【导语】“小丑”通过精心收集，向本站投稿了12篇人教版一年级下册全册教学设计，下面是小编为大家整理后的人教版一年级下册全册教学设计，仅供大家参考借鉴，希望大家喜欢，并能积极分享!
- 目录
篇1：一年级语文下册全册教学设计
北师大版一年级语文下册全册教学设计
教学目标
1． 通过阅读课文和开展各种学习活动，在语文学习能力、学习方法和战略、情感态度价值观各方面得到发展。
2． 认字423个（下限），学习30个（下限）常用偏旁（部首），学习看上下文猜字等认字方法，综合运用学过的方法认字，独立认读“语文天地”中的现代诗文。
3．写字230个（下限）
4．誊写字母和音节，能为生字标音。
5．阅读42篇诗文（下限），背诵15篇（下限）。能借助手指但不出声，或者小声但不用手
指阅读课文。能读懂课文，感受诗歌的.音韵美。
6．积极、认真地参与各项语文活动，用普通话、积极地、又发明地完成教材中的口语交际，
初步形成合作、探究的意识。
7．学习教材传授的科学知识，有浓厚的学习兴趣。
8．继续培养天天阅读、收优秀图片资料、经常“回头看”等好习惯。
9．培养科学的思维方法，培养观察力、想象力、发明力。
教学重点：
1。.识字423个，写字230个。
2。.阅读42篇诗文，背诵15课文。能读懂课文，感受诗歌的音韵美。
教学难点：识字、写字。理解课文内容，培养同学的各种能力。
学习方式：合作、探究。
教具准备：课件、录音机、生字卡片、挂图、小黑板。
教学时间布置 ：
1．元宵节 6-7课时
2．家园 6-7课时
3．春天 8-10课时
4．植物 6-8课时
5．动物 6课时
6．保护 6-8课时
7．愿望 7-8课时
8．认真 8-9课时
9．车的世界 5课时
10．雨。 7-8课时
11．星空 7-8课时
12．朋友 6-8课时
13．时间 7-8课时
14．丁丁冬冬学写字 8课时
15．长大 7-8课时
16．快乐。 7课时
篇2：一年级下册美术全册教学设计
一年级下册美术全册教学设计
学习目标
1、记忆创造，感受生活情趣、培养初步的社区意识。
2、了解各种房屋形状、结构，掌握基本画法。
3、增强团结协作的集体意识，增进同学之间的友情。
重点难点重点：通过欣赏、观察，认识、了解不同房屋建筑的形状、结构和色彩，掌握房屋的基本画法。
难点：引导学生记忆，结合自己居住的建筑物的形状或特征想象画出房屋，并能用色彩进行装饰。
学法指导
课前准备
1、课前布置学生去观察、熟悉自己居住的房屋形状及上学经过的.街道以及其它场所的情况。
2、师准备学校、幼儿园、商店、加油站、医院、菜场等建筑物的照片各一张；学生家照片若干张；以学校为中心的地图一张：学校想象画一张。
3、学生准备水彩笔、蜡笔、彩色纸、剪刀等工具。
学学习过程二次备课
一、欣赏观察（导入）
1、出示以学校为中心的地图，让学生看看这是哪？你从哪观察出这是学校的？
2、出示课前准备的各种建筑物的照片（幼儿园、商店、加油站、医院、学生家、菜场等）分别说说它们的形状、特征；学生的家有学生自己介绍。
3、从学校出发让学生逐一把照片贴在地图上。（认识方位，初步学会看地图）
二、导入
1、这是我们现在的地图，二十年后学校发生了变化……出示学校想象画。说说这样的学校与现在的学校有什么不同？
2、十年后我们每个小朋友都有自己的家
揭题：你的家 我的家
三、自主表现
解决问题：
1、你想给自己的家设计一个怎样的外形？（屋顶、门窗、阳台等）
2、你会用什么颜色来装饰这个家？
3、想在家周围种上些什么植物？
作业要求：画出各自的家，并剪下来。看看谁的家最有特色，最漂亮。
四、学生创作，师巡回辅导
当堂训练
篇3：赣美版一年级美术下册教学设计全册
一、教学目标
1.根据孔雀羽毛的特征设计花纹或花边美丽的孔雀。
2.学会用点、线、面组成美丽的孔雀花纹图案，美丽的孔雀感受图案的装饰美感。
3.培养学生对美术设计美丽的孔雀的兴趣。
二、教材分析
1.编写思路。
目的是提高学生的审美能力和审美情趣。通过教学美丽的孔雀，让学生善于发现身边的美，学会用艺术的形式表现美、创造美，并尝试美化生活。本课《美丽的孔雀》就是典型的课例。学生通过观察发现孔雀羽毛的美感，并根据孔雀羽毛的特征设计花纹和花边，装扮自己和周围的事物。美丽的孔雀
2.重点、难点。
重点：学习用点、线、面元素设计绘制美丽的花纹或花边。
难点：根据孔雀羽毛的特征设计花纹或花边。
篇4：赣美版一年级美术下册教学设计全册
学情分析：
蝴蝶对于一年级的小朋友来说，是喜闻乐见的动物，它舞姿翩翩，纹饰亮丽，是学生乐于欣赏、喜于表现的内容。
教学目标：
1、认识蝴蝶的基本构造、对称特征及纹饰特点；
2、会画一只漂亮的对称的五彩蝴蝶。
教学准备：
白色蝴蝶底版。
重点：
学会用对称的方法剪一只漂亮的五彩纸蝴蝶
难点：
做出一只式样、纹饰有新意的纸蝴蝶
教学过程：
