。

（学生自由读书。）

2、自己指认生字表上的生字，组词。

三、随文识字，理解课文

1、学习第1、2段。

请看黑板上的通天树

师：这是一棵什么树？从哪儿知道的？

生：通天树。从课文第2段知道的。

师：自由读一读。

师读：“这是一棵通天树。”白胡子爷爷告诉一个身材魁伟的巨人，“从树干往上爬，往上爬，就能爬到天上去。”

生：我发现了你漏了一个词“一直”。

师：“一直”什么意思？漏掉这个词行不行？

生：“一直”就是“永远不停下”，漏掉这个词，树就不高了。

师：好，老师改正。“这是一棵通天树。”白胡子爷爷告诉一个身材魁伟的巨人，“从树干往上爬，一直往上爬，就能爬到天上去。”

你还能从哪些语句中看出这棵树很高呢？

生交流汇报。师相机学习重点词语，并将词卡贴在黑板上。

云霄

什么意思？看图黑板或书中插图理解。

仰望

做个动作，向高处看就是“仰望”。

身材魁伟

谁可以说是身材魁伟？（巨人）还可以用哪个词来说？生：身强力壮。读：身强力壮身材魁伟

2、学习3—7自然段。

巨人怎么做的？自己读3—7段，看看巨人是怎么说怎么做的？

学生自由读书。

指名读书，师：如果能想象着加上动作和表情读就更好了。

再指名读书，师：爷爷听了巨人的话还会怎么鼓励他？

生：你再试一试，也许能爬上去。

生：你勇敢点，再试一试，也许能爬上去。

生：你这么有力气，快试一试吧。

师：这就是“鼓励”。（师贴词卡，齐读“鼓励”）

蚂蚁课件篇7

设计意图：

冯晓霞教授在解读《3～6岁儿童学习与发展指南》的社会领域部分时指出：“幼儿的归属感往往来自于他们对群体生活的直接感受和体验。家庭是幼儿最早接触的社会群体，父母对幼儿无微不至的照顾会使他们对家庭产生一种归属感；进入幼儿园后，如果这个新群体能像家庭一样带给幼儿温暖、关爱、尊重、支持和鼓励，他就会对这个群体产生归属感。”对于中班幼儿来说，除了能感受他人的关爱，还应该学习通过拥抱、亲吻等多种方式向亲人、幼儿园的同伴等表达爱，由此增强对家庭、幼儿园的归属感。因此，根据大班幼儿特点及幼儿归属感培养的`相关要求，我设计了本次活动，让幼儿体验家庭亲情，学习爱的表达。

活动目标：

1．感受小猪和奶奶之间浓浓的亲情。

2．体验拥抱、亲吻带来的温暖、幸福的感受。

3．学习通过语言、动作等方式表达爱。

2、皮影戏文化资料及表演方法；

3、准备皮影戏表演道具。

活动流程：

一、通过ppt插图,教师有感情的讲绘本故事《会飞的抱抱》。

二、介绍皮影戏的历史背景：

皮影戏俗称灯影戏，是中国最古老的戏剧形式之一，源于1500余年前的中国古都长安，盛行于唐宋，至今仍在中国民间普遍流传，皮影选用上等牛皮，驴皮，经削、磨、洗、刻、着色等24道工序，手工精雕细刻3000余刀而成，皮影的艺术创意汲取了中国汉代帛画、画像石、画像砖和唐宋寺院壁画之手法与风格，其造型精巧别致，刻工细腻，施色考究，充分表现了中国传统文化博大精深，民间艺术的倔巧淳厚。皮影戏的传统剧目有《游西湖》、《海阳竹枝词》《哪咤闹海》、《古城会》、《会阵招亲》等。

三、通过用皮影戏的表演方式，演绎绘本的故事内容。

你们喜欢《会飞的抱抱》这个故事吗?《会飞的抱抱》让我们深深感受到了快乐、甜蜜和幸福，家人之间的爱是那么的温暖，爱的表达让我们感到那么的幸福!

通过学习故事内容和利用皮影表演的形式，鼓励幼儿用肢体语言和做力所能及的事向父母、祖辈表达他们的爱，同时建议家长在与孩子互动时要经常通过肢体动作表达爱，并经常带孩子看望长辈，为孩子做好示范，让孩子感受到一家人在一起的幸福和快乐。

一个好大好大的抱抱，一条会飞爱的链条，从小猪阿文的身上，飞到了镇邮局倪先生身上，飞到司机小詹的邮车上，飞到了飞机长蒋森身边，飞到了机场邮局小曼身边，又飞到了阿德邮车上，又飞到了邮递员莉莉身上，最后莉莉张开手臂，张得好大好大，给了阿文奶奶一个好大好大的拥抱。奶奶笑着说：“这是我收到过最棒的信了。”书中张张画面，带来每次传递的喜乐，带来每次传递的张张笑脸！

《纲要》中明确指出：引导幼儿接触优秀的儿童文学作品，使之感受语言的丰富和优美，并通过多种活动帮助幼儿加深对作品的体验和理解。在现在这个信息高速发展的时代，每个人都有了手机，发一个邮件，发一个短信，瞬间就可以传到几万里外奶奶的手中，打开电脑，可以在网络上和万里外的奶奶聊天，在屏幕上看到奶奶的身影，让奶奶看到阿文的好大好大的拥抱！可是这一切能代替文文的抱抱吗？

看到和实实在在的拥抱是不一样的，《会飞的抱抱》这个绘本故事，不单单是传递一个抱抱这么简单，更是亲情友情的交织和升华。高楼耸立的城市，越来越多的人淡薄了人和人之间的感情，古老的信息传送方式也被人们抛之脑后，取而代之的是电子信息的传送，通过本节教育活动，幼儿可以通过一个大大的拥抱真切的感受到人和人之间的温暖，理解人和人之间的感情。另外，通过信件传送的方式也让幼儿了解到信件传送的整体过程，使幼儿了解写信、寄信这个过程，理解信件的意义，也通过这简单的信件传递，流露出了亲情与友情之间的美好，简单的信件可以让人与人之间的感情长久保存。

蚂蚁课件篇8

教学目标：

知识目标：

1、能根据《上天的蚂蚁》这篇课文展开合理的想像，续编故事。

2、能把故事写下来，语句通顺。

能力目标：有丰富的想象力，学会自主、合作的学习方式。

情感态度价值观：

1、喜欢写话，能大胆表达自己的想法。

2、培养学生顽强的意志和坚定的自信心。

教学准备：

课件贴贴纸（小蚂蚁、金话筒、铅笔）

教学时数：

一课时

教学过程：

一、听一听：（4分钟）

谈话：同学们，刚才大家听到的曲子是《乘着歌声的翅膀》，这节课，就让我们伴随着这首优美的曲子，展开想象的翅膀，自己动口动手编故事，好不好？

这节课，我们还将设立两个奖项：金话筒奖和小作家奖，大家想不想争取？

请看大屏幕（课件演示）

同学们，谁来了？（丁丁和冬冬）

丁丁和冬冬邀请我们一起听老师讲故事。你们想不想听呢？

课件演示。板书开始爬树

二、猜一猜：2分钟

小蚂蚁开始爬树了，它最终能不能爬上天呢？请同学们来猜一猜。

三、说一说：10分钟

同学们都说得很有道理，小蚂蚁也许成功，也许失败，但是，不管结果怎样，小蚂蚁都想去试试，而且它还很有信心呢！小蚂蚁要继续出发了，你们想不想和他一起去呢？板书结果（成功、失败）

把贴贴纸贴在额头上。互相看看。你们都变成什么了？

现在，你们都是想上天的……唐僧西天取经历经九九八十一个磨难，你们在爬的过程中也会遇到很多困难和挫折，所以大家要做好思想准备，大胆地想象一下，你们都会遇到什么困难，遇到困难时你会怎样想、说什么、怎样做。

板书遇到困难想说做

请同学们看大屏幕：

1、你会碰到什么样的天气？

2、爬着爬着，你会有觉得怎样？

3、在爬树的过程中，你会遇到谁？你们之间会发生什么事？

根据问题展开想象。请几只小蚂蚁说一说。

表达要清楚，说完整话，声音响亮，其他同学要认真倾听。

教师相机指导，鼓励合理的奇思妙想。

四、编一编：13+10分钟

同学们，你们当了一回上天的小蚂蚁，进行了大胆的想象，你们的想象就像一颗颗珍珠，珍珠用线串起来就是一条美丽的项链，如果你们把刚才的想象按黑板上的这条线串起来就是一个有趣的故事。

课件演示丁丁冬冬编的故事。

同学们，你们能不能象丁丁冬冬一样，编一个蚂蚁上天的故事呢？现在，请发扬小蚂蚁擅于合作的精神，小组合作编故事。各小组可以选择自己喜欢的方式：喜欢说的先说，说完再写：喜欢写的先写，先完后在小组内交流修改。呆会儿说得精彩的同学就能获得金话筒奖。写得好的同学就能获得小作家奖。

1、请几个同学来讲讲蚂蚁上天的故事，其他同学要认真倾听，如果发言的同学说得好，请把掌声送给它。如果你有什么想法的话，可以等发言的同学说完，你再来点评。

教师相机指导。

2、作品展示、同学点评。

五、结束语：（1分钟）

同学们，……

蚂蚁课件篇9

教学目标：

1、认识本课11个生字和1全部首，会写8个生字。

2、正确、流利、有感情地朗读课文。

3、增强劳动意识，培养从小热爱劳动的情感，感悟没有播种就没有收获，没有付出就没有回报。

4、用续编故事或写信的方式表达自己的愿望。

教学重点：学会本课生字和一个偏旁部首。

教学难点：让学生明白有劳动就有收获的道理。

教学准备：生字卡片、风的声效录音。

课时安排：2课时

教学设计（第一课时）：

一、谈话导入：

前几天我们学习了一篇跟劳动相关的课文《好日子》，谁愿意说一说文中的三只小老鼠给你留下了什么印象？是啊，辛勤的劳动让三只快乐的小老鼠过上了好日子，那么今天这两只小动物是不是也跟小老鼠一样的热爱劳动呢？（板书课题：蜻蜓蚂蚁）谁和谁？（板书：和），好，今天我们再来学习一篇跟劳动有关的寓言故事《蜻蜓和蚂蚁》，齐读课题。

二、学习课文，随文识字。

1、学习第一自然段

（1）同学们打开书，想听老师读课文吗？教师范读，要求学生注意圈出来的生字的读音。

（2）自由读课文，思考：在蜻蜓和蚂蚁之间发生了一件什么事？（这只小蜻蜓只顾着夏天享乐，没有准备过冬的粮食，到了冬天，饥饿难耐，找到小蚂蚁来求助，小蚂蚁给小蜻蜓讲生活中不能幻想不劳而获的道理。）

（3）那么我们来一齐看一看它的照片好吗？谁能看这幅图用上我们学过的一个成语说一说小蜻蜓在怎么样的干什么。（小蜻蜓在悠然自得的唱着歌）

（4）“悠然自得”和课文第一自然段中的哪一个词语意思相近？（逛来逛去），你能读一读第一自然段吗？“逛来逛去”说明什么？（闲着没事），日子就这样一天一天地过去了，很快冬天就到了，你从哪个词语体会到时间过得快呢？（转瞬之间），“转瞬之间”还可以换成哪个词语？你能用“转瞬之间”说一句话吗？齐读第一自然段。冬天的世界会是一番怎样的景象呢？我们来看一看第二自然段。

2、学习第二自然段

（1）指读第二自然段。

（2）冬天的景象可以用第二自然段中的一个词语来形容，你能找到吗？（荒凉）识记“荒”字。（与“流”联系起来记忆，水流得一滴都不剩了，大地上长出荒草来）你知道什么叫“荒凉”吗？（荒凉就是人烟少，冷清的样子）什么样的景象才能叫做荒凉呢？同学们闭上眼睛边听老师的描述边想象荒凉的画面。教师放自然界中的北风呼呼地吹的声效录音，边结合语言的描述：冬天来了，乌云不时的遮挡住了太阳，天空阴森森的，花儿、小草早已经干枯得没有一丝水分，树枝已经变得光秃秃的，还有几片孤零零的残叶在寒风中瑟瑟发抖，刺骨的北风狂扫着大地，干枯的树枝不时地发出呜呜的响声，小动物们都销声匿迹了，田野里一片寂静，没有一点生气。同学们你们体会到“荒凉”是一种怎样的景象了吗？

（3）对于小蜻蜓来说，荒凉就更加可怕了，田野的荒凉对蜻蜓来说意味着什么？（小黑板出示句子：阳光灿烂的日子，每张叶子下面都有现成的睡床和早餐的日子，已经远去了。）这句话是什么意思？学习“烂”字。用“灿烂”说一句话。

（4）此时的蜻蜓心情会怎么样？你是通过读哪个句子知道的？它又是怎么做的呢？同学们做一个愁眉苦脸的表情，再做一个和愁眉苦脸相反的表情，你知道这个表情用哪个成语来形容吗？（眉开眼笑），谁能用“愁眉苦脸”说一句话？想象一下，他会嘀咕些什么呢？

（5）指导朗读，读出蜻蜓那种悲伤、难过、痛苦的心情。此时此刻，如果继续这样伤心下去，蜻蜓有可能会被饿死，于是，它想了办法，它去找谁了呢？

3、学习第三至七自然段。

（1）、默读课文的第三至七自然段，想一想通过读这几个自然段他们的对话，你都知道了什么？根据学生的汇报学习这几个自然段。

（2）、汇报蜻蜓是怎样乞求蚂蚁的，朗读第三自然段，指导朗读，要读出蚂蚁那种可怜的样子，哀求的语气。

（3）、那么蚂蚁对蜻蜓又说了些什么呢？指导朗读第四自然段。要读出反问的语气。相机学习“劳”字。“劳”是会意字，“劳”的繁体字草字头写作两个火字，意思是时已入夜，但是仍然有人点燃灯火在劳作。谁能想个好办法记住这个字。（戴草帽用力去除草，这个人真勤劳）

（4）、蜻蜓明白蚂蚁说的道理吗？（明白）那他在夏天里没有劳动的理由是什么呢？在课文中找一找。（课文的第五自然段）你能用自己的话说一说因为什么，所以蜻蜓才没有劳动吗？

（5）、最后蜻蜓决定怎么做了呢？指名读课文的最后两个自然段。

（6）、分角色朗读这几个自然段。

4、思想教育：同学们，这个小故事我们读完了，通过读这个小故事你懂得了怎样的道理？

三、集中识字。

1、出示词语卡片：荒凉、灿烂、每张、唱歌、愁眉苦脸、劳动、难道、软绵绵。开火车读、指名读。

2、出示生字卡片：荒、烂、张、歌、脸、劳、难、软。开火车读。

3、出示写有词语的小黑板：荒山、荒草、破烂、灿烂、功劳、劳动、张口、歌剧、脸色、困难、软和。

四、指导书写。

歌，介绍“欠”字旁。软、荒

蚂蚁课件篇10

教学目标：

1、了解鸟类的翅膀的形态特征。

2、掌握会飞的翅膀的制作方法、步骤。

3、体验制作和游戏的乐趣。

课前准备：

教师：不同鸟类翅膀图像资料、彩笔、白纸、剪刀、示范作品等。

今天，老师为小朋友带来了一段录像，里面有小朋友喜欢的朋友，看看它们是谁呀？在做什么呢？播放视频。

小朋友，刚才在录像里看到了哪些动物？它们都是靠身体的哪个部分在空中自由的飞翔？

动物有一双舞动的翅膀，能带着它们在天空中自由翱翔。小朋友想不想也向刚才看到的小动物们一样拥有一双可以飞动的漂亮翅膀啊？呈现课题并板书。

二、认识了解翅膀的形状、特征，发现对称折剪翅膀的方法。

1、老师请了刚才录像中看到的几位朋友来到了我们教室，他们是谁呀？先出示天鹅、蝙蝠、蜻蜓、老鹰四种动物的翅膀收拢的图片，再出示这四种动物翅膀形状的手绘图。

这四对翅膀的形状相同吗？那么你们能猜出它们分别是谁的翅膀吗？利用课件将翅膀图片与动物图片一一对应。

2、知道了它们的形状不同，你们还发现所有的翅膀有什么共同的特点吗？学生观察找到答案后，教师利用已剪制好的白卡纸翅膀现场对折示范给学生看，并利用课件演示，加深学生对翅膀对称特征的认识。

三、尝试创作出想象中奇异漂亮的翅膀外形。

1、刚才我们欣赏了解的是动物们的各种翅膀，那么，小朋友想一想我们自己制作的翅膀会是什么新奇漂亮的模样呢？

老师出示三组对折好的白纸，请三个小朋友上台来画一画新奇漂亮的翅膀外形，设计前先找到纸张对折的'位置，再思考怎样画得新奇漂亮。

2、学生画完后，教师现场用剪刀分别将几个小朋友画在纸上的翅膀沿轮廓线剪下来，师生评价并小结。

（1）以对折位置起笔为中心画，画出一个翅膀的形状，展开后就是左右对称的一对翅膀。否则剪下来的是两个分开不连贯的翅膀。

（2）翅膀如果画得太小，剪出来不美观。

（3）用各种长或短的圆弧形的线、直线、折线组合能画出新奇漂亮外形的翅膀。

3、教师现场快速示范，演示翅膀的制作方法步骤。

教师现场演示制作步骤。

（1）先将作业纸左右对折，然后在对折痕处再次折出能用手指捏住翅膀中间的部分。

（2）用彩笔在折纸的一侧想象画出新奇漂亮的翅膀外形。

（3）将纸对折好后沿着一侧画好的翅膀外形轮廓剪下并展开。

（4）涂上自己喜欢的漂亮的颜色。

四、学生练习，提出作业要求。

作业要求：运用折、剪、画等方法，用纸做一对可以捏在手指中飞动的翅膀，和小伙伴们玩一玩。

教师巡视检查，分层指导。

五、作业评价，快乐体验。

1、将学生制作的翅膀集中评价。

2、组织学生到室外玩一玩会飞动的翅膀，体验制作的成就感及学习带来的快乐。

蚂蚁课件篇11

一．歌曲导入揭示课题

1．歌曲《蜗牛与黄鹂鸟》导入，唱歌活跃气氛

师：（听唱一遍）儿歌里的蜗牛他很努力很努力，一步一步地往上爬，他最终能爬上葡萄架吃上香甜的葡萄吗？老师也相信他一定行。那你觉得这是一只怎么样的蜗牛？（生：勇敢，不放弃）是啊，这是一只，勇敢的、不放弃的，坚强的蜗牛，你们喜欢他吗？好，准备好来上课，小朋友们，这节课，老师给大家带来了一位和歌曲中的蜗牛一样坚强勇敢的小朋友，它就是——蚂蚁！

2．认识生字“蚂蚁”

师：睁大眼睛观察这两个字，你发现了什么？

预设：生1，没错，你观察得很仔细，昆虫类的动物一般都带有虫字旁。

生2，（引导学生发现蚂蚁两个字是形声字，左边表形，右边表声。）

3．揭示课题，个性朗读

师：在小朋友们的印象中，蚂蚁他长得——？（生：很小很小）

师：是啊，但这么小的一只蚂蚁却要干一件不同寻常的大事情，它要（停），对，——上天。请小朋友们认真看老师写课题。（板书：上天的蚂蚁）谁来读读课题

预设：你来读，生1读，老师听出来了，你把蚂蚁的读音拉长了，是呀，这可是只不一般的蚂蚁。你也来试试，生2读，听，他把上天加重了。

师总结，是呀，读课题时，不同的理解就有不同的读法。带着你的理解一起读读课题，一二齐

4．质疑课题

师：读了课题，你有什么疑问吗？

预设：生1，哦，你想知道他为什么要上天？（板书？）生2，恩，蚂蚁上天要干什么呢？（板书？）生3：对呀，他是怎么样上天的呢？（板书？）

师总结：咱们班的小朋友真厉害，不仅会思考，还会提问，那咱们就赶紧到课文中去找找答案吧

二．初读课文，随文科学识字

1．生自由读课文

师：轻轻翻开书本69页，自由读课文，读准字音，读通句子！（师巡视）刚才大家读得可认真啦，那能把课文读通顺了吗？（能）听，这声音里充满了自信，哪位小勇士来读读课文的1-3自然段。

预设：你的小手举得最高，请你来！觉得他读得怎么样呢？请你说！是呀，读得挺流利的，如果声音能再更大一点就更棒了！

2、指导“常”书写，用“常常”说话

师：老师觉得他把翘舌音都读得很准，比如这个“常”就是一个翘舌音，跟老师再读一遍，请小朋友们认真看看，在写这个字的时候应该注意些什么？谁来提提建议？

预设：你说，你想告诉大家，上面这个小子头写的时候应该先中间后两边，谁在来补充，你也说，哇，你有一双慧眼，你发现了“常”字是上中下结构，中间的口要写的扁一点，这样才能写得好看，老师再给你们提个醒，最后一笔竖的尾巴还是尖的。老师在文中还发现了一个字，（出示信）看，他的竖和“常”的竖写法就不一样，睁大眼睛再瞧，信啊，他是什么结构的字？那在写的时候，左边要写的窄一点，右边写的宽一些。有了刚才大家的建议，我们一定能把这两个字写得漂漂亮亮的，打开书73页，把红色的常和信字描一描注意“三个一”哦。（师巡视，小朋友们的写字姿势真标准，相信写出来的字一定也很漂亮）好，把笔放一边。

师：“常常”这个词啊，我们也经常用，谁能用他来说个句子呢？

3、联系生活理解“身材魁伟”

师：小朋友，这位常常坐在通天树下的白胡子老爷爷把通天树的秘密告诉了谁呀？（贴）对，就是身材魁伟的巨人，想想，生活中哪些人也是身材魁伟的？

预设：是的，篮球巨星——姚明就是身材魁伟的巨人，他的身高足足有2米29！你也来说，恩，小朋友最喜欢的卡通人物变形金刚。

4、科学识字“酸”

师：这位身材魁伟的巨人知道了通天树的秘密之后，他抬头仰望，仰了很久很久，脖子都给仰酸了。

师：小朋友，你们平时写字，写了很久很久，手会酸，腿站了很久很久了也会酸，这个字就读作——酸。酸呢，他还有另外一个意思，（做出酸的表情）厨房中什么调味料是酸的？（醋）

师：酸和醋都是什么旁呢？出示（酉），这个字，不认识了吧，读两遍，酉。酉在古代是什么意思呢？咱们往下瞧，（和酒有关）老师给你们带来了个小故事，注意听了，里面藏着好多带有酉字旁的字呢！一天，丁丁的爸爸去参加同学会，一高兴，多喝了几杯酒，就---醉了，大家让他别喝了，可他还是不停，一杯一杯又接着喝，结果就——醉得更厉害了，这就叫做酩酊大醉，出示酩酊）醉得这么厉害，他还一直囔囔着——我要开车我要开车，那咱们要劝劝他千万不能酒后开车哦，要去睡上一觉，解酒了，人才会清醒。瞧，酉字旁的字一般和酒有关。看来，联系生活来编编故事可以帮助我们认识、记住更多的生字。

我们学过的皿字底，他表示什么意思呢？（器皿有关）皿字底的字很多，有盒、盘、盆······回家后你可以用这些字来编个小故事给家人听听，好吗？

5、随文识字4—10段

师：小蚂蚁要爬到天上去，我们都来给他加油助威，好不好？只要你们能把卡片上的字读对了，就能让小蚂蚁爬的更高！谁来试试。如果她读对了，你们就跟他读两遍

6、理解近义词“身材魁伟——身强力壮”

师：同学们，睁大眼睛瞧，这里面藏着一个和身材魁伟意思很像的词，你反应真快，就你来说，（生，身强力壮）他们是一组——近义词。帅气的男生加上动作来把这组词语读一遍。

7、科学识字“试”

师：白胡子爷爷鼓励身材魁伟，身强力壮的巨人去试一试吧，（出示试）试这个字里还藏着一个式，现在注意看啦，老师要给这个式来变魔术啦，给他加上言字旁读试，提手旁读拭，车子旁读轼，老师变的这几个字一样吗？什么不一样？部首不一样！言字旁的字跟什么有关？预设：你说，（生：语言）没错，考试离不开语言。那提手旁又跟什么有关？你的小手举得真高，你来说吧（生，手有关），伸出你的小手，拭拭你头上的汗珠吧。换上旁字旁轼。车字旁呢？老师还没提问过你，你说，古时候车前面的扶手就叫做轼。

看，我们刚才是根据什么来猜这些字的意思呀？是根据他们的——部首，没错，根据部首猜字义也是一种识字方法。

看，老师还把这些字编成了一首儿歌，我们一起来读一读

部首部首真重要

写字时候不能掉

要用语言来口试

要用手儿来擦拭

要用扶手记住轼

8、借助动作理解体验反义词

师：剩下的课文中还藏着一个生字，小朋友们一起把他读出来（出示11-13段，俯）你们能从课文中找到一个跟他意思相反的字吗？你动作真快，你说（出示近义词俯——仰）现在咱们来放松放松，休息一下，站起来，做做俯——仰的动作。

低下头来俯俯俯,抬起头来仰仰仰，绕着脖子转一圈，身体放松人舒服。

放松好了吗？那我们继续上课吧。我们的汉字真神奇，我们的课文也非常有意思，老师忍不住想给大家来读一读，不过老师有个要求，你们要边听边思考蚂蚁为什么要上天？他要怎么样上天呢？

师：好听吗？夸奖夸奖老师。小蚂蚁为什么要上天呀？如果你是小蚂蚁，你想到天上去干什么？生自由说

三．树高、路长、困难大

1、画出描写树高的句子

师：蚂蚁想上天？课文里谁也想上天？那他们要怎么样上天呢？（爬树），想通过爬树来上天，那这棵树肯定得——很高，那课文那些地方告诉我们树高呢？请同学们默读课文，出描写树高的句子。（课件出示默读要求）

师：谁找到了？谁来汇报一下。

自己读读第一句话（有一个树，很高很高，高的插入云霄），想想，读了这句话，你觉得老师贴的树够高吗？（不够）那想想再贴点什么？（云）为什么？理由呢？（生1：天上有云，师评，理由不服人生2，树高的插入云霄师贴云）

除了插入云霄，这句话中还有那个词能看出树的高。（引导说出很高很高）聪明的小朋友再仔细看看，这个句子中，一共有几个高啊？3个，那咱们在读这三个高的时候，应该怎么读呢？

预设：读得好时：通过你的朗读，老师仿佛看见了插入云霄的通天树。小朋友们，像他这样来读一读。没读好：小朋友们，通天树高吗？而且是很高——很高！高得——插入了云霄。可是，这个小朋友读的，让老师觉得通天树不太高。谁能读得更高一些？（评语：有点高了！更高了！好一棵插入云霄的通天树！）来，大家一起读。

师：这棵这么高的树，就叫做——通天树，从树干往上爬，往上爬，就能爬到天上去。(漏掉一直，读后，小朋友们发现了什么？一直什么意思？漏掉他行吗？)

齐读句子。

师：咱们再看看这句话，他指谁呀？（巨人）写巨人怎么能看出树高呢？（引导学生发现体会巨人身材魁伟却望不到树尖）同学们，现在你们就是身材魁伟的巨人，抬起头来，不能低下，你看到了风筝，也看不到树尖，你看到了小鸟也看不到树尖，你望到了白云也望不到树尖，你望到了火箭也望不到树尖，好了，小巨人们坐下来吧，这时你想说什么？（生自由说）

师：是啊，这棵通天树实在是——（引读）太高了。所以巨人摇摇头说：好高哟，要想爬上去是根本不可能的。

来，我们一起读读这四句话。

四.对比存疑留有悬念

面对这棵高耸如云的通天树，很小很小的蚂蚁和身材魁伟的巨人都想通过它上天，它们能如愿以偿吗？咱们留着下一节课继续学习。

第二课时

教学过程：

一、谈话激趣，复习引入。

1、孩子们，上节课，我们读了一个很有趣的故事，故事的名字叫（生答：上天的蚂蚁）。齐读课题

2、故事中的词语宝宝今天也来了，让我们去与它们打打招呼，好吗？（投影出示生词）每个词语招呼两遍。

二、探究课文，训练朗读

（一）、感受巨人对“上天”的态度和做法。

1、这个故事讲了谁和谁都想上天？结果怎么样？自读课文，边读边思考。

（读后交流，随着学生的交流，相机贴出巨人图、小蚂蚁图）

2、（指着黑板上的图）咱们来看看，巨人和蚂蚁相比，谁更有实力上天？为什么？

3、巨人身材魁伟，小蚂蚁呢？用文中的词概括（生：很小很小）

4、巨人比小蚂蚁更有实力，可他却没有上天，是他不想上天吗？自读1至3自然段，找找哪句话告诉我们巨人想上天？

学生自读后汇报：巨人多么想到天上去看看呀！谁能读出巨人的强烈愿望？

5．学习巨人的话。

师：让我们随着巨人抬头仰望，脖子都仰酸了，也望不到树尖。这时他会想什么呢？

预设1：好高呀，要想爬上去是不可能的。

师：巨人还会想什么呢？

预设2：好高呀，要是能爬上去那多好啊？

师：是呀，这是巨人的美好的愿望，可是他能实现吗？

师：巨人摇摇头说

预设：好高哟，要想爬上去是根本不可能的。

练习：巨人摇摇头，（）说：“好高哟，要想爬上去是根本不可能的。

师：你读着，仿佛看到了巨人怎样的表情？能用一个词送进句子中吗？

5.鼓励巨人并作句式训练。

师：文中的老人是怎样鼓励的？

幻灯放大“鼓励”一词。

师：你们能不能像白胡子爷爷那样，用自己的话来鼓励鼓励巨人呀。

预设1：我鼓励巨人：“试一试吧！你那么有力气，一定能爬上去。”

师：巨人回答

播放录音：不行，我爬不上去。

预设2：我鼓励巨人：“试一试吧，你肯定行的。”

师：巨人还是回答。

播放录音：不行，我爬不上去。

预设3：我鼓励巨人：“试一试吧，你没问题的。”

师：巨人仍然回答：

播放录音：“不行，我爬不上去。”

师：强化“鼓励”，生活中学习中，亲人、同学有困难时，你是怎么鼓励他的呢？

学生回答不出时。

预设1：------同学从来都没有发言，你想怎么鼓励他呢？

预设2：体育课上——同学不敢跳高，老师是怎么鼓励他呢？

预设3：晚上，我不敢一个人睡，妈妈鼓励我。

师：现在你能不能按照老师的句式说一说啊。

出示句式：

鼓励：“试一试吧！。”

师：同学们可真棒，现在翻到书本第74页，把照样子说说句子做一做。

(投影)写字之前，我们先来做做写字操吧。

写字牢记三个一，“一拳、一尺”和“一寸”，头正、肩平、足要安。书写漂亮人人夸。我看看哪个同学能牢记写字歌谣，认真做到。

生反馈3个。

评价1：他不仅说得好，还写得好。

评价2：同学在你的鼓励下，会更有信心。

评价3：你真乐于助人啊。

师小结：是呀，当我们听到别人的鼓励就会大胆尝试，巨人也受到了很多的鼓励，却依然------幻灯巨人跑了。

预设：跑掉了。

师：用文中一个词来形容巨人一而再，再而三地拒绝。

“连连告退”

师：这真是一位的巨人！

生：这真是一位胆小的巨人。

生：这真是一位没有勇气的巨人。

生：这真是一位遇到困难就放弃的巨人。

(二)感受小蚂蚁对“上天”的态度和做法。

过渡：巨人长得身强力壮，都没有上天，那小小的蚂蚁为什么能上天呢？

交流：因为小蚂蚁有信心；因为小蚂蚁一步一步去爬了。

从哪里可看出小蚂蚁有信心？自读8－13自然段，找依据。

汇报交流：

1、“我能爬到天上去！”一个充满自信的声音传来。

谁来当当小蚂蚁，读读这句话。抽生读，师评价，在评价中，训练学生读得充满自信。

2、“我能行！”

创设情境：小蚂蚁，你能行吗？（一生读：“我能行！”）树太高了，你能行吗？（一生读：“我能行！”）你的身体那么小，你能行吗？（一生读：“我能行！”）这边的`小蚂蚁，你能行吗？那边的小蚂蚁，你能行吗？（对着全班同学）小蚂蚁们，你能行吗？这就是充满自信，（出示词语卡：充满自信）充满自信地读读这个词。

3、小蚂蚁说着就开始爬树。

（1）、老爷爷看见了，劝告它：小蚂蚁，身材魁伟的巨人都跑掉了，你还是放弃吧！小蚂蚁勇敢地说，（引读）“只要我一步一步不停地爬，就一定能爬到天上！”

（2）个性化朗读。

插入一步一步往上爬音乐。

师：小蚂蚁们，赶紧往上爬吧。

师：爬呀，爬，爬到一米

师：你遇到了什么困难？

预设1：刮风了

师：你还继续往上爬吗？

师：爬呀，爬到5米，音效你又遇到了什么困难？

预设2：闪电

师：雷声轰隆隆地响着，闪电似乎打到了通天树上，你吓得发抖却依然充满自信地说：（指名读）

“只要我一步一步不停地爬，就一定能爬到天上！”

师：爬呀，爬呀，爬到树中间了，你遇到了什么困难呢？

预设3：很累了

师：爬了好久好久，你累得汗流浃背，你仍然喘着粗气说：（指名读）

预设： “只要我一步一步不停地爬，就一定能爬到天上！”

其余三种音效，让学生发掘各种困难

学北风呼呼地刮着，都快把你刮到地上去了，你冷得颤抖却依然说------：

“只要我一步一步不停地爬，就一定能爬到天上！”习方法：是呀，不同的理解有不同的读法。

（3）小组读。

师：一步一步，小蚂蚁向上爬去，他又累又渴，多么想停下来休息，但是我听到第一小组的蚂蚁在说“只要我一步一步不停地爬，就一定能爬到天上！”（一小组读）（师语调层次）

师：一步一步，小蚂蚁向上爬去，他的力量那么弱小，他甚至听到了巨人对他的嘲笑，但是我听到第二小组的蚂蚁也在说“只要我一步一步不停地爬，就一定能爬到天上！”（另一小组读）

师：刮风了，闪电了，打雷了，下雨了，我听到第三、四组的蚂蚁也在说“只要我一步一步不停地爬，就一定能爬到天上！”