操作要点
一、看看蝴蝶的形状有些什么不同？
二、蝴蝶身上的花衣服是用什么装饰的？
（出示一只白蝴蝶的底版）
1、怎样才能把蝴蝶打扮的漂亮一点？
2、蝴蝶的两片大翅膀上画上对称的花纹。
3、可以运用多种短线、点、曲线等进行装饰。
三、作业
1、布置作业
说明作业要求
2、老师巡回指导
指导注意蝴蝶的翅膀是左右对称的。
四、作展示，互相评价
1、欣赏其他学生的作品
2、请学生谈谈喜欢的'一张作品，并说说原因。
五、欣赏另一个蝴蝶的世界
今天小朋友的表现特别的棒，为了奖励你们，老师决定带大家去一个特别的蝴蝶世界，
（课件出示）在这里，蝴蝶拥有了另一种美丽，看，精美的蝴蝶盘子、精致的蝴蝶发夹、蝴蝶挂饰、可爱的蝴蝶笔、蝴蝶盒子、漂亮的蝴蝶风筝??除了这些，生活中还有很多与蝴蝶相关的用品和装饰，只要你有一双善于发现的眼睛，就能找到美的存在。
篇5：赣美版一年级美术下册教学设计全册
课前准备
（学生）水彩笔、油画棒
（教师）视频素材、课件、画笔
教学过程
1.谈话引入。
播放视频：著名舞蹈艺术家杨丽萍表演的孔雀舞。
猜猜：艺术家通过舞蹈语言表现了哪种动物的.特征？
问：你喜欢这样的艺术表现方式吗？请学生模仿孔雀的造型，在音乐《金孔雀轻轻跳》中进行舞蹈表演。
2.出示课件，通过欣赏不同形式表现孔雀的艺术作品，学生评说其不同的美感。（有绘画的、舞蹈的、演唱的、图案的、雕塑等多元化形式。）
3.揭示课题：今天我们根据孔雀的花纹特点学习设计图案。（板书）
4.研究花纹图案的设计方法。
（1）请学生在生活中找出一些有趣的花纹图案。
篇6：赣美版一年级美术下册教学设计全册
教学目的：
通过画生长茂密的花，培养学生观察能力、记忆能力，学习用并列的形式描绘形象。
教学重点：
用并列的形式组织画面，练习用线造型。
教学难点：
并列的花有疏有密，有高有矮，形态自然。
教学过程：
一、组织教学：
按课堂常规坐好，稳定情趣，查学具。
二、复习、导入：
生动、形象、有趣的激发学生产生求知的极大兴趣。
欣赏课本：几幅画中的花有什么不同？一支花。一排花。一片花。提问：这花一棵挨着一棵，
长得很旺盛，给人一种什么样的感觉？谁来形容一下？
出示课题。
三、新课：
（突出美术特色，体现创新精神及个人风格，渗透德育，体现教法。）
1、欣赏奇形怪状的花。
提问：它们的种类、形状、颜色给人一种什么样的'感觉？回答：种类繁多、颜色鲜艳、形态各异。
2、联想公园里的花，他们有高有矮、有疏有密、枝叶茂盛、千姿百态，向着阳光盛开的花朵像一张张可爱的笑脸，好比我们少年儿童幸福的成长。
3、欣赏动画，了解每支花是由几部分构成的？花头、花茎、花叶
4、茂密的花朵和叶子形状多样，都有什么形状的？有圆形、半圆形、椭圆形、方形、三角形、梯形、任意形等等。
5、教师示范多种漂亮的花头。
6、画画的安排：
定位：画一排曲直自然、随意、高矮、疏密有别的线，充满画面。
勾线描绘具体形象：选择单色彩笔，有力流畅地在定位线上添画各种形态的花朵、花蕊、枝、叶。
装饰：上色，任意选择各种颜色平涂在花和叶上，使画面颜色丰富多彩。
描线，用点、直线、曲线、折线、圆等纹理填画在花和叶中。
教学意图茂密生长着的花。通过描绘锻炼学生用线造型及熟练地赋色的能力。增长学生的知识，受到美的熏陶，从而懂得珍惜自然和爱护自然。
四、学生作业，教师辅导。
辅导要点：因材施教、照顾全体、灵活多变。定位勾线描绘具体形象装饰
五、小结：
概括出本节课知识的要点，作业讲评。展示学生作业，学生将评。公园里花开了，有红的、有黄的、有粉的，花儿好看能带回家看吗？（不能）为什么？（公园里的花是给大家看的）
篇7：高一下学期全册教案(人教版高一英语下册教案教学设计)
Unit 13 Healthy eating
Teaching Aims and Demands
1.Words and Phrases
Four Skills: stomach fever ought to examine plenty of diet keep up with make a right choice short of fit gain now and then.
2.train the students’ listening ability.
3.develp the students’ speaking ability by describing, talking and discussion.
Three Skills:
energy soft bar fuel chemical balance tasty boil mixture
Spoken English:
In the clinic / seeing a doctor:
What’s wrong with you? What’s the matter with you?
Lie down and let me examine you.
Let me have a look.
Where does it hurt?
Drink plenty of water and get some rest.
I’ve got a pain here. This place hurts.
There’s something wrong with back/my knee/my arm.
I don’t feel well.
Grammar:
Use of Language:
1. Master the function use of language as defined above.
2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.
Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.
Important points:
1. Talk about different kinds of food that one favorite.
2. Learn the basic knowledge of healthy eating.
3. Learn how to say in the clinic.
4. Grasp the language points and grammar in the text.
Difficult points: The use of modal verbs --- had better, should and ought to.
Teaching aids: computer or slider-projector
Way of Teaching: Communication way of teaching, discussion and group work.
PERIOD 1
Teaching aims and demands
1. Aims of knowledge:
Learn and master the phrases
2. Ability aims:
1. Train the students’ listening ability.
2. Develop the students’ speaking ability by describing, talking and discussion.
3.Moral aims:
Teaching important point:
1. Train the students’ listening ability.
2. Master the new phrase, sentence patterns and everyday English and make the students be free to talk about their favourite food and give reasons for their decisions.
Teaching difficult point:
1. How to improve the students’ listening ability.
2. How to finish the task of speaking.
Teaching methods:
1. Listening and answering activity to help the students go though will the listening material.
2. Individual, pair or group work to make every student work in class.
Teaching steps:
Step 1 Warming-Up
First show the students some pictures of dishes and so to introduce the topic of this unit.
And then show the pictures on their textbooks and let them to decide what is junk food and what is not.
Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.
Step 2 Listening
Let the students listen to the tape and be prepared to answer the questions below.
Step 3 Speaking
Show the students the three situations as on P2. Then ask the students to prepare a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue
After that list the useful expressions in their dialogue.
Language points:
1. Does Mike have a fever?
fever
发烧,发热;热度;狂热,高度兴奋
He had a slight fever. 他有点发烧。
Everyone was in a fever of excitement. 所有的人都兴奋之极。
Feverish a.1. 发热的,发烧的 2.狂热的,兴奋的
You're a bit feverish, you should go to bed. 你有点发烧,你该上床去。
They worked with feverish haste to finish the job.
为了完成此事他们以狂热的速度工作着。
2.My left arm is broken. It really hurts.
hurt
vt.1. 使受伤 2. 使疼痛 3. 伤...的感情;使(感情)受到伤害 4. 损害,危害
vi.1. 疼痛n.1. (精神上的)创伤 2. 伤;痛
No one was seriously hurt in the traffic accident.
在这次交通事故中没有人受重伤。
The tight shoe hurt my foot. 这只鞋太紧,把我的脚挤疼了。
He inadvertently hurt her feelings. 他无意中伤了她的感情。
The scandal hurt the government's image badly.
这丑闻严重损害了政府的形象。
My right leg hurts. 我右脚疼。
It was a real hurt to her vanity. 这对她的虚荣心真是一个打击。
The massage made the hurt go away. 按摩使疼痛消失了。
3. ---What's the matter?---I have a pain here.
Ask the patient what is wrong and give him some advice.
What's the matter 怎么啦？有什么毛病？
pain
n.1. 疼痛;痛苦 2.辛苦,努力[-s]
vt.1. 使烦恼, 使痛苦 2. 使疼痛
vi.1. 引起疼痛, 感到疼痛
The death of her son gave her infinite pain. 她儿子的去世使她悲痛欲绝。
She has a pain in her stomach. 她胃痛。
No pains, no gains. 不劳则无获。
It pained me to see my child suffer like that.
看到我的孩子受这样的罪,我心里非常难过。
My arm is paining. 我手臂疼痛。
4.Was the peach ripe or green? You ought to be careful with fruit.
ought to
1.应当,应该 2. (表示可能性、期望)该
Students ought to study hard.
学生应该努力用功。
You ought to read his novels.
你应该读读他的小说。
It ought to be a fine day tomorrow.
明天该是好天气。
careful
a.1. 仔细的;\\小心的
2. [(+of/about/with)][+to-v][+v-ing][+Wh-][+(that)]
John was careful not to say anything about this to her.
约翰小心翼翼,避免向她提及此事。
Be careful with the dynamite.
当心这炸药。
A good writer is careful about details.
凡是优秀作家都重视细节的描写。
I am always careful when crossing a street.
我过马路时总是很小心的。
5.You'd better get some rest.
had better
(劝告、建议说)最好做某事;比较有用的办法是...
否定、疑问、反意问句的使用.
6.I advise you not to eat fruit that isn't ripe in the future.
advise
vt. 劝告,忠告[(+sb+todo)][+doing][+that+(should)do]
We advised her that she (should) wait.
我们劝她等。
We advised him not to act in haste.
我们劝他不要匆忙行事
7.Lie down and let me examine you.
examine
vt.1. 检查;细查;诊察 2. 审问;盘问[(+on)] 3. 测验[(+in/on)]
The doctor examined the boy and found there was nothing the
matter with him.
医生检查了男孩的身体发现他是健康的。
The lawyer examined the witness.
律师讯问了证人。
The teacher examined the students in physics.
教师考学生物理。
8.Drink plenty of water and get some rest.
plenty
n.丰富;充足;大量[(+of)]
He has plenty of humorous stories to tell.
他有许多幽默故事可讲。
Holmes and he had plenty in common.