师：是啊，没有比人更高的天，没有比脚更长的路，小蚂蚁向世界证明：我听到全班的小蚂蚁都在说：“只要我一步一步不停地爬，就一定能爬到天上！”（全班读）

（4）品读蚂蚁性格。

师：我不禁想竖起大拇指来夸夸你们，你们猜我会夸些什么呢？

幻灯：我是一只______________的小蚂蚁。

预设：我是一只自信的小蚂蚁

预设：我是一只不放弃的小蚂蚁

预设：我是一只勇敢的小蚂蚁。

幻灯只要我一步一步不停地爬，就一定能爬到天上！放大！

学习方法：你们的自信，你们的勇敢，你们的不放弃都藏在哪个标点里呢？

“！”，感叹号经常饱含强烈的感情。

幻灯：朗读时，要注意标点。

师：通天树那么高，你慢慢往上爬，你边爬边说：“只要我一步一步不停地爬，就一定能爬到天上！”

4、让我们把对小蚂蚁的祝福、赞美、喜爱、敬佩融入到课文中，一起来分角色读读7－13自然段。

分角色读课文

三、总结提炼，拓展延伸。

任何成功都不是轻而易举得来的，巨人虽然（学生读板书：身强力壮），但他试了吗？爬了吗？还没开始，他就（学生读板书：连连后退，终于跑掉），因为（巨人连连后退，终于跑掉，）所以，（他失败了）；小蚂蚁虽然（学生读板书：很小很小），但是（学生读板书：充满自信，不停地爬）。因为（小蚂蚁充满自信，不停地爬），所以（它成功了。）

只有努力，才能成功。这正是我们这个单元的主题。（揭示主题：努力）

古人留下了很多诗词歌赋，名言警句都是讲这个道理。你收集了哪些这方面的资料，交流交流。

蚂蚁课件篇12

一、教材简析：

本课是一篇童话故事，讲的是蚂蚁由于辛勤劳动而得以安然过冬，蝈蝈由于懒惰而又冷又饿，再也神气不起来了。全文共分三个自然段告诉我们，只有辛勤劳动，才能换来幸福的生活。

二、目标预设：

1、正确、流利、有感情地朗读课文，懂得只有辛勤劳动，才能换来幸福的生活。

2、学会书写3个生字“呼、洞、冷”。

三、教学重难点：

重点：朗读，学写3个生字。

难点：理解课文寓意。

四、设计理念：

新课标关于一年级阅读教学阶段目标的要求是“喜欢阅读，感受阅读的乐趣”，并指出：“要让学生充分地读，在读中整体感知，在读中有所感悟，在读中培养语感，在读中受到熏陶。”，识字、写字的要求是：“喜欢学习汉字，有主动识字的愿望”。因此，在这一课的教学设计中我以“培养学生阅读兴趣和主动识字”为主要目标，始终贯彻“以读求悟，读中见悟”这一精神。根据低年级儿童特点，充分运用现代化的多媒体辅助手段呈现形象直观的画面和动作，采取看看、说说、读读、演演等多种手段，引导学生入情入境，放飞想象，让每个孩子都喜欢读书，主动地把读书视为一种乐趣，一种享受，通过以读促演，以演促读，读中品情，读中悟理，让学生的感情与课文所表达的感情相合，进而不断丰富自己的语感。

五、设计思路：

1、抓住蚂蚁和蝈蝈夏、冬两季的不同表现，将课文分成两部分，采用对比读的方式，结合表演，理解文本。

2、注重语言文字训练。联系上下文用“有的……有的……”口头造句和文中留白处的想象说话。

3、贯彻“把识字教学更好地融入阅读之中”的理念，结合阅读，理解了要学写的3个生字，在指导写字上，注意培养学生良好的写字习惯。

六、教学过程：

第一课时

通过出示蚂蚁和蝈蝈的图片，引出两个词语，用喊喊朋友名字、一起打招呼的方法读词语，来揭示课题，激发兴趣。然后通过教师范读，让学生运用已有的知识和能力去初读课文，初读课文时，主要是让学生借助拼音读准字音，把课文读通，思考这篇课文主要讲的是蚂蚁和蝈蝈的什么事？并通过学生的汇报朗读，检查这些要求落实的情况。并学会书写4个生字“粮、汗、由、冬”，认识一个偏旁“米字旁”。

第二课时

（一）复习导入

1、直接揭题：今天，我们继续学习20课《蚂蚁和蝈蝈》。

师板书课题，生跟着书空。

2、开火车读词语：

粮食乘凉刮起来躺在装满满头大汗自由自在冬天又冷又饿

3、导入：故事的开头发生在什么季节呢？

（二）细读第一、第二自然段

1、师述：炎热的夏天来了，太阳火辣辣地照着大地，像一个大火球一样！听，什么声音在叫？

（点击课件，出现夏景图，知了在树上叫）

2、指导朗读：夏天真热。

3、师：这么热的夏天，蚂蚁和蝈蝈都在干什么呢？请小朋友们拿起书读一读课文的第一和第二自然段，找一找你是从哪些句子中知道的？

（2）生自由读课文

（3）交流：

a、师：那小朋友们，想去看一看蚂蚁搬粮食的动画片吗？（点击课件，出现蚂蚁搬粮图）

它们是怎么搬粮食的啊？

它们难道不累吗？从哪儿看出来的？

出示词卡：满头大汗指导读好词

指导朗读句子：它们有的背，有的拉，个个满头大汗。

创设情境：勤劳聪明的小蚂蚁们，你们还会用什么方法来搬粮食呢？

引导用“有的……有的……”说话

b、那此时蝈蝈们在干什么呢？（点击课件，出现蝈蝈乘凉课件）

师：唱唱歌，乘乘凉，哇！多舒服啊！书上用了一个词语来表示，就是——

出示词卡：自由自在

你什么时候是自由自在的？

指导读好词

指导朗读句子：它们躲到大树下乘凉，有的唱歌，有的睡觉，个个自由自在。

c、那蚂蚁们在满头大汗地搬粮食，蝈蝈们在自由自在地休息，它们碰到了会说些什么呢？

d、可蝈蝈们才不管呢！它们还以为自己很聪明呢，它们继续自由自在地享乐，而蚂蚁们却为了以后的生活，更加辛苦地劳动着，让我们拿起书，一起再读一读课文的第一和第二自然段。

板书：满头大汗自由自在

分组对比读，戴上头饰分角色读，齐读

（三）细读第三自然段

1、过渡：那聪明的小朋友，到底谁才是真正的傻瓜呢？

2、看课件，师描述：终于，寒冷的冬天来到了，鹅毛大雪飘落下来，天冷极了！

听，这又是什么声音？（课件出示冬景图）

指导朗读“冬天到了，西北风呼呼地刮起来。”

出示字卡：呼认读

学生学一学西北风呼呼的声音，理解“呼”。

3、师：这时蚂蚁和蝈蝈又在干什么呢？

4、师：我们先到蚂蚁家去看看吧！（看课件）

出示句子：蚂蚁躺在装满粮食的洞里过冬了。齐读

师：而蝈蝈呢？

出示句子：蝈蝈又冷又饿，再也神气不起来了。齐读

5、思考：蚂蚁是怎样过冬的？为什么能过冬？蝈蝈为什么再也神气不起来了？它们会说些什么呢？

讨论中板书：躺又冷又饿

出示字卡：冷 “冷”旁边是个两点水，多冷呀！

6、指导读第三段师，男女生分角色对比读第三段戴上头饰分角色读

（四）总结提升，表演故事

1、师：你想和蝈蝈还是蚂蚁交朋友？为什么？

生畅谈

2、师：刚才小蚂蚁也对老师说了一句话，它想让让小朋友们上台来把这个故事演出来，再把这句话变成了礼物送给小朋友们。

3、指名上台戴上头饰表演，其余学生帮忙配音。

4、交流评价，并出示句卡：只有辛勤劳动，才能换来幸福的生活。

送给学生作为勉励。

（五）指导写字

1、认读“呼洞冷”

2、引导学生找出三个字的相同点（都是左右结构，写得左窄右宽），交流你用什么方法记住这些生字的？

3、跟着老师在田字格中依次书空三个生字。

4、指导在《习字册》上描红。

师巡视，提醒学生注意正确的写字姿势和握笔姿势。

高一英语课件收藏十二篇

教案课件是老师工作中的一部分，老师还没有写的话现在也来的及。教案是激发学生求知欲的有效方式，写教案课件包括哪几个部分？想要更好地掌握“高一英语课件”的知识幼儿教师教育网小编为您推荐这篇文章，希望我们的建议能够为您提供一些灵感和指导！

高一英语课件篇1

I. 汉英翻译

1、发生……，结果…… 6、占有，占领

2、在世界的另一端 7、查询，提出

3、对……乐观 8、庆祝教师节

4、身体健康 9、由…组成构成

5、自求之路 10、开始干某事

II单词拼写

1 .It was very (大方) of you to lend them your new car for their holiday.

2.T he man (威胁) the little girl with a knife.

3.He was (极度) angry at the news.

4.They set out for the (远征) to the south pole.

5.Afrer (毕业)，he took a job as a typist.

6.When he woke up, he found some people (包围)him.

7. (农业)has been playing an important role in our country. .

8.In the end , the city was taken (拥有)of by the Red Army.

9.Active (山水)may empty at any time.

10.There are a lot of (埋葬)grounds at the foot or middle of the hill.

III单项选择

1.It will be two months Jane leaves school.

What will of her ?

She is going to be a teacher.

A. when, happen B. before, become

C. after, take place D. since, instead

2. I saw her, I was struck by her beauty.

A.When the first time B.During the first time

C.For the first time D.The first time

3.I was having my supper he called on me without any appointment made me unhappy.

A.before, as B.while, it C.as, that D.when, which

4.It was dark; we decided to for the nigt at a farmhouse.

A.put away B.put dowm C.put up D.put out

5.Hard work success while failure laziness.

A. leads up; lies to B. leads to; lies in

C. leads on; lies of D. lead down; lies by

6.I can guess you were in a hurry, you your sweater inside out.

A.would wear B.wore C.had worn D.are wearing

7.I had an accident a car and I was woozy hitting the car door.

A.of; by B.with; by C.with; from D.on; from

8.Mary, I didn’t recognize you at the party.

I my hair and sunglasses.

A.have cut ; wear B. had cut; was wearing

C.cut; put on D.was cuttimg; was putting on

for women seems men ,due to the tradition and the society.

A. twice difficult as B. as difficult as

C. twice as difficult as D. twice as difficult than

10.I can’t get the book on the top shelf, for it is my reach.

A. within B.beyond C.out D.from

11.Huang shan is famous its landscape and known a place of interest the world.

A.for; as ; to B.with;for; by C.to; for; wifh D.by; as; for

12.Girls one third of the total student population in our school, which 5678 students.

A.make of; is made up B.make up ; is made up of

C.make from; make up D.made into ;make up of

13.China has a population of 1.3 billion, _____are Han Nationality.

A. most of it B.two thirds of whom

C.70% of which D.mainly of them

14._____of the city lies a lake.

A.To east B.In east C.On east D.East

IV.课文填词

1.It has often been_____that life is difficult as it is.

2.What has______her?

3.On November 12th the storm died______.

4.I couldn’t ______my left leg and my head was woozy from hitting the ground.

5.I did so______regret.

6.He lives in a town ______the east coast.

7.Hainan Island is ______the south of Guangdong province.

8.Henan province lies _____central china.

9.The ship hit a rock _____the west coast of the pacific.

The Key

I :

1.to become of 2.at the opposite end of the world

3.to be oppotimistic about 4.to be in good health

5.the way of self rescue 6.to take possession of

7.to refer fo 8.to celebrate Teachers’ day

9.to be made up of 10.turn to doing something

1.generous 2.threatened 3.extremely 4.expedition 5.graduation 6.surrounding 7.Agriculture 8.possession 9.volcanoes 10.burial

III

1--5BDDCB 6-10 DCBCB 11---14ACBD

IV:

1.said 2.become of 3.dowm 4.stand on 5.without 6.on 7.on 8.in 9.off

高一英语课件篇2

1. dress up

2. celebrate & congratulate

3. would & used to

4. as well as & as well

5. as much as

6. each time & time-clause

7. Earth Day

8. Day Off & Day On

9. the living and the dead

10. rather & fairly, quite, pretty, very 表示程度

11. April Fool's Day

12. play tricks on sb

13. take in

14. decorate

15. jealous & envy

16. grave & tomb

17. lunar calendar & solar calendar

Word Study

1. theme

⑴ a subject of a talk or piece of writing 题目；主题；话题

Stamp collecting was the theme of his talk.

⑵ an idea that is developed or repeated in the work of a writer or artist

主题,中心思想

2. dress up (Point 1)

⑴ put on one's best or special clothes穿上盛装

All the family members dressed up for the party.

⑵ make sth or sb more attractive, as with clothing装饰;使变得更具魅力

⑶ put on a costume for fun or clothes for a part in a play 化装

Mary was dressed up to play Cinderella in her school play.

3. parade: an occasion when a group of people stand or walk in a

procession so that people can look at them 游行 ;行进

there used to be a military parade in Red square on I May.

4. Ramadan: the ninth month of the year in the Moslem calendar 斋月

5. Arabic: of or relating to Arabia, the Arabs, their language, or their culture.

阿拉伯人的(尤指其语言或其文学)

㈠ Arab: a member of an Arabic-speaking people; a member of a people

who lived originally in Arabia and who now live in many part of the

Middle East and North Africa 阿拉伯人

㈡ Arabia: a peninsula of southwest Asia between the Red Sea and the

Persian Gulf. Politically, it includes Saudi Arabia, Yemen, Oman, the

United Arab Emirates, Qatar, Bahrain, and Kuwait. Arabia has an

estimated one third of the world's oil reserves.阿拉伯半岛

亚洲西南部的一个半岛，位于红海与波斯湾之间。政治上它包

括沙特阿拉伯、也门、阿曼、阿联酋、卡塔尔、巴林及科威特。据估计，

阿拉伯半岛拥有世界储油量的三分之一

㈢ Arabian: of Arabia, esp the peninsula consisting Saudi Arabia and

several other countries 阿拉伯的, 阿拉伯人的

Arabian bird 凤凰 Arabian jasmine 白茉莉

Arabian camel (阿拉伯产的)单峰驼

Arabian Nights《一千零一夜》(《天方夜谭》)

㈣ Arabic : the Semitic language or writing of the Arabs which is the main

language of North Arabia, the Middle East and Arabia 阿拉伯语

6. holy

⑴connected with God or with religion and therefore very special or sacred

神圣的；上帝的

the Holy Bible 圣经

⑵ (used about a person) serving God; living according to a strict or

highly moral religious or spiritual system; pure; saintly 圣洁的

7. Easter: the Sunday in March or April when Christians celebrate Christ's

return to life 复活节

8. symbol

㈠ symbol

⑴ something that represents or suggests something else such as an idea

or quality 象征

The lion is often used as a symbol of courage.

The colour white is a symbol of purity.

In the picture the tree is the symbol of life and the snake the symbol of

evil.

⑵(for) a letter, sign or figure which expresses a sound, operation,

number, chemical substance, etc. 符号，记号, 标记

H2O is the chemical symbol for water.

In maths, x is the symbol for an unknown quantity.

The marks +、－、× and ÷ are symbols for add, subtract, multiply,

and divide.

㈡sign

⑴a standard mark, something which is seen and represents a

generally-known meaning; symbol 符号，记号

The signs for add, subtract, multiply and divide are +、－、×、÷.

A red flag was placed there as a sign of danger.

⑵a movement of the body intended to express a particular meaning or

command; signal 手势，姿势，信号

He nodded as sign of agreement.

She put her finger to her tips as a sign to be quiet.

He made a sign for me to follow him.

⑶ a notice giving information, warning, direction, etc. 标志,标记,告示

The sign by the road said ‘No Parking'.

⑷ (of) something that shows or points to the presence or likely future

existence of a particular condition, fact or quality 迹象;痕迹, 征兆

There are no signs of life about the house. 这房子没有有人住的迹象。

She saw no sign that he would change his mind.

㈢signal: something intended to warn, command, or give a message,

such as a special sound of action; a indicator, such as a gesture or

colored light, that serves as a means of communication. 信号,暗号

The railway signal showed that the train could pass.

Traffic signals tell drivers when to stop and go.

9. fighting: the occasion when people fight 战斗, 打仗

10. conflict

⑴ a fight or argument 打斗; 争执

a hand -to-hand conflict 短兵相接 a bloody conflict 血战

⑵ a difference between two or more ideas, wishes 冲突; 矛盾

conflict between the two countries 两国间的冲突

conflict between religion and science 宗教与科学之间的冲突

11. argument

⑴ a disagreement esp one that is noisy; quarrel 争论, 争辩, 争吵

The argument among the two parties was blown up by the press.夸大了

They were having an argument about whose turn it was to do the

cooking.

They got into an argument about politics.

⑵ (for, against) a reason given to support or disprove something

论据; 理由; 理由

There are many arguments against smoking.

This argument, however, does not hold water.

The risk of heart disease is a powerful argument against smoking.

⑶ the use of reason to decide something or persuade someone

按理; 说理; 辩论; 说服

We must settle this by argument not by fighting.

⑷ a short account of the story or subject of a book, poem, etc; summary

(文学作品的)梗概; 概要; 指要; 主题

⑸ (idm) put forward an argument 提出论点

⑹ (idm) drive an argument / a point home: make one's point clear

把论点讲透彻, 阐明观点

He drove home his point by citing specific examples.

⑺ (idm) fall into an argument with 与...发生争论

12. destruction

㈠ destruction: destroying or being destroyed摧毁；毁灭；毁坏

The fire caused the destruction of my books.

㈡ construction: building or being built 建设，建造

construction industry 建筑业

The new airport is still under construction

13. opinion

⑴ what a person thinks about sth. based on personal judgment rather

than actual facts 意见，看法，主张

⑵ what people in general think about something 舆论

Public opinion is against him.

⑶ professional judgment or advice [专业性的] 鉴定，劝告，意见

You should get a second opinion from another doctor.

⑷ (idm) in one's opinion: as sb thinks; as information, experience lead

him to believe照某人的意见

In my opinion, he is not right.

14. major

⑴ great in size, importance, seriousness重大的; 主要的

the major part 主要部分 major subjects 主修(专业)课程

major party (有竞选力量的)主要政党

a major surgical operation 外科大手术

⑵ an officer of middle rank in the army 陆军少校

15. probably

㈠ probably: almost (but not quite) certainly; according to what is likely;

most likely; presumably 很可能地；大概

㈡ possibly: perhaps; according what is possible 或许；也许

16. honour

⑴n something that gives pride or pleasure 光荣

It was a great honour to be asked to speak at the conference.

⑵ the respect from other people that a person, country gets because of

high standards of behaviour and moral character 崇敬

⑶ v to; show great respect for sb or sth or to give sb pride or pleasure

向...表示敬意

I am very honoured by the confidence you have shown in me.

⑷ to keep a promise to do sth履行诺言

17. ancestor

㈠ ancestor: a person in your family who lived a long time before you,

from whom you are descended; forebear 祖先

Mary's ancestor settled in our country a hundred years ago.

㈡ offspring: a child or children; the young of an animal后代

㈢ descendant: a person, an animal, or a plant whose descent can be

traced to a particular individual or group 子孙

18. principle

⑴ a basic general rule or truth about sth原则；主义

We believe in the principle of equal opportunity for everyone.

⑵a rule for good behaviour, based on what each person believes is right

行为准则

a person of high moral principles

⑶ a law of science 原理/ 定律

The system works on the principle that heat rises.

19. unity: the situation in which people are untied or in agreement

联合,团结, 统一

the unity of opposites 对立的统一

the unity of motive and effective 动机和效果的统一

Unity is strength, unity is victory. 团结就是力量, 团结就是胜利。

20. community

⑴the group of people who live in a particular place, area or country

社会, 社区

community welfare department 社会福利部

Recent increases in crime have disturbed the whole community.

⑵ a group of people who have sth in common 团体，社团，界

the Chinese community (纽约的)华侨（界）

the community of scholars 学术界

community antenna television (缩写为CATV)共用天线电视

⑶ society as a whole; the public 大众

He did it for the interests of the community. 为了公众的利益才这么做

21. nation

⑴ a people who share common customs, origins, history, and frequently

language; a nationality 民族,

the Chinese nation 中华民族

⑵ a relatively large group of people organized under a single, usually

independent government; a country 国家

a most favoured nation 最惠国 the United Nations 联合国

22. purpose: an aim or a goal; an intention or plan; a person's reason for

an action

⑴ the reason for doing or meaning sth 目的；意图

The main purpose of this meeting is to decide what we should do about the problem of noise.

⑵ having an aim or plan and acting according to it 有目标

a good leader inspires people with a sense of purpose.

⑶ (idm) on purpose: not by accident; with a particular intention

故意；蓄意

I came a it early on purpose to see if I could help you.

23. creativity: the ability to make or produce new things, especially using

skill or imagination 创造力; 艺术创新

We want teaching that encourages children's creativity.

24. faith

⑴ firm belief; trust; complete confidence 信心；信念；信任

Children usually have faith in their parents.

I have faith in his ability.

We have faith in ourselves.

We should have faith in our Party and our government.

He has faith in my ability.

I have faith in you; I am sure you will do well.

He still has great talent, but he has lost faith in himself.

⑵ (loyalty to one's) word of; honour; promise (对承诺，诺言等的)信守

You must keep faith with him.

You cannot expect your friends to trust you if you do not keep faith with

them.

Don't break faith with him.

I kept faith with them.

I told her in all good faith that I would be there, but I wasn't able to go.

⑶ (in) belief and trust in God 对上帝的信仰

Had it not been for her great faith in God, she would have given up.

⑷ a system of religious belief; religion 宗教信仰

Faith can remove mountains.

The Christian faith

He is a member of the Catholic faith Islamic faith.

The ceremony was attended by representatives of the Christian and

Jewish faiths.

25. commercial

⑴ connected with buying and selling goods 商业的；商务的

commercial traveller 旅行推销员

A commercial college teaches things that would be useful in business.

⑵ making a profit 获得利润的；可获利的

Oil has been found in commercial quantities. 发现大量有商业价值的石油

26. joy

⑴ a feeling of great happiness 欢乐, 喜悦, 快乐，乐事, 乐趣

We'd like to wish you joy and success in your life together.

⑵ a person or thing that gives ;you great pleasure 使人高兴的人或事

That class is a joy to teach.

27. light

⑴ v make sth start to burn or shine（常与up连用）点火，点燃

Will you light the fire for me?

⑵ give light to sth so that you can see it dearly照亮；使光明

We lit the candle and the candle lit the room.

⑶to become bright with pleasure or excitement

（常与up连用）使容光焕发,喜形于色

Her face lit up with joy when she saw her mother coming.

⑷ n the natural force that takes away darkness so that objects can be seen

光，光亮

The sun gives us light during the day.

He worked by the light of a candle / the moon.

⑸sth that produces light and allows other things to be seen , such as a

lamp or torch发光物；光源; 灯

⑹adj of little weight, not heavy 轻的，不重的

The basket is very light; I can easily pick it up.

28. similar

⑴ like or alike; of the same kind; almost but not exactly the same in

nature or appearance近似的；类似的；相似的

⑵ exactly the same in shape but not size 相似的

similar triangles have equal angles

29. generation: the children or the parents or the grandparents

⑴ a period of time in which a human being can grow up and have a family,

about 25 or 30 years 代，一代（约25 - 30年）

Members of my family have lived in this house for generations.

⑵ all the members of a family of about the same age(一家庭中的)一代人

We belong to the same generation.

This family photo shows three generations: myself, my parents, and my

grandparents.

⑶ all people of about the same age 世代; 一代人, 同龄人

Most people of my father's generation have experienced war.

⑷ all the members of a developing class of things at a certain stage

同一时代的产物

second generation computers

⑸ the act of process of generating 产生，生产

the generation of electricity by water-power

⑹ (idm) generation gap: the difference in ideas, feelings and interests

between older and younger people, esp. considered as causing lack of

understanding; a broad difference in values and attitudes between one

generation and another, especially between young people and their

parents 代沟，两代人之间的隔阂

How can teachers help to bridge the generation gap between parents and their teenage children?

30. play a trick on sb: deceive sb for fun or profit开某人的玩笑；欺骗某人

Tom got very angry when the other boys played a trick on him and hid

his show when he was swimming.

Don't play tricks on me I want to know the truth.

31. salute

⑴a sign that a soldier, etc makes to show respect, by raising he hand to

the forehead军礼（行举手礼、鸣礼炮、降旗礼）

The soldier saluted his officer.

⑵ an action that shows respect for sb 致敬表示

The next programme is a salute to one of the world's greatest film stars.

⑶ v to show respect with a salute（常与to连用）向… 致意，向…致敬

The soldiers saluted as they marched past the general.

This is the day on which we salute those who died in the war.

32. kiss touch someone with your lips to show your love or to say hello or

goodbye; to touch or caress with the lips as an expression of

affection, greeting, respect, or amorousness 接吻

kiss her goodbye 和其他用语

⑴ to say goodbye to sb ⑵ to wave goodbye to sb

⑶ to nod goodbye to sb ⑷ to kiss sb goodbye

⑸ Goodbye till tomorrow! ⑹ Goodbye for today.

33. cheek: one of the two parts of your face that are on each side of your

nose and mouth and below your eyes; the fleshy part of either side of

the face below the eye and between the nose and ear脸颊；面颊

Her cheeks became red after she ran up the stairs to the six floor.

34. nod

⑴ to lower and raise the head quickly, as in agreement or

acknowledgment (he act of admitting or owning to something

承认) 点头, 表示同意或致意

⑵ to let the head fall forward when sleepy 打盹；短时的小睡

He nodded off on the train. 在火车上打瞌睡

35. celebration: the act or occasion of doing sth enjoyable because sth

good has happened or because it is a special day 庆祝, 庆典

36. reminder: sb or sth that makes you remember sth.提醒的人, 暗示

We received a reminder that we hadn't paid the electricity bill.

37. respect

⑴ v to admire or have a high opinion of sb or sth

(与of, for连用) 尊敬; 尊重

I respect his courage.敬佩他的勇气

I'll respect your wishes. 尊重你的愿望

⑵ to show care for or pay attention to sb or sth; to show careful

consideration for 关心；注意；重视

We should respect other people's cultures and values.

I promise to respect your wishes.

⑶ n (for) the feeling that one admires someone or something very much

and that they or it should be treated well and honourably 尊敬; 尊重

They stood in silence for one minute as a mark of respect for the dead.

The young should show respect to those who are older

The students have great respect for their teachers.

⑷ (for) consideration or care 关心；考虑；顾虑；重视

The secret police show little respect for human rights.

Electricity is dangerous and should be treated with respect.

⑸ a detail; particular point 细节；方面

In many respects the new version is less good than the old one.

38. Mexico: a country of south-central North America 墨西哥

39. skeleton: the structure formed by all the bones in a human or animal

body（人或动物的）骨骼

a dinosaur skeleton in the Natural History Museum

40. gift

⑴ something which is given willingly; present 礼品；赠品

Christmas gifts

⑵ (for) a natural ability to do something; talent 天赋，天资；才能

He has a gift for poetry.

a man of many gifts 多才多艺的人

gift of the gab 口才

⑶ v to present with a gift 赠送礼物

41. cycle

⑴ v to ride a bicycle, motorcycle, or similar vehicle 骑车骑自行车等

He usually cycles to school.

Go cycling is a common way of talking about cycling for pleasure.

⑵ n a series of events, etc that happen repeatedly in the same order

循环；周而复始

the cycle of the season

the seemingly endless cycle of violence in this troubled part of the world

⑶ the period of time needed for this to be completed 周时, 周年

the life cycle of insects

⑷ a bicycle, motorcycle, or similar vehicle.

自行车，摩托车自行车，摩托车，或者类似的交通工具

42. fool

⑴ n a person who is lacking in judgment or good sense 蠢人, 傻瓜; 白痴

I'm a fool, I left my coat on the train.

⑵ v to deceive; trick 愚弄；欺骗

He fooled me into giving him money.

You can't fool her; she's much too clever for that.

43. take in (Point 13)

⑴ to receive into one's home; provide lodgings for a person接待;留宿

He had nowhere to sleep so we offered to take him in.

⑵ to include 包含；包括

This is the total cost of the holiday, taking everything in.

When I go to New Year for meetings, I usually take in a movie.

⑶ to understand fully; grasp充分理解；掌握

It took me a long time to take in what you said.

⑷ to deceive 欺骗

Don't be taken in by his promise.

44. invitation: inviting or being invited 请帖；邀请

We had three invitations to parties.

45. occasion

⑴ a particular time when sth happens特殊场合；特殊时刻

a great occasion 盛大的场面

⑵ the suitable or right time for sth良机；机会

I shall tell her what I think if the occasion arises.

⑶ usage:

① You used occasion when you mean the time is right or suitable for sth.

I saw them at the funeral, but it was not a suitable occasion for discussing holiday plans.

② You use opportunityor chance when you mean that it is possible to

do something.

I was only in Paris for one day and I didn't get the opportunity /

chance to visit the Louvre. (巴黎的)卢佛尔宫

⑷ a special event, ceremony; a happening; an incident重大的事件；事故

II Language Points

1. dress up (Word 1)

⑴ put on one's best or special clothes穿上盛装

All the family members dressed up for the party.

⑵ make sth or sb more attractive, as with clothing装饰;使变得更具魅力

⑶ put on a costume for fun or clothes for a part in a play 化装

Mary was dressed up to play Cinderella in her school play.

You don't need to dress up for this dinner.

I don't want to go to their wedding because I hate dressing up.

⑷ Notes:

① dress up 后接in表示“穿...服装打扮”

I just love the fun of dressing up in ancient clothing.

② dress up 后接as表示“打扮成...”

The little girl dressed herself up as a angle. (天使)

③ be dress in “穿着...”

She is always dressed in white.

2. celebrate & congratulate

㈠celebrate: do sth special and enjoyable on an important day or because

of an important event 庆祝, 祝贺, 庆贺

The people celebrated the victory.

We celebrated Christmas with a tree and presents.

we had a party to celebrate Mother's silver wedding.

㈡congratulate: to express one's pleasure, praise, or admiration for sb

because of a happy event or sth. successfully done

恭喜；祝贺，向...祝贺

I congratulated my friend on her birthday.

Let me congratulate you on the birth of your daughter.

We all came up to congratulate on the winner.

I'm writing to congratulate you on your being awarded the first prize in

the contest.

I congratulate you on your great success.

3. would & used to

㈠would

⑴ used as the past form of 'will' when you report what sb says or thinks

They said that they would help us.

⑵ used with 'like' or 'love' as a way of asking or saying what sb wants

Would you like to come with us?

⑶ used for talking about things that often happened in the past 过去常常

When he was young he would often walk in these woods.

㈡used to

⑴ used to: habits or states that existed in the past but no longer exist

He used to be a teacher in our school.

His father used to play football very well when he was young.

⑵ be (get) used to: in the habit of sth or doing sth习惯于

She is used to the weather here.

He has got used to getting up early.

⑶ be used to do: passive voice

Coal is used to cook our food.

Steel is used to make a lot of things.

4. as well as & as well

㈠ as well as

⑴ equally excellent; no less than同样好

You can't do it as well as I can.

⑵ in addition to; and also; besides和；及；除...之外

He was my friend as well ;as my doctor.

The book tells about the author's life as well as about his writings.

㈡ as well (as sb or sth): too; also; in conjunction with sb or sth specified;

in addition to sth 还；也；此外还

She knows English and French as well.

When we asked them to stay for the weekend we didn't realise they

would be bringing a couple of dogs as well.

5. as much as

⑴ to the extent, degree, or quantity as 尽多，一样多

Take as much as you like.

⑵ (or so much as) just the same as; almost; practically; really

等于；几乎；实际上；真正地

By running away he as much as admitted that he had taken the money.

⑶ (or much as) even though; although 虽然；尽管

As much as I hate to do it, I must stay home and study tonight.

⑷ as much as, as well as, no more than, no less than, rather than, but,

with , along with, together with, like, besides, except, in addition

to和 “of +名词”等,连接两个并列主语时,动词的单复数和第一个主

语保持一致.

Mary as well as her classmates has learned to drive a tractor.

My classmates as much as I are glad to hear that.

The teacher together with his students is going to visit the Great Wall

I rather than he am to blame.

No one except Xiao Wang and Xiao Li has been to Beijing.

He, like you and me, likes to play football.

The number of the students of our class is 50.

He, no less than you, is worthy of being praised.

His brother, no more than Jim, are to be answered for it.

6. each time & time-clause

⑴each time (every time) 每次

Each time I meet an Englishman, he starts off the conversation with

some comments on the weather.

Every time I travelled by boat, I got seasick.

⑵ by the time 到...时候

He had studied English for three years by the time he came to our

school.

The truck will have arrived by the time you have all the things packed

up.

⑶ the last time 在最后一次

The last time she saw Mr Brown, she was sitting on a sofa.

⑷ the first time 在第一次

The first time he spoke in public, he felt shy.

⑸ the second time 在第二次

The second time (that) we met, he replied to a lot of questions.

⑹ all the time 一直；始终

There were twelve of us, who never took a European meal all the time

we were in China.

⑺ at the time 在...时候

I told you at the time that I thought you were stupid.

⑻ from the time 自从...时候起

From the time the Red Army first came into being, its relationship with

people, in the words of Mao Zedong, was the relationship of fish and

water.

⑼ next time 在下一次...

Next time you come, you will see him.

⑽ the day 在那天

I saw them the day I left for Europe.

⑾ the week (that) 在...那周

We were there the week that it snowed so heavily.

7. Earth Day

Earth Day was first celebrated in 1970 to show international concern

for the environment. It is not, however, an official government holiday

in many countries.

8. Day Off & Day On: 休息日和奋斗日

To have “a day off” means to stay home from work for a day, usually

to relax. A “day on” means that although an American doesn't work that

day, they should do something serious to honour the man for whom the

holiday is given.

9. the living and the dead

某些形容词前加 the 表示一类人，其意义为复数。如： the poor,

the rich, the old, the young, the sick, the dead, the brave, the deaf and

dumb, the oppressed, the injured, the wounded, the unemployed 等。

The old are taken good care of.

The rich get richer and the poor get poorer in many countries.

10. rather & fairly, quite, pretty, very 表示程度

fairly good = 60 points very good = 100 points

rather (pretty, quite) good = 80 points or so

㈢ Note:

⑴ 只有rather能接比较级和too, 其余三个不能

rather warmer, rather too sure

I can't make a decision now, I need rather more time to think it over.

稍多

⑵quite 和 rather 可用在冠词前，也可和动词连用，其余两个不能

quite a good film, rather a good idea,

Rather the impression I wanted to give you.

I quite like her.

I rather enjoy doing nothing.