他与福尔摩斯有许多共同之处。
Step 4 Homework
In this class we’ve done some listening and that food we eat is healthy food and which food is junk food .Of course we’ve also learned some useful phrase .I hope you can master them after class preview the reading material “we are what we eat”. So much for today. Goodbye, everyone.
Prepare for the next class.
Collect some menus if possible for the next class.
The design of the writing on the blackboard
Unit 13 healthy eating
The first period
All the time, have a fever, be careful .in the future, advise sb. To do sth.
PERIOD 2
1.Aims of knowledge:
Learn and master the phrases
2.Ability aims:
1．Train the student’s reading ability.
2．Develop the students’ speaking ability by describing, talking and discussion.
3. Moral aims:
Enable the students to understand the best way to make sure that we will fell and look fine is to develop healthy eating habits by learning the reading text.
Teaching important points:
1. Improve the student’s reading ability.
2. Master the following phrase: keep up with, too much, make choices, be harmful to, lose weight, be prepared for.
Teaching difficult points:
How to make the students understand the reading material better and answer some questions on the passage.
Teaching steps:
Step 1 Introduction
Yesterday we learned something about food. And we’ve3 known what food we eat is healthy food and what food is junk food. Who can give us an example? You try, please.
Using the questions on P3 to introduce the new text.
Step 2 Fast-reading
1.What does the “fuel ” mean in the first paragraph?
(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)
2.What do we have to consider when we choose to buy or eat?
(What kinds of nutrients that the foods contain.)
3.What made our eating habit changing?
(Many things: what people believe, advice from companies and stores.)
4. How can we feel and look fine?
(We ought to learn about our body and the fuel it needs to keep fit.)
Explain the language points if necessary.
Step 3 Carefully-reading
How many parts can be divided into?
(Three parts.)
What’s the main idea of each part?
(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)
Step 4 Talking
Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.
Step 5 Homework
PERIOD 3
Language points
1.Our eating habits have changed, as has our way of life.
as+倒装句
...也一样,即...and our way of life too.
2.If we want to keep up with the high pace of modern life, we’d better
make the right choices about what and how we eat.
keep up with
1. 跟上 2. 和...保持联系
They walked so fast that I could not keep up with them.
他们走得那么快,我没法跟上。
She has kept up with some of her friends since her retirement.
她退休后一直同一些朋友保持着联系。
3.Some nutrients help build our body and make it stronger.
build
vt.1. 建筑; 造 2. 建立;发展;增进[(+up)]
4.Fish, meat and beans contain a lot of protein.
contain
5.Other nutrients help keep our body functioning well.
function
n.[C] 1. 功能,作用 2. 职务,职责
vi.1. (机器等)工作,运行 2. 起作用[(+as)]
The teacher did not explain its grammatical function.
老师没有解释它的语法功能。
What is his function on the committee?
他在委员会里担任什么职务?
The refrigerator is not functioning well.
冰箱有点问题。
The sofa functions as a bed at night.
这沙发在夜里可以当床。
6.Vitamins help our body fight disease.
fight
vt.1. 与...作战;与...斗争
fight with 和...斗争;fight for 为争取...而斗争
7.But the choice we make are not just about nutrition..
not just
同not only
8.Many people make their choices about eating habits based on
what they believe.
based on
9.Organic vegetables are those that are grown without chemicals that
can be harmful to human beings or the environment.
chemical
a.1. 化学的, 化学上的,化学用的 n.1. 化学制品;化学药品[C]
He devoted his life to chemical research.
他一生从事化学研究。
He is experimenting with a new chemical.
他正在实验一种新的化学制品。
be harmful to
对什么有害(also 'do harm to')
Smoking is harmful to health.
吸烟有害健康。
10.Because we have so much to choose from, many companies offer advice about what we eat.
to choose from
11.It is probably better if we spend our time and money on buying keeping a balanced diet.
probably
ad. 大概,或许,很可能（比可能性大，而且常有一定依据）
He will probably refuse the offer.
他很可能会拒绝这一提议。
spend
spend...(in)doing; spend...(on)doing; spend...on/for sth
12.The same goes for 'crash diets' that some companies say they will make us lose weight fast.
go for
适合于；对...适用
What he said about you goes for me too.
他关于你的一席话对我也适用。
lose weight
体重减轻
I think she might have lost a bit of weight.
我想她体重可能减轻了一些。
长胖 put on weight; gain weight
13.We ought to learn more about our body and the fuel it needs to keep fit.
fit
此处：健康的;强健的
You look very fit, Mike.
麦克,你看上去很健康。
14.Only in this way will we be ready for the challenges and opportunities in life.
Only in this way will we...
only+状语放在句子开头要引起主句倒装
Only when you grow up will you understand the importance of learning.
Only then could he thought of me.
15.Sugar is bad for your teeth and can make you gain weight.
be bad for
对什么有害
be bad for 对什么有好处
be good/bad to 对某人好/不好
18.You have a bit of a fever.
a bit
有点
在修饰名词时要加of
Period 4
Teaching aims:
1.aims of knowledge:
1. Review the words learned in the last two periods.
2. Learn and master modal verbs:
had better, should, ought to
3.Ability aims:
1.How to guess the missing word according to the given sentence.
2. Let the students learn how to give advice or opinion about something, especially master how to use “should, ought to, had better and their negative forms” to give advice.