⑶ quite, fairly 和 rather也可放在a(n)之后，只有名词前有形容词时，才这

样用

a quite good film, a fairly interesting lecture, a rather good idea

⑷ quite可与绝对形容词连用，其他三个不能

quite right, quite completely, quite perfect, quite absolutely, quite

mistaken, quite round

11. April Fool's Day: April Fool's Day is traditionally a day to play practical

jokes on others, send people on fool's errands, and fool the

unsuspecting. No one knows how this holiday began , it was thought to

have originated in France.

12. play tricks on sb(Word 30)

deceive sb for fun or profit开某人的玩笑；欺骗某人

Tom got very angry when the other boys played a trick on him and hid

his show when he was swimming.

Don't play tricks on me I want to know the truth.

13. take in (Word 43)

⑴ to deceive; cheat; fool 欺骗;愚弄

Don't be taken in by his promise.

Many a person has been taken in by that trick.

⑵ to understand fully; grasp充分理解；掌握

He needs some time to take the situation in.

It took me a long time to take in what you said.

⑶ to receive into one's home; provide lodgings for a person接待;留宿

Now that his parents are dead, who will take athe boy in?

He had nowhere to sleep so we offered to take him in.

⑷to include 包含；包括

This is the total cost of the holiday, taking everything in.

When I go to New Year for meetings, I usually take in a movie.

14. decorate

⑴to add sth in order to make a thing more attractive to look at装饰；点缀

We usually decorate the main streets with flags on holidays.

Decorate the cake with cherries and nuts.

⑵ to put paint and wallpaper onto walls, ceilings and doors in a room or

building 油漆；粉刷

I think it's about time we decorated the living-room.

15. jealous & envy

㈠ jealous

⑴ feeling upset because you think that sb loves another person more than

you 吃醋

Tom seems to be jealous whenever Mary speaks to another boy!

⑵ feeling angry or sad because you want to be like sb else or because

you want what sb else has 嫉妒

He is jealous of their success.

⑶ wanting to keep what one has; envious （常与of连用）妒羡的；羡慕的

She is jealous of our success.

I was jealous of Sarah when she got her new bicycle.

I was very jealous of Sarah's new bicycle.

㈡ envy

⑴ n. (at, of, towards) the feeling you have towards sb. when you wish that

you had their qualities or possession 羡慕; 妒嫉

They are full of green of envy when they saw my new car.

Their beautiful garden is the envy of all the neighbours.

He was filled with envy at my success.

His success is the envy of us all.

⑵ v. feel envy towards sb. because of sth. 羡慕; ；妒嫉

I envy your ability to work so fast.

I don't envy you your journey in this bad weather.

I envy you your health.

I envy him his experience.

They envy him his success.

The award made him envy you and he is no longer your friend.

16. grave & tomb

㈠grave

⑴ the place in the ground where a dead person is buried 坟墓，墓地

He put some flowers on the grave.

⑵ death 死亡

Is there life beyond grave?

㈡ tomb

⑴a place where a body is buried, often one with a large decorated stone

above 坟墓

the Ming Tombs reservoir

⑵a monument commemorating the dead 墓碑

17. lunar calendar & solar calendar

㈠ calendar

⑴ a list that shows the days, weeks and months of a particular year

日历, 月历, 年历

tree ring calendar 年轮历

A calendar is often hung on a wall and may have a separate page for

each month, sometimes with a picture or photograph.

⑵ a system for dividing time into fixed periods and for marking the

beginning and end of a year 历法

the Muslim calendar

From January 1st to February 1st is one calendar month.

⑶ a list of dates and events in a year that are important in a particular

area of activity 全年大事表;一览表；记录表

school calendar, academic calendar 校历

㈡ lunar: of, for, or to the moon; be connected with the moon；

involving, caused by, or affecting the moon 月球的

㈢solar: of or from the sun; relating to, or proceeding from the sun

太阳的

高一英语课件篇3

1. explain to sb. sth.=explain sth. to sb. 向某人解释某事

5. lie to 位于……

7. on your father’s side 父系的,你父亲的血统

16. have a natural deep harbor 拥有天然的深水港

17. a very beautiful natural landscape 自然风光优美

20. take possession of 拥有……

21. settle mainly on the North Island 主要在北岛定居

23. sign an agreement with 同……达成协议

27. be native to 原产于……

41. attract tourists from all over the world 吸引世界各地的游客

5. use electric pumps in irrigation 使用电泵灌溉

7. increase agricultural production 增加农业产量

8. control…with computers 用计算机控制……..

16. from generation to generation 一代又一代

19. as…as possible 尽可能……

35. the condition of the soil 土壤的条件

41. change into 把…改变为…..

48. be a practical guide to…. 实用的….指南

49. plant wheat close together 密植小麦

13. act the role of 起…….作用,扮演….的角色

21. date back to/from 追溯到---

22. have --- in common 与-有共同之处/共用

23. intend to 打算做……

30. entertain the audience with 用……逗乐观众

33. quarrel over small matters 争论小事

34. be on good terms with 同某人关系好

35. in the other direction 在另一个方向

39. be angry with sb. for sth. 因某事生某人的气

2. express one’s thoughts and opinions 表达某人的思想和意见

4. thanks for 感谢……

5. help sb. with sth. 帮助某人做……

7. communicate with 与……交际 …

8. from culture to culture 从一种文化到另一种文化

10. learn about 打听…

13. be used to do 被用来做……

14. vary from culture to culture 因文化的不同而不同

17. look directly into someone’s eyes 直视

18. rest one’s head on the back of one’s hand 把头靠在手背上

19. get through difficult situations 摆脱困境

26. get into contact with sb. 与某人取得联系

29. lose/break contact with 与……失去联系

32. give sb. a hand--do sb. a favor 帮助

33. manage to do=succeed in doing sth. 努力且成功的做某事

35. carry a very heavy suitcase 提着很重的手提箱

37. vary from culture to culture 文化与文化不同

38. look directly into one’s eyes 直视某人的眼睛

39. make a circle with one’s thumb and index finger拇指与食指做成圆形

41. have opposite meaning 有相反的意思

44. greet with a kiss on the cheek 以轻吻面颊欢迎

45. press one’s palm together 紧紧的握手

46. rest one’s head on the back of one’s hand 把手靠在手背上

47. move the hand in circles over the stomach 用手在肚子上画圈

49. find friends in a world of strangers 在一群陌生人中找到朋友

51. express almost any emotion 表达几乎任何一种感情

53. smile at oneself in the mirror 在镜子中对自己微笑

54. see the smiling face of a good friend 看到好朋友的笑脸

10. become popular around the world 在世界上受欢迎

高一英语课件篇4

She said, “ They are using PSAs to educate people.”

She said that they were using PSAs to educate people.

“ We must not give up in the face of pressure.” she said.

She encouraged us not to give up in the face of pressure.

Step 2 Direct speech and reported speech (直接引语和间接引语)

He said, ‘I will go to school tomorrow.’

He said that he will go to the school the next day.

She said to me , ‘I am going to London with my father.’

She told me that she was going to London with his father.

She said, “Do you often come here for a visit.”

She asked if I often went there for a visit.

人称变化：

①He said, “I have been to Japan.”

He said that ___ had been to Japan.

②She said, “I'll give you an exam tomorrow.”

She told us that ______ would give ____ an exam tomorrow.

③She asked me, “When do they have their dinner?”

She asked me when _____ had _____ dinner.

She said. ”I have lost a pen.“→

She said. ”We hope so.“ →

She said. ”He will go to see his friend。“→

注意：①The geography teacher said, “The sun rises in the east and sets in the west.”

→

②“I’ll never forget the days in the country.”

③My father said to me, “I read the book in 1986.”

→

④He said to me, “I have taught English since I came here.”

→

代词 this→ 地点状语 here→

状

语 now→ bring→

today→

this week→

yesterday→

last week(month)→

Three day (month) ago→

tomorrow→

next week(month)→

1. ‘I will come and see you again this evening, Tom.’ he said.

2. ‘I will come here again today,’ she said.

The doctor said to the patient, ‘You will have to wait till 3 pm tomorrow.’

1. “I never eat meat.” he said.

He said that ______ never ______ meat.

2. “I’ve found my wallet.” he said to me.

He ______ me that he ______ ______ ______ wallet.

3. “I took it home with me.” she said.

She said that ______ ______ _______ it home with her.

4. The teacher said, “The sun rises in the east and goes down in the west.”

The teacher said that the sun ______ in the east and ______ down in the west.

5. “I met her yesterday.” he said to me.

He ______ me that he ______ met the day ______.

6. “You must come here before five.” he said.

He said that I ______ to go ______ before five.

7. “I bought the house 10 years ago.” he said.

He said that he _______ bought the house 10 years _______.

He said, “I came to see you.”

Tom said, “Do you have any difficulty with English?”

He said, “You are interested in English, aren't you?”

He asked, “Do you speak English or Chinese?”

I asked, “Will you take bus or on foot?”

He said to me，“Where are you from?”

He asked us, “How many factories are there in your country?”

①She said to us, “Please have a break.”

②The teacher said, “Don't smoke in the classroom.”

③The officer said, “Go out!”

She said, “What a lovely day it is.”

1. Our teacher asked us _____ our dictionaries to school.

A. bring B. brought C. bring D. to bring

2. The teacher told the boy students ______ football on the grass.

A. not play B. not to play C. played D. playing

3. Betty asked her sister ____ to the railway station to see her off.

A. not to come B. not to go C. to not come D. to not go

4. The pupil asked his teacher _____ round the earth.

A. whether the moon goes B. that the moon went

C. whether the moon goes D. whether the moon went

5. She asked him ____.

A. whose dictionary this isB. whose dictionary that was

C. whose dictionary is this D. whose dictionary that is

6. Mary’s mother asked her _____.

A. that whether she had finished her homework

B. if she has finished her homework

C. if she had finished her homework

D. that if she had finished her homework

7. Do you know ____?

A. what is he doing B. what he doing

C. what he is doing D. what does he do now

8. I don’t know ____ to learn English.

A. when did he begin B. when he began

C. he when began D. when he begins

9. You can’t imagine ____ when they received these nice Spring Festival presents.

A. how excited they were B. how excited were they

C. how they were excited D. they were how excited

10. Do you remember how many times ____ to Australia?

C. have you beenD. you have been

11. The boss asked his secretary ____ ____he had finished typing the report .

C. whether; or not D. whether; not

12. I wonder how much _____.

A. does he spend on his car B. did he spend on his car

C. he spent on his car D. he spent in his car

高一英语课件篇5

Subject: English Grade One, Class Six Class Time :Monday, August 23,

Revision(Unit13-17)

------- Focusing on the key phrases and structures

Teaching goals

1. Help students strengthen what they have learnt in the past half term

2. Make them relaxed fully in order that they can deal with the coming exam at their best.

3. Make them have a further understanding about some key structures.

Teaching important points

1.How to motivate our students when they are playing the games

2.How to help them to keep the key phrases and structures by heart efficiently.

Teaching difficult points

1. How to keep the activities well organized and how to clarify some complicated structures.

2. How to give the instructions simply and clearly

Class Type

I am making for a new way to review language knowledge more efficiently

Teaching methods

1. Communicative teaching methods

2. Integrate competitions into the process of reviewing

3. Group work.

4. Induce students to analyze some key structures

5. Strengthen the teaching effects by giving them great encouragement.

Teaching aids

Papers, blackboard, slide projector

Homework

Prepare themselves for the coming examination

Summary after Class

The goals made before class have been reached quite well. The students took part in the games actively. They are quite pleased to accept this way of teaching.. However, the amount of knowledge they have really learnt by heart is a little less than we have anticipated beforehand . So we have to admit the fact that it is rather difficult to combine the communicative teaching ways with the current teaching conditions, in which we have such a large class including fifty-six students or so and the great pressure coming from the miscellaneous examinations.

Teaching procedure

Step 1 A competition for key phrases(10 minutes)

T: Good morning, boys and girls .Have you prepared well for the coming exam? Do you feel a little nervous about that ? Now let’s relax ourselves together. We will have a competition. We have four unknown slides. They are slide A, slide B, slide C, and slide D. Each slide has six phrases in Chinese on itself. In our class we have four groups. Every group can get a slide by drawing lots(抽签).In the end , we will see which group can translate all of these phrases into English correctly., Ok , now every group will send a student out to choose your slide.

Group 4 : (A)junk food, ought to , plenty of , keep up with , make a choice, now and then

Group 1: (B)dress up, in one’s opinion, play a joke on sb., take in, call on, bring back

Group 3: (C)pay off, at most, act out, a great deal of , a number of , pick out

Group 2: (D)around the corner, come to terms with, die down, day and night, take possession of, make up

T: Good job. You have finished it very well except for only one mistake. Group 3 have mixed up two phrases.

We should pay attention to the answer to NO.4 in the slide C, The right answer should be ”a number of”. And the answer to NO.5 in the slide C should be “a great deal of ”. Let’ look at another slide.

T: Group1, Group2, Group4 each have got 10 points. Congratulations! Group 3 has got 5 points. Try harder, guys.

Step 2 Design a form about those modal verbs which are used to express possibility.(18minutes)

T: Our competition will continue. We have learnt that “must , can/could, may/might “can be used to express possibility.

Can you try designing a form to make it clear how to use them in different sentence styles and different tenses. Group members should work together to get the best one in your group. Give you ten minutes to prepare for it.

T: Ok, the time is up. You can’t change it any more. Different groups can exchange your forms, and let’ s compare them with each other. Oh, which do you think is the best one?

Ss: We have agreed on the form made by group 3 .

T: Let’s have a look at it with the projector.

Modal verbs to Tenses

express guess or possibility Present

Future

Present continuous Past

perfect

Positive

sentences must:: very sure, certain

may

might perhaps, maybe

could possible

Modal

verb

+do/be

Modal verb

+be doing

Modal verb

+have done

Negative

sentences Can’t very sure

Couldn’t it is impossible

May not perhaps

Might not not

Question

sentences

Can/could

T: Well done. Your group deserve another ten points and the other three groups each have got five points

Pay attention to two points: (1)“mustn’t” means “You shouldn’t do it”, or “you are forbidden to do something.”. If you want to express you are sure that something is impossible, you should use “ can’t or couldn’t” to say that.(2)Look at the following examples.

a. He must be a student, isn’t he?

b. He must have finished it, hasn’t he?

c. He must have done it yesterday, didn’t he?

If we write the first part of each sentence without “must”, we’ll get three sentences like these.

a’. He is a student b’. He has finished it. c. He did it yesterday.

We got the second part of a, b, c from the sentences a’,b’,c’. Actually, we don’t try to guess any more in the second part of Sentence a, b, c.

Step 3 A game named “single or plural”(15mintues)

T: The following game is still played among groups. The knowledge you will use in this game is Subject-verb agreement.

T:(facing the group 1) Let’ s take Group 1 as an example. I have some phrases for your group members which can be used as subjects. As soon as I tell you one, you should tell me whether its predicate verb is single or plural. I will tell you my phrases one by one and you guys give me your answers one by one. You must do it as quickly as possible because you have only three minutes. Within three minutes, the group who has got the most correct answers is the winner Let’s have a try.

T: physics

S1: single

T: a library together with books

S2: single

T: not only the teacher but also the students

S: plural

… … …

T: Do you know the rule of the game , S10? Can you tell us something about it?

S10: Yes.I think every student has a chance to take part in the game. It’s very exciting.

T: Quite right. Remember only your first answer makes sense. Anyone can not answer it twice in the same round.

T: When one student is telling his answer, others should keep quiet. Let’ s start our game from group 4.

(maths, the number of students , a number of students, everything, both A and B, half of the food, half of the students, fifty percent of the population, ten pounds, works, every possible means , a clerk and secretary, every boy and every girl, more than one , many a , the pair of glasses, the glasses, bread and butter, the United States, cattle …)

T: Ok, the game is over. Group1 has got 15 points ,.Group 2 has gained 17 points. Group 3 has got 21points. Group 4 has scored 14 points.

Step 4 Summary(1minutes)

Let’s look at our score board

Group 1 Group 2 Group 3 Group 4

30 32 36 29

T: Congratulations. Group 3 win the game at last.

Step 2 Homework(1minutes)

I will assign you nothing for homework. Just remember to prepare yourself for the coming examination. Keep yourself in a high spirit and never forget to relax yourself now and then.

高一英语课件篇6

提问是阅读教学中使用得最频繁的教法之一。目前语文教学中已形成众多流派,不管哪一派都离不开设计问题、提出问题、运用问题,开启学生心智,引导学生理解课文。那么究竟应该如何提问呢?本人认为,要研究阅读教学如何提问,首先要探讨何以要提问。

作为一种教法,提问是师生课堂会话的方式。提问是一种言语行为,属“语用”范畴,提问时使用的问句属“语形”范畴,而问句中包含的问题属“语义”范畴。

二十世纪科学哲学的一个重要成果,是发现智力活动的起点在发现和提出问题。英国科学家波普尔科学发现的模式就是:“问题(1 )--假设(猜测)--验证--问题(2)”。因此, 问题也是教师启发学生, 打开思路,开发智力的钥匙。布鲁纳的“发现法”,第一步设卡,即让学生认识上产生矛盾,发现问题;第二步设法,就是让学生运用已有知识框架或认识结构,在教师点拔下试作解答;第三步验证,如果解答正确,也即动用旧框架同化了新信息,进一步丰富了已有的框架,如果错了则帮助学生调整或转换旧框架,形成新框架 ;第四步小结,即反馈、总结。认识心理学中的“SQ4R阅读方法”,首先是预习或概观,在此基础上即是“提问”,然后精读(阅读、思考),最后是复述和复习,以加深记忆;其主要特征就在于提出问题、回答问题, 对教材进行细致、深化的加工。

阅读理解有不同层次。章熊先生分为:(1 )复述性理解(着眼于表层信息,侧重记忆);(2)解释性理解(通过信息加工, 由表及里、由此及彼,转化为自己的认识);(3 )评价性理解(对文章价值作用评价) ;(4)创造性理解(超越本文,探索新问题,提出新见解)。按章先生的意见,四个层次由低到高排列,而中学阶段的阅读理解应以一、二两项为本(注:《特级教师--专家学者之选》。)。理解的层次不同,问题的层面和提问方法也会有所不同。例如,在低年级使用的谈话法适用于复述性理解,提出反常问题,克服学生思维定势使用于创造性理解。本人认为,狭义的理解应指“解释性理解”,是实现阅读目标的关键,也是阅读智力活动的核心,想象、欣赏、评价、记忆、创造、应用都以此为基础。

西方解释学是关于文本意义的解释和理解的一种理论与方法或哲学,有助于探讨“解释性理解”的本质。解释学认为,阅读是读者和本文的对话、交流。伽达默尔说:“使留传下来的本文成为解释的对象,就意味着它向解释者提出问题,……理解本文也就是理解这个问题”;而“问题的重建变成了我们自己的提问,这种重建可以把本文意义理解为其回答”,“我们这些努力要求理解的人,必须通过自己让本文讲话”(注:《哲学译丛》1986年第三期。)。作为接受者总是以提问者身份出现,而作为本文则以对答者身份出现,双方建立起问答的伙伴关系;而理解就是通过对话、问答而达到“视界融合”的过程。所谓视界是一个从已有知识框架出发所能理解的可能范围,读者不断从自己已有视界出发,进入本文的视界,形成一个既非自己也非本文的新视界,具有新的可能性。达到理解的标准就是解释学家所说的“解释学循环”--整体只有通过理解它的部分才能得到理解,而对部分的理解又只能通过对整体的理解。“解释学循环”有两层意思:

(一)古典解释学认为,作品自身作为整体包括意义、风格、结构等,作品的各部分诸如章节、词句等, 必须放在这个整体中才获得理解与意义;而作品相对于产生它的整个历史文化背景而言,又是这一文化背景的部分,作品必须放在这一历史文化背景的整体关系中才能得到理解。对这一层次的“解释学循环”,钱钟书先生表述得最为清楚:“乾嘉‘朴学’教人,必知字之诂,然后识句之意,而后通全篇之义,进而窥全书之指。虽然,是特一边耳,亦祗初桄耳。复须解全篇之义乃至全书之指(“志”),庶得以定某句之意(“词”), 解全句之意,庶得以定某字之诂(“文”),或并须晓会作者立言之宗尚,当时流行之文风,以及修词异宜之着述体裁,方概知全篇或全书之指归。积小以明大,而又举大以贯小,推末以至本,而又探本以穷末;交互往复,庶几乎义解圆足而免于偏枯,所谓‘阐释之循环’者是矣。”(注:钱锺书《管锥篇》第一册,中华书局出版。)

(二)当代解释学认为,更重要的是解释者的前理解(已有知识框架)形成的视野(整体)与作品(部分 )的关系。读者已有的知识框架是向本文敞开的倾向性,在已有框架引导下进行理解活动,同时也在理解活动中受到检验、调整、修正,使本文的意义显现出来,因此理解决不是消极地复制本文,而是一种“生产性”、 “构成性”的努力。伽达默尔认为,理解永远是由整体(读者的前理解)运动到部分(作品),又回到整体( 读者所达到的新的理解)的理解。而所有部分与整体的和谐状态便是正确理解的标准。

根据当代认知科学研究成果,阅读理解同时存在两种信息加工方式:资料驱策加工和概念驱策加工(注: J.R.安德森《认知心理学》,吉林教育出版社出版。)。“资料驱策加工”是对来自本文的信息加工,本文从低到高有如下分析平面:语音平面、书写平面、词汇语义平面、句法平面、语篇平面和语篇所指平面。对本文各平面从高到低,从低到高的加工相当于“解释学循环”的第一层意思。可是读者的心智并不是一张“白纸” ,本文仅仅是信息的一个来源,其它信息还来源于读者头脑中已有的知识,一个人对有关本文的知识越多,理解效果越好,就能以最短时间、最少努力,有选择地使用最有成效的线索探索文章语义和句法制约关系,从本文中构造出意义,这种加工方式称为“概念驱策加工”。读者头脑中已有的知识相当于解释学家说的“前理解 ”,因此这种加工方式也相当于“解释学循环”的第二层意思。任何认识的发生、发展都是认识的外源因素和认识的内源因素双向作用的结果,阅读也是双向建构,阅读理解要达到两个平衡:作为客观的本文的整体和部分的协调,作为主体认知框架的平衡。

阅读教学中,教师的主导作用在于通过提问,引导学生达到“解释性理解”,起导读作用。这就要遵循“ 解释学循环”的原则,启发学生同时进行两种方式的信息加工,提高理解水平,培养迁移能力。

以上主要从解释学维度讨论了何以要提问,阅读教学中如何提问就有了根据。

课堂提问的组成是阶梯式的:最高层次是“课”,其次是“课段”,再次是“回合”(一次问和答),最低层次是“话步”(教师的“问”和学生的“答”)。

我们先讨论“回合”。教师和学生的对话并没有信息沟,教师提问并不是要从学生那里获得信息,而是要启发学生获得信息或检查学生是否已获得信息。一般会话结构是两话步:一种是A(问)--B(答),A(再问 )--B(再答);一种是A(问)--B(答),B(问)--A(答)。而课堂会话结构是三话步:T(教师问 )--S(学生答)--T(教师评价小结)。第三话步是信息的反馈, 即使有学生能作出正确回答,但不等于所有学生都能回答,应重复学生的回答以面向全体学生。

由回合到课段,提问有一个开始到结束的框架,每次提问都有一个焦点,如何组织一个课段的提问呢?遵循“解释学循环”的原则,大致有两种方式。

(一)由浅入深,由表及里。

1、由表层到深层,由具体到抽象。于漪老师《七根火柴》第21 节的提问设计是:(1)无名战士留给人间的最后话语是什么?(2)无名战士留给人间的最后动作是什么?(这两个是表层问题。)(3 )这些言行显示了他怎样的心灵、怎样的精神?(4)和一般人相比, 他的伟大之处是什么?(这两个是深层问题。)《截肢和输血》第1 节提问:(1)白求恩同志是在怎样的气候下赶路的?(冷)(2)作者怎样描写冷?(这两个是具体的问题)(3)作者着力描写气候寒冷的用意是什么?(这个问题较抽象。)

2、层层深入。如钱梦龙老师《捕蛇者说》第1节的提问:(1 )这种蛇特别,文中用了哪一个字?(“异 ”)(2)“异”在哪里? (归纳为:色、毒、用)(3)作者突出了哪一个?(“毒”)(4)为什么?(陪衬赋敛之毒)(5)为什么永州人民还“争奔走焉”? (将捕蛇和纳税联在一起)后一问句的焦点以上一问句提供的新信息为依托,层层递进。

(二)整体--部分--整体。

本人在教《白杨礼赞》第7节的提问设计是:(1)上一节从外形上写白杨树不平凡,本节从哪一方面赞美白杨树的不平凡呢?(内在气质)(2)作者调动哪些手段赞美白杨树的内在气质?(排比、比喻、拟人、对比、欲扬先抑)(3)“伟丈夫”和“好女子”对比, 这个“好”是什么含义?(美丽)(4)为什么要用这样的对比和隐喻? (突出其壮美,并由赞美树过渡到赞美人)(5 )作者用什么手法进而揭示其象征意义?(反问排比句)(6)这几个排比句之间有什么联系? (由外到内,层层深入)(7)四个反问句句式上有什么变化,

怎样逐步深化点出象征意义?(略)(8)这一节在全文起什么作用? (赞美的高潮所在,精华所在)。

在组织课段提问时,要防止孤立式的提问。一位新教师教读《挖荠菜》第2节提了三个问题:(1)“馋” 是什么意思?(2 )馋到什么程度? (3)饿到什么程度?关键要问:为什么要写馋(突出饿)和写“饿”反映了什么,才能由表及里。

在课堂上,提问的展示由“回合”到“课段”,再到“课”;可是教师在设计提问时是从“课”到“课段

高一英语课件篇7

Period 1 Warming up & Listening

Type of lesson: warming up & Listening

Teaching aims：

1. Help the Ss talk about archaeological discoveries and describe the life of people in China during the periods of the Stone Age, the Bronze age, Han Dynasty and Tang Dynasty.

2. By listening to the material on Page 74, students can know what the tool looks like, what its use is and so on and by practice, students can master the ways to get the main idea of the passage and some important or useful details.

Teaching focus: Train Ss’ listening ability.

Teaching aids: tape recorder, worksheet & computer

*********************************************************************

Teaching Procedures:

I. Warming up

Step 1. Ask the students some questions and show them some pictures of archaeological discoveries. Introduce the words “archaeology, archaeologist.”

1) T: China is a country with an ancient civilization. It has a long history and brilliant culture. In which ways can we learn about its history and culture? (Archaeology)

2) What can archaeological discoveries bring us?

Step 2. Present some typical archeological discoveries and lead the Ss to talk about them.

1) T: Please look at the pictures and talk about them.

Questions for thinking:

----What are these important discoveries ?

----What period of time do they belong to?

Step 3. Help the Ss describe the life of people in China during the periods above.

1) T: What can they remind us of ?

Remind us of the history

1.What they ate

2.Where they lived

3.What their houses looked like

4.What kind of tools they used

5.What kind of entertainment they had

……2) Discuss and talk about the following items.

Stone Age Bronze Age Han Dynasty Tang Dynasty

Food

Housing

Home decoration

Tools

Artefacts

Entertainment

Step 4.Help the Ss get to know more important discoveries.

1) Match the time with the place where its relics are unearthed:

Stone Age Mawangdui

Han Dynasty the Banpo Ruins/ the Ruins of Hemudu

Bronze Age the Ruins of the Chang’An City

Tang Dynasty the Ruins of Yanshi Erlitou(1959, Henan)

2) Let the Ss enjoy the pictures and answer the questions.1. Where were they unearthed ?

2. Where can you go if we want to visit them?

II. Listening

Step 1. Pre-listening

1. Show students three pictures. And ask them in which period of time the people in the pictures lived. (Stone Age)

2. Show students some pictures of the tools used by the people in Stone Age. And ask them if they are asked to introduce one of these tools to other people, from which aspects they are going to describe them.

what it looks like

when it was found

where it was found

when it was used

usage

how to use it

…

Step 2 While-listening

1. First listening to get the main idea.

What are they talking about?

A. a short stick.

B. an ancient weapon to throw spears.

C. a little carved animal.

2. Second listening

Task: Listen and write down the questions asked by the students.

1) What ____________________________________________?

2) What ____________________________________________?

3) How ____________________________________________?

4) How ____________________________________________?

5) Where ___________________________________________?

3. Listen to the tape for the third time

Task: Get the answers to each of the questions.

Questions 1: What is it?

☆ Listen and fill in the blanks.

1) It looks like ____________ to me; about ___________.

2) At the top there’s a little ________________________.

3) At the bottom end there are __________ through the stick.

4) On the right there are __________of a young baby goat that is _________.

☆ Make a drawing of the tool.

Question 2: What was it used for?

☆ Listen and fill in the blanks.

1) It is an _____________. One of the __________________.

2) There were bears that ______________________________ and very large kind of _____________________________________________.

3) It was too dangerous to ______________________________ or even _____________.

Question 3: How did it work?

☆ Listen and finish the exercises.

1). How far can you throw a spear with our arm?

A. 15m B. 50m C. 45m

2). How far can you throw a spear with a tool like this?

A. 90m B. 300m C. 60m

3).By using this tool it could be thrown ___________________________________ and with _____________.There are three holes. One __________________________________, one __________________________, and ______________________was tied into the smallest one. A spear of about ________________ was laid on the stick, resting against the small piece of ____________ or leather. With a _________ on the string and a ________________ of the arm, the spear would be thrown.

Question 4:When and Where was it found?

☆ Listen and answer the questions

1) How old is it?

a) 1 to 2,000 years

b) 10 to 20,000 years

c) over 5000years

2) In how many places were this tool found?

Three.

3) How did people in South America and Australia know about this tool?

They invented it again.

Step 3 Post-listening

Task: Write a passage to introduce an ancient tool.

1) Show students a picture of different tools used by people in Bronze Age, and ask them to have a discussion about which one they are interested in.

2) According to the questions and answers in the listening material, students write a short passage to introduce one of the tools in the picture.

3) Present in class.

III. Homework

1) Revise their passage.

2) Preview the reading part of this unit.

Self-evaluation

Unit 20 Reading

Type of lesson: Reading

Teaching aims: Get the Ss to know about the King of Stonehenge

Improve the Ss’ reading ability

Important points: the Ss get a good understanding of the text

Difficult points: Ss’ reading ability get improved

Teaching aids: a tape recorder ,a computer and worksheets

Teaching procedures:

Step I. Pre-reading.（leading-in ）

some pictures about famous tombs in Chinese history

2.When we discover a tomb of a king in China, what can usually be found in it?

( clothing, knife, pottery, jewellery, tools etc. )(leading the Ss know more words about them.)

3.Why were these things buried with the dead king or emperor？

Key：A.To show off their power and wealth.

B. To protect these things.

C. Want the died people to use them after their death.

D. To be given to him for his use in the next life.

F. To show people’s respect to the death.

Step II. While -reading

A. Fast reading to get the main idea of each paragraph, and then divide it into parts

Part 1 (para. 1): The discovery of a grave.

Part 2 (para.2_to 3_): Objects found in the grave.

Part 3 (para. 4_-_5): The importance of the discovery.

Part 4 (para. 6_-7_): About Stonehenge and the King of Stonehenge.

B. Detailed reading:

1. Read the first three paragraphs to find out

1) Which objects were found in the grave of the King of Stonehenge?

Key: a pin, clothing, a coat, a knife, earrings, arrows and a bow tools, weapons, pottery & jewellery

2) Which materials were found?

Key: fur, stone, clay, pottery, copper, bone, and goldRead paragraph 4 & 5 to answer the following question:

1) What are the five reasons to show the importance of the discoveries ?

Key: a) His grave is the richest of any found from that period.

b) This was a time when the first metals were brought to Britain.

c) This man was buried with two gold earrings which are the oldest gold ever found in Britain.

d) He was buried three miles from Stonehenge at the time when the great stones were being brought to Salisbury to build it.

e) He is an example of people who brought culture and new techniques from the European mainland to Britain.

3. Read Part 6&7. do T or F exercises

1) The biggest stones came from a long distance away.

2) Archeologists know how early man was able to construct Stonehenge without the use of modern constructions and machines.

3). The King of Stonehenge was likely to be involved in planning and

helping build the monument.

4). The King of Stonehenge came from Central Europe.

5). At first people thought that it was through was and armed conflict not

through trade and cultural links that the skills to make copper and bronze objects spread to Britain.

( Check the answers: F F T T T)

C. Language points:

1. Buried with him were the tools of a hunter or warrior.

该句为倒装句, 表语置于句首时, 倒装结构为“表语+系动词+主语”。

e.g. Present at the meeting were Professor White, Professor Smith and many other guests.

2. Some of the objects found in the grave give us an idea of how he was dressed when he was buried.

found in the grave是过去分词作定语

give sb. an idea of 使某人明白

e.g. The book will give you an idea of what everyday life of ordinary

Americans is like.

3.That would have made him a man of distinction.

must/may/might+have done (肯定) 对过去事实的推理

e.g. He might have given your more help, they were busy. I can’t find my pen

anywhere. I must have lost it.

can +have done 表示对过去事实疑问和否定的推测

e.g. He can’t have finished the work so soon.

could + have done 意为“过去能够,而事实上却没有”,表示一种遗憾

e.g. He always works hard. He could have passed the exam.

should / ought to +have done 意为“过去应该…但没有…”,有责备对方的意思

e.g. You should have told me the news an hour ago.

shouldn’t / oughtn’t to +have done 意为“过去不应该…，却…”,意在责备对方

e.g. You shouldn’t have told him the news. He was nearly sad to death.

needn’t + have done 意为“过去本没有必要..…却……”

e.g. There was plenty of time, she needn’t have hurried.

might + have done 表示“过去本可以….却没有…”

e.g. They might have given you more help, though they were busy.

Step III. Post reading.

1. From things that were found in the grave, archeologists now believe that people in the Bronze Age in England had trade and cultural links with other parts in Europe. Give examples of such links and what was traded.

country or part of Europe material or object of trade

West Wales stones to build Stonehenge

Spain copper knife

France copper knife

Europe gold jewellery

2. For trade and cultural links as well as life in Britain and the construction of Stonehenge, people in the Bronze Age must have had knowledge about certain things and certain fields of science. Work in groups to talk about the inventions and kinds of science they must have had, based on the reading passage.

activity knowledge, science, inventions and tools needed

1. travel to Scotland roads, shoes, language

nstruction of Stonehenge hammers, ropes, sth. to transport heavy stones, architecture

3. hunting rope, string, bow, arrows, spear, sticks

4. trade with Europe money or goods to trade, boats, bags, maps, language

5. making copper knives fire, chemistry, physics, pots, hammers

Homework:

With the development of modern tourism, more and more culture relics were destroyed by human beings, read the passage below, and think about “what should we do to protect our cultural heritage.”