Teaching important points:
1. How to guess the missing word according to the given sentence.
2. Let the students learn how to give advice or opinion about something, especially master how to use “should, ought to, had better and their negative forms” to give advice.
Teaching difficult points
How to correctly use “should, ought to, had better and their negative forms” to give advice.
Teaching procedures:
Step 1 Revision
Check the homework.
Step 2 Grammars
First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.
Step 3 Consolidation
(1) Finish the exercise on P5 and on P74
(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought (not) to, should (not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.
1.give advice that will really help the person.
2. be polite and sincere
at last get the students to finish the following practice.
Step 4 Homework
Finish the exercise 3 on P74 in the students’ workbook.
PERIOD 5
Teaching aims;
1. Aims of knowledge:
1>Review the useful expressions learnt in this unit by making sentences with them.
2>Review how to use some Modal verbs to give advice or opinion about something.
2.Ability aims:
Let students know how to write recopies for their favourite dishes by reading “SNACKS” and two examples of recipes.
Teaching important points:
1. How to master Modal verbs
-had better, should, ought to
2. How to let the students understand the text “SNACKS” better and learn to write a recipe.
Teaching difficult point:
How to improve the students’ integrating skills.
Teaching procedures:
Step 1 Revision
Let some students read their reply to the letters on P74.
Step 2 Pre –reading and Reading
As we all know, people have to have food in order to live in our country, corn and wheat are the main crops in the north, while rice is the main food in the south. In western countries, bread is very important. Bread to western is just like rice to Chinese in the south. It is westerners’ most widely eaten food and is often called “the staff of life”. But in actual life, sancks are3 also very important for Chinese and foreigners. Do you often eat snacks?
Read the text on P6 and then get the students to find the main idea of it (Snacks is also important. we need to learn something about snacks and the way to prepare it.)
Language points:
1. Even if we choose nutritious food for our main meals, we probably still need to refuel now and then.
Even if
同even though，即使；尽管
now and then
同a little now and a little then; every now and then，有时候
2. Most fruits are naturally sweet and we can eat them just the way they are.
just the way thay are
意同in the way that they are
3.There are many recipes for simple and healthy snacks that taste great
and keep us going.
taste
Step 3 Writing
Ask the students to work in pairs to write the recipe for their favourite dish.
We may first give the tips on P7 as a guide.
Step 4 Discussions
First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?
What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)
Step 5 Homework
Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.
RECORD AFTER TEACHING
4>workbook
1>May I take your order, please?
take your order
[用法]餐馆常用语，order：叫(菜或饮料)
2>What do you recommend?
recommend
[用法]vt.1. 推荐,介绍[(+as/for)]
Can you recommend me some new books on this subject?
你能推荐一些有关这个学科的新书给我吗?
3>A hamburger is a dish while the others are not.
while
[用法]而，强调对比关系
4>You should avoid eating vegetables that are grown with too many chemicals.
avoid
[用法]避免，后接ing形式
5>You must pass your driving test next time you take it.
next time
[用法]连词用法
6>There is a species of inactive people, namely the 'mouse potato.'
namely
[用法]ad. 即,那就是
[举例]Only one person can answer the question namely you.
只有一个人能回答这个问题,那就是你。
7>The best source for calories is carbohydrates.
source
[用法]n.[C]1. (河的)源头;水源 2. 根源;来源 3. 提供消息(或证据)者;消息(或证据)来源 4. 出处;原始资料
[举例]Do you know the source of Amazon River?
你知道亚马逊河的源头吗?
They are required to publish the sources of their campaign funds.
他们必须公布自己竞选经费的来源。
The news comes from a reliable source.
这消息来自一位可靠人士。
The library has quantities of reference sources.
该图书馆藏有大量可供参考的原始资料。
8>A healthy diet should include a variety of food, most of which should be rich in nutrients.
include
variety
be rich in
[用法] 富于...的,有很多...的
[举例]The country is rich in resources.
这个国家资源丰富。
9>Vegans do not eat or use any animal products.
product
[用法]n.[C]产品,产物;产量;出产
[举例]They came here in search of new markets for their products.
他们来此为他们的产品寻找新市场。
Unit 14 Festivals
Part 1 Topic : Festivals
I （ Knowledge）
1. Can remember the following words and expressions (by pronunciation, spelling and writing):
theme, parade, holy, Easter, symbol, fighting, conflict, argument, opinion, destruction, major, probably, honour /honor(Am.E), ancestor, principle, nation, purpose, creativity, faith, commercial, joy, light (v.), similar, generation, salute, kiss, cheek, nod, celebration, respect, gift, cycle, fool, invitation, self-determination, reminder
dress up, in one’s opinion, play a trick on /play tricks on, take in, in common
2. Can use the following structures in different situations:
1) Useful expressions in the text
in my opinion, play a trick on /play tricks on, take in, in common, have something/nothing in common with …,as well as, get together.
2) Expressions on expressing and supporting an opinion
In my opinion, we should… I believe we should…
I don’t think it is necessary to… We must decide…
I hope we can make a decision. If we do this, we can…
3) Modal verbs (2): must, have to, have got to.
3. Can be familiar with the following world festivals and talk about them:
Chinese festivals: the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…
Foreign festivals: Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂兰盆节), Mardi Gras, Kwanzaa…
4. Can read the reading materials correctly, including pronunciation, intonation, pause and fluency. And recite five to eight beautiful or important sentences.