Saving Stonehenge Oct.22nd,

With almost a million people visiting the monument each year, Stonehenge has become surrounded by roads and parking lots.

Recently, a group archaeologists decided to to restore Stonehenge to its natural setting. One road will be removed, and another will be routed through an underground tunnel. Today’s parking lots will become open fields, and a new visitors’ center will be built four kilometers away.

Unit20. Word Study

Type of lesson: word study

Teaching Contents: spare, average, date, cover, dress, find

Teaching Aims：Help the students grasp the usages and meanings of the above

words or phrases.

Important points: use the above words or phrases correctly and freely

Teaching Procedures:

I. spare

A. Read the following sentences and point out the part of speech of “spare” and the meaning of the underlined part

1. The boy loves surfing the internet in his spare time. (在空闲的时间里)

2. You should carry a spare tire in the back of your car. .( 备用胎)

3. I can’t spare the time for a holiday at present. . (抽出，腾出)

4. Can you spare me just a few minutes? . ( 抽出，腾出 )

5. He doesn’t spare any effort on his studies. .( 不遗余力)

6. Spare the rod and spoil the child. （不打不成器)

B. Summarize the usages and the meaning of “spare”

Spare : Adj. 1.空闲的；2.不用的，闲置的；3.备用的，外加的；

Verb, 1.抽出，拨出，留出；2.不吝惜（时间，金钱）

C. complete the following sentences.

1.What do you usually do _____________________( 在你空余时间)？( in your spare time)

2.You’re driving to Tibet? It’s a long way. Be sure to ________________________ ( 带个备用胎) (bring a spare tire)

3.We can ________________________(给你腾出一间房)（spare one room for you ）

4. He _____________(想尽各种办法)to make her happy.(spares no effort)

II. average

A. present the following sentences.

1. The average of 4, 5 and 9 is 6.平均数

2. Tom’s work at school is above average, while Mary’s is below average. 高于/低于平均

3. The average age of the boys in the class is 17.平均的

4. What is the average temperature in Wuhan in August?

5. If you average 7, 14 and 6, you get 9. 均分

6. On average, there are 20 boys present every day.平均来说

B. Summarize the usages and the meaning of the word “average”

. average adj.平均的

verb .平均，均分。

Noun.平均数，平均值。

C. Complete the following sentences：

1.What is ______________(平均的年龄)the students in your class?

2.平均来说,每年大约有400人死于这种疾病.

On average 400 people die of the disease every year.

3.Temperatures in winter are __________ for the time of year.( 低于平均值) （below average ）

III. date

A. Present the following sentences.

1. What is date today? (日期 )

2. The vase is of an earlier date than that one.（时代）

3. Has the date for the meeting been fixed? （日期）

4. The boy asked her for a date, but was refused. （约会）

5. They’ve been dating for months and know each other better than before. （谈恋爱）

6. Don’t forget to date your letter. （注明日期）

7. Young people’s clothes date quickly nowadays, so if you want to be fashionable you have to keep a close eye on fashion.（过时，不流行）.

8. The property of the family dates from the war.（始于，追溯到）

9. The castle dates back to the 15th century. （始于，追溯到）

10. The information is out of date; you need to get the latest news.（过期了）

11. She likes to wear clothes that are up to date（.新式的, 现代的）

B. Ss read the sentences and point out the part of speech of the word

“date” and the meaning of the word and phrases.

date : 1) noun . 日期，时代，约会, 流行.

2）verb. 谈恋爱,注明日期, 过时,不流行. 始于，追溯到

C. Complete the following sentences

1. This kind of clothes is ______________.不流行了( out of date)

2. The church __________________. 始建于13 世纪.( dates back to / dates from the 13 century.)

3. Would you like to ___________ (定个日期开个舞会.)( fix a date for a party.)

IV. cover

A . Present the following sentences.

1. The small town which covers five square miles is famous for its

beautiful scenery. 占地

2. Not having been cleaned for a month, the desk was covered with

dust. 布满

3. Hundreds of reporters were sent to cover the Olympic Games held

in Greece. 采访

4. The noise was so loud that she covered her ears with her hands遮蔽

5. The doctor’s talk covered the complete history of medicine. 涉及

6. I can cover 100 miles before it gets dark. 走一段路

7. Will cover the cost of a new shirt? 够付…钱

8. He always keeps a cover over his car. 覆盖物

9. May I have a look at the book whose cover is blue? 封面

B. Read the sentences above and pay attention to the meaning of the

word “cover”.

Cover : Verb占地,布满,采访, 遮蔽,涉及, 走一段路,够付…钱

noun 覆盖物,封面

C. Complete the following sentences.

1. Do you know _______________________. ( 这个国家占地多少) (how much the country covers )

2. His desk ___________________________ ( 堆满了书). ( is covered with books)

3. Who will be sent to __________________________ ( 采访这次运动会)？ ( cover the sports meeting)

4. His book, _______________________ ( 封面是绿色), was a birthday gift from his mother. ( whose cover is green / the cover of which is green)

V. dress

A. present the following sentences.

1. Jim isn’t old enough to dress himself. ( 穿衣服)

2. How long does it take you to dress yourself? 穿衣

3. He has to dress well in his position. 穿戴

4. She was in special dress for the ceremony. 套装

5. She was wearing a silk dress. 连衣裙

B. Read and observe the sentences and point out how the word dress is used.

C. Present more sentences with similar phrases and tell the differences.

1. He was dressed in white and was easy to be recognized in the crowd.

2. He put on his coat and went to the cinema.

3. The emperor had nothing on when he thought he was in his new clothes.

4. Nobody is allowed to wear a beard in that village.

5. What shall I wear to attend her birthday party?

6. she was all in black.

D. Choose the right phrase to complete the following sentences.

1. She was ___________ the white _______ her mother bought for her yesterday. ( wearing, dress)

2. Don’t forget to _________ your hat, or you’ll get burnt. ( put on)

3. We are going to be late. Please get __________ quickly. ( dressed)

4. The child is too small to _____________ himself. ( dress)

5. Do you think I need to ___________ any jewellery to attend her wedding? ( wear )

6. On Children’s Day, the children _____their best clothes ______. (have…on )

7. The girl _____ red is my former student.( in )

VI. find

A. Present the following sentences.

1. The most amazing find was two gold earrings.

2. The old painting is quite a find.

3. I found a ten-dollar bill on the road.

4. I found him asleep on the sofa.

5. Please find the key for me. = Please find me the key.

6. When a waiter asks a customer, “ How do you find the soup?” He wants to know what the customer thinks of the soup.

7. I find it difficult to understand this film.

8. I was disappointed to find him out.

9. After school I always find him waiting at the school gate.

10. The poor man found his house broken into.

11. You should find out the answer by yourself.

B. Read the sentences, and pay attention to how “find” is used.

C. Complete the following sentences.

1. ______________________________ ( 最有趣的发现) was two dolls lying in the drawer. ( The most interesting find)

2. ____________________________ ( 你觉得这个演讲怎么样？) ( How do you find the speech? )

3. He ___________________________ ( 发现很容易) to get along with his new classmates. ( finds it easy)

4. Whenever he comes back from school, he always _________________________________ ( 发现他的狗坐在门外) waiting for him. ( finds his dog sitting outside)

5. When he woke up the next morning, _________________________________ ( 他发现屋外的世界完全地改变了). ( found the world outside completely changed)

Unit20. Grammar

1. Teaching Goal:

Review the use of “it”. Let students learn how to use “it” by doing some practice in reading, writing and so on.

2. Teaching important points:

The usages of it in different situations.

3. Teaching difficult points:

How to teach the students to master the usages of it

4. Teaching methods:

Observe the materials given to them, generalize from the different examples.

5. Teaching aids:

a projector , a blackboard and paper

6. Teaching procedures:

Step1 Lead in.

Read the following the sentences, and pay your attention to the meaning and the function of “it” in each sentence.

1. It is likely that many of them will be born in northwestern Beijing. Textbook (P3)

2. With the right kind of body, it is possible to float around in the ocean. (P20)

3. Isn’t it amazing that a single substance can be so important to our planet and even the whole universe. (P20)

4. It is very relaxing to take a dip in the pool in summer. (P37)

5. It was during the “ Match on Washington DC” in 1963 that he gave the speech “ I have a dream”. (P28)

6. It was also in Atlanta that one of the great leaders of the Civil Rights Movement, Dr Martin Luther King, Jr, was born. (P44)

7. Zhongguanchun made it possible for him to follow his dreams and help the country he loves. (P3)

8. -“Relying on science, technology and knowledge to increase economic power” makes it clear that science and business can and must work together to build the future. (P4)

9. It was through trade and cultural links that European culture and new techniques were brought to Britain.

10. It has been proved that the copper knives came from the places as distance as Spain and western France.

Step 2 Learn the usages of “it” according to the following sentences, dialogues, and exercises.

1. -Where is your car?

-It is in the garage.

(指提到过的或正在谈论的动物或事情)

2. The young couple has a newborn baby. Do you know it is a boy or a girl?

(父母不会用it来指自己的孩子。it可以不区别他们的性别)

3. -It is seven o’clock. There is a knock at the door. Who is it?

-It is the milkman.

4. -Oh, by the way, there was a telephone call for you. Who was it?

-It was my Mum on the phone.

( it可以用来指时间，有人敲门，确认某人为何人，在电话里)

5. It is raining a whole day. It is perfectly cool. It has been a long time since the last rain.

(it可以用来谈论时间，日期，距离，天气等，但要作主语)

6. My grandmother kept telling me that I should help her with housework, but it didn’t help.

(it指前面的整个内容，即：祖母喋喋不休地让我帮助她做些家务)

7. It is no use quarrelling with such a man.

It’s hard for them to answer such difficult questions.

It seems that I have made the same mistake once again.

It is unclear what we should do next week.

It is reported that another big earthquake will happen in the area soon.

It will take you three hours to fly to Hong kong from Beijing.

(it作形式主语)

Exercise:

⑴. Is ______ necessary to finish the composition before May Day.

A. this B. that C. it D. he

⑵. Does ______ matter if I can’t finish the composition before May Day?

A. this B. that C. he D. it

⑶. ______ is a fact that English is being accepted as an international language.

A. There B. This C. That D. It

⑷. In fact ______ is a hard job for the police to keep order in an football match.

A. this B. that C. there D. it

⑸. It worried her a bit ______ her was turning grey.

A. this B. that C. there D. it

( Keys ⑴ C ⑵ D ⑶ D ⑷ D ⑸ B )

8. He is a heavy smoker. I find it difficult to persuade him to give up smoking.

We soon make it a rule to walk two miles a day.

We take it for granted that water is free at restaurants.

I don’t like it when you shout at your parents.

I don’t feel it my duty to do so.

I hate it when people talk with their mouths full.

(形式宾语)

Exercise:

⑴. They have made ______ a rule ______ in the room.

A. this; not to smoke B. it; smoking

C. it; to not smoke D. it; not to smoke

⑵. I don’t think ______ possible to master a foreign language without much memory work.

A. this B. that C. its D. it

⑶. The chairman thought ______ necessary to invite professor Smith to speak at the meeting.

A. this B. that C. its D. it

⑷. I think ______ to finish the work in such a short time is quite impossible.

A. it B. that C. this D. with

⑸ Don’t ______ that all those who get good grades in the entrance examination will prove to be most successful.

A. take as granted B. take this for granted

C. take that for granted D. take it for granted

(Keys: ⑴ D ⑵ D ⑶ B ⑷ B ⑸D )

9. 1). It was Tom who / that broke the window.

2). It was her whom you should ask.

3). It was because Li Ping was ill that he didn’t come to school last week.

4). It was where you come from that you should return to.

5). It was as you like that you must do everything.

6). It was not until 1920 that regular radio broadcasts began

7). It was in the library that was founded by Mr. Willians

that they finished reading the famous novel.

8). It was neither you nor he that is willing to go the park.

9). It was not only you but also he that is willing to go to the Great Wall.

10). It was his coming that made all of us very happy.

Exercise

⑴ It was the ability to the job ________ matters not where you come from or what you are.

A. one B. that C. what D. it

⑵ I have already forgotten _________ you put the dictionary.

A. that it was where B. where it was that

C. where was it that D. that where was it.

⑶ Was it _________ Sandy’s carelessness _________ your keys were all lost.

A. because; which B. for; what

C. because of; that D. since; why

⑷ It was not long _______ he was born ________ his mother died.

A. before; that B. since; when

C. until; when D. after that

⑸ It was in the factory ________ was owned by Mr. White ______ they learned a lot from the workers.

A. that; where B. which; that

C. what; that D. which; where

⑹ ______ was it in 1979 ______ I graduated from the University.

A. That; that B. It; that

C. That; when D. It; when

⑺ It was not until he finished all his homework _______ to bed last night.

A. did he go B. when he went

C. that he went D. then he went

⑻ ＿＿ Where did you meet Johnson?

＿＿ It was in the hotel ______ he stayed.

A. that B. where C. when D. while

(Keys: ⑴ B ⑵ B ⑶ C ⑷ A ⑸ B ⑹ B ⑺ C ⑻ B

10. 1. It is time for school.

2. It is time to go to school.

3. It is time for us to go to school.

4. It is time that we went to school.

综合练习:

1. It wasn’t until nearly a month later ______ I received the manager’s reply.

A. since B. when C. as D. that

2. Can ______ be in the desk ______ you have put my letter?

A. it; which B. I; where C. you; in which D. it; that

3. - ______ that he managed to get the information?

- Oh, a friend of his helped him.

A. Where was it B. What was it

C. How was it D. Why was it

4. It is what you do rather than what you say ______ matters?

A. that B. what C. which D. this

5. It was some time ______ we realized the true.

A. when B. until C. since D. before

6. It was in the lab ______ was taken charge of by professor Zhang ______ they did the experiment.

A. when; that B. which; where C. that; where D. which; that

7. I like ______ in the autumn when the weather is clear and bright.

A. this B. that C. it D. one

8. - He was nearly drowned once.

- when was ______?

- ______ was in when he was in middle school.

A. that; It B. this; This C. this; It D. that; This

(Keys: 1 D 2 D 3 C 4 A 5 D 6 D 7 C 8 A

Unit20. Integrating skills

Roots of Chinese Culture

Teaching aims:

1. Help the students get the general idea of the text.

2. Help students know the importance of the relics and have correct sense to protect them.

3. Teach the students how to create a flow chart.

Teaching procedures:

VII. Step1. Lead-in

Show students some pictures of unearthed objects in Snxingdui, and ask them questions such as: Have you seen the pictures? What do you think of them? When and where were they found?

VIII. Step2. Fast reading

Ask the students to read the text quickly and them summarize the main idea of the text.

Paragraph1. The discovery of Jinsha Relics.

Paragraph2. The similarities between Jinsha Relics and Sanxingdui Relics.

Paragraph3. The importance of the discovery of Jinsha Ruins Relics.

Paragraph4.The discovery of Sanxingdui Relics.

Paragraph5. The importance of the discovery of Sanxingdui Relics.

Step3. Careful reading

1. Ask the students to listen and read paragraph by paragraph and then do the exercises.

Paragraph1.

1. What kind of special relics were unearthed in Jinsha Ruins?

2. Why could they take the archaeologists’ attention?

Because the ivory and animal bones found in Jinsha Village are important ,they will serve as important materials for the study of local geography, climate and the environment in ancient times.

3. Who was the first to discover the Jinsha Ruins and when?

Construction workers from a local company found ivory and jade in the mud when they were building road there on February 8, .

Paragraph2.

Why is cong special?

Because it was not made in Sichuan, but was transported there, which proved that Sichuan had trade links with the Yangtze and Yellow River valleys at that time.

Paragraph3.

What is the significance of the discoveries in Jinsha Village?

The discoveries there proves that the history of Sichuan is much longer than 2300 years.

Paragraph4.

True or false:

1. Sanxingdui Ruins were first discovered by farmers.

2. The farmers hesitated about whether to give the relics to the state.

3.The local teachers and officials persuaded them to turn in the relics.

Paragraph5.

1. Since 1920, what have been unearthed in Sanxingdui Ruins Site?

More than 10,000 relics dating back to between 5000 BC and 3000 BC have been discovered. 53 holes were dug up and over 1,200 pieces, including bronze and gold masks, bronze objects and images, jade and ivory had been found.

2. What do archaeologists hope to discover in the future?

They hope to discover some of the mysterious palaces, tombs of kings and bronze and jade workshops.

True or false:

1. From 1929 to 1986, 53 holes were dug and over 1200 pieces of objects were found.

2. Today, the work in Sanxingdui has already been done.

2. Then let students to fill in the blanks.

What’s the link between Jinsha Ruins and Sanxingdui Ruins?

Civilizations Jinsha Ruins Sanxingdui Ruins

time

Who found it

Objects found

3. Reading comprehension.

1. The passage suggests that ______.

A. Jinshan Relics and Sanxingdui Relics were found by chance

B. archaeologists knew there were a lot of treasures there long ago

C. Yan Kaizong is not a patriot.

D. archeologists will never find another relics again.

2. Which of the following statements is right according to the text?

A. Jinsha had no trade links with other areas.

B. The ivory and animal bones found at Jinsha are of no real value.

C. Sichuan has a history of more than 2300 years.

D. Many of the relics at Jinsha have no connection with those found at Sanxingdui.

3. At Jinsha Relics, archaeologists found_________.

A. gold and jade

B. bronze and stone objects

C. many ivories

D. all of the above

4. Archaeologists are scientists who_______.

A.study nature

B. do research on animals

C. study the buried remains of ancient times

D. give instructions to students

5. We can infer from the passage that ________.

A. China has a long history with a rich culture

B. Yan Kaizong kept the relics found by his grandfather as his own

C. since 1986, archaeologists have stopped digging at Jinsha Relics

D. Sanxingdui Relics was first discovered by archaeologist

Keys: A C D C A

IX. Step4. Discussion

1. Why do you think the text is titled with “Roots of Chinese Culture” instead of “Sanxingdui Ruins”?

2. Do you think Yan Kaizong was foolish? Why?

X. Step5. Writing

1. After construction workers found ivory and jade in the mud when they were building roads there, what steps and decisions did they take? Then the teacher lists the all the steps and decisions on the blackboard.

2. Ask the students to decide in which order steps and decisions were taken.

3. Ask the students to create different shapes for different types for action, for example: triangles for decisions, circles for the discoveries, boxes for things that are going on and diamonds when calling in other people.

4. Then ask the students to draw the arrows to show the direction of the flow.

5. Ask the students to check for missing steps.

6. Just now we have made a poster showing a flow chart of “Jinsha Village”, can you make a poster showing a flow chart of “something has been stolen”? Please make it yourselves.

7. Please check your answer with the chart on page 80.

8. Ask the students to make a poster showing a flow chart of the things you should do when you have discovered some old things in the ground.

Example:

高一英语课件篇8

Period 1

(一)明确目标

1. To make the students creative and thinkable

2. Describe things and how they work.

(二)整体感知

Step1 presentation

Every day, we see and get in touch with a lot of things. But have you ever made any sense of how these things work and how many ways they can be used in our every life?

Fox example: a piece of chalk

Excellent, now we’ll see what our text wants us to say on page 57.

(三)教学过程

Step2 speaking

Next I’ll show you something for you to think over to see how many ways you can think of them which are used in our life.

The teacher shows practicalities on the screen using the projector, such as a toothpick, a sock and a plastic bag etc. show the students as many others as you would like.

Ask the students to say as many as they can. And collect those key works from the students on the blackboard.

Step3 talk box

Here on the screen you can see a talk box with some letters in. you are wanted to make as many words as you can by moving the sides of the box. And you can move any side as many steps as you wish.

For example :(to show them the way of moving the sides of the first and last to form the word “stop”.

Suggested answer stop, step, item, door date, room

(四)总结,扩张

Step 4 true or false

Show these three questions on the screen or just ask the students to turn to this page to read them.

Ask the students to get their answers by discussing them in pairs or groups of 4…

(1) The word “boat” can be spelled using four of the letters from the word “automobile” (true)

(2) 11 minutes past 5 o’clock, is 48 minutes before 6 o’clock. (False)

(3) If you turn a left-handed glove inside out it will fit on a fight hand. (It depends on what kind of gloves you are having. If it is a thread glove, it is true. It is a leather one, it is false.)

Step5 practice

Speak about the use of the following things. You may find the pictures of these practicalities and show them to the students on the screen.

A. a pencil B. a schoolbag C. an empty bottle D. a computer E. a desk

(五)随堂练习

Read the following passage and answer the question after discussing them in pairs

Disk Doctor

What can you if you lose the data from your disks? To find an expert, who would recover the lost information for you, is the easiest solution. Jack Olson is one of these experts, jack and a few of his friends set up a company called “jack’s disk doctor service” in 1984.They work from home and give all the money they earn to charity. The fees are always the same, no matter how precious the data on the disk is. Some people, however, are so grateful that they send extra money to jack or the charities his company supports. The fees are always the same, no matter how precious the data on the disk is. Some people, however, are so grateful that sent extra money to jack or to the charities his company supports, one oil company offered him ,000 for his help and an architect even sent him a blank check.

It would be difficult to put a value on the things rescued by the Disk Doctor. There have been disks containing medical research, television scripts, manuscripts of whole books, a lawyer’s papers for a court case and even Margaret Thatcher’s travel plan for a visit to eastern Europe. For this last case, jack had to go in person to Thatcher’s office “for security reasons”.

Disk is usually sent to the disk doctor by post, but some times people are in such a hurry that they can’t wait for the mail to come. For example, some radio scripts had to be rushed by taxi to jack’s house because they were needed for broadcasting the next day. When the material has been recovered, the disk is returned to the sender with a diagnosis and a prescription for avoiding the problem in the future, One grateful client, an author, put a “Thank you” to jack in the front of his book saved me from a heart attack,” he wrote.” but,”says jack “most people don’t take any notice of the doctor’s advice”

1. Why did the architect sent jack a blank check?

A. the architect did not have any money.

B. the architect did it for security reasons

C. the architect always followed the doctor’s advice

D. the architect thought jack’s service was priceless.

2. Which of the following statements is not true?

A. jack’s disk doctor service has only one standard fee.

B. jack and his company have made a fortune for their service.

C. Margaret Thatcher is a very important person.

D. jack’s clients are from all talks of life .

3. From the statement “but …most people don’t take any notice of the doctor’s advice”. We can infer that ____

A. most people don’t take medicine regularly

B. many of jack’s patients would probably get sick again

C. many of jack’s clients have sought for his help more than once

D. most people don’t read the instruction when using a computer

高一英语课件篇9

Teaching aims & demands:

To develop students’ ability of reading a play

To know about American family life and problems that happen between American teenagers and their parents

To form a positive attitude towards solving problems between teenagers and parents

Teaching procedures:

(1). a dirty or untidy state _______

(2). give a reason for something _______

(3). believe that somebody is good_______

(4). something worthless or of low quality_______

(5). a person between a child and a grown-up _______

(7). without being punished_______

Talk about the four pictures on P21

List some problems with parents.

①____________ ②_____________ ③_____________

(2) How to solve these problems.

①____________ ②_____________ ③_____________

Please go through the Reading strategy and tell how to read a play.

1.It is often in the form of ___ _________.

2.It usually includes_________ ______, and each act can have_________ _______.

3.The words or speeches in a play are very________, and some of the words in a sentence are______ _____.

4.There are some helpful _____________in a play.

5.It should be_____ ________.

Get students to read the play and finish Part A individually.

How many acts are there in this play? And how many scenes in each act?

1. Listening and complete C1 on P24.

2. Please read Act One of the play carefully and fill in the form

Characters Things they do Feelings

2. Please read Act Two carefully and fill in form:

Characters Things they do Feelings

1. This passage is mainly about ________.

A. what Mom and Dad did after they returned from vacation.

B. what Daniel and Eric did at home.

C. the reason why the dog was tired and hungry

D. a big quarrel that an American family had

2. Mom and Dad left Daniel in charge at home because ______.

A. he was an adult B. he was the youngest

D. they thought he could take good care of everything while they were away.

3. Which is NOT true according to the passage?

A. The children were very excited when their parents came back a day earlier than expected.

B. The children didn’t use the money for themselves.

C. Daniel was left in charge at home while their parents were away.

D. Eric wanted to tell his parents what had happened, but Daniel said they didn’t need to.

4. The main reason for their quarrel is that ______.

A. Daniel was too rude.

B. Eric didn’t tell his parents what had happened

C. the parents blamed Daniel without giving him a chance to explain

D. Daniel and Eric didn’t behave well at home.

Fill the missing words in the blanks to complete the summary of the play.

Mom and Dad arrived back from v_______ earlier than e_______ in order to give the boys a s_______. They got so a____. When they saw the house was in a m___ that Dad shouted at D____, the elder brother, who was in c______ of the house when they were away. Daniel s_______ the door to show his anger, because their parents never gave him a c_____ to explain. E___, the younger brother, wanted to explain to his parents what had h_______, but Daniel didn't think that their parents d______ to know the truth.

At the end of the play, both Mom and Dad thought maybe they were too h___on the boys. However, Dad decided to p_____ Daniel for his rudeness so that he would show r_____ for his parents in future.

1. If you were Eric or Daniel ,what will you do?

2. Find some adj. to describe good parents in your eyes.

They should be__________, __________, __________,__________...

3. How do you deal with the relationship between you and your parents?

We should _______, ________, _______, ________...our parents.

3. The word “family” means “f_______ a_____ m______ I l_____ y_____”.

1. Role-play the dialogue in groups of five.

(Divide students into groups of five and one is the narrator and the others are the main characters. Role-play Act One and Act Two.)

There are three kinds of goals: short-term, medium-range and long-term goals.

Short-term goals are those that usually deal with current (当前的)activities, which we can apply on a daily basis. Such goals can be achieved in a week or less, or two weeks, or possibly months. It should be remembered that just as a building is no stronger than its foundation, our long-term goals cannot amount to very much without the achievement of solid short-term goals. Upon completing our short-term goals, we should date the occasion and then add new short-term goals that will build on those that have been completed.

The intermediate goals build on the foundation of the short-term goals. They might deal with just one term of school or the entire school year, or they could even extend for several years. Any time you move a step at a time, you should never allow yourself to become discouraged or overwhelmed. As you complete each step, you will enforce the belief in your ability to grow and succeed. And as your list of completion dates grow, your motivation （动力）and desire（欲望） will increase.

Long-term goals may be related to our dreams of the future. They might cover five years or more. Life is not a static thing. We should never allow a long-term goal to limit（限制） us or our course of action.

1. Our long-term goals mean a lot ________.

A. if we cannot reach solid short-term goals

B. if we complete the short-term goals。

C. if we have dreams of the future

2. New short-term goals are built upon________.

A. a daily basis B. your achievement in a week

C. current activities D. the goals that have been completed

3. When we complete each step of our goals, _____________.

A. we will win final success B. we are overwhelmed

C. we should build up confidence of success

D. we should have strong desire for setting new goals

4. What is the main idea of this passage? _____________

A. Life is dynamic thing. B. We should set up long-term goals.

C. Different kinds of goals in life. D. The limitation of long-term goals.

5. Which of the following statements is wrong according to the passage? _____________

A. The long-term goals cannot amount to very much without the achievement of solid short-term goals.

B. The intermediate goals build on the foundation of the short-term goals.

C. Life is a static thing, thus we should never allow a long-term goal to limit us or our course of action.

D. We should often add new short-term goals to those which have been completed.

高一英语课件篇10

I. Teaching aims and demands学习目标和要求：

ic话题:

1>Talk about science and technology

2>Describe things and how they work

3>Talk about the advantages and disadvantages of modern technology

4>Talk about new inventions

ction功能:

Agreement and disagreement 同意和不同意:

Absolutely. I disagree. / Well, yes, but …

That’s exactly what I was thinking. I’m afraid I don’t agree.

That’s a good point. You can’t be serious.

That’s just how I see it. Well, it depends. That’s worth thinking about.

I would have to disagree with that. Well, I’m not so sure about that.

3.vocabulary词汇:

toothpick, agreement, disagreement, disagree, absolutely, depend, press, teenager, throughout, add, latest, calendar, remind, appointment, behaviour, obey, dare, emergency, whatever, dial, according, unexpected, particular, negative, clone, interview, department, electricity, planet, wonder, defeat, force, peaceful, succeed, skip

stay in touch with, call for, in case (of…), according to, take over, break down

4.grammar语法:

The Present Continuous Passive Voice (3) 被动语态:

1>用英语描述事物正受到某种影响或某种处理-使用现在进行时被动语态(is/are being + 过去分词)。例如：

New functions are being added to the phones.

Michael is being interviewed for the job.

Modern cellphones are being used as camera and radios.

2>用英语描述人物正受到某种影响或某种处理-使用现在进行时被动语态(is/are being + 过去分词)。例如：

The new student is being introduced to the class.

Look! The children are being led into the garden.

5.language usage语言运用

运用所学语言，围绕新科技、新技术和新发明这一话题，完成教材和练习册中的听、说、写的任务；阅读课文 “Life on the go” 并联系生活中的实际，书写一篇目短文。

II. Difficult points 难点

III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards

Ⅳ. Main teaching methods 教法:

1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.

2. Listening-and–answering activity to help the students go through with the 限listening material.

3. Use both individual work and group or pair work to make every student work and think in class

Ⅴ. Periods: 7-8 periods.

Ⅵ. Teaching procedures 教学过程

Period 1

1. PRESENTATION & REVISION

Talk about the teaching plan for this unit and at the same time tell the students the teaching aims and demands. During this period, do WARMING-UP, LISTENING, SPEAKING.

2. WARMING-UP

Introduction This activity provides a good opportunity to talk about creativity and to practise problem-solving skills.

Instruction When the students have solved the problems, ask them how they did it and compare different solutions. Ask the students what creativity is and if it is possible to learn how to be creative.

Answers:

Useful Things Various answers are possible. Encourage the students to think of as many uses as possible. It is not important if the new use is useful in the conventional sense, the emphasis here is on having students explain why / how it will be useful.

Talk box Various combinations are possible. Examples: 1st row left to right: stop, side, soot, stem. 2nd row left to right: coat, code, cram. 3rd row left to right: aide, atom. 4th row left to right: pram, poor. Students can also go right to left and diagonally - the more ways the better. Again, the emphasis is on having students explain their choices and solutions. The activity is not about getting the “right” answer.

True or False Answers: T-F-T. Ask the students how they came up with the answer and encourage them to think of more true or false questions.

Extension Ask the students to come up with more creativity tests.

3. LISTENING

Introduction The students will hear descriptions of everyday objects and are asked to try to guess what is being described. The exercise will be more useful and interesting if you encourage the students to move beyond the obvious uses of the objects described.

Instruction Tell the students to listen to the tape and try to guess what is being described. Before they listen to the tape, you can ask them to describe an everyday object (or you can bring two or three objects and describe them). When the students have listened to the tape and guessed what's being described, they can work in pairs or groups to discuss how the objects can be used. Encourage the students to think of new uses for the objects in addition to the “normal” uses.

Extension Ask the students to think about other objects that either fit the description or can be used for the same things.

LISTENING TEXT:

1 These are very simple. Two sticks, about 20 centimetres long. They are usually made of wood. You hold the two sticks in one hand. You put one stick between two of your fingers, and you hold the other one with your thumb. These things can be difficult to use at first, but you will soon learn how to pick up even small pieces of food.

2 This thing is very popular and useful. Almost everyone has one these days. You can see people using this thing on the bus, when they are walking, or at home. It is usually small, about the same size as your hand, and it comes in many colours. There are several buttons on it, some for numbers, others for other things. It can be put in your pocket or in a small bag. With it, you can talk to people far away.

3 This is a large box with a big door. If you open the door, a light comes on and you can see what's inside. You'd better not leave the door open for too long, because it is not good for the things inside. You might catch a cold, too, if you stand in front of the open door. There are several shelves inside, some in the box itself, some in the door. You usually find this large box. in the kitchen.

Answers to Exercise 1:

Object described Possible uses

I Chopsticks Eating, opening a bottle. Students can think of more creative uses.

2 Cellphone Making phone calls, sending pictures, sending e-mails. Students think of more.

3 Refrigerator Keeping food fresh, keeping drinks cool. Students think of more.

Answers to Exercise 2:

Various answers are possible.

4. SPEAKING

Introduction This group discussion is an opportunity for the students to practise their ability to express, support, and challenge an opinion. Jane wants to buy a cellphone, but before she buys one she wants to know what her parents and her friend think. The students will role-play the discussion.

Instruction Divide the students into groups and explain that they are going to prepare a role play and have a discussion. Each group member will play one of the roles and must prepare a role card. If necessary, you can use one of the role cards as an example. Explain the “rules” of the discussion to the students and remind them of the basic classroom rules.

1 Decide who will play which role. The student who plays Jane will be the group leader.

2 Give the group enough time to prepare the role cards.

3 Check that all group members are ready. Before the students begin the discussion, remind them that Jane should open the discussion and that they should take turns introducing themselves and stating their opinion as outlined in 4 and 5.

4 Jane opens the meeting by welcoming everybody. She also explains why they are meeting and asks everyone to help her make her decision.

5 Each group member introduces himself / herself and states his or her opinion and reasons.

6 When all the group members have introduced themselves and stated their opinions and reasons, the students can continue the discussion as they see fit. They can ask questions, give more examples and reasons, explain their opinions, and debate and challenge other views.

7 Remind the students that each group member must try to make the others agree with him or her.

Possible answers:

Jane

1 I can use a cellpho_e to call my parents if I am late.

2 I can use a cellphone to call for help.

3 I can use a cellphone to stay in touch with my friends. Jane's best friend

1 we don't really need cellphones.

2 we are not allowed to use cellphones in school.

3 it is better to use the money for something more important.

Jane's mother

1 cellphones are too expensive.

2 Jane should not spend too much time on the phone.

3 Jane is too young to have a cellphone. Jane's father

1 if Jane has a cellphone, I can always find out where she is.

2 a cellphone will help Jane feel safe.

3 Jane can use a cellphone send messages to her friends.

Sample discussion:

JANE: Thank you for taking the time to talk with me. Mum, Dad, you know I have told you before that I want to buy a cellphone. I would like to tell you why I want to buy one, and I would like your advice.

DAD: OK, why don't you start and then we will all tell you what we think.