5. Can understand the teaching material well, and retell the text and have a discussion according to the text after class.
6. Can get further information about festivals through classes, magazines, newspapers, related books, Internet and so on.
II ( Affect )
1. To get Ss to enjoy festivals and customs from different countries, and enlighten Ss to enjoy the beauty and the importance of festivals and customs.
2. To encourage Ss to show positive and healthy attitude towards festivals and customs from different countries.
3. To get Ss to know how to hold effective and successful festivals.
4. To get Ss to further understand the differences between Chinese and foreign cultures by comparing Chinese and foreign festivals and customs.
III 技能目标 ( Skills )
1. To train Ss’ four skills (listening, speaking, reading and writing) in different periods.
2. To make Ss’ know how to write an invitation in English.
3. To help Ss to develop the ability of learning English through different ways, such as reading newspapers, magazines and books, surf the Internet, etc.
Part 2 Pre-unit Activities: Preview Task
1. Find information about the following festivals as much as possible through newspapers, magazines, related books and Internet.
Chinese festivals: the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…
Foreign festivals: Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂兰盆节), Mardi Gras, Kwanzaa…
2. Read the following introductions of some famous foreign festivals.
Mardi Gras The America's most favorite celebration, and famous Mardi Gras takes place in New Orleans, Louisiana. Carnival has religious roots associated with Judeo-Christian tradition. Mardi Gras is set to occur 46 days (the 40 days of Lent plus six Sundays) before Easter and can come as early as February 3 or as late as March 9. Known as the “biggest free show on earth”, people there dress up in costumes for these events and enjoy this celebration by going to public parades where they catch “beads, doubloons, cups, and trinkets” that are all thrown from floats. They also have private celebrations, masquerade balls, held by clubs called krewes. The official colors of Carnival are purple, green and gold, chosen in 1872 by that year's Rex. The colors have meaning: purple for justice, green for faith and gold for power. King Cakes are eaten during this holiday.
Valentine’s Day February 14th, Valentine’s Day, is sweethearts’ day, on which people in love with each other express their tender emotions. People sometimes put their love message in a heart-shaped box of chocolates, or a bunch of flowers tied with red ribbons. Words or letters may be written on the flower covered card, or something else. Whatever the form may be, the message is almost the same -“ Will you be my valentine?” The symbol of valentine is a picture with a Heart and Cupid armed with bow and arrow. Many universities, high or elementary schools hold a sweethearts’ Ball for the young students to celebrate Valentine’s Day.
Bon Odori Festival (Ghost Festival) Japanese has been looking upon Ghost Day Ceremony originating in Buddhist Ullambana. These two festivals were not only public holidays with enthusiastic festivities but also times when people gave presents to each other and enhance amity between them. The custom of giving presents might root in the transfer from the kind-heartedness of giving alms to the concern for the living families and friends. The Japanese also hang lanterns on July 15 to lead the spirits back to the earthly world and have them enjoy grand banquet. It is like our custom of releasing water lanterns and firing lanterns. Besides, they hold a “pot” ceremony, called “pot-reciting”, which praises Buddhist sutras, singing and dancing, receiving the departed spirits and sending away the solitary ghosts. Today, there are various scales of “pot ceremony” all over Japan, which is kind of an amusement gathering. However, current Ghost Day Ceremony is not full of gloomy atmosphere in its form, remaining only enjoyable sentiment in spite of the existing original meaning.
Halloween 1,000 years ago, the Celts living in the Great Britain believed that human is mastered by gods. They also believe that Samhain, the death god, would come back to the earthly world with the dead at the night on October 31. The Celts built bonfires and fired animals as sacrificial offerings to the death god. Some Celts were dressed in costumes made from animal heads or furs, which was the origin of contemporary Halloween masquerade. The night of the death god was a horrifying time that signified the coming of winter and was the beginning of Halloween eve. Today, the religious meaning of Halloween has been weakened; instead, the holiday expresses man’s cherishing memory of Halloween via innovative, ever-changing modern masquerade.
Day of the Dead, Mexico On November 2nd, each house roasts bread of animal forms, broiling chicken, hot chocolate and sweet corns, plus laying some toys on the altar because Mexicans believe that the dead children will come back to their own homes in the midnight. The altar for the dead elder is stocked with belongings of the merriment as they do; therefore, their Ghost Festival is just like a carnival when people walk around with masks, eating skull-shaped candies. And even a ghost image is put on the bread. In the evening, the whole family goes to the cemetery and clears the grave. Women praise all night in kneeling or sitting position while men are talking or singing. The flickering midnight candlelight is filling up the cemetery whereas walking singers are chanting for the dead Spirits.
Easter Easter, with its religious character, falls on the first Sunday after the full moon that occurs on or after March 21st. Therefore, Easter happens sometimes in March, and sometimes in April. It commemorates the resurrection of Jesus Christ from the tomb where he had lain for three days following his Crucifixion. His rise after three days indicates that he would accomplish his promise to rise again from the dead as proof of eternal life. As Christ’s return to life had occurred during the season of spring, some of the rites of Spring were still retained. Therefore, we see that although Easter is based on the events in the life of Christ, it has been influenced by older traditions. For example, the custom of dyeing eggs is still very popular among American children. Originally the egg symbolized fertility for the ancient Persians and Greeks who exchanged eggs at their spring festivals. But up to the Christian time, the egg symbolized the tomb from which Christ rose. For Christian lamb is the symbol of the sacrifice of Christ and pig the symbol of good luck. That is why both in Europe and in America, people have lamb and ham as their main meat on Easter Sunday. In all the spring season, people enjoy the Easter message of hope, joy and the resurrection of spirit.