JANE: Thanks, Dad. I think a cellphone is very useful, because I can use it to let you know where I am and when I will be back home. For example, if I have to stay late at school, you might get worried and wonder where I am. If I have a cellphone, I can call you and tell you that I will be late. .

MUM: Well, that's true, but I don't think you should buy a cellphone. In my opinion, a cellphone is too expensive. Besides, if you have a cellphone I think you will spend too much time talking on the phone. You'd better use your time to study instead.

CINDY: I agree with Mrs Collins. Some of the other students in our class have cellphones and they talk on the phone all the time. I don't see how they ever have time for anything else. And it is expensive. One of my classmates said that she spent 110 yuan in one month!

DAD: Jane, I think you are right. I often worry about where you are and I never know when I will be home from work. I remember last year, when you were at the supermarket and I had promised to pick you up. I was late and couldn't find you when I got there. If you have a cellphone I can just call you.

JANE: Thank you for telling me what you think. I will take some time to think about what you have said. Now let's have some fun. How about playing some cards!

5. SUMMARY & HOMEWORK

1. Preview the reading text

2. Learn the new words and expressions by heart.

3. Get ready to be examined in the speaking activities.

Period 2

1. PRESENTATION & REVISION

1. Ask some pairs to act out the speaking activities.

2. During this period, do some reading.

2. PRE-READING

Introduction The questions are designed to get the students to think about the cellphone as an example of inventions that have changed our way of life.

Instruction Encourage answers and comments that help students think about the way technology affects our life and thinking. The second question will help: students are likely to mention what we do today and compare to what people did in the past. Big inventions would include cars, computers, electricity, etc. The third question will help the students reflect on why some inventions are more popular than others.

Extension Ask the students to think about what “big” inventions have in common. Encourage students to think more about question 3. What are the consequences of “popular” science - will it lead science in the wrong direction?

3. READING

LIFE ON THE GO

Introduction The reading discusses the increasing popularity of cellphones in Chinese society. Cellphones are everywhere and have positive and negative effects on our life. Encourage the students to take a critical view of the cellphone culture, or life on the go, and think about how trends and life-styles are related to science and technology. Note that Wang Mei (the girl in the text) says that cellphones are useful and repeats the reasons we encounter in ads and the media - but in the last paragraph we also learn that she (like most people) actually uses the cellphone for other, perhaps less grand purposes. .

Note Life on the go refers to a fast-paced lifestyle where people are always on the go-rushing from one place to another, doing many things at once, and using portable phones, computers, etc.

Instruction

1 Ask the students to read the rust paragraph quickly to get the main idea of the text.

2 Ask the students to do the following (without reading the text).

A Try to guess what the next paragraph will talk about.

Ask the students what they think and why they think so. Compare different answers.

B Try to guess what the whole text will talk about. Ask the students what they think and why they think so. Compare different answers.

3 Ask the students to use the answers from 2A and 2B to write a simple outline of the text. The students can work in pairs or groups to write the outline.

4 Let the students read the whole text. Ask them to compare their outline with the text and note any differences.

4. POST-READING

Answers to Exercise 1:

1 The title refers to the high pace of modem life and to the fact that portable devices, like cellphones and laptops, are becoming popular.

2 The text lists a couple of reasons: cellphones can distract students in class, cellphones may make students spend more time talking on the phone than doing homework.

3 The text lists two reasons: safety and the cool factor, i.e. the desire to be like others. Students may add other reasons.

4 Students are of course free to agree or disagree. Make sure that the students give reasons for their opinion.

Questions 2 and 3 can be answered by skimming or scanning. For question 1, students may use the pre-reading discussion and their own thinking. The text does include the phrase life on the go, so additional help is available. Question 4 is perhaps best answered after a pair or group discussion.

2 Sample Outline

1 Wang Mei is an example of Chinese teenagers who have cellphones.

2 Cellphones can be used for many things.

For example: talking to people, sending mes5ages and pictures, .playing games, listening to music, keeping appointments

3 Cellphones also cause problems.

1 In school, cellphones may disturb lessons.

2 At home, students may spend too much time and money on phone calls.

4 There are several reasons why teenagers like cellphones.

1 Cellphones help us stay in touch with friends and family.

2 Cellphones make us feel safer.

3 Cellphones are fun and cool.

5 Wang Mei explains why she likes her cellphone and what she uses it for.

3 Various answers are possible.

5. SUMMARY & HOMEWORK

1. Read the text fluently.

2. Get LANUAGE STUDY ready.

3. Go on remembering the new words and expressions in this unit.

Period 3

1. PRESENTATION & REVISION

1. Have a dictation of the new words and expressions.

2. LANGUAGE POINTS IN THE READING TEXT

（Omitted.）

3. LANGUAGE STUDY

Word study

Answers to the exercise:

1G 2C 3B 4A 5F 6I 7E 8D 9H

4. GRAMMAR

The Present Continuous Passive Voice:

To form the present continuous passive voice, use is / are being done, which gives the idea that an action is in progress at the moment.

e.g.: Money is being collected for the broadband project.

A report is being written about the negative effects of 'Cellphones in school.

Answers to Exercise 1:

1 Money for the broadband project is being collected.

2 A report about the negative effects of cellphones in school is being written.

3 A computer center for the students is being built.

4 The test-tube baby is being taken good care of by its parents.

5 Human cloning is being studied by some scientists.

6 The laws to protect the rights of women and children are being revised.

Answers to Exercise 2:

1 How much money a month is being spent on their cellphones?

2 What is being produced by this company?

3 Who is being interviewed for the job?

4 What is being sent to his friend's phone?

5 Whom are some programmes being developed for?

5. SUMMARY & HOMEWORK

1. Grasp the language points in the reading text.

2. Finish all the exercises in the Student’s Book.

3. Learn to use the Grammar in this unit.

Period 4

1. PRESENTATION & REVISION

1. Check the students on the grammar points.

2. Ask the students to translate some sentences.

2. GRAMMAR EXERCISES

(Omitted.)

3. INTEGRATING SKILLS

Instruction Writing this letter can be difficult as the students will have to struggle with the abstract concepts. Most of them will find it difficult to capture the essence of the abstract terms, but in the process of doing so they will discover useful techniques for conveying their ideas, e.g. giving examples. Acceptable essays should include a rough definition of the two terms (love and friendship), with examples, within the framework of a letter to Q12. Advanced essays should use the definitions / examples to show Q12 that love and friendship are necessary, i.e. advanced essays should use the expository parts to support a persuasive thesis. These are important criteria for assessment. Let the students read the story about Q12 and then write the letter. The students can work individually or in pairs or groups.

Sample writing:

April 3 2374

Dear Q 12,

My name is Xiao Hong and 1 am a middle school student in Dalian. I would like to tell you about two things that 1 think are very important. Please read what 1 have to say, because 1 think it may be helpful to you. 1 want to tell you about love and friendship.

Love is difficult to explain, but 1 will try. Love is a feeling between two people. It is a very happy and warm feeling. When two people love each other, they almost become one person. For example, if a father loves his child, he will feel sad when the child is sad and happy when the childis happy. There are many different kinds of love: you can love your parents or children, you can love your husband or your wife, or you can love someone outside your family.

Friendship is also a kind of love. When two people are friends, they try to understand and help each other. A good friend will be there for you even when you are having a difficult time. Friends do things together and share thoughts, feelings and ideas.

Love and friendship are necessary if we want a happy world. If there is love, people will not do bad things to each other; if we have friends, we won't have to feel lonely or afraid. When people feel lonely and afraid, they often get angry with others and do mean things. If we learn to love and be friends, we can live happily together and solve the problems and difficulties we must face in life.

Your friend,

Xiao Hong

The words “chelyabinsk” and “Irkutsk” may be new to us, but the sentence tells us that they are examples of large Russian cities.

CHECKPOINT

Answers to Checkpoint 9:

A computer centre is being built for the students.

The phones are also being used as cameras and radios. The phones are being used everywhere.

4. LANGUAGE POINTS IN THE READING TEXT

(Omitted.)

5. SUMMARY & HOMEWORK

1. Write a clear and beautiful short passage in the Exercise-book.

2. Preview WORKBOOK.

Period 5

1. PRESENTATION & REVISION

1. Have a dictation of some phrases.

2. Say something about the students’ writing.

2. LISTENING

Instruction Tell the students that they will hear about the International Space Station. Ask the students what they know about it and then let them listen to the tape I and complete the informati0n chart.

LISTENING TEXT:

The International Space Station

As you are listening to this, the International Space Station is moving around the Earth. The International Space Station is an international project to build a small city in space. Sixteen countries are working together to build a space station where scientists can conduct experiments and learn more about space and the earth. The sixteen international partners are the United States, Russia, Canada, Japan, Brazil, and the European Space Agency. The United States and Russia are leading the effort but every country is making an important contribution to the ISS.

The International Space Station is made up of several parts and will be about the size of two soccer fields when completed. The different parts will be added one by one. Some parts are laboratories, some are for power sources, and others are for people to live in. The parts will be put together in space. When the new parts have been put together, space station astronauts will perform space walks to connect the parts to the station. The space walks are very dangerous and astronauts must be very careful one small mistake could be deadly! A total of 46 flights

will be necessary to connect the more than 100 parts. If all goes well, the station will be completed in a few years.

Note: The Europen space Agency involves 11 countries: France, Germany, Italy, Switzerland, Spain, the Netherlands, Belgium, Denmark, Norway, Sweden and the UK.

Answers to the exercises:

What is the task of the ISS? It is an international project to build the Internationals Space Station, a small city in space.

How many countries are building the station? 16

How big will the ISS be when finished? About the size of two soccer fields.

How many parts are needed? What will they be used for? More than 100.

Some parts are laboratories, some are for power sources and others are for people to live in.

How is the ISS being built? First, the different parts will be put together in space. Then, the people who work at the space station will take space walks to connect the parts to the station.

How many flights are needed to connect the parts? 46.

When will the project be finished? In a few years.

2 Various answers are possible.

3. TALKING

Instruction Help the students prepare the lists of advantages and disadvantages. You can use one of the examples and let the whole class think of advantages and disadvantages and then write them on the blackboard. If necessary, you can also model one or two “turns” in the debate.

Technology Advantages Disadvantages

Cellphones ●Cellphones help us keep in touch withour friends and family.

●Cellphones help us send e-mails.

● Cellphones help us send photographs and messages.

. ● Cellphones help us… ●Using a cellphone is expensive.

●Overusing it may disturb our work.

●Spending too much time making phone calls. . Cellphones ...

Robots

●Robots can work in dirty and dangerous places.

●Robots can do boring things that humans do not want to do.

● Robots can work without sleep and food. ●Robots can't think or make decisions.

● People may become unemployed if robots are used instead of humans.

●Robots need electricity.

Computers

●Computers help us work faster.

●Computers can help us study and learn.

●Computers can help us solve difficult problems. ●Computers are expensive.

●Computers can't think or make decisions.

●Computers are sometimes difficult to use.

Sample Dialogue:

A: I think that cellphones have many advantages. They help us keep in touch with our friends and family and we can use them to get important information, like news and weather reports.

B: Well, maybe, but there are many disadvantages, too. Cellphones are expensive to buy and use, and people may use them where they shouldn't, like in the classroom. Many people call their friends just for fun and may end spending too much time on the phone.

A: That may be true for some people, but that's not really because of the phones. You could say the same about TV or computers. People shouldn't do too much of anything. Think about all the other advantages. For example, if I'm meeting my Mum at the bus station and she is late, she can call me and let me know so I won't have to worry or get lost. And if I do get lost, or if I'm in danger, I can call for help.

B: ...

4. SUMMARY & HOMEWORK

1. Get ready to be examined in the talking activities.

2. Preview all the exercises in the workbook.

Period 6

1. PRESENTATION & REVISION

1. Ask some pairs to act out the talking activities.

2. PRACTISING

Vocabulary

Answers to the exercises:

1 1 toothpick 2 Teenagers 3 calendar 4 appointment 5 behaviour 6 emergency

7 interview 8 planet

2 1 answer (n) 2 changes (n) 3 defeat (v) 4 touch (n) 5 hand (n) 6 handed (v)

7 change (v) 8 phone (n) 9 forces (v) 10 phoned (v) 11 force (n) 12 answer (v)

13 defeat (n) 14 touch (v)

3 1 C 2C 3B 4A. 5A

4 1 You may do whatever you want to do.

2 I'll teach whoever wants to learn.

3 We can start whenever you're ready.

4 Life won't be easy whichever road you take.

5 He makes friends wherever he goes.

6 It rained throughout the night.

7 In case of rain, they usually go travelling with an umbrella.

Grammar

Answers to the exercises:

1 done, completed, built, have, collecting, planned, collected, spent, made, being improved, planted, painted

2 National day is coming and People's Park is being prepared for it. Look! By the lake, one boat is being repaired and the other one is being. painted. Beside the boats, the trees are being planted and the flowers are being watered. Not far away, the building is being painted and its roof is being repaired...

3. INTEGRATING SKILLS

Reading

FUTURE TRAVEL: TELEPORATION

Introduction The text states that the concept of transportation has remained the same despite advances in science and technology. However, recent discoveries suggest that we may be able to change the way we view transportation. The text defines and explains teleportation and reports advances. in science that have made teleportation seem possible. The discovery is an example of how something once believed to be science fiction (or impossible) is becoming science (or reality). It is important to note that while the discovery described in the text is significant, the teleportation of human beings does not seem possible.

Extension Encourage the students to think about what a concept is and how it changes - or, in other words, how the way we think about the world interacts with what we know about it. Use the Adventure Travel reading in the student's book as an example of another conceptual change.

Answers to the exercises:

1 1 Teleportation is a combination of sending information through telephones or the Internet and transportation.

2 With normal transportation, a person or thing is moved from point A to point B. With teleportation, a person or thing is taken apart at point A and put together again at point B.,

3 Teleporting a human being would be very difficult since there are so many parts in a human body.

4 Various answers are possible. The text does make it clear that it. is very unlikely that human teleportation will become possible.

2 The students are asked to match each new word with the correct strategy. Ask them to scan the text for the word and then decide which strategy they could use to guess the meaning of the word.

Teleportation

Strategy: Some words are made up of two parts. We can use the meaning of each part to guess the meaning of the word.

The text emphasizes the mix of telephone and transportation and the students can use this to conclude that tele has been added to -portation to make up teleportation, meaning a combination of regular transportation and telecommunication.

Photons

Strategy: Some words are explained in the sentence. The explanation is often between commas (,), dashes (-), or brackets ( ).

The explanation is given in brackets in the text (particles that carry light).

Apart

Strategy: We can use words we already know to guess the meaning of words that mean the same or that have the opposite meaning.

The students are already familiar with the phrase put together and can use this knowledge to conclude that apart means the opposite of together.

3 1 People used to think it was impossible to use machines to talk to each other, but it has become possible with the invention of the telephone. In the future, we may even be able to use machines to send our thoughts to other people.

2 People used to think it was impossible to make a copy of a living thing, but it has become possible with the invention of cloning. In the future, we may even be able to clone human beings.

3 People used to think that it was impossible to make a machine that could do math, but it has become possible with the invention of the abacus and the computer. In the future, we may even be able to use machines that can think.

4. WRITING

Instruction Ask the students to think of inventions that have changed the way we live, e.g. the steam engine, electricity, the telephone, the computer, the Internet etc. What will the next big invention be and how will it change our life? The students are free to come up with their own ideas. Remind the students that they should give the new invention a name, explain (roughly) how it works or what it is, how it will be used (or what it will be used for) and how it will change our life.

Sample writing:

The Thinkuter

I think that the next big thing, the next important invention, will be a computer that can actually think. I don't mean that this computer will be like a human being - it will not be able to come up with its own ideas

but it will be able to help us think. The computers we use today can only do very simple things, like adding and subtracting, or storing and recalling information. The new machine will be able to do things that we do when we think. Since it is a computer that can think, I will call it a thinkuter.

If we have thinkuters, we can do things that used to be impossible. For example, today, with normal computers, only a few very smart people can solve important problems. And even these experts can only solve the problems in the same way. With a thinkuter, we would be able to think in new ways and change the way we understand life, science, and nature. A thinkuter would give us more thinking power and we would be able to do more with our ideas. Everybody has lots of good ideas, even children do, but it is difficult to turn one's ideas into reality. If people had thinkuters, they could use their ideas better - no idea would be wasted.

With thinkuters, we would also need to spend less time in school. We could learn more and faster. School is good for us and we need it, but if we could learn more and faster, we would have more time to do other things that are also important.

5. SUMMARY & HOMEWORK

1. Finish all the exercises in this UNIT.

2. Finish the supplementary exercises given by the teacher.

Period 7

1. PRESENTATION & REVISION

2. GOING OVER SUPPLIMENTARY EXERCISES

3. SUMMARY & HOMEWORK

Period 8

1. PRESENTATION & REVISION

2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2

3. SUMMARY & HOMEWORK

高一英语课件篇11

1. He sat at the desk, __________ a novel.

A. read B. to read C. reading D. reads

2. If you cheat in the exam, you could hardly _________ it.

A. throw away B. get away C. get away from D. get away with

3. No potatoes for me—I’m _______ a diet.

4. The speed of cars and trucks is _____ to 30 kilometers per hour in large cities in China.

A. limited B. limiting C. limiting to D. limited to

5. Smoking is a bad habit. You should _________ it.

A. throw away B. get away with C. get rid of D. throw

6. I’m really tired _______ Tom. He had me _________ for two hours in the rain.

A. of, waiting B. with; wait C. of; waited D. with; waited

7. Bob ran the 100 meters in 9.91 seconds, and I have not seen ________ this year. (浙江 2005)

A. the best B. better C. the most D. more

8. Filled with anger, he didn’t shout or swear, but just ________ silently at me.

A. looked B. stared C. glared D. glanced

9. — Why was Tom scolded by our teacher? — For ________.

A. tell a lie B. telling lies C. told lies D. telling lie

10. — Anything new in the new regulations? — They will be ________ to us all.

A. of great benefit B. do harms C. do many good D. for the benefit

11. Must I get through the business in one evening? No, you ________.

A. mustn’t B. haven’t C. needn’t to D. don’t have to

12. Your article is too long. You must _______ to about 3000 words.

A. cut it off B. cut it up C. cut it down D. cut it into

13. If your knowledge can be in some way _______ with my experiences, we are sure to succeed.

A. joined B. united C. connected D. combined

14. The news was so ____ that all the people present at the meeting were _______ at it.

A. amazing, amazing B. amazed, amazed C. amazing, amazed D. amazed, amazing

15. You ______be sitting in this waiting room, sir. You see, it is for women and children only.

A. oughtn’t to B. dare not C. need not D. will not

阅读下面短文，掌握其大意，然后从1~10各题所给的四个选项（A、B、C和D）中，选出最佳选项，并把答案写在答题卷上。

Every person needs water and a diet of healthy foods. These foods should contain some fat, some fiber, a little salt and so on.

People need energy 16 . They eat different kinds of food which change into energy. The energy is 17 in calories. Even when you 18 , you are using energy – about 65 calories an hour. 19 you are at school, or walking home, your body is burning up 100 calories an hour. When playing football or basketball, you 20 be using 400 calories an hour. On Sports Day, during the relay race, you will use most of all, 21 as much as 650 calories an hour.

The Chinese diet is considered to be the healthiest in the world. It contains a lot of fruit and green vegetables. It is 22 in fiber and low in sugar and fat. The Chinese eat less sugar than many other countries in the world. That is 23 lots of people in China have healthy white teeth.

People in the Western world do not eat such healthy foods. They eat 24 fat and sugar and don’t take enough 25 . Because of this, they 26 weight very easily. Their diet contains a lot of fat in the 27 of potato crisps, potato chips, butter, cream and chocolate. They eat a lot of sugar which exist in cakes, soft drinks, 28 and so on. The result is that many of them become fat. 29 some have bad teeth. In some parts of Britain, one person in ten, 30 the age of thirty, has no teeth left.

16. A. for lifeB. to live C. to live withD. for a living

17. A. measuringB. takenC. measuredD. measure

18. A. are asleepB. fall asleepC. go to sleep D. go to bed

20. A. mustB. canC. needD. might

21. A. surelyB. usuallyC. perhapsD. hardly

24. A. much tooB. many tooC. too manyD. too much

25. A. exercisesB. foodC. workD. exercise

26. A. put onB. gain onC. get onD. put up

27. A. typeB. formC. kindD. sort

28. A. sweetsB. sweetC. candy barD. sweet thing

阅读下列短文，从每题所给的'四个选项（A、B、C和D）中，选出最佳选项，并把答案写在答题卷上。 A．

A car needs gas to run and your body also needs food to work for you. Eating the right kind of food is very important. It can keep your body strong, so take care of what you eat.

There are four main food groups altogether. The dairy products group has food like milk, cheese and sour milk. The other three groups are the meat and fish group, the fruit and vegetable group, and the bread and rice group. Each meal should have at least one food from all the four main groups. With all these food together you will be given enough energy during the day.

It is easy to get into bad eating habits. You may eat your breakfast in a hurry to get to school on time. Or you may not have time for a good lunch. It may seem easy to finish your supper with fish and chips all the time. But you will find yourself tired during these days and you can not think quickly.

Watching what you eat will help keep your body healthy and strong. It is also good to take some exercise. It will help you eat more if you take a walk or play games in the open air. Having a good eating habit with some exercise is the key to your health.

31. Which of the following diets do you think is the best one?

A. Eggs, tomatoes and chicken.B. Milk, bread, cabbages and beef.

C. Corn, fish, cream and pork. D. Rice, beancurd, apples, fish and chicken.

32. Which of the following is a good eating habit?

A. Going to school without any breakfast.B. Eating fish and chips for supper all the time.

C. Finishing your lunch in a very short time.

D. Having at least one food from all the four groups each meal.

33. In this passage the writer mainly tells us that ______.

A. every person needs food to grow wellB. taking exercise can keep your body strong

C. right kind of food with exercise will keep you healthy

D. enough energy helps people think more quickly

Good health is the most valuable thing a person can have, but one cannot take good health for granted. It is important to remember that the body needs proper care in order to be healthy. There are three things that a person can do to help stay in good shape: eat right food ,get enough sleep, and exercise regularly.

Proper nutrition (营养) is important for good health. Your body cannot work well unless it receives the proper kind of “fuel”(燃料).Don't eat too much food with lots of sugar and fat. Eat plenty of foods high in protein (蛋白质) ,like meat, fish, eggs and nuts. Vegetables and fruits are very important because they provide necessary vitamins (维他命) and minerals. However, don't overeat. It is not helpful to be overweight.

Getting the proper amount of sleep is also important. If you don't get enough sleep, you feel tired and easily get angry. You have no energy. Over a long period of time a little a amount of sleep may even result in a change of personality (人的个性).Be sure to allow yourself from seven to nine hours of sleep each night. If you do, your body will feel strong and refreshed, and your mind will be sharp.

Finally, get plenty of exercise. Exercise firms the body, strengthens the muscles, and prevents you from gaining weight. It also improves your heart and lungs. If you follow a regular exercise program, you will probably increase your life-span (寿命).Any kind of exercise is good. Most sports are excellent for keeping the body in good shapes: basketball, swimming, bicycling, running and so on are good examples. Sports are not only good for your body, but they are enjoyable and interesting, too.

If everybody, were to eat the right foods, get plenty of sleep and exercise regularly, the world would be a happier and healthier place. We would all live to be much older and wiser.

34. According to the passage,_________.

B. if we were healthy, we could spend our days in doing things with less sleep

C. one can eat a lot to stay in good shape

D. one needn't take any exercise if he is healthy

35.In order to keep good health, ___________ .

A. we should eat a lot of sweets B. one needs a large amount of fat

C. people should eat according to the foods nutrition D. we must try to sleep now and then

36. Eating more and sleeping less________.

A. can keep healthy B. is no good for you

C. gets you more energy D. will keep your personality

37.The writer explains ________in this passage.

A. how to eat B. the importance of doing exercise

C. how to keep healthy D. what to eat

38.The title of the article should be___________ .

A. Eating and Exercising B. How Vitamins Work in Man's Body

C. Staying Healthy D. Sleeping Well

Isn't it astonishing how much time we spend talking about food? “Have you ever eaten …?” “What did you have for lunch?” and so on. And yet when you travel from one country to another, you will find that people have quite different feelings about food. People often feel that what they eat is normal (正常) and that what other people eat is strange or silly. In most parts of Asia, for example, no meal is complete without rice. In England, people eat potatoes every day. In the Middle East, bread is the main part of every meal. Eating like so many things we do, becomes a habit which is difficult to change. Americans like to drink a lot of orange juice and coffee. The English drink tea four or five times every day. Australians drink a great deal of beer, and the French drink wine every day.

The sort of meat people like to eat also differs from one country to another. Horse meat is thought to be delicious in France. In Hong Kong, some people enjoy eating snakes. New Zealander eat sheep, but they never eat goat meat. The Japanese don't like to eat sheep meat be-cause of its smell, but they enjoy eating raw fish (生鱼).

So it seems that although eating is a topic we can talk about for hours, there is very little common sense in what we say it. People everywhere enjoy eating what they have always eaten, and there is very little we can do to change our eating habits.

39. Which of the following is true according to the article?

A. All people have the same feeling about food.

B. In most parts of Asia, people usually have rice for meals.

C. People often consider other people to be strange or silly.

D. The topic people spend time talking about is bread and meat.

40. People in different countries .

A. drink the same sort of wineB. have the same eating habit

C. eat different kinds of meatD. have the same tea at different time within a day

41. The Japanese don't like to eat sheep meat .

A. because they dislike its smellB. because it is too expensive

C. because it is easy to go badD. because they think it will do harm to their health

42. English people drink tea four or five times a day .

A. because they get thirsty easilyB. because there is plenty of tea in Britain

C. because of their drinking habitD. because they have enough time to do so

第一节：根据句子的意思，写出正确的单词，并注意词的正确形式。（共10小题；10分）。

1. He gained all his ________(力量) and was ready for a second try.

2. I patted her _______(温柔地) on the shoulder.

3. It is healthier to keep a b_______ diet every day.

4. This restaurant was not giving its ______(顾客) energy-giving food.

5. ________ (好奇心)drove Wang Pengwei inside Yong Hui’s restaurant.

6. Wang Pengwei stopped worrying and started advertising the _______(好处) of his food.

7. To succeed, we must ___________(结合) talent with working hard.

8. He has been working for a long time, but he is still full of __________.（energetic）

9. You should do some _________(研究) before making the final decision.

10. She is not _________(苗条的)enough to wear these tight trousers.

1. When we are cooking with a gas fire, we ________(can / must) keep the window open.

2. Mr. Joseph has stayed in the US for several years. He _____(may / can) speak English quite well.

3. Jack’s ill, so they ______ (must / have to) change their plans.

4. It _______ (can't / mustn't) be Miss Gao. I know she has gone to Beijing.

5. You say you ________ not do it but I say you ____________ (shall / will)

第三节：根据中文意思完成句子(共5小题；10分)。

1. 我用了一个月才摆脱咳嗽。It took me a month to _____ _____ _____my cough.

2. 她欠我100块钱。 She _______ ________ _______ to me for 100 yuan RMB.

3. 我们应该抛弃考试作弊的坏习惯。We should ________ _________ the bad habit of cheating in the exam.

4.他们没有打架，只是站在那怒视对方。They didn’t fight, but stood there _____ ______ one another.

5．David 靠给报社写文章维生。David ____ _____ ______ by writing articles for newspapers.

高一英语课件篇12

作者：贺莉自：本站原创点击数：581 文章录入：helen

Teaching plan for SB1A Unit 9 Technology

Teaching goals: Talk about science and technology

Describe things and how they work

Express agreement and disagreement

Use the present Continuous Passive Voice

Talk about the advantages and disadvantages of modern technology

Write a letter to Q12 about love and friendship

Time arrangement:

Period 1 Warming up, listening, speaking

Period 2 Pre-reading, reading, post-reading

Period 3 Intensive reading

Period 4 Language study

Period 5 Integrating skills

Period 6 Workbook (Talking and Reading)

Period 7 Test

Period one ( listening and speaking )

Warming up

Step I Brainstorming about Technology

1. Is technology important to us? What will you think of when talking about technology?

2. What qualities shall we have if we want to have advanced technology?

( to be creative , good at solving problems and thinking in new ways )

Step II Activity

( Bring the items of a toothpick, plastic bag and left-handed glove if possible)

(Hold a competition of creativity among groups of students if necessary)

1. Students work in groups to solve the problems

2. Compare different solutions and talk about creativity.

Listening

Step I Introduction

1. Describe an everyday object for Ss to guess. (color/ size/ shape/ use etc.)

Step II listening

1. First-listening: what is being described?

2. Second-listening: what can the things be used for?

3. Discussion in pairs: what are the new uses for the objects in addition to the “normal” uses?

Step III A riddle-guessing competition

1. Read the instruction and the guided questions

2 Do a demonstration with a student.

Teacher: You seem to have something in your pocket. What does it look like?

Student: It looks like … ….

T: What is it made of ?

S: It’s made of …….

T: What is it used for ?

S: … … …

3 Ss practice in pairs

4 Competition--- Who can guess it ?

One student thinks of or hides an object in his pocket, while the rest raise questions to guess what it is.

Speaking

Step I Brainstorming

1. Present the situation

2. Brainstorming about the advantages and disadvantages about cellphones

Step II Expressions of agreement and disagreement

Teach new expressions

1) Absolutely= Definitely= Exactly

2) It depends.

3) That’s a good point.

4) That’s worth thinking about.

Step III Activity

1. Ss works in groups and prepare a role play.

2. Ss present their dialogues.

3. Debate: Players from different groups debate the advantages and disadvantages of a cellphone.

Homework: 1. Listening : Workbook P133 Listening Ex 1&2

2. Speaking: Interview your parents the way of life 30 years ago ( Were there telephones , TVs or computers ? )

3. Thinking : P60 Ex 3 Design your cellphone--- to be creative!

Period Two ( extensive reading )

Revision

Check the listening homework on page 133.

Pre-reading

Step I Discussion (Question 2 of Pre-reading )

1. Check the speaking homework of interview

How did people live 30 years ago?

What did people do at night without electricity?

How have inventions and new technology changed our way of life?

2. Talk about the title---Life on the go

Life on the go refers to a fast-paced lifestyle where people are always on the go---rushing from one place to another, doing many things at once, and using cellphones, computers, etc.

Reading

Step I Presentation

1. Talk about the cellphone and present the new vocabulary.

( Ask Ss to bring cellphones of different brands to class if possible)

Questions: What functions does a cellphone have?

What features does your cellphone have? etc.

Vocabulary: function, feature, image, an electronic calendar, remind ,appointment

2. The top question:

Why are cellphones so popular with teenagers according to the passage?

Step II Reading

1. Skimming for the top question.

2. Some T or F statements to check the general understanding of the passage.

3. Scanning for the main idea of each paragraph, comparing general statement and specific statement. ( Post-reading Ex 2 on Page 60 )

Step III Activity

1. Discussion in pairs ( Post-reading Ex 1 on Page 60 ).

2. Design your own cellphone in groups.

Homework: 1. Read the text after the tape, marking the difficulties.

2. Reading comprehension: WB page 136.

Period Three ( intensive reading )

Revision

Revise the text .

Language points

Vocabulary

1. depend v. dependent adj. independent adj.

1) That depends. = It depends. = I’m not completely sure.

2) depend on 依赖，信任，取决于

e.g. His family depends on him.

We’re depending on you to finish the job by Friday.

Happiness often depends on your attitude to life.

2. add v.

1) 增加，相加，补充说

e.g. Add a few more names to the list.

If you add 5 and 3 you get 8.

I should like to add that we are pleased with the result.

2) add to = to increase something

e.g. The rise in electricity costs has added to our difficulties.

3) add up to = amount to

e.g. These numbers add up to 100.

3. remind v.

remind sb to do sth.

of sth.

that –clause

e.g. Remind me to write to Dave.

This hotel reminds me of the one we stayed in last year.

She reminded me that Sue was in Paris.

4. touch n.

get in touch with sb. lose touch with sb.

stay in touch with be in touch with

keep in touch with be out of touch with

5. call v.

call for = to demand sth. , to collect sb.

call at some place = visit some place

call on sb. = to visit sb., to ask sb. to do sth.

call in = to ask sb. to come in{

e.g. Students are calling for more spare time and less homework.

I'll call for you at 8 o'clock.

I think we'd better call in a doctor.

I called on my uncle while I was in London.

6. case n.

in case in this case

in case of + n./pron in any case

in case --clause in no case = never

e.g. The meeting will be put off in case it rains.

In case he arrives before I get back, please ask him to wait.

In case of fire, ring the bell.

I don't think I need any money, but I'll bring some in case.

In no case should we give up dreaming about a better future.

7. need n.

[U] 缺乏；需要

[C] 需要得东西；必需品

in need of sth.

no need for sth.

e.g. There’s a growing need for new housing in big cities.

She didn’t earn enough money to satisfy all her needs.

We’re collecting money for children in need.

Please come to me if ever you’re in need of help.

There’s no need for you to say sorry to me.

Sentence patterns

1. Cellphones make it possible for us to talk to anyone from anywhere.

e.g. I think it necessary for her to stay in touch with her parents .

He found it possible for them to improve the working condition.

Our school makes it a rule for us to have an English Corner every Friday.

2. We have a need to stay in touch with friends no matter where we are or what we are doing.

e.g. Nobody believed him no matter what he said.

No matter where he goes, the thief can’t escape being caught.

She always goes swimming no matter how cold it is.

3. She says that her cellphone helps her do whatever she wants to do.

e.g. Whatever you do, wherever you go, I’ll be right here waiting for you.

She always goes swimming, however cold it is.

Homework: 1. WB page 134-135 Vocabulary Ex1,2,3&4

Period Four ( Language study )

Word study

Step I Page 61 Match the words with their meaning

Step II Check the homework on page 134-135.

Step III Reading for meaning ---guessing the words from the clues.

Page 63 Tips Are you a smart reader?

Grammar

The passive voice (3) --- The Present Continuous Passive Voice

Step I Study the examples

am/ is/ are + being + done

Step II Practice ( page 61 )

Step III Activity

Two students put on a performance of “双簧”.

The door is being pushed open slowly and quietly. A chair is being taken into the room and put at the desk. A piece of paper is being taken out of his pocket. The chair is being cleaned. Now he is sitting down. And some books are being moved to the side of the desk. The schoolbag is being opened, and an English book is being taken out…….

Homework: 1. WB page 136 Grammar 1&2

Period Five ( integrating skills )

Reading

Step I Reading

What is the computer Q12 like ?

How does it control human beings?

What other suggestions will you make to solve the problem?

What will the earth be like if Q12 understands love and friendship?

Step II Language points

1 take over 接管

e.g. The company has been taken over by a American firm.

Sarah will take over my job when I leave.

2 break down （机器）不运转；失败；

break up 结束；（关系）破裂

e.g. The car broke down on the motorway.

The peace talks between the two countries have broken down

The meeting broke up after only half an hour.

Their relationship wasn’t working, so they decided to break up.

3 come up with = to think of or suggest an idea 想出办法，提出建议

e.g. He couldn’t come up with an answer.

How have you come up with such a good idea?

4 success in manage to do sth.

sucessful in

succeed in doing sth. fail to do sth.

e.g. We had no success in finding a new flat.

Jane finally succeeded in passing the her driving test.

Writing

Step I Study the outline of the letter

Step II Students have a discussion in pairs.

Step III Ask a student to give a sample letter orally.

Homework: 1. write a letter to Q12

Period Six ( WB talking and reading )

Talking

WB page 134 Talk about modern technology.

Step I Read the situation

Step II Activity

Ss work in groups

First list the advantages and disadvantages of the inventions of cellphones, robots and computers.

Then Ss have a debate in groups.

Step III Debate

Have 3 debates between groups.

( There are speakers representing each group, and the rest are judges)

Reading

WB page 136 Reading Future travel: teleportation

Step I Fast reading and skimming

What does teleportation mean?

Step II Scanning

How is teleportation different from normal transportation?

Why is it so difficult to teleport human beings?

Step III Reading for words

Match the words with the best strategy on page 137.

Step IV Activity

Discussion : Will teleportation be realized?

Think of more impossible things that may be possible in the future.

光能课件(篇1)

通过在日本扎晃人学水压力工程实验室开展的埃菲尔型非循环风洞试验,研究了防风林阻尼变化及不同林带宽的整体阻力系数,阐明在迎风向上防风林带宽对风速减弱的作用.以二维雷诺时均N-S方程-k-ε吨扰动闭合模型数字地研究了不同防风林带宽的.流量场变化.结果表明,防风林对风的阻力随林带宽增加而增加,但是整体阻尼系数略微降低.整体阻尼系数Cd、防风林带宽W和林高H之间满足方程Cd=kd(W/H)-b(kd,b:常数).数字模拟结果表明,防风林带宽度明显影响最小风速值及其位置.随着防风林带宽度的增加,风速下降15%-22%.

作者：Mulati Yusaiyin Norio Tanaka 作者单位：Graduate School of Science and Engineering, Saitama University, 255 Shimo-okubo, Sakura-ku, Saitama, Saitama, 338-8570, Japan 刊名：林业研究（英文版）英文刊名：JOURNAL OF FORESTRY RESEARCH 年，卷(期)： 20(3) 分类号：S727.2 关键词：阻力阻尼系数 κ-ε模型数字模拟透光孔隙度 drag force drag coefficient Ice model numerical simulation optical porosity

光能课件(篇2)

教案描述

《香菱学诗》选自《红楼梦》，小说详细叙述了黛玉指点学诗门径，香菱谈读诗体会并苦心写诗的经过。教学本文，力求从内容、写法两方面突破。

内容上，着重探究香菱学诗成功的原因。既要考虑到香菱的“苦志”，也要考虑到黛玉的深厚学识和教育艺术，同时也要联系大观园优越宽松的环境。联类引申，联系实际，思考香菱学诗会对中学生的学习有什么帮助。体味作者对香菱这一人物形象倾注的思想感情，深入理解《红楼梦》的主题思想，提高学生的文学鉴赏能力。

写法上，通过涵咏品味描写香菱的有关语句，引导学生体会细节描写在塑造人物形象上的作用；通过揣摩宝钗、宝玉的话，理解侧面烘托的表达效果。

教学目标

1、知识目标：

⑴积累生字词，丰富语言积累。

⑵了解《红楼梦》的艺术成就，不断提高古典文学修养。

2、能力目标：

⑴讨论分析香菱的人物形象，学习小说塑造人物形象的方法。

⑵体会作者的赞美之情，深入理解《红楼梦》的主题思想，提高文学鉴赏能力。

3、德育目标：

学习香菱虚心好学、刻苦勤勉的学习精神，好学、乐学、善学、苦学。

教学重点

1、探究香菱学诗成功的原因。

2、探讨怎样的诗算是一首好诗。

教学难点

1、揣摩香菱这一人物形象，理解作者在文中倾注的思想感情。

2、引导学生探讨香菱学诗对我们学习有什么启示。

教学方法

1、讨论法。

2、跳读法。

教具准备

多媒体课件。

教学课时

一课时。

教学步骤

一、导入新课

简介香菱身世：

小说中出场最早的薄命女，自幼被拐，十几岁时被呆霸王薛蟠强买为妾；后来正妻金桂一来，她的命运就更为不堪，很快就被折磨致死了。

《红楼梦》第五回中，贾宝玉梦游“太虚幻境”，翻看副册时，只见画着一株桂花，下面有一池沼，其中水涸泥干，莲枯藕败，后面书云：根并荷花一茎香，平生遭际实堪伤。自从两地生孤木，致使香魂返故乡。知道这首判词说的就是香菱。

和本文相关联的故事情节：

香菱被人贩子卖与呆霸王薛蟠为妾后，随薛家进京，一直住在荣国府的梨香院。平日里她要伺候薛蟠，难得有空。这一次因薛蟠外出经商，宝钗便把她带进了大观园给自己做伴。环境的变化激发了香菱学写诗的愿望，宝钗笑她是“得陇望蜀”，劝她“且缓一缓”，可她急切得很，于是去找黛玉。课文就是从这里开始的。

二、积累

腻烦

诌（zhōu）：编造。

怔怔（zhèng）：形容发愣的样子。

笑吟吟：形容微笑的样子。

茶饭无心：没有心思饮食。

诲人不倦：教育人极有耐心，不知疲倦。

挖心搜胆：形容挖苦心思，想尽一切办法。

精血诚聚：形容非常刻苦用心。

大观园、潇湘馆、衡芜苑、怡红院、藕香榭

建安七子、竹林七贤、王维、杜甫、李白、陆游

三、研习课文

1、香菱学诗成功的原因是什么？

分析香菱学诗的情节。

⑴概括香菱学诗的过程。让学生找出文中表现香菱专心学诗的语句。

香菱学诗可分三个步骤：先是拜黛玉为师，并在黛玉的指导下细细品味王维诗；其次是一边读杜甫诗，一边尝试作诗；其三是经历了两次失败，终于成功。

如“香菱拿了诗，回至蘅芜苑中，诸事不顾，只向灯下一首一首的读起来。宝钗连催她数次睡觉，她也不睡。”“如此茶饭无心，坐卧不定。”“只在池边树下，或坐在山石上出神，或蹲在地下抠土，来往的人都诧异。”“至三更以后上床卧，两眼鳏鳏，直到五更方才朦胧睡去了。”

⑵分析林黛玉的教学方式。

⑶香菱的个人资质和大观园的美丽环境。

2、你认为怎样的诗算是一首好诗？

比较分析香菱写的三首诗。第三首是：

精华欲掩料应难，影自娟娟魄自寒。

一片砧敲千里白，半轮鸡唱五更残。

绿蓑江上秋闻笛，红袖楼头夜倚栏。

博得嫦娥应借问，缘何不使永团圆。

简析：她仿佛对月低吟，顾影自怜，把自己沉痛的遭遇融入寒月之中，结句的感喟本是自己的心声，却推给处境同样寂寞的嫦娥，曲折含蓄。如果说离愁，思绪这种深沉的感情，在第一首是肤泛的，在第二首是游离的，到第三首就变成实在的，意趣真切，余韵悠长。

四、延伸

香菱学诗对我们的学习有哪些启示？

做有心人，提高兴趣；

拜师请教，潜心钻研；

大胆创作，敢于想象；

勤于实践，不怕失败。

总结：香菱学诗的过程，可用王国维《人间词话》中的古今成就大事业者所必须经历的三种境界来概括：第一境“昨夜西风凋碧树，独上高楼，望尽天涯路。”第二境“为伊消得人憔悴，衣带渐宽终不悔。”第三境“蓦然回首，那人在灯火阑珊处。”

五、作业

1、曹雪芹为什么要津津乐道地描写香菱学诗？

2、试着分析一下林黛玉在本文中表现出来的性格特征。

光能课件(篇3)

4、风向和风速教学目标：科学概念：风可以通过自然界中事物的变化来感知，可以用风向和风速来描述。过程与方法：自制风向标和小风旗。用自制的风向标和小风旗测量风向和风速，并使用适当的方法纪录观察结果。情感、态度、价值观：感受到使用简单工具能对天气观察活动提供很大的帮助。进一步提高观察天气现象的兴趣和好奇心。教学重点：能描述风向和风速教学难点：用自制的风向标和小风旗测量风向和风速，并使用适当的方法纪录观察结果。教学准备：分组材料：制作风向标的`材料；制作小风旗的材料。教学过程一、导入在课件中出示一张树叶被风吹动的图片，让学生说说看到了什么？然后接着出示几张被风吹着的不同事物的图片，让学生说说：这几张图片中有什么共同点。从而得出同一主题：风。知道风可以通过自然界中事物的变化来感知，可以用风向和风速来描述。二、探究内容：（一）风向和风向标 1、出示风向图，简单介绍简单介绍，风向是指风吹来的方向，可以用八个方位来描述风向。 2、你能通过风吹动旗面的情况来辨别风向吗？简单练习。小结：风向可以用风向标来测量，风向标的箭头指向的是风吹来的方向。 3、制作风向标，并测量风向（1）出示自制风向标。介绍制作方法（2）小组讨论：风向标的使用方法（3）问：我们如何将风向结果添加到当天的天气日历上呢？（4）我们还可以用哪些方法确定方位和测量风向？（二）风速和风速等级 1、问：风向可以用风向标进行测量，那么风速也可以测量吗？ 2、介绍科学家利用风速仪测量风速，告知风速的测量仪器是风速仪。熟悉“蒲福风力等级”表。区分风速被划分为13个等级，而在风力等级表中最大的是12风级。明了0风级的存在。根据风力等级的划分规律，在课堂上巧妙的做连线题。（可点名个别学生回答） 3、问：对于我们来说，蒲福风力等级表分级太细，我们只需用简化的风速等级来划分风速即可。想想有什么方法可以用感官直观的感受到风速的大小呢？ 4、引导学生思考通过自然事物中其他事物的变化来感知风速的大小，从而导入下一环节：用旗子被吹动的情况来简化的划分风速等级0、1、2级。 5、试着通过观察国旗估计风速。三、课堂小结风向是指( 风吹来 )的方向，如:北风、西风、东南风、东北风。 2、风向标是 ( 测量风向 )的仪器。 3、风的速度是以风 ( 每秒行进多少米 )来计算。 4、风速仪是(测量风速 )的仪器。 5、气象学家把风速记为( 13个 )等级。四、布置作业做作业本中《风向和风速》一节的作业。

光能课件(篇4)

教学目标

1、通过口语交际，增强学生表达、倾听和乐于与他人交往沟通的能力。

2、学会展开联想和想象，表达自己的独特感受。

3、通过交流，进行习作。

课前准备

师：录有声音的磁带。

生：对动植物或是一种自然现象进行观察，要求用心用情。

教学过程

一、揭题导入

这一组，我们学习了《山中访友》《山雨》《草虫的村落》和《索溪峪的野》四篇课文，课文带领我们投入大自然的怀抱，领略大自然的风姿，倾听大自然的声音，与大自然互诉心声，交流感受。我们生活在这个有声有色、有情有意的世界中，我们也时时在观察大自然的美景，倾听大自然的各种音响，在观察和倾听的过程中浮想联翩。

今天，我们就一起来说说自己对大自然的独特感受。

二、明确要求，发挥想象

1、自读“口语交际·习作一”各板块的学习提示，整体了解本次口语交际的内容。

说说本次口语交际的主题和内容分别是什么。

2、师生共同确定每一项口语交际的要求和内容。

⑴我是大自然中的一员：

引导学生细致地去就观察到的内容和自己的感受进行交流，要激励学生充分调动平时的生活积累，发挥自己的想象，说出自己独特的感受。

将自己在自然王国中的游历和同学共同分享。

如：观察一棵树，可以引导学生细致地去感受这棵树的特点，感受树的周围以及生活在树上的小鸟、知了等小生命的气息。

⑵走进音响的世界：

教师播放课前录好的各种声音。

你听到了哪些声音，你想到了什么？让学生充分发挥想象，进行个人、小组交流。

如：听到滴水声，想象成泉水丁冬丁冬向前奔跑，小朋友们在泉水边欢快嬉戏的场面等等。

⑶丰富多彩的暑假生活：

回忆暑假生活，思考自己在假期生活中有哪些收获？小组交流，可以说说自己做了什么，什么事比较有意义，有什么感想或收获？

请学生个别汇报。

三、全班交流，分享奇趣

1、每一组推荐一名学生进行交流。

2、相互评议，对向全班交流的同学进行补充、提问等，开展对话，说说听后的感受。

光能课件(篇5)

采用实测的单多普勒雷达速度资料,通过对比分析,重点讨论了非均匀分布VAD计算方法和均匀分布VAD计算方法的`异同,以了解非均匀分布VAD计算方法业务应用的可能性.结果表明,在多普勒速度场缺测值较少情况下,两者计算结果接近;在多普勒速度场缺测值较多时,两者计算的平均风向和风速有较大的差别,均匀分布VAD计算的风速偏小,而非均匀分布VAD计算结果比较合理.

作者：杜晓勇张鹏胡明宝作者单位：解放军理工大学气象学院,江苏,南京,211101 刊名：解放军理工大学学报(自然科学版) ISTIC EI PKU英文刊名：JOURNAL OF PLA UNIVERSITY OF SCIENCE AND TECHNOLOGY(NATURAL SCIENCE EDITION) 年，卷(期)： 3(3) 分类号：P412.25 关键词：多普勒速度风场反演 VAD技术

光能课件(篇6)

教学目标

1、理解古诗内容，感受诗中描写的送别的情景，体会诗人对朋友的真切情意。

2、指导有感情朗读，体会诗歌意境。

3、体会诗歌语言表达的特点，学习借景抒情的写作方法。

教学流程

一、引入诗歌，理解题目，朗读题目

1、欣赏歌曲

1、用自己的话说说诗意。

2、重点学习诗句“孤帆远影碧空尽，唯见长江天际流。”：

⑴从相送时间之久体会诗人对朋友的深情厚意。

⑵抓住关键词“孤帆”、“远影”、“碧空”，体会诗歌语言特点。

⑶小结古诗借景抒情的写作方法。

⑷指导有感情朗读，感受古诗意境。

四、学习

1、教师有感情诵读，学生诵读。

2、体会诗中景物描写的作用，验证借景抒情的写作方法。

3、想象送别情景，体会送别之情，指导有感情朗读。

五、升华主题，读写结合

光能课件(篇7)

《菜园里》是人教版义务教育课程标准实验教科书一年级上册识字二第3课的教学内容。本课是看图归类识字。

设计理念

生活是教学的源泉，也是学生认识世界的重要途径。语文教学是一个开放的系统，因此，作为学习活动组织者和引导者的教师要充分开发和利用丰富的学习资源，拓展活动领域，架设生活与教材联系的桥梁，引导和调动学生积极的情感体验，创设学生自主学习的氛围，开放学生识字的时间和空间，引导学生在实践活动中提高语文素养。

设计特色

本课通过多媒体演示有关蔬菜的图片，使学生通过看图了解一些蔬菜及有关蔬菜的一些常识，还可以认识一些表示蔬菜名称的汉字，让学生在学文的过程中识字，更能加深对生字的识记，又不至于感到枯燥。

学生分析

学生很喜欢直观的东西，给他们展示各种蔬菜图片可以增强学生的学习兴趣，有助于对蔬菜的了解和朗读时正确地运用技巧。

教材重组与加工

对于本节课我将识字和朗读儿歌放在一起，学生能通过朗读更加熟悉生字，还将形声字的教学纳入本节课的教学中，实现了利用教材教教材的教学理念。

教学目标

通过帮助学生认识一些蔬菜的及名称，通过儿歌帮助学生了解有关蔬菜的特点。能够正确、流利地朗读儿歌。激发学生热爱劳动的兴趣。

重点及难点

让学生认识表示蔬菜的名称的汉字，了解有关蔬菜的特点。

教学流程

第一板块：创设生活情境，语境中渗透识字

1、认识蔬菜，语境中识字。

⑴老师这里有许多蔬菜，你们认识吗？（屏显）

⑵在认识蔬菜的过程中相机贴出词卡并认读。

2、知道这些蔬菜长在哪吗？（引出课题并板书课题）

第二板块：构建合作学习的平台，小组中自主识字

1、创设情境，激发兴趣：

⑴些蔬菜要是长在菜园里是什么景象呢？请看大屏幕（课件展示），说说你看后的感受。

⑵想看课文里是怎么写的吗？请把书翻到95页，自己读读课文。（生自由读文，师巡视，了解学情）

⑶在老师巡视的过程中，发现与的学生读的不流利，因为有不认识的字，没关系，初次见面，肯定陌生，多读几遍就认识了。

看，字宝宝出来了。

2、小组合作，自学生字：

⑴下面就请个小组长领学这些生字，小朋友们要想办法，动脑筋记住他们，和字宝宝成为好朋友。

⑵学生小组合作学习甚至生字。

3、汇报检查，交流方法。

第三板块：整合知识，精设练习，拓展中识字

1、读出轻声的词。

2、了解形声字的特点。

3、课件出示图，理解“捉迷藏”。

4、指名分别读句子。

5、句子练习

6、开火车认读生字。

第四板块：深化主题，乐中回味

1、朗读课文。

2、指名朗读。

3、生生互评。

4、深化主题。

⑴为什么说菜园一片好风光？

⑵你知道是谁创造出这么美好的景象？

对，因为劳动创造了美好的生活，所以劳动最光荣。最后，让我们在《劳动最光荣》的歌声中结束这节课。相信，听后，你一定会受到启发，有新感受。

5、歌声中结束。

光能课件(篇8)

师：同学们，我国的很多名胜古迹，都留下了文人骚客的诗词歌赋。比如我国古

代的三大名楼滕王阁、黄鹤楼、岳阳楼上面就铭刻了很多美文妙句。王勃《滕王阁序》“落霞与孤鹭齐飞，秋水共长天一色”令人神往之至;崔灏《黄鹤楼》“晴川历历汉阳树，芳草萋萋鹦鹉洲”让人回味无穷;而岳阳楼上，范仲淹的“先天下之忧而忧，后天下之乐而乐”传唱不衰，《岳阳楼记》成为写景状物抒发真情的名篇。今天，我们就来阅读这一名篇，看看它描写了什么样的景色，抒发了什么样的感情。

岳阳楼楼址在湖南省岳阳市西北的巴丘山下，其前身是三国时期吴国都督鲁肃的阅兵台。唐玄宗开元四年(716)，张说在阅兵台旧址建造楼阁，取名“岳阳楼”，常与文士们登楼赋诗。

1046年，范仲淹的挚友滕子京谪守巴陵郡，重修岳阳楼。当时，范仲淹亦被贬在邓州作官。滕子京请范仲淹为重修的岳阳楼写记，并送去一本《洞庭晚秋图》。范仲淹依据此图，凭着丰富的想像，写下了千古名篇《岳阳楼记》，表达了他“不以物喜，不以己悲”的旷达胸襟和“先天下之忧而忧，后天下之乐而乐”的政治抱负。激励我们要以天下为己任，树立崇高的理想，拥有宽阔的胸怀。

三、初步感知，自读疏通文意。

1.有感情地朗读课文。

朗读时应注意节奏。本文骈散结合。读骈旬，节奏必须整齐划一，凡四字句皆两字一顿，如：阴风/怒号，浊浪/排空;其余按意义划分，不要读破句。如：先/天下之忧/而忧，后/天下之乐/而乐。相邻的两组骈句之间，要有稍长的停顿。如：上/天光，一碧/万顷;沙鸥/翔集，锦鳞/游泳。

2.读懂文旬。

借助工具书和课本注释，读懂文句，初步理解全文大意。教师提示重点词语与句子，要求学生自读时注意。

(1)积累词语：

光能课件(篇9)

教学目标

1、知识与能力：

通过学习本文，加深对《红楼梦》艺术成就的了解，不断提高学生的文学修养；学习小说塑造人物的高超手法。

2、过程与方法：

自主、合作、探究的学习方式。

3、情感态度与价值观：

体会作者的赞美之情，从而深入理解《红楼梦》的主题思想。

教学重点

香菱的性格及其给我们的启示。

教学难点

作者在香菱身上所寄托的思想感情。

课前准备

1、学生：

熟读课文，查阅有关作者及作品的资料。

2、教师：

查阅有关作者及作品的资料。

教学方式

阅读、讨论、多媒体辅助教学。

课时安排

一课时。

教学设计

一、导入

《红楼梦》第五回中，贾宝玉梦游“太虚幻境”，翻看相册时只见画着一株桂花，下面有一池沼，其中水涸泥干，莲枯藕败，后面书云：根并荷花一茎香，平生遭际实堪伤。自从两地生孤木，致使香魂返故乡。大家知道这首判词说的是谁吗？

2、介绍主人公香菱及作者曹雪芹：

学生根据课前搜集到的资料自由介绍，老师适当补充、评价。

3、整体感知：

自读全文，识记生字词。

思考下列问题：本文的主要人物是谁？重要的人物还有几个？注意在文中画出能表现人物性格的语句。

学生自主思考，小组内交流、合作探究，教师巡回指导，精讲点拨。

4、自主合作探究：

教师导学：

以小组的形式采用自主、合作、探究的学习方式，由学生质疑。

讨论、解疑。教师巡回指导。

二、讨论、解疑

要求学生写下讨论笔记，把研讨中的代表性和有难度的问题，以小组为单位推选代表提出来。全班讨论，得出结论。必要进教师加以点拨。（最好按文章段落先后顺序提问，教师灵活把握，如重点问题尚未提出，可由教师提出。）

问题组：（可根据学生提出的问题而定）

Ａ、概括香菱学诗的过程。

Ｂ、香菱是一个怎样的人？从哪里可以看出来？

Ｃ、课文中的林黛玉有怎样的性格特征？如何理解？

Ｄ、香菱学诗取得成功的原因是什么？

Ｅ、本文的写作特点？

Ｆ、通过塑造香菱这一形象，寄予了作者怎样的思想感情？

Ｇ、有人说：“红楼梦既是女性的赞歌，又是女性的悲歌”，试作分析。

三、拓展赏析

1、下面是香菱试作的第三稿（即“梦中所得”那一首），仔细品味一番，说说跟前两稿相比，这首诗好在什么地方？

精华欲掩料应难，影自婵娟魄自寒。

一片砧敲千里白，半轮鸡喝五更残。

绿蓑江上秋闻笛，红袖楼头夜椅栏。

博得嫦娥应自问，何缘不使求团圆。

注：诗的主旨是写离别之情。首联写月光及月的形体；颔联写月下之景；颈联写思念亲友之情，表达了作者的孩单感觉；尾联归结合诗主旨。

2、从香菱学诗取得成功一事中，你觉得哪些内容对你的阅读和写作有启发？请用事例阐述自己的看法。

四、小结

1、学生小结：

通过对本文的学习，你学到了感悟到了什么？

2、教师小结：

Ａ、内容总结：这篇课文记叙了香菱学诗的经过，表现了香菱不但好学乐学，而且善学昔学，终以自己的努力，取得骄人成绩的治学精神。

Ｂ、方法归纳：通过语言，动作描写和侧面描写等刻画人物形象。

光能课件(篇10)

四年级学生概括课文的能力比较弱，初读课文后，我着重引导学生用简练的语言概述课文，并通过练习告诉学生如何抓课文重点。学生标画感悟之后在交流中让学生深入挖掘聋哑青年形象。并了解青年学画，做画过程。通过入情入境地朗读，引导学生领悟：青年人虽然聋哑但专注勤奋，这是他的画赢得大家齐声赞叹的原因。在这一环节的教学中我对以下两点处理比较满意：

1、理解“忘我的境界”：

那位青年人看鱼如醉如痴，忘却了周围的一切，从而引出“忘我的境界”。再让学生联系后文青年的看鱼表现，从四个“忘了”感悟青年的“忘我”，这样对“忘我的境界”一词的理解就不空洞了。而且学生还自然地想到了胸有成竹，鱼先游到了青年的心里。难点迎刃而解。

2、青年画鱼“工笔细描”“挥笔速写”从句中找答案：

教师范读后极大的调动了学生的朗读热情，起到了很好的效果。遗憾的是由于时间关系本堂课最后环节学生想象练笔没有来得及进行。

光能课件(篇11)

一、谈话交流，导入新课

1、小朋友都跟爸爸妈妈去过菜市场，请大家互相说说，菜市场里有些什么蔬菜呀？

2、这些蔬菜长在哪里呢？（出示课题：菜园里）

二、走进菜园，学习字词

1、观看录像：

想去菜园看看吗？（播放当地的菜园录像）菜园里的蔬菜可多了，仔细观察，把你认识的蔬菜名称说出来吧!

2、自主识字：

这些蔬菜都有一张名片，上面写着它们的名字，（出示课文中带有拼音的词语）请小朋友用自己喜欢的方法，认一认名片上的字。（引导学生交流识字途径，如，“这个字你还在哪里见到过？”积极倡导生活中识字。）

3、指导书写：

指导书写“卜、又、心、风”。

4、合作朗读：

这些生字，放到儿歌中会读吗？（鼓励学生在与伙伴的合作中读通儿歌、通过多种形式读熟儿歌。）

三、创设情境，巩固字词

为学校营养午餐排菜单

1、我们认识的这些蔬菜还能做成小朋友爱吃的好多菜呢!瞧!（出示菜单：西红柿炒鸡蛋、萝卜烧排骨……没学过的生字注上拼音）请小朋友先读读这些菜名，然后选择几道你爱吃的菜，在菜名前写上序号，填在下周营养午餐的菜单上（学生人手一份菜单和空白的午餐表）。

2、反馈：把学生排出的午餐菜单交给学校食堂，建议食堂采纳。

四、拓展识字

把学生自己认识的蔬菜、瓜果的名称，制成图文结合的卡片，在课上交流。课后展示出来，体现识字资源的共享。

五、资料袋

蔬菜儿歌库

小辣椒，真漂亮，番茄人人爱，

穿红戴绿俏模样，个个红又圆，

有的细长脑袋尖，看起来像灯笼，

有的胖胖肚子圆。吃起来酸又甜。

南瓜兄弟长得胖，胡萝卜，地下长，

摸一摸，硬邦邦，身子细长好营养，

等它换了黄衣裳，维生素有Ａ、Ｂ、Ｃ，

大家抱它进厨房。多吃身体长得壮。

韭菜长得似麦苗，架上的黄瓜开黄花，

身子细细很苗条，长长的藤儿到处爬，

风儿姑娘来问好，黄花谢了结个瓜，

他们乐得把头摇。又脆又嫩味道佳。

光能课件(篇12)

一、课前自学

1、读一读，尽量记住下列字词的读音、写法和意义：

浸（jìn）

一撮（cuō）灰

一瞬（shùn）间

旸（yáng）：日出。

姮（héng）娥：即嫦娥。

皓（hào）月：明亮的月亮。

寂寞（jìmò）：孤单冷清

2、朗读课文，了解文章大意。

二、课堂活动（1课时）

1、积累知识：

⑴无数人咏叹过太阳和月亮，留下了很多美好的诗篇，就你喜欢的写几句。

日：__________________________________________________

月：__________________________________________________

⑵作者巴金，原名李晓棠，四川成都人，现当代著名文学家，主要作品有《急流三部曲》，即《_______》《________》《_______》；《爱情三部曲》，即《雾》《雨》《电》。（2005年10月17日在编辑这篇课文时，惊闻本文作者巴金逝世。）

2、研习课文:

⑴整体感知:

①听课文录音，然后自由朗读，了解课文大意。

②在《日》中，作者写了_______和_______；在《月》中写了_______。

③让学生讲一讲“飞蛾扑火”、“夸父逐日”、“嫦娥奔月”的故事。

④联系特定的时代背景，理解“光明”“寒冷”的特殊涵义。

光明：______________________________________________

冷：________________________________________________

⑵句段品读：反复朗读课文，挑选3个问题作答。

①在《日》中作者写“日”，却用主要篇幅来赞美飞蛾扑火，这是为什么？

②在《日》中叙述完夸父，飞蛾之后，为什么作者忽然笔锋一转，说起了“为着追求光和热，人宁愿舍弃自己的生命？”

③在《日》中写道：“生命是可爱的。但寒冷的、寂寞的生，却不如轰轰烈烈的死。”联系特定的时代背景，你如何理解作者的这种人生追求？

④在《月》中月亮带给作者的突出感觉是什么？你是通过哪些描写体会出来的？

公司培训课件(收藏十二篇)

我们有一些启发后，就很有必要写12篇心得体会，如此就可以提升我们写作能力了。很多人都十分头疼怎么写12篇精彩的心得体会，以下是小编为大家收集的公司培训心得，欢迎大家分享。

公司培训课件篇1

一、培训方针

"全员培训，全程考核"。

二、培训目标

通过培训，提高员工的专业素质，业务技能和管理服务水平，塑造一支品质优良、专业过硬的物业管理队伍，全面适应和满足商住楼物业管理的多元化需求，从面富有成效地管理商住楼。

三、培训内容

（一）新员工入职培训

1、企业文化：公司发展史、管理服务理念、企业精神、管理目标;

2、员工手册培训：员工守则、礼仪行为规范、职业道德教育等;

3、物业管理基础知识及强化服务意识的专题培训;

4、军训与参观学习。

（二）岗位专业技能培训

1、基本技能培训：相应岗位的专业知识、质量执行标准、质量考核标准等;

2、新技术（能）培训：智能化技术、信息网络技术、新设备仪器的使用与管理技术等;

3、素质提高培训;

4、管理人员实行"四个一"常规培训，即坚持每月写一篇体会，读一本专业书，听一回讲座，参与一次竞赛;

5、操作层自我开发培训;利用社会办学条件，进行有关学历、职称的外送培训。

（三）新政策、新理论培训

物业管理理论动态、有关法规文件、竞争企业新动向等。

四、培训计划

（一）培训的形式

入职培训

目的：让员工尽早地掌握工作要领、工作程序与方法，尽快达到上岗条件。

内容：了解本公司概况、规章制度、质量教育、物业管理基本知识、各专业必备知识等。

时间：入职前一月。

◇方法：

讲授：有专业知识和经验丰富的.人进行专门授课。

旁听讨论：和有经验、专业水平高的人坐在一起座谈一问题，将此讨论中涉及到的知识观念看法自然地输送到听众脑中，员工边听边记录作为自己今后学习的借鉴。

实习：由有专业知识和丰富经验的人带领到物管较好的商住楼实地学习操作。

考核：培训结束安排一次考核。也可由入职引导者进行评定。

在职培训

目的：提高员工的工作能力，防止事故，减少失误。提高物业管理的规范化标准化操作。

培训内容：物业管理法律法规，职业道德、行为规范、工作质量标准、安全操作知识、突发事件

处理、物业经营管理知识、公共关系知识、财务会计知识、物业管理公文写作知识等。 ◇方法：

研讨式：可以针对一个问题，让员工开动脑筋广泛联想，互相启发。最大限度地将问题涉及的方方面面列出来，后总结其要点。

案例分析式：将一个实际例子交给小组讨论，进行分析、探讨、总结。

讲授式：有专业知识和经验丰富的人进行物管护卫和实际技能授课。

外出学习式：送一些管理人员外出培训或到兄弟物业公司进行参观学习、取经。

考核：培训结束，安排多种形式考核，如笔试、口试、抽签答题、实际操作、模拟操作等。

（二）安保组培训

◇内容：

质量管理体系文件，保安岗位知识，技能知识，擒拿格斗，队列操作，服务意识及岗位服务操作流程，物业管理基础知识，职业道德等。

◇方法：

讲授式：有专业知识和经验丰富的人进行专门授课。

实际演练式：让员工反复重复一个任务完成的步骤，直到熟练为止。

角色扮演式：让员工按照规定的情景，分别扮演不同角色，进行培训并谈自己的感受。

（三）工程维修部培训

◇内容：

质量管理体系文件、物业管理基础知识、电工基础知识、给排水基础知识，管道工应知知应会，各类设备、设施操作规程和维护、保养知识、设备、设施突发故障处理措施，服务意识及岗位服务操作流程，职业道德，物业管理基础知识等。

◇方法：

讲授式：有专业知识和经验丰富的人进行专门授课。

小组讨论式：以小组为单位，针对一个问题进行讨论，行出结论后交给大学参考、归纳。

现场操作式：到现场进行实地操作，进行相互交流学习。

模拟演练式：针对可能突发事件进行模拟演练，直到熟练掌握。

（四）保洁组、绿化组培训

◇内容：

质量管理体系文件，保洁、绿化岗位知识、技能知识，服务意识及岗位服务操作流程，物业管理基础知识，职业道德等。

◇方法：

讲授式：有专业知识和经验丰富的人进行专门授课。

现场操作式：到现场进行实地操作，进行相互交流学习。

◇培训考核：

笔试法：对培训实行问卷笔答的方法进行考试。

评比法：指导者对培训者进行评分。

操作法：实地操作测试。

（五）会所服务培训

◇内容：

质量管理体系文件，会议服务岗位知识，服务技能，服务礼仪，岗位服务操作流程，物业管理基础知识，职业道德等。

◇方法：

讲授式：有专业知识和经验丰富的人进行专门授课。

现场操作式：到现场进行实地操作，相互交流学习。

角色扮演式：让员工按照规定的情景，分别扮演不同角色，进行培训并谈自己感受。

公司培训课件篇2

针对员工适应能力、创新能力、执行能力薄弱的现象，结合公司《五年发展规划纲要》和总体发展战略，大力推进员工素质提升工程，突出高技能、高技术人才培养及专业技术力量储备培训，为公司建立具有永续竞争力的卓越企业提供合适的人力资源，全面提升公司员工的综合素质和业务能力，推进企业健康快速发展。