Thanksgiving Day Thanksgiving Day, which originated in America and was first celebrated in 1621 by the pilgrims of the Plymouth Colony, is the most typical and true national holiday of all the holidays observed in the United States of America. Because of the religious persecution by the established church in England, the pilgrims left their native land with the purpose of enjoying religious freedom. They first fled to Holland, and then sailed to America on a ship called the Mayflower. When they arrived at Plymouth, Massachusetts, it was November, 1620. The first winter was very difficult for them and over half of them died because of hunger and illness, hard work and severely cold weather. In the spring of the next year, 1621, a friendly Indian named Squants, who had been captured and released by other English men, came to help them in planting the corn and fertilizing the soil. Then Squants brought the Indian chief called Massasoit who also treated them in a friendly way. With the help of the Indians, the pilgrims had a bumper harvest that year. They thought the harvest was a kind of deliverance by God, so they decided to have a day of celebration after their harvest to express their thanks to God. And they also invited the Indian chief Massasoit in gratitude and prepared a grand dinner out-doors. The celebration lasted for 3 days. On October 3rd, 1863, Lincoln issued the first National Thanksgiving Proclamation. Since then it has been the custom for the President of the United States to Proclaim annually the fourth Thursday of November as Thanksgiving Day. The Thanksgiving dinner is mainly stuffed with roast turkey, squash and corn, pumpkin pie and Indian pudding a custard made from corn), etc. Today, American people have four days for this holiday, although the first Thanksgiving lasted three days. One is probably surprised to find the uniformity in the holiday scene of every family, wherever one goes in the United States. People go back home to enjoy the reunion of their family at the arrival of Thanksgiving Day.
Christmas Christmas Day, which is the greatest of the Christian festivals, falls on December 25th on which Christian people believe Jesus Christ was born, although no one can tell the exact date of his birth. This is the biggest and best-loved holiday in the United States, which is full of joy and gaiety, love and laughter, hospitality and good will. People usually have two weeks for this holiday. They begin to prepare Christmas long before the holiday comes. Small families and large business firms prepare the holiday differently. Stores are decorated with the traditional Christmas colors of green and red. Goods associated with Christmas become best sellers at this time. People like to decorate their stores and homes with Christmas tree, which is usually covered with strings of colored lights and a star fixed on top representing the star in the East which guided the three Wise Men to where Jesus was born. And Christmas food is special: peppermint-flavored red and white striped canes of sugar, bright colored hard sweets, chocolate bonbons, creamy homemade fudge and clusters of chocolate-covered raisins, walnuts or pecans, etc. On Christmas Eve families have a big dinner. Children hang their stockings by the fireplace, hoping that Santa Claus will fill them with sweets and toys.
Part 3: While-unit Activities: Five Separate Periods
Period 1: Warming up & Listening
Before having this period, the Students (Ss) are asked to collect information about the three festivals: Halloween, Bon Odori Festival, Day of the Dead.
Step 1 Lead-in
1. First, greet Ss with the questions “How are you feeling today?” “ Do you feel happy today?”
Then, Teacher (T) can lead in the topic festival/ holiday by asking some questions such as:
When do you usually feel happy? (Ss can give different answers)
Do you feel happy when there is a festival and you have holidays?
Then which festival or holiday do you like best? And why?
2. Chinese have many festivals. How many Chinese festivals do you know? And what are they?
( the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…)
Which is the greatest and the most important festival to our Chinese people? When do Chinese celebrate the Spring Festival? How long does the Spring Festival last? Why do Chinese people celebrate it? What is the theme of the Spring Festival? How is it celebrated?
3.Different cultures have different kinds of customs and festivals. How many foreign festivals do you know? And what are they?
( Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂兰盆节), Mardi Gras, Kwanzaa…)
Step 2 Warming up
1. Show the Ss three pictures and ask them to discuss in pairs according to the following guiding questions:
Q1: Do you know the names of the festivals? (Halloween, Bon Odori, Day of the Dead)
Q2: Do you know which countries the festivals come from?
Q3: What are the people in the pictures doing? Why are they doing this?
2. Ask individual students to talk about the three festivals. The information of the festivals should include the name of the festival, when, where and how to celebrate it.
3. Which Chinese festival is similar to the three festivals? (Tomb Sweeping Festival)
Then get Ss to compare the Chinese Tomb Sweeping Festival with one of the three festivals. (Differences: time, people, place, the way of celebrating, etc. Similarity: ghost festival)
Step 3 Dialogue
Get Ss to work in pairs to make up a dialogue. One describes his/her favorite Chinese festival and the other describes his/her favorite foreign festival. Trying to compare them.
(The following form is presented for Ss to prepare.)
Festival
When is the festival celebrated?
Who celebrates the festival?
How do people celebrate it?
Why do people celebrate it?
What are some important themes, e.g.“family” and “peace”?
How old is the festival?
Step 4 Listening
1. Pre-listening: Present three pictures about Mardi Gras, Ramadan and Easter and let Ss to guess out the names of the festivals from what they can see from the pictures.
2. While-listening: Do the three festivals one by one. For each one, Ss can listen to it twice. The first time, Ss’ task is to find correct answers to the choices in the book. The second time, Ss’ task is to check their answers and T check the correct answers with the whole class.
3. Post-listening: Get Ss to listen to each festival again. While listening, try to take notes and get more information about the festival. Then ask Ss to describe the three festivals in their own words.
Step 5 Summary
Help Ss to have a revision of the festivals learnt in this class.
T: Different histories and cultures have different kinds of festivals and customs. We should get to know they all play important parts in learning a country’s language. We should respect and show positive attitudes towards foreign festivals and customs as well as Chinese ones.
Step 6 Homework
1. Listening work: Listen to the listening material about Christmas in workbook on page 77.
2. Written work: Write a description of your favorite festival. The description should include 1) the name 2) the time 3) characteristics 4) activities, etc.
Period 2: Reading
Step 1 Revision
Get Ss to work in pairs to match the festivals in Column A with the information in Column B.
Column A Column B
1.Ramada A. celebrated on the 15th day of the first Chinese lunar month
2.the Lantern Festival B. chocolate, bunnies, colored eggs for its symbols
3.Mardi Gras C. Muslims fast during the daylight day
4.Dragon Boat Festival D. catching “beads, doubloons and cups” thrown by parades
5.Valentine’s Day E. honoring love and lovers
6.Halloween F. eating Zongzi to honor Qu Yuan
7.Double Ninth Festival G. the time of ghosts, spirits, gravestones
8.Thanksgiving Day H. meaning clear and bright, mourning the dead
9.Easter I. offering thanks, family gatherings and meals
10.Tomb Sweeping Festival J. on the 9th day of the 9th lunar month as Senior
citizen’s Day
Step 2 Pre-reading
1. Make a comparison of Chinese Spring Festival and Christian
Christmas.
T: Which is the greatest and the most important festival to Chinese people? (the Spring Festival) And which is the greatest and the most important festival to Christian people in western countries? (Christmas)
Both of them are quite popular in the world. What are the differences between them?
Festival
Different
aspects
Chinese Spring Festival
Christmas
Time From the 1st day to the 15th day of the first Chinese lunar month
On Dec. 25
Preparation Do spring cleaning, do Spring Festival shopping (new clothes, delicious food, fireworks, New Year paintings, etc.), decorate the houses with Spring Festival couplets, paper cuts, Chinese knots… Do cleaning, do Christmas shopping (gifts, cards, sweet, cookies, etc.), decorate the houses with Christmas tree and colored lights…
Special Food New Year’s cake, dumpling ( jiaozi) , sweet dumpling (tangyuan)…
Candies, cookies, pudding…
Gifts Anything (foods, fruits, clothes, drinks…) Anything (foods, fruits, drinks, desserts, Christmas decorations)
Major Activities Have family reunion dinner on New Year’s Eve, pay New Year’s visits, recreational activities (dragon dance, lion dance, stilt-walking…)
Family reunion, have a big dinner on Christmas Eve…
purpose Bidding farewell to the old year and welcoming the new year, hoping for the best and the good future.
Celebrating the birth of Jesus Christ
Note: The italicized words in the form above are suggested answers.
Step 3 Reading
T: Do you know there is another festival which follows Christmas Day in America. It is an important festival to African Americans. Is there any one who knows the name of the festival? (Kwanzaa)
1. Fast reading: Read the text on page 10 fast and try to get a general idea of Kwanzaa from the text. T can present a diagram of the information about Kwanzaa to help Ss to finish this task.
(Questionnaire: When is Kwanzaa celebrated? How long does it last?
Who created the festival of Kwanzaa? (Dr Maulana Karenga) Who usually celebrates Kwanzaa? Why is it celebrated? What are the characteristics of Kwanzaa?)
2. Careful reading: Get Ss to read the text carefully to get more details. After reading, Ss are asked to do True or False exercises.
1) African Americans have a long history and a rich culture, so Kwanzaa is an old festival. ( F ) (a young festival)
2) People created Kwanzaa to celebrate American culture. ( F ) ( to celebrate African culture)
3) The word Kwanzaa means first fruit in Swahili, one of the largest languages in Africa. ( T )
4) The African first-fruit festivals are completely different from each other. ( F ) ( to have many things in common )
5) Kwanzaa is celebrated on Christmas Day. ( F ) ( from Dec. 26 to Jan. 1 )
6) Kwanzaa is based on old African festivals. ( T )
7) People who celebrate Kwanzaa light a candle for each of the seven principles. ( T )
3. Dialogue.
Suppose you are the reporter of Overseas Wind Programme of Huipu Students’ Broadcasting. Now you are chosen to interview the foreign teacher John about the festival of Kwanzaa. Make up a dialogue with your partner. One acts the role of the reporter, and the other acts the role of John. The dialogue can begin like this:
Reporter (R): Good afternoon, everyone. Here is our Overseas Wind Programme. Today, we have a foreign guest in our progamme. He is our foreign teacher John. Hello, John.
John (J): Hello.
R: Welcome to our Overseas Wind Programme. Today we have a topic about the festival of Kwanzaa. So