一、总体目标

1、加强公司高管人员的培训，提升经营者的经营理念，开阔思路，增强决策能力、战略开拓能力和现代经营管理能力。

2、加强公司中层管理人员的培训，提高管理者的综合素质，完善知识结构，增强综合管理能力、创新能力和执行能力。

3、加强公司专业技术人员的培训，提高技术理论水平和专业技能，增强科技研发、技术创新、技术改造能力。

4、加强公司操作人员的技术等级培训，不断提升操作人员的业务水平和操作技能，增强严格履行岗位职责的能力。

5、加强公司员工的学历培训，提升各层次人员的.科学文化水平，增强员工队伍的整体文化素质。

6、加强各级管理人员和行业人员执业资格的培训，加快持证上岗工作步伐，进一步规范管理。

二、原则与要求

1、坚持按需施教、务求实效的原则。根据公司改革与发展的需要和员工多样化培训需求，分层次、分类别地开展内容丰富、形式灵活的培训，增强教育培训的针对性和实效性，确保培训质量。

2、坚持自主培训为主，外委培训为辅的原则。整合培训资源，建立健全以公司培训中心为主要培训基地，临近院校为外委培训基地的培训网络，立足自主培训搞好基础培训和常规培训，通过外委基地搞好相关专业培训。

3、坚持“公司+院校”的联合办学方式，业余学习为主的原则。根据公司需求主流与相关院校进行联合办学，开办相关专业的专本科课程进修班，组织职工利用周末和节假日集中授课，结合自学完成学业，取得学历。

4、坚持培训人员、培训内容、培训时间三落实原则。20xx年，高管人员参加经营管理培训累计时间不少于30天；中层干部和专业技术人员业务培训累计时间不少于20天；一般职工操作技能培训累计时间不少于10天。

三、培训内容与方式

（一）公司领导与高管人员

1、中央、国家和政府的大政方针的学习，国内外政治局势、经济形势分析，国家有关政策法规的研究与解读。通过上级主管部门统一组织调训。

2、开拓战略思维，提升经营理念，提高科学决策能力和经营管理能力。通过参加企业家高端论坛、峰会、年会；到国内外成功企业参观学习；参加国内外著名企业高级培训师的高端讲座。

3、学历学位培训、执业资格培训。参加北大、清华以及中央、省委党校的学历进修或MBA、EMBA学习；参加高级经营师等执业资格培训。

（二）中层管理干部

1、管理实务培训。生产组织与管理、成本管理与绩效考核、人力资源管理、激励与沟通、领导艺术等。请专家教授来公司集中授课；组织相关人员参加专场讲座；在公司培训中心接收时代光华课程。

2、学历进修和专业知识培训。积极鼓励符合条件的中层干部参加大学（专本科）函授、自考或参加MBA及其它硕士学位进修；组织经营、企管、财会专业管理干部参加执业资格考试，获取执业资格证书。

3、强化项目经理（建造师）培训。今年公司将下大力组织对在职和后备项目经理进行轮训，培训面力争达到50％以上，重点提高他们的政治素养、管理能力、人际沟通能力和业务能力。同时开通“环球职业教育在线”远程职业教育网，给员工提供学习的绿色通道。要求公司各单位要选拔具有符合建造师报考条件，且有专业发展能力的员工，组织强化培训，参加社会建造师考试，年净增人数力争达到10人以上。

4、开阔眼界、拓展思路、掌握信息、汲取经验。组织中层干部分期分批到上下游企业和关联企业学习参观，了解生产经营情况，借鉴成功经验。

（三）专业技术人员

1、由各专业副总工程师、工程师定期进行专题技术讲座，并建设公司自己的远程教育培训基地，进行新工艺、新材料及质量管理知识等专项培训，培养创新能力，提高研发水平。

2、组织专业技术人员到同行业先进企业学习、学习先进经验，开阔视野。年内计划安排两批人员到xx、xx单位参观学习。

3、加强对外出培训人员的严格管理，培训后要写出书面材料报培训中心，必要时对一些新知识在公司内进行学习、推广。

4、对会计、经济、统计等需通过考试取得专业技术职务的专业人员，通过计划培训和考前辅导，提高职称考试的合格率。对工程类等通过评审取得专业技术职务的专业人员，聘请相关专业的专家进行专题讲座，多渠道提高专业技术人员的技术等级。

（四）职工基础培训

1、新工入厂培训

20xx年继续对新招聘员工进行强化公司的企业文化培训、法律法规、劳动纪律、安全生产、团队精神、质量意识培训。每项培训年不得低于8个学时；通过实行师傅带徒弟，对新员工进行专业技能培训，基层各单位、分公司的新员工合同签订率必须达到100%。试用期结合绩效考核评定成绩，考核不合格的予以辞退，考核优秀者给于一定的表彰奖励。

2、转岗职工培训

20xx年要继续对人力中心人员进行企业文化、法律法规、劳动纪律、安全生产、团队精神、择业观念、公司发展战略、公司形象、项目进展等方面的培训、每项不得低于8个学时。同时随着公司的扩建，内部就业渠道的增加，及时进行专业技术培训，培训时间不得少于20天。

3、职工技术等级培训

20xx年公司计划新培养高级工程师2名，副高级工程师3名。中级工以上人员占技术人员比例达到70%以上；20xx年一方面继续普及，扩大比例，工作重点是培养高级技术人员，计划培养高级技工2人，中级技工10人。形成较为完善的技能人才体系。基层单位及分公司要把工作重点放在基础工作上，重点培训中级工和高级工，争取中级工以上人员能占整个技术工人比例40%以上，使技术管理人员的素质有整体提高。

4、加快高技能人才的培养和职业技能鉴定步伐。

今年，公司将选择部分主业工种进行轮训，并在本市相关技校适时组织符合技师、高级技师条件的员工进行强化培训、考核，力争新增技师、高级技师达30人以上。使其结构和总量趋于合理，逐步满足企业发展的要求。职业技能鉴定要使35岁以下的技术工人在职业技能培训的基础上完成初次鉴定取证工作。

5、加强复合型、高层次人才培训。

各部门和基层单位要积极创造条件，鼓励员工自学和参加各类组织培训，实现个人发展与企业培训需求相统一。使管理人员的专业能力向不同管理职业方向拓展和提高；专业技术人员的专业能力向相关专业和管理领域拓展和提高；使施工作业人员掌握2种以上的技能，成为一专多能的复合型人才和高层次人才。

公司培训课件篇3

夏日骄阳红似火，六月繁树绿如墨，迎着清晨美丽的霞光，第五期新人入职培训在凤凰扩展基地拉开了序幕。在为期一周的新人培训中，我不仅了解了公司的企业文化和学习了必备的基础知识，还深刻领会了公司“追求卓越”和“团队协作”的处事原则。整个新人培训过程处处都体现了人事部门的独具匠心，但篇幅所限只能挑选最令我难忘的一两段做简单的总结。

首先不得不提的就是第一天在凤凰拓展基地进行的户外拓展活动，拓展活动包含了一系列形式生动而又具有启发性的体验式培训，比如“团队竞赛”、“高空走钢丝”、“翻越毕业墙”等等。都说“纸上得来终觉浅、绝知此事要躬行”，一天的训练，赋予平日看似很难物化的概念比如“倾听他人”、“团队协助”更多具体而丰富的内容，带来了心灵的冲击，引发了内心的思考。在“团队竞赛”中，大家被分成了三个小分队，每个分队需要在最短的时间内完成教练安排的拍纸牌的任务，整个比赛分成四个阶段，每个阶段的难度会不断的提升，最后的一个阶段需要小分队设定自己的目标，并且在不允许说话的情况下完成任务。第一阶段的时候，三个小分队都因为违规而被终止了比赛；第二、三阶段三个小分队采取了不同的策略，结果是时间相差甚远，最快的分队比最慢的分队多了一倍的时间，我所处的小分队一直以稳定的成绩位居榜首，究其原因可以总结成：目标明确、群策群力、决策迅速、沟通及时、行动一致。大家在竞赛的过程中用最短的时间考虑效率和风险在多个方案中确定最优的方案，然后以100%的执行力来完成选定的.方案。随着比赛的深入，我们的小分队还不断对自己提出挑战目标，就如我们的分队口号“先锋、先锋、勇攀高峰”。现在仔细回想，竞赛的过程跟工作中的项目管理一样，首先是要了解项目的目标以及规范和流程，然后进行团队的沟通，明确团队所掌握的资源和每个成员的强项之后进行分工协作，在整个过程中还要注意风险的预测和预防，最后就是齐心协力共同努力确保项目的成功。

其次就是高效职业习惯这节看似没有内容实则内容丰富的自省型课程，有种“此时无声胜有声”的玄妙。都说“大道至简、大智若愚”，课程结束后，虽然我不能说完全领会了高效人士的七大习惯“积极主动、以终为始、要事第一、双赢思维、知彼解己、综合综效、不断更新”，但我可以肯定的是这些最朴素的真理已经在我的心里埋下了种子，随着时间的推移必将潜移默化地影响我以后的工作和生活。

短短的几天培训，让我充分体会到公司“关爱*公平”的用人理念，而作为公司的新员工我也将以实际行动响应公司“专注*合力”的号召。东风日产为全体员工开创了一片海阔天空，正所谓“海阔任鱼游，天高任鸟飞”，我相信自己定能在这个广阔的舞台上演最为精彩的剧目！

公司培训课件篇4

我是一名工作在蔓金高速公路建设一线的普通员工，主要负责质量管理工作。蔓金高速公路主线全程50.57公里，总投资78.17亿元。设互通立交五座(麻子河立交、蔓耗立交、沙衣波立交、阿得博立交、金平立交);隧道16座(特长隧道2座、长隧道6座、中隧道4座、短隧道4座)，均为分离式两车道隧道;全线设桥梁131座(含匝道、连接线)，其中大桥108座，中桥22座，车行天桥1座，涵洞37道，服务区1处，停车区1处，桥隧比79.8%。面对如此复杂的管理对象，如何向金平人民、向集团交上一份合格的答卷，这成为了考量蔓金全线质量管理工作的一道必答题。

质量是企业的生命，唯有质量过关，才能有所保障。针对质量管理工作，我谈一下自己的心得体会吧。

对于我们这些生产一线的员工来说，在思想意识上，ISO质量管理体系是一个非常陌生的名词，很多人对ISO质量管理体系是什么，它包含哪些内容，怎么样做才能做好质量管理，甚至还认为做质量管理只是上层领导的事和我们一线员工完全无关等等这些错误认识。这些想法的存在，本身就是推行ISO质量管理工作的障碍，因此，必须加强对职工的质量意识的教育、培训，牢固树立百年大计，质量为本的意识。屏除对质量管理的错误认识，把被动接受质量管理变为主动进行质量管理，才能在质量管理工作中充分发挥每个人的主动性、积极性，把质量管理工作压实到每一个操作者、每一个工序，才能使质量管理意识深入人心，真正做到全员质量管理，真正做到防微杜渐，铸就品质丰碑。

在工作实践中，我深刻的体会到，的质量管理工作不是检验，而是预防。在平时工作中，能够真正做到预防为主那是再好不过了。通过学习和反思，我发现自己的工作还有很多地方需要去改善和提高：

一、在每天的.巡检过程中多“说”，多与质量管理者、操作者交流，沟通，让他们知道严格落实“三检制”、按照方案施工工序、技术交底的重要程度，让他们更清楚更直接掌握质量控制的关键，提高质量意识。

二、组织好试验检测工作，为了保证产品质量，必须满足设计图纸及规范规程标准要求，对原材料、在制品、半成品、成品质量进行检验，严格把关。保证做到不合格的原材料不使用，不合格的在制品、半成品、成品也不准使用。

三、在实践中找到解决问题更好的方法，任何的方案不去实践也只是空谈，所以最重要的还是实践阶段，通过实践能够更好的验证我们提出的方案的正确性。

四、事后善于总结是一种很好的思考问题的方法，就是当你发现存在的问题，通过某种方式将问题处理这就是一个过程，就有总结的必要，也能够提高自己的工作能力。

质量管理工作是一件关乎企业生存和发展的大事，但它不只是那些在企业中有能力、干大事的人才能做的事，也不是那些有能力、干大事的人就能够做得好的，他是需要企业每个普通员工都得人人都要有责任心，认认真真去做的事，也只有这样，才能够把质量管理真正做好。

公司培训课件篇5

x月22日至x月24日，我参加了为期三天的xx小学语文教师教学技能提升培训。最让我难忘的是来自xx小学教学一线的xx老师。她为人和蔼可亲，言谈里闪烁着灵光。她语言朴实，却字字精当，句句中肯，鲜活生动的课例展示。为我打开了一扇紧闭的门窗，展示了一幅幅隽美的画面。

原来教学是一门相当“活”的学问，教学是真真切切的艺术，是扎扎实实的艺术。我们一共听了两天半的讲座，专家们从语文教师教学技能提升的不同方面给我们以启迪。专家们深入浅出，列举一个个生动的案例进行分析，老师们频频点头，心领神会。培训使我感受到了压力，也增强了信心。通过培训我突然感到自己身上的压力变大了，要想不被淘汰出局，要想最终成为一名优秀的教师，就要更努力地提高自身的业务素质、理论水平、教育科研能力、课堂教学能力等。而这就需要我付出更多的时间和精力，努力学习各种教育理论，并勇于到课堂上去实践，及时对自己的教育教学进行反思、调控。

我相信通过自己的不断努力，会有所收获有所感悟的。通过培训学习我也为自己确定了今后在教学中的努力方向：

1、必须不断地学习。

我们常说，教师要给学生一杯水，首先自己要有一桶水，而现在仅有一桶水已经不够了，教师要有不断流淌的源头活水，这源头活水来自哪里？这就需要我们老师不断地学习、不断地充电。

新课程实施后对老师的要求越来越高，要求教师要专业化发展，要学习新课程理论，转变教学观念，改革课堂结构，加强自己的教学基本功训练，特别是语文教师要不断提高自己的'语文素养。

而所有这些都离不开学习，我们要学习新课程理论，要走理论加实践的道路，要让新课程理论来指导我们的教学实践，要把新的理念渗透到所有的教育教学实践中去，做一名新课程理念的忠实践行者。

教师要扩大自己的知识面，开阔自己的视野就要不断地阅读，要博览全书，要坚持阅读名著、阅读经典，让这些名著、经典来启迪我们的思想，陶冶我们的情操，提升我们的语文素养，进而在使自己的教学技能中得以提升。

2、要转变教学观念，做新课程忠实的实践者。

现在需要我们转变自己的教学观念，要转变自己的角色，教师是学生学习的引导者、合作者，我们要蹲下身子看学生，要平等地跟学生交流，要把课堂还给学生，学生才是课堂的主人。

新课程的核心理念是“一切为了学生的发展”，所以我们不能急功近利，要为学生的终生发展打下坚实的基础，我们要树立新的评价观促进学生的全面发展。转变学生的学习方式要倡导自主、合作、探究的学习方式。这次培训内容丰富，充满了教育智慧，使我们开阔了眼界。

三天的培训带给我很多的思考。专家们给我们明确的方向，更多的是要我们如何在教学实践中如何提升教学技能。虽然我们离专家相距甚远，但至少让我们有了更明确的努力方向。

公司培训课件篇6

在本月中下旬公司组织了孙安达老师的讲师培训，作为一名部门经理，我是第一次参加这样大型的企业内部讲师培训，并且也是第一次职业角色，从一名部门经理转变为培训讲师。

从两天的培训中我学到了很多，在公司总办的要求下所有部门经理要完成“百家讲坛”的课件准备及讲授，觉得这个工作很简单，只要按部就班的去完成就可以，可是在经过两天的培训后，我发现了其实培训工作并不是像之前了解的这么简单，它是一个很系统化的过程，下面是我对这次培训的心得体会。

1、作为一个培训讲师，首先要具备一定的在人前讲话的胆量，避免站上讲台之后的紧张和慌张，也要避免不切实际的夸张和嚣张，这就需要通过无数次的锻炼和不断的实践来培养，在培训过程中我也听到了很多有经验的讲师将自己不紧张的方法和大家共享，我从中也找到了很多适合自己的。

2、作为一个培训讲师，要善于编写相关的培训教材和资料，对于培训的内容自己本身要具备一定的专业能力，在培训之前首先对培训的内容要进行反复的推敲和琢磨，避免讲课时候的跑题，或者因为自己对内容的不专业而词不答意，并且所有的内容要有逻辑性，保证课件内容的通贯性。

3、作为一个培训讲师，讲课的内容要生动，要让参加培训的学员真正受益，不能为完成某项任务而培训，既然浪费了人力，物力，就需要有明确的培训目的要让培训有意义，要适合公司发展的需要，要适合培训对象的需要。我们要明确我们是为什么而培训?为谁而培训?培训的目的是什么?

4、培训不仅仅是讲师的个人表演，而是全员的积极互动参与，所以，做为培训讲师，需要掌握好自己和学员之间的配合互动，要通过培训的各种技巧来酝酿培训的效果，比如讲师和学员的眼神交流，语言交流，肢体交流，议题互动，小组讨论等都是培训过程中需要运用和注意的环节。并且要有现场的突发事情的解决能力。

培训，在市场不断发展变化的今天，不论那种行业都开始对其进行越来越多的投入和关注，而“讲师”作为几年前的新名词现在已经逐渐被人们理解和接受，也许是人们渐渐意识到了终身学习的重要性，或者是随着工作的压力越来越大，竞争的不断加强，我们都需要通过不断的.为大脑充电才能适应工作的需要，充电的途径主要就两种，第一为自身的学习，第二为接受他人的传授;对个人而言，有人要学就必须得有人会教，培训是教的过程，也是学的过程，对于培训讲师来说，应该先做到学，之后才能做到教;对于企业而言，组织和培养一支内部的培训团队很重要，因为现代的企业为了能够保持自己的核心竞争力，在激烈的市场中能占有一席之地，就必须通过全方位的发展来不断适应市场的变化。

公司培训课件篇7

为期一周的培训专员初级培训课程结束了，说起这一周的学习和相处，我只能说太感激，感激自己公司的领导给了我这么好的一次机会，感激丰田培训室组织了这么有意义的培训，更感激各位老师的言传身教。

第一天是焦老师的课程，本来第一天应该是曾室长，但他因为要结束SAEPⅢ级,我对焦老师的感激之情是难于言表的，在北京学习的前几天，我有点水土不服,身体有点不舒服,自己的身体状况和学习能力一直很差，但是焦老师却一直在耐心的帮助我，终顺利的学完了所有课程。

第二天，期待已久、传说中的培训室室长曾庆玉终于现身了。曾室长幽默风趣的教风，使我们在轻松愉悦的氛围中学习了丰田历史、一汽丰田在中国、SSP流程等。让我们惊讶的是整天的课程大家都处于亢奋的状态，没有一个人走神过，我们在为丰田厚重的品牌历史骄傲的同时，也深深的理解了丰田理念。在SSP流程的学习中再次理解了SSP流程的重要性，这一流程是FTMS在长期的销售工作中大量的经验积累，而后总结出的具有实际指导意义的销售工具。我会在今后的工作中指导每一位销售顾问掌握并切实运用好这一流程，以促使大共同提升。让我感触深的是，曾室总结的做人四大原则：善良、诚信、习劳(舍得)、感恩!他这一原则是对TOYOTAWAY好的诠释，然而这一切都源自于2500年前，孔大圣人的'儒学思想，做为我们老祖宗给我们留下宝贵的东西，我们自己不用，却要让别人来告诉我们，感到万分愧疚!

之后五天都是焦老师的课程，我在焦老师的课程里学到了汽车基础知识、培训专员授课技巧等，不仅了解了丰田车独有的技术，也掌握了其他竞争品牌的汽车技术，更加了解了作为一个培训专员所应具备的能力和实用的授课技巧。感触深的是焦老师在传授专业知识的同时也教给学生很多做人的道理。

老师说“百善孝为先”，我们首先要孝敬自己的父母，我们的家庭、我们的事业才能在爱里成长。老师讲到了自己的父母，和我们一起分享了他的成长经历，使我们深受感触。焦老师为人谦和，认真敬业，我认为这是值得我们每个人去学习的。

虽然在后面的几天感觉很痛苦，常常在想我如果不选择走培训讲师就不会那么痛苦了，但是我已经迈出去第一步，我就得坚持下去，因此在考核完后我长长舒了一口气。去北京之前我的心态是茫然的，不知道工作到底该怎样去做，但回来时却是欣喜的，是老师给予的启发，终于知道了自己该做什么，怎么去做。不再次感谢FTMS培训室及各位老师，谢谢!

公司培训课件篇8

怀着期待的心情，我有幸参加了公司此次培训。通过20余天的积极参与和全心投入，我在工作的知识、态度、技巧和习惯等各个方面都取得了长足的进步和可喜的成绩，这一切的取得，与领导的帮助和指导是分不开的，如果没有领导的关心，我就没有机会参加这样高水平、高规格、超强度、超极限的培训。下面讲几点本人的心得和体会。

一、态度决定一切，理念产生力量

态度决定一切，只有从心里认同了学习的必要性和重要性，才能使行动变自发为自觉，才能产生良好和积极的效果。首先要明确目标，树立信心，理论联系实际，严格遵守纪律。从一点一滴的小事情做起，踏踏实实朝大目标走去。不仅要以饱满的热情，专注的`精神来听好每一堂课，同时也要学习讲师的授课技巧，互动的丰采，也要与各个地区的伙伴多沟通，多交流，从他们身上吸取更多的营养和灵感，每位伙伴都是老师，每位伙伴身上都有闪光的亮点，有着非常优秀的品格值得我去欣赏和学习。积极向上的态度是进步的根本保障，良好的心态本身就是一笔宝贵的财富。总比别人多付出一点，总比别人多努力一些，总比别人多学习一分，离成功总会近些再近些。

二、养成良好习惯，体现组训风范

良好习惯的养成对成功是至关重要的。一个人的辉煌，决不是偶然，决不是一朝一夕的事情，而是经过岁月的千锤百炼和人生的坎坎坷坷。良好习惯的培养也是不可缺少的内容之一。良好习惯的养成是个漫长而又艰辛的过程，浓厚的学习氛围和环境，无疑会使学习进步得快些再快些。

三、充实知识教育，提升专业技能

如何加强营销管理，如何迅速有效地拓展市场，如何健全和完善教育训练体系，如何提高营销员队伍的整体素质，如何突破思维有所创新等等一系列的问题已成为摆在我们面前刻不容缓亟待解决的课题。事实和实践证明，只有通过专业培训和规范教育，提升各级主管和一线销售人员的综合素质，从而提高公司营销业务的核心竞争力，才能从根本上保证业务的持续健康稳定发展。

本次培训虽然已经结束了，但新的征程刚刚开始。我将以从培训中学到的知识、态度、习惯、技巧等投入到紧张有序的实际工作中去，以持之恒的精神、认真严谨的作风，立志为公司的光辉事业奋斗终身！

公司培训课件篇9

前期参加过一次新版质量管理体系内审员的培训，让我印象深刻，也让我懂得了质量是一个企业赖以生存的保障，质量管理则是企业管理的纲要。

在培训上，老师对新版质量管理体系的主要变化做了着重讲解，如删减了08版的一些要求：预防措施；质量手册；管理者代表的具体要求等，由原来的八项管理原则改为了七项原则。

新版标准用“产品和服务”代替了2008版标准中的“产品”，当谈到监视、测量的时候，人们立刻就会想到有形的产品，而忘了无形的服务。

在体系的.建立、实施中不仅需要管理者的正确领导，还要全员参与，其中对员工的工作能力、敬业精神、质量意识、职业道德等多方面有明确要求，只有这样，员工才能更好胜任自己的工作，实现充分参与。

在体系修改主要的变化中，特别强调“基于风险的思维”这一核心概念，“过程方法”、“基于风险的思维”、“PDCA循环”三者是构成此次标准的核心概念。在整个管理体系中运用过程方法应基于风险思维，将解决过程中如何应对风险以改进过程输入的问题，以避免非预期的输出。而PDCA循环在每一个过程管理的环节中运用，将形成持续改进的良性循环。基于风险思维是面对风险和机遇的识别，以及采取相关应对措施。

质量培训和教育不能趋于形式，不能只限于管理者，也不能只是理论教条的东西，应该是惠及到广大员工，理论结合实际，增强广大员工的质量意识，提高员工的质量能力。

这次培训的目的是将所学的知识运用到工作实际中去，因为我之前接触不多，所以理解和运用起来，有些许困难，但我会加倍的去学习，理解，争取早日做到学以致用。

公司培训课件篇10

参与这次岗位技能培训会计的经历，对我来说是一次难得的学习机会，也是我在职业生涯中一次重要的成长体验。

培训的开始，我们便对会计基础知识进行了系统的复习与梳理，确保每个参与者都能在原有的基础上进行更深入的探讨和学习。我在此过程中，不仅巩固了原有的知识，还对一些模糊的概念有了更清晰的认识。特别是在处理复杂的会计问题时，我逐渐学会了如何运用所学知识，灵活应对各种情况。

在培训过程中，我们还进行了大量的模拟实操，这让我有机会将理论知识应用到实际工作中。每一次模拟操作，都是一次对知识的检验和巩固。通过不断地实践，我逐渐掌握了会计工作的核心要点和技巧，也更加熟悉了整个会计工作的流程和规范。

这次培训中，我还深刻体会到了团队协作的重要性。在解决一些复杂的会计问题时，我们需要集思广益，共同探讨。每个人都有自己的独到见解，而这些不同的观点往往能够激发出更多的灵感和思路。在团队的'协作中，我学会了倾听他人的意见，也学会了如何更好地表达自己的观点。

通过这次培训，我更加明白了作为一名会计人员，不仅要有扎实的专业知识，还要有敏锐的洞察力和解决问题的能力。在未来的工作中，我将继续努力学习，不断提升自己的专业素养和综合能力，为公司的发展贡献自己的力量。

回顾这次培训，我深感收获满满。它让我更加明确了自己的职业方向和发展目标，也让我对会计工作有了更深入的理解和认识。我相信，在未来的职业生涯中，这次培训的经历将是我不断前行的动力和支撑。

公司培训课件篇11

公司安排本次全面质量管理培训，是为了提高我们公司员工管理能力，对公司来说是一个无偿的行为。但对我们员工自身来讲时一个很好的学习的机会，通过本次培训自己也学到了许多管理方面的知识，对全面质量管理有了一个全面的了解，并学会应用了统计技术分析方法。

质量是企业的生命，质量的控制与质量的改进是企业的原动力。而企业要持续发展，应该遵循一个科学的管理程序。全面质量管理的内容包含产品质量、工作质量与服务质量。我以前认为全面管理就是判定产品的好与坏，是检查的工作。但是真正意义上的全面质量管理是全体员工的工作，是所有一切工作的质量的提高。我们要成立一整套方法和体系，并能不断完善与提高。

现阶段，我车间的生产能力逐步增强，产量也有显著的提高，如何保证设备的稳定性，如何去发现设备中存在的问题，怎样去维护保养好设备，解决实际问题，是一个值得研究和探讨的课题。通过这次学习，结合我车间设备品种多，设备总量大的特点，为保证设备长周期、稳定、安全运行，开展设备质量管理很有必要性。

通过本次培训，学习了全面质量管理建设与方案提升体系，而在实际工作中，如何进一步有效的贯彻落实全面质量管理建设方案，进一步提高自己的工作品质及产品的品质，成为持续的工作要求。联系自身实际工作中，应进一步着力学习全面质量管理建设方案，专业性上持续加强，这是提高自身工作品质和产品品质的根本，工作上不断精细化，这是提高工作品质和产品品质的有效方法，要整合完善相关信息的收集，不断完善管理系统，这是提高工作品质的必然要求。

通过本次全面质量管理培训，我学会了应用统计技术来分析问题。在以后的工作中能够从以下几个方面来考虑问题。

1、首先要对自己的管理工作有一个全面的认识，使工作逐步细化无论是设备的日常管理还是遇到紧急情况都要有一个清醒的头脑。遇事不慌。更要有信心来做好每项工作。

2、在日常的工作中要多思考问题，遇到不懂得要善于思考，多问几个为什么，这样才能在工作中发现问题。

3、通过有效的正确的途径来要寻求解决问题的方法。要根据自己发现的问题来找到一个号的解决办法，将导致问题的原因罗列出来，用统计技术分析方法来，针对影响因素确定如何去改善问题，如何彻底解决问题的方案。我车间由于离心泵有近300台，并且损坏较为频繁，我们用过因果分析法中的鱼骨图法，对机封损坏的原因进行了分析，通过鱼骨图分析法找到了影响机封寿命的'主要原因是物料对机封O型圈的腐蚀和个别机泵有质量问题。而导致机封损坏较为频繁。

4、在实践中找到解决问题更好的方法。任何的方案不去实践也只是空谈，所以最重要的还是实践的阶段，通过实践能够更好的验证我们提出的方案的准确性。并能够发现前期方案的不尽完善的地方。我车间大型设备就是利用控制图原理来分析机组的运行情况。

5、事后善于总结，总结是一种很好的思考问题的方法，就是当你发现存在的问题，通过某种方式将问题处理这就是一个过程就有总结的必要，总结的目的就是根据一个事情的过程给自己和他人做出的一种借鉴。并能够提高自己工作能力。通过这次全面质量管理培训的总结能够体会到工作中的不足。

公司培训课件篇12

时间急转流逝，从我成为XX大家族的一员到现在已经2个月了，作为人事专员，自己对一些专业性的知识和技能了解还不是很透彻，所以工作中遇到了不少问题。20xx年12月15日我有幸参加了XX人寿保险股份有限公司陕西分公司后援条线内勤培训班的学习。通过两天的培训，我对XX人寿有了更进一步的了解，对自己的岗位职责也有了更清晰的认识。

我很感谢公司给我这次培训的机会，也十分珍惜这次机会，因为它不仅是提升我能力与知识的加油站，更是我人生道路上实现自我价值的重要一课。米卢曾说过：“态度决定一切。”只有从心里认同了学习的必要性和重要性，才能使行动变自发为自觉，才能产生良好和积极的效果。所以在这极为有限的几天时间里我严格遵守培训纪律，谦虚认真地听取各位老师的精讲！这样的机会，人生能有几回？有什么理由不去珍惜和努力呢？积极向上的态度是进步的根本保障，良好的心态本身就是一笔宝贵的财富。

这次培训首先是XX总对整个公司的一个系统讲解。通过学习，我对整个公司有了一个更深更全面的了解，也加深了我作为一个XX人的.荣誉感。XX总也与我们分享了一些人生感悟，他的不凡的经历、拼搏奋斗的精神更值得我们努力学习。我们要以创业者的激情投入到工作中，为自己开辟一番天地。

其次是礼仪的学习。主要是职业礼仪，包括形象设计、表情、服饰、谈吐、行为举止等。通过学习我意识到自己在工作中沟通不到位，人与人之间的沟通是很重要的，在工作中更是这样。同事之间要沟通、上下级之间也要沟通，许多工作沟通到位的话会变得相当简单。微笑也是一种礼仪，是万能的礼仪，在今后的工作当中，我会虚心学习职业礼仪，将礼仪渗透到生活与工作的方方面面，微笑面对，保持一颗平和的心态，学会倾听，多多沟通，努力提升自己的专业知识与技能。

最后是人力资源部的专业知识培训，主要是人力资源模块的介绍，包括招聘录用管理、员工关系管理、干部管理、合规制度。通过学习我了解了招聘的流程及注意事项，员工档案、合同、假勤、转正、异动管理及合规条例等。

这次培训虽然结束了，但我的新的征程才刚刚开始。我会在以后的工作中走好脚下的每一步，努力的学习和积累，将理论知识进行有效的实践。

一只小鸟课件收藏十二篇

居安思危，思则有备，有备无患。在日常的学习工作中，幼儿园教师都会提前准备一些能用到的资料。资料的定义比较广，可以指生活学习资料。参考资料会让未来的学习或者工作做得更好！所以，你是否知晓幼师资料到底是怎样的形式呢？考虑到你的需要，小编特地编辑了“一只小鸟课件收藏十二篇”，欢迎大家参考阅读。

一只小鸟课件【篇1】

一、导入。

同学们，前几天我们写了一篇描写声音的作文，有许多同学在作文中都描写了同一种声音，是什么声音呢？听！（播放：鸟的叫声）对了，是鸟的叫声。请你再闭上眼睛仔细听听，想象一下这是一幅什么样的画面呢？（生答）

你说的真好，让我们大家有种身临其境的感觉。是啊，鸟儿的叫声多么清脆，多么好听，如果这世界上真的再也听不到鸟儿的叫声，再也看不到鸟儿在林间欢快飞翔的身影，那该是件多么遗憾的事情啊！可是，这样的事却真的发生了！

这节语文课，老师就和同学们一起来读读发生在一只小鸟身上的故事，好吗？（板书：一只小鸟；点课件）

二、初读课文，摸清脉络。

1、翻开书，自己轻声的读读课文，看看自己是否把字音读准了，把句子读通顺了。

2、那么文章写了这只小鸟的什么事呢？请同学们听老师来读遍课文，你画出自然段，并试着说说文章写了这只小鸟的什么事好吗？（一只小鸟的故事主要讲了：一只羽翼未丰的小鸟每天在树枝上歌唱，孩子们非常喜欢它，就用弹弓打伤了小鸟，两只老鸟接住小鸟把它带回了巢中。从此孩子们再也没有听到小鸟的歌声。）

3、那么这是一篇叙事的文章，是按照事情的发展顺序来描写的。也就是说先写了事情的起因（板书），再写经过（板书），最后写结果（板书）。那么我们来看看这篇文章哪几个自然段写了1、这就是事情的起因，哪几个自然段写了2、这就是事情的经过，哪几个自然段写了3呢，这就是事情的结果？

三、品读细想，模仿想象。

1、弄清了课文的主要内容，我们也不得不接受了这样一个残酷的现实：那就是一只可爱的小鸟被人打伤了！是谁造成了这样的悲剧？原因又是什么呢？好心的同学们你们能在文中找到答案吗？（回答）你从哪看出来孩子们非常的喜爱这只小鸟呢？

2、让这么多的孩子都很喜爱的是一只什么样的小鸟呢？请大家在小组里读读第一和第二自然段，用笔画一画，再和同学说一说。一会再告诉大家行吗？

3、谁愿意读读第一和第二自然段呢？（生答）师：这真是一只快乐可爱的小鸟啊！

4、哪位同学能想象一下小鸟快乐的心情，到前面来表演一下这只可爱的小鸟呢？其他的同学和周老师都把自己当做自然中的一棵树或是一朵花，让我们用肢体来配合他一下，让我们含笑着倾听她美妙动听的歌声吧！

5、这么可爱的小鸟谁不喜欢呢？可是，不幸的事情还是发生了！一个弹子飞来，打伤了小鸟，当时的情况是怎么样的？谁能给大家读读？其他同学想想在这一部分你读明白了什么呢？

6、哪一位父母不爱自己的孩子，哪一位父母能眼睁睁的看着自己的孩子受到伤害？此时的他们心急如焚、此时的他们肝肠寸断。我们怎样才能读出老鸟当时的那种急切、悲伤的心情呢？同学们试试。

7、那么刚才还活蹦乱跳的小鸟呢？他怎么样了？你觉得这只小鸟怎么样？（太可怜了）我们看了心也会碎的！你能试着读读这一句吗？

8、这是一幅怎样的画面啊？一对悲伤焦急的父母含着眼泪望着自己受伤的孩子，孩子正痛苦的流着血。孩子们啊，我们怎么可以？怎么可以？让这么可爱无辜的小生命受到伤害呢？让我们齐读课文的最后两个自然段，边读边体会此时孩子们的心情。

四、拓展延伸、情感升华。

1、故事讲到这里你明白了什么？你想到了什么？能不能跟大家说说？如果让你跟那些打小鸟的孩子们说两句话，你会跟他们说什么？

2、光悔恨是没有用的，我们还必须用我们的实际行动去帮助小鸟，我们应该怎么做呢？请同学们看这个动画片，然后再说说。

3、教师激情结语，引出请爱护鸟类和人类共同的家园地球主题升华。

一只小鸟课件【篇2】

教学目标

1.通过学习使学生懂得应该爱护鸟类。

2.初步练习读懂每个自然段的意思。

3.继续学习抓重点词语边读边想。

教具：投影仪学生准备剪纸鸟

教学过程

师：上节课我们已经读熟了课文，说说课文写了小鸟什么事？

师：大家翻开书自己读课文。你觉得这是一只怎样的小鸟？联系有关语句说一说。

生：这是一只快乐的小鸟。

师：你从课文的哪儿读到的？

生：读书

师：从哪些词感觉到快乐？（啁啾…）你们能把他们这种快乐通过朗读表现出来吗？

生：这是一只可爱的小鸟。

师：你从课文的哪儿读到的？……

师：选自己最喜欢的一句话读给同桌听一听，互相评一评

师：多美的景致，多可爱的小鸟，咱们怀着美好的心情读一读第二自然段。（齐读）

师：鸟儿欢快的歌声吸引了树下玩乐的孩子，他们天天来听小鸟唱歌，有一天，一件令人心痛的事情发生了。

师：默读5、6段，读到自己感受很深的句子就画下来，还可以把自己的感受用几个词语概括地写在句子旁边。交流体会（多找几个学生谈），教师投影出示有关句子，指导朗读。

（1）它正要发声，忽然“啪”的一声，一个弹子从下面射来，它一翻身从树上跌了下去。

（2）斜刺里两只老鸟箭也似的飞来，接住了它，衔上巢去。

（3）它的血从树隙里一滴一滴落到地上来。

师：你怎样评价树下的那几个孩子？

师：在我们身边，还有哪些不爱护鸟类的行为？

师：读了《一只小鸟》的故事，你有什么话想对小鸟或者孩子说？请同学们拿出你们自己剪的小鸟，把想说的话写在上面。

生：汇报、交流。

师：同学们，美丽的鸟儿，美丽的生活，美丽的大自然，都需要我们用心去呵护，真正的喜爱，不是占有、不是破坏，而是让美丽的事物更加美丽，让美丽的世界更加美丽。让我们怀着美好的心情再次朗读课文。

下课。

板书：

快乐可爱

6、一只小鸟让世界更加美丽

受到伤害

一只小鸟课件【篇3】

教学要求：

1、通过学习故事唤起学生对相同经历的回忆，使学生懂得应该爱护鸟类并理解亲情的伟大。

2、可结合课文练习概括每个自然段的意思。

3、继续学习抓住重点词语，边读边想象。

教学重点难点：

通过学习故事唤起学生对相同经历的回忆，使学生懂得应该爱护鸟类并理解亲情的伟大。

教学时间：两课时

教学准备：挂图、小黑板

教学过程：

第一课时

一、揭示课题

学习了《翠鸟》这篇课文后，同学们对小鸟产生了更加深厚的喜爱之情，如果你发现树上有一只可爱的小鸟，它的妈妈正好出去觅食了，你会怎样做呢？

揭示《一只小鸟》

二、感知课文

1、自由读课文，想想课文讲了一件什么事？

2、小鸟、老鸟、小朋友分别给你留下了什么印象？

三、学习字词

1、同桌合作，读通课文。主要把生字和生僻字读准。

2、抽学生分别读课文8个自然段，并说说每段主要写了什么？

（注意抓住要点：谁或什么在哪儿或什么时间干什么）

3、认读生字词，读准：

zhīmǎnmqīngdndiēyǎng

树枝丰满觅食倾听掸子跌了下来仰望

cholingxinxzhōujiū

鸟巢翎毛衔着缝隙啁啾

多音字：弹dn（子弹）tn弹琴

4、注意字形：觅字的爪字头的写法

仰字没有一撇

5、学生记住字形，当场听写。

6、给生字组词。

四、练习巩固：

抄写生字词

朗读课文

第二课时

一、读课题，导入新课

二、你认为这是一直怎样的小鸟？为什么？

1、读课文一、二自然段，学生讨论

2、交流反馈：

一只幼小的小鸟：它的羽毛还未丰满，不能远飞，每天只能在巢里啁啾。

一只快乐的有父母保护的小鸟：和两只老鸟说着话儿，她们都觉得非常快乐。

一只可爱的小鸟：它的脑袋里忽然充满了新意，抖刷抖刷翎毛，飞到树枝上，放出那赞美自然的歌声来。

3、练习朗读读出小鸟的可爱和快乐，读出画面的和谐美。

三、鸟妈妈、鸟爸爸给你留下了怎样的印象？

1、读课文3-6自然段，讨论以上问题。

2、抓住重点句理解：斜刺里两只老鸟箭也似的飞来，接住了它，衔上巢去。

四、孩子们给你留下了什么印象？从哪里看出来的？

体会孩子们喜爱小鸟但又伤害了小鸟的行为。

读课文7、8自然段，想象：小鸟消失后，孩子们的心情怎样/他们会怎么想？

（使学生明白什么样的行为才是真正的喜爱。）

过了十年，一切有了什么变化？

五、回读课文，升华情感

有感情地读课文，说说自己读完课文后的感想。

六、想象练说

那只小鸟后来怎样了？同桌互相练说，然后抽学生上台说。

一只小鸟课件【篇4】

活动目标：

1.了解小鸟的特征，学习波浪形折纸。

2.能运用剪，贴，折等的技能进行创作。

3.感受创作的乐趣，体验成功的喜悦。

4.培养幼儿的观察、操作、表达能力，提高幼儿的审美情趣及创新意识。

5.培养幼儿耐心完成任务的习惯，享受折纸活动的乐趣。

活动准备：

1.彩纸2.剪刀3.双面胶4.铅笔，直尺，橡皮。5.勾线笔 6.录像设备7.音乐

活动过程：

一.开始部分：

导入：

1.师：“今天教大家来制作一只小小鸟，那怎么做呢?”

2.介绍制作材料和工具。

二.中间环节：

示范制作步骤：

1.拿一张彩纸，把彩纸剪成一条长方形。

2.反复对折，折成波浪形状。

3.中间对折一下，然后用剪刀把两边对角剪掉。

4.再剪一条长方形，重复2，3步骤

5.把两个剪好的折纸用双面胶粘在一起，打开折纸呈花朵形状。

6.分别画好小鸟的尾巴，眼睛，翅膀，嘴巴，然后剪下来粘贴。

三.结束部分

播放音乐，制作背景，呈现完成的小鸟结束此活动。

活动反思

本次微课我利用了最普遍最常用的手工折纸来进行教学，小鸟是幼儿在生活中最常见的动物，对于幼儿来说并不陌生。为了更好地呈现，我通过手机拍摄，制作步骤分解，并进行示范讲解，给幼儿一目了然的视觉效果。为了不让幼儿在观看时感到无聊生硬，我为视频加入了愉悦的背景音乐来给整个活动增添一丝生趣，微课录完后我觉得我有些地方只注重制作步骤，在活动导入部分过渡的有些仓促，在今后的微课教学中我会多加注意，注重每个细节。

一只小鸟课件【篇5】

一、说教材

《一只小鸟》是北师大版三年级上册《鸟儿》单元中的一篇主体课文，这篇课文，出自文学名匠冰心之手，语言清新流畅，是一篇非常优美的散文。文章主要讲了一只羽翼未丰的小鸟每天在树枝上唱歌，被孩子们打中后两只老鸟把它接住并带回巢中的事。文章以爱为主旋律，歌颂了亲情的伟大；批评了不成熟的儿童爱，因爱的方式不对，给鸟儿带来了伤害；告诉我们生命是平等的，人与自然之间应该是和谐的，我们人类应该爱护自然、保护自然，应该有一颗真诚的爱心。教育孩子们对于世间一切美好的事物，不仅要爱，而且要会爱，爱不是自私地占有，不是无情地伤害，而是欣赏、呵护和无私的奉献。

二、说教学目标、重难点、教学目标：

1、能够正确、流利、有感情地朗读课文。

2、通过学习课文使学生懂得应该爱护鸟类并理解亲情的伟大；

3、继续学习抓住重点词语，边读边想象，理解课文内容。

教学重点、难点：

1、能够正确、流利、有感情地朗读课文。

2、通过学习课文使学生懂得应该爱护鸟类并理解亲情的伟大；

3、继续学习抓住重点词语，边读边想象，理解课文内容。

三、说教学方法

学生升入三年级后，已经掌握了一定的观察想象、口头表达、交流合作、朗读等方面的能力，但是这些方面的能力都不强，比较薄弱，比如观察不细致，不能进行充分的合作交流，口头表达方面说话不够流利、完整、通顺，朗读水平不高等等这些能力都有待于老师在今后的教学中不断地培养，不断提高。针对学生的现状又结合教材的特点我设计了通过运用朗读法、小组合作交流法、图文结合法、理解重点词句法来进行本课的教学，并对学生各方面的能力进行进一步的培养和锻炼。

四、说教学过程

《小学语文教学法原理》告诉我们，语文教学中的阅读，是关系到培养读写能力和发展智力的一种发展性阅读。读一篇文章，先要让学生感知文字，从字词到句，从句子到段落，从段落到全篇，逐步读懂。结合《一只小鸟》一文的具体情况，在教学中的具体操作程序是这样安排的：

一、激趣导入

因本节课是第二课时的学习，一开始我便以昨天我们认识了一只小鸟朋友，今天它又来到了我们的课堂，大家还想继续了解它吗？导语导入，（通过小鸟朋友这样亲切的叫法，拉近学生与小鸟的距离，激发学生的学习兴趣）

复习，检查字词的掌握情况。

谁能说说课文主要讲了一件什么事？（检查学生对课文主要内容的掌握情况，锻炼学生的口头表达能力。）

二、细读课文，体会感悟

新课标要求，理解课文要以读为主，读中感悟，读中体会，俗话说读书百遍，其义自现。第一部分的学习我设计运用朗读、小组合作探究等教学方法突破重点。我设计围绕这是一只怎样的小鸟？你是从哪些地方看出来的？这个问题，从问题入手，让学生带着问题静心潜读课文，与鸟儿作心灵的吟唱，通过小组讨论学习，让学生充分发挥学习积极性，学会合作，学会探究，在愉快的交流过程中学会知识，再经过全班交流，学生对鸟儿的外形、活动、叫声应该已经有了一定的了解，鸟儿那机灵可爱的样子便会跃然纸上。如此可爱快乐的小鸟，我们应该怎样读才能体现出它的快乐呢？此时趁机指导学生有感情地朗读，让学生在读中感悟小鸟的可爱快乐，通过学生自由练读、指名读、生评读、老师适时的激发、导读，我想学生应该可以读得活、读出韵味。此时又我设计了同学们对第一部分的学生还有什么不懂或不明白的地方吗？这样一个质疑的环节，一方面可以训练学生提出问题、解决问题的能力，让学生学会质疑；另一方面可以点出重点，如啁啾是个生僻字（形容鸟儿的叫声）；有些学生可能不太理解，可以让学生帮助解答；再如自然在这里指大自然，不仅要让学生明白大自然除了有灿烂的阳光，葱绿的树木等等，还应该引导学生感受到因为有了小鸟清脆柔美的歌声，大自然的这种和谐的美才能够展现得更加淋漓尽致。这样一来，也就为解释鸟类是我们人类的朋友，我们应该爱护它们找到了依据。最后我又设计以学生用肢体语言表现小鸟快乐可爱的形象及欣赏关于小鸟的图片、叫声的环节把学生对小鸟的快乐、可爱的理解推向高潮。

第二部分（36）是文章的重点，这一部分的学习，我设计了抓住重点词句，理解课文内容学习方法突破重难点。如这句它正要发声，忽然啪的一声，一个弹子从下面射来，它一翻身从树上跌了下去忽然说明了什么？(意料之外)跌是什么意思为什么不用掉？（跌说明完全失去控制，很重的掉下来，说明鸟儿受伤很重）斜刺里两只老鸟箭也似的飞来，接住了它，衔上巢去。斜刺里不好理解，让学生通过观察画面，仔细观察图中两只老鸟的动作，通过适当的动作或手势从而理解斜刺里，加深学生对内容的理解，激发学生表达的欲望，有效地锻炼学生的观察能力和语言表达能力。箭也似的说明像箭一样速度飞快；另外通过飞来、接住、衔上一系列动词体现出老鸟救子的急切心情；它的血从树隙里一滴一滴地落到地上来。一滴一滴说明什么？（学生只要理解小鸟流血过多，受伤严重）刚才还活蹦乱跳的雏鸟就这样受伤，就这样失去了生机、清脆的叫声甚至也许是生命。此时孩子的情感从高峰跌入谷底，他们为小鸟的不幸而悲愤，自然而然地达到了共鸣：爱不能成为一种伤害，爱应该是欣赏、呵护和奉献。通过对斜刺里箭也似的一滴一滴等重点词语的理解，加之教师适时的指导朗读，学生自由练读、指名读等有效地、充分地朗读，我觉得学生应该能体会亲情的伟大。

三、想象拓展

三年级的学生已具有一定的观察想像、口头表达和交流合作的学习能力，因此我安排了让学生想象：（1）故事讲到这里，你想对谁说些什么呢？(对小鸟、对鸟爸爸、鸟妈妈、或对孩子们、对人类)这个环节的设计我让学生把肚子里的话都倒出来放心大胆地说出来，锻炼学生口头表达能力的同时考察学生对文章内容的感悟，使学生的情感得到升华。(2)消失的歌声又再次出现了，这是怎么回事？设计续编故事这样的环节，进一步的培养锻炼学生的想象能力以及口头表达能力。

五、作业设计

我本着让学生自由作业，快乐学习的目的设计了三项选作题：

1、续写故事：后来，消失的歌声又出现了，这是怎么回事呢？

2、登陆网站了解更多关于鸟类的知识；

3、设计并制作标语牌，写上你创作的保护鸟儿的标语。

六、板书设计

好的板书是一篇文章的袖珍版，是课文精华的体现；好的板书更应具有深刻的启发性。我的板书设计力求体现这些，设计时按照故事的发展顺序，体现了文章的思路，从板书中可以发现抓住重点、突破难点的途径，并能用较为清晰的思路引导学生复述课文内容。（出示板书设计图）

语文应该是广阔的，字词的积累，文章的品析，情感的升华都应是语文的内涵。而生活这片广阔的天地更应是语文的外延。教育的最高境界应该是达到三个和谐，即让孩子与自身和谐，与周围生命和谐，与大自然和谐。教学本文，除学习语文基础知识（写字、朗读、表达）之外，更多的应该让孩子懂得对生命的敬畏：真正的的喜爱是对鸟儿的疼惜、照顾和爱护、鸟儿只有是活的才是最可爱的。所以应该让孩子们学会真正的爱的方式。

一只小鸟课件【篇6】

原创原因：一只小鸟飞在春天的田野里，开心的唱着歌，快乐的自由自在。通过本次幼儿园教案，激发孩子在生活中养成良好的卫生习惯，养成良好的习惯健康自己的身体。引发撕纸在教学中的乐趣。

目标：引导幼儿正确看待“禽流感”，培养幼儿的动手能力和耐心细致的习惯，初步学习撕纸的技能，练习撕圆，养成良好的卫生习惯。

准备：手工纸人手两份：一大二小、16K纸、记号笔、音乐

难点：撕圆

重点：培养动手能力

过程：

一、谈话：

1、关于“禽流感”

2、引导幼儿正确看待“禽流感”

3、导入：

小鸟：现在，由于“禽流感”人们都不欢迎我们了，我们感到很寂寞。

老师：我们请这些健康的小鸟来和我们一起玩，好吗？

二、撕小鸟

1、教师示范讲解，

幼儿跟学

X（1）撕小鸟：

身体：将大正方形纸的四个角都撕去——将光边撕去——慢慢撕成一个圆形。翅膀：用小正方形撕

（2）用记号笔添加嘴、脚

2、幼儿练习撕小鸟的好朋友（再撕一只小鸟，并添加嘴、脚）

三、添画背景

可以用撕下来的碎纸，也可以用记号笔。

四、听音乐学小鸟飞

（与小鸟一同游戏）

优秀教案推荐

又一只快乐的小鸟

活动目标：体验创造的快乐，在感受理解音乐的基础上，用不同动作表现音乐情境。

活动准备：表现小鸟生活的三段体音乐、录音机

活动过程：

1．我们和小鸟做了朋友高兴吗？下面我们再来听一首关于小鸟的音乐，听了以后，你觉得小鸟在干什么？

提问：你觉得小鸟在做什么？

2．让我们再来仔细地听听这首音乐有几段？每一段听上去是一样的吗？

提问：你听出来有几段？每一段是怎么样？

3．让我们来听听第一段的音乐速度怎么样？好像小鸟在干什么？

听后提问：这段音乐的速度怎么样？好像小鸟在干什么？（XX小朋友说得很好，你做给小朋友看看，大家来学学）

4．小鸟醒来后，觉得很轻松，我们一边来听一边来想一想，它还会做些什么？

听后提问：小鸟醒来后会做些什么？

我们一起来跟着音乐做小鸟捉虫、游戏的动作。

5．小鸟们玩了一天很累了，要回家休息了，我们来听听小鸟是怎么回家的？

提问：小鸟是怎么回家的？是怎样休息的？（幼儿听着音乐做小鸟回家、小鸟休息的动作）

你们想不想成为一只小鸟，让我们来做一只快乐的小鸟吧！跟着音乐飞吧！我们跟着音乐把你好看的动作表演给客人老师看吧！（幼儿自由表演）

一只小鸟课件【篇7】

学情分析：

本班学生共有60人，大部分来自农村或外来务工人员子女。三年级的学生，已初步形成了良好的学习习惯和学习方法，上课能专心听老师上课，认真做课堂笔记。有一部分学生还缺乏良好的学习习惯和正确的学习态度，对学习没有良好的认识，缺乏积极的学习态度，学习存在着惰性，喜欢依赖老师和家长，不是主动的去获取知识，靠的还是死记硬背。

教材分析：

本篇课文《一只小鸟》是北师大版小学语文三年级上册(五册)中第五单元的第二篇主体课文。本文的作者是冰心。文中主要讲了一只羽翼未丰的小鸟每天在树枝上唱歌、孩子们用弹弓大中了小鸟，两只老鸟接住了小鸟把它带回巢中。从此孩子们再也听不到小鸟的叫声。文章批评了不爱护鸟类的行为，歌颂了亲情的伟大。

教学目标：

1、学习本课生字新词，理解课文内容。

2、正确流利地朗读课文，学习总结课文内容，并结合课文练习概括每个自然段的意思。

3、按照指定意思为课文划分层次。

4、继续学习抓住重点词语、边读边想象的学习方法。

教学重点：学习总结课文内容，学习概括每一自然段的大意，学习为课文划分层次。

教学难点：学习抓住重点词语、边读边想象的学习方法。

教学准备：多媒体教学光盘自制ppt课件

教学课时：一课时

教学过程：

一、导入。

1、同学们，你们喜欢鸟儿吗？你最喜欢什么鸟儿？

2、鸟儿是人类的朋友，它们和人类的生活息息相关。我们的世界因为有了鸟儿的存在显得生机勃勃，因为有了鸟儿的存在显得绚丽多彩。今天，让我们再次走进《一只小鸟》一课，共同关注一只小鸟的命运。

3、生齐读课题。

二、学习课文1、2自然段。

1、通过上节课的学习，大家对课文有了大致的了解，相信文中的一只小鸟给大家留下了一定的印象，下面请同学们自学课文1、2自然段。

出示自学提示：

用自己喜欢的方式再读读课文1、2自然段，思考：这是一只（）的小鸟。

2、交流汇报

这是一只可爱的、幼小的、快乐的、幸福的、爱唱歌、歌声动听的、爱欣赏风景的小鸟。

你从哪些词句中看出来？

3、多美的景致，多可爱的小鸟，再加上小鸟清脆柔美的歌声，这是一副多么美丽、和谐的自然图画啊！让我们怀着美好的心情齐读课文1、2自然段。

三、学习课文3--6自然段。

鸟儿欢快的歌声吸引了树下玩乐的孩子，他们天天来听小鸟唱歌。可是有一天，一件令人心痛的事情发生了。

1、请同学们快速默读课文3至6自然段，画出自己感受最深的句子，并在旁边批注自己的体会或感受。

2、汇报交流。

（ 1）它正要发声，忽然"啪"的一声，一个弹子从下面射来，它一翻身从树上跌了下去。

从这句话看出小鸟的伤势很严重，"跌"是完全失去控制，很重地摔下来。抓住重点词指导朗读。

（ 2）斜刺里两老鸟箭也似的飞来，接住了它，衔上巢去。

从这句话能够看出老鸟对小鸟非常关爱，体会到亲情的伟大。"箭也似的"像箭一样快，说明它们此时此刻内心非常着急。抓住"箭也似的"指导朗读。

师：拿一位母亲不爱自己的孩子？哪一位母亲能眼睁睁地看着自己的孩子受到伤害？此时的它们心急如焚，此时的它们肝肠寸断，我们怎样才能读出老鸟当时那种急切、悲伤的心情呢？

自己试读，指名读，评议，齐读。

（3）它的血从树隙里一滴一滴落到地上来。

从这句话体会到小鸟的伤势很重可能有生命危险……

师：刚才还活蹦乱跳、高声鸣唱的小鸟转眼间正痛苦地流着血，正面临着死亡的威胁，你觉得此时是一只怎样的小鸟？（可怜的、不幸的、痛苦的、命运悲惨的……）

是啊！这是多么令人心痛的一幕啊！你能带着这种感受读好这句话吗？

试读，指名读，齐读。

五、学习课文7、8自然段。

1、此时此刻，假如你就是那些孩子中的一员，当你看见小的血从树隙里一滴一滴落到地上来，它的生命即将结束，你会怎么想？

指名说。

2、因为孩子的一时贪玩，让这么可爱无辜的小生命受到了伤害，让我们齐读最后两个自然段，边读边体会此时孩子们的心情。

3、文中的孩子们喜欢这只鸟吗？从什么地方可以看出？他们对小鸟的爱和老鸟对小鸟的爱有什么不同？

点生汇报。

师：小孩的爱是自私的，爱的方式不对，爱它就让它更加自由，爱它就应该让它更加快乐，爱它就让它更加美丽，爱不是占有。

六、拓展延伸，情感升华。

1、故事讲到这里，你明白了什么？如果让你对文中的孩子说几句话，你会说些什么？

2、师：听了你们这番话，相信那些调皮的孩子们会放下手中的弹弓，以一颗善心和爱心去对待鸟类。老师也想对文中的孩子们说几句话，可以吗？

出示白居易的《鸟》诗。

谁道群生性命微，一般骨肉一般皮。

劝君莫打枝头鸟，子在巢中望母归。

岂止是"子在巢中望母归",同样还有"母在巢中盼子归",古人尚且明白这个道理，何况我们今天的少年儿童呢？让我们一起读一读这首诗，向所有的人发出"莫打枝头鸟"呼声吧！

七、总结。

美丽鸟儿，美丽的生活，美丽的大自然，都需要我们用心去呵护，真正的喜爱不是占有，不是破坏，而是让美丽的事物更加美丽，让美丽的世界更加美丽。我们相信：只要人人都献出一点爱，世界将变成美好的人间

作业：每一只美丽的小鸟都对世界充满了幻想和希望，但文中的这只小鸟却怎么也没有想由于人类的贪婪使它惨遭不幸。小鸟的命运牵动着每个人的心，大家想像一下，那只小鸟后来怎么样了？续写一段话。

教学资源：

为了更合理的、恰当的用好多媒体资源，有效的服务于教学活动，真正的起到辅助作用，在本节课设计之后，我广搜资源，分别从网络上、远教资源库上、多媒体教学光盘上大量的参考整理，最后一句我本节课的教学目标、重点难点，最终选用了多媒体教学光盘和自制的幻灯片课件。光盘中我选用了词语的出示和第一部分的动画播放，这两个部分能较好的突破本节课的难点，并激发学生参与学习的积极性。自制课件我为了更好的指导学生学会总结段意和划分层次，就用课件为他们展示出了一些学法指导，学生在自读课文的时候，可以参考学习，减轻学生的学习压力，起到了引导与自学的作用。

一只小鸟课件【篇8】

活动目标：

1．学习童谣，感受数字童谣的特点。

2．尝试正确使用量词，并根据童谣中动物发出的声音进行创编，体验创编童谣的乐趣。

活动准备：

1．每人一个贴绒动物(小鸟、喜鹊、麻雀、青蛙、鸭子、蛤蟆、小猪、河马、小马、毛驴等)。

2．与童谣内容有关的一定数量的动物卡片一套。

活动过程：

1．感受童谣内容。

(1)自由地向同伴介绍自选的贴绒小动物，并用声音或动作表示动物的主要特征。

(2)集体讨论各种动物的叫声或走路的动作。

★指导语：你的动物朋友是谁？它是怎样唱歌、走路的？

2．学习童谣。

(1)根据动物的数量顺序学习童谣，正确使用量词。

★指导语：这里有哪些小动物？各有多少？

(2)出示娃娃的图片，学习童谣最后两句。

★指导语：小朋友高兴的时候会怎么样？

(3)幼儿边做动作边念童谣。

3．尝试根据童谣中动物发出的声音进行创编，正确使用量词。

一只小鸟课件【篇9】

教学目的：

1、激发学生学习语文兴趣，使学生感受亲情的伟大并懂得应该爱护鸟类。

2、有感情地朗读课文，表演课文，培养学生的想象力和说话能力。

3、认读本课生字新词。

教学重点、难点：

1、充分朗读的基础上，培养学生的想象力和说话能力，感受亲情的伟大。

2、有感情地朗读课文，感受亲情的伟大，树立爱护鸟类的意识。

教具准备：

1、课件

2、小鸟、两只老鸟头饰

教学过程：

一、课件演示，激趣揭题。

1、课件演示，学生背诵有关课前搜集的有关鸟类的古诗。

2、简介冰心，激趣揭题。

二、初读课文，整体感知。

1、自读课文，自学生字新词。

2、四人小组进行读词竞赛，出示词语，让生认读。

3、再读课文，边读边思考，这是一只怎样的小鸟？文中是如何描写的，划出有关句词。

三、直奔重点段落，读文感悟。

1、出示三至八自然段，让学生找出课文中感受最深的地方，认真地读。

2、老师巡视；交流感受。

3、出示句子比较，品析。

斜刺里两只老鸟飞来，接住它，衔上巢去。

斜刺里两只老鸟箭也似的飞来，接住它，衔上巢去。

（1）比较句子的不同之处。

（2）朗读，想象，感悟亲情的伟大。

4、有谁也喜欢这只可爱的小鸟？朗读三至六自然段，划出相关句子。从天天等词中感悟。

（1）思考：老鸟的爱和小孩的爱有什么不同？

（2）再次朗读三至六自然段。

（3）出示联系，小组学习。

小鸟的歌声消失了，小鸟可能，小鸟可能。

5、学习有关小鸟快乐的段落，教师相机指导感情朗读。

6、讨论：如果你是那个孩子，再也听不到小鸟的歌声，你有什么感想？

7、带头饰表演课文内容，可发挥想象。

四、想象，拓展延伸。

小鸟后来怎样了？续写一段话。

五、布置作业。

1、四人小组合作制作一张爱护鸟类手抄报。

2、读相关冰心奶奶的作品。

一只小鸟课件【篇10】

一、教材分析：

此课是在《鸟和家禽》、《鸟的纹样》、《水墨画鸟》、《我做的鸟和家禽》基础上的一堂“综合、探索”课。像一只小鸟在天空中自由翱翔，是每个孩子的梦想。本课抓住学生这一心理，利用生活中废弃的材料，从色彩、造型、巧妙的搭配入手，创意性地把自己装扮成一只小小鸟，从而完成教学任务。

本课是在"变废为宝、变废为美"的美术教学新观念下一次革新性的创作会活动。

二、教学目标：

(1)认知目标:进一步了解鸟的外形特征，培养学生的造型概括能力。

(2操作目标:能综合多种废旧材料设计和制作鸟的形象。

(3)情感目标:激发学生热爱大自然、关爱小动物的情感，体验游戏带来的快乐，感受自己制作作品的美及成功的喜悦。

三、教学重难点：

教学重点:如何有选择地利用一定的废旧材料把自己装扮成一只鸟。

教学难点:能够综合废旧材料进行组合创作，造型美观、别致。

四、教学准备：

师生共同准备:a．各种废旧材料(瓶、罐、纸箱、纸板等)。

b 手工制作工具(剪刀、胶水、双面胶、订书机、胶棒等)。

c 各种绘画工具(颜料、画笔、调色盒等)，以及抹布等整理收拾工具。

五、教学过程：

利用前两节课中有关鸟的创作作品，来说说鸟的形象特征。

将师生共同准备的废旧材料，分放于教室四周，根据自己带的材料，学生介绍自已的创作意图。

以小组为单位，根据部分学生的创作意图，讨论设计方案的可行性。

讨论问题:

1 制作的成品是否安全?

2 色彩搭配是否吸引h?

3 如何合理利用不同质地的废旧材料来制作鸟的各个部分?

欣赏:

l 一组有关鸟类的卡通真人秀造型，从色彩、造型等方面引导学生观察。

2 历届学生的鸟类化装造型图片或书本上学生的学习活动图片。

教师以鸟的其一部分进行示范制作，也可以让学生参与制作，共同完成。

作业设计:以小组为单位，设计制作一件以鸟为主题的造型作品。

巡回指导:

l 及时协调学生的合作意识。

2 重点指导部分学生的细节制作。

3 友情提醒:注意美工刀的安全使用，注意胶棒的正确使用。

4 提供有关鸟的图片，协助学生搞好创作。

展示活动:在教室中央，搭建"舞台"，进行鸟的真人秀表演，在座的学生组成"小小评讲团"，进行评议(根据色彩、造型、表演等方面)。

一只小鸟课件【篇11】

活动目标：

1、培养幼儿热爱大自然，爱护小动物的情感。

2、理解儿歌内容，学习仿编诗歌。

3、学习词汇“飞飞，刨刨、跳跳、游游、跑跑、笑笑”

活动准备：

字卡、小动物图片、儿歌录音带

活动过程：

1、随着活泼快乐的音乐，教师带领幼儿跳舞进入教室。

2、今天天气真好，我们班上也来了许多小动物。v教师把小动物图片贴于黑板上，供幼儿观察w

一、观察图片，理解儿歌

1、图片有哪些小动物？v根据幼儿回答，教师翻字卡,认识字宝宝w

识字游戏：请幼儿给小动物们找到的正确的名字，将字宝宝贴在相对应的动物图片上。

2、小动物们都在干什么？请小朋友们学一学？

3、小动物们还有一首儿歌，让我们听一听v听的过程中，教师指图提示w

4、你听到了谁？在做什么？都学谁？

5、一起跟录音表演儿歌。

二、引导幼儿仿编诗歌

1、你还知道哪些小动物？

2、你们可以跟它学什么？

3、你能用和诗里一样的话说出来吗？

三、集体把自己编的儿歌表演一遍。

结束：教师带领幼儿学小鸟自由的飞向大自然。

一只小鸟课件【篇12】

教学目的：

1、激发学生学习语文兴趣，使学生感受亲情的伟大并懂得应该爱护鸟类。

2、有感情地朗读课文，表演课文，培养学生的想象力和说话能力。

3、认读本课生字新词。

教学重点、难点：

1、充分朗读的基础上，培养学生的想象力和说话能力，感受亲情的伟大。

2、有感情地朗读课文，感受亲情的伟大，树立爱护鸟类的意识。

教具准备：

1、课件

2、小鸟、两只老鸟头饰

教学过程：

一、课件演示，激趣揭题。

1、课件演示，学生背诵有关课前搜集的有关鸟类的古诗。

2、简介冰心，激趣揭题。

二、初读课文，整体感知。

1、自读课文，自学生字新词。

2、四人小组进行读词竞赛，出示词语，让生认读。

3、再读课文，边读边思考，这是一只怎样的小鸟？文中是如何描写的，划出有关句词。

三、直奔重点段落，读文感悟。

1、出示三至八自然段，让学生找出课文中感受最深的地方，认真地读。

2、老师巡视;交流感受。

3、出示句子比较，品析。

斜刺里两只老鸟飞来，接住它，衔上巢去。

斜刺里两只老鸟箭也似的飞来，接住它，衔上巢去。

（1）比较句子的不同之处。

（2）朗读，想象，感悟亲情的伟大。

4、有谁也喜欢这只可爱的小鸟？朗读三至六自然段，划出相关句子。从天天等词中感悟。

（1）思考：老鸟的爱和小孩的爱有什么不同？

（2）再次朗读三至六自然段。

（3）出示联系，小组学习。

小鸟的歌声消失了，小鸟可能，小鸟可能。

5、学习有关小鸟快乐的段落，教师相机指导感情朗读。

6、讨论：如果你是那个孩子，再也听不到小鸟的歌声，你有什么感想？

7、带头饰表演课文内容，可发挥想象。

四、想象，拓展延伸。

小鸟后来怎样了？续写一段话。

五、布置作业。

1、四人小组合作制作一张爱护鸟类手抄报。

2、读相关冰心奶奶的作品。

教学设计意图

本文讲述的故事和学生生活十分贴近，可唤起学生对相同经历的回忆，又是一篇进行口语交际的好材料，本课没有难理解的词，因此，我把教学重点放在第三至八自然段，通过反复的朗读，表演课文，巧设情境，激发学生说话兴趣，从而懂得爱护鸟类并理解亲情的伟大。培养学生的形象思维能力和创造力，提高每个学生的口语交际能力。

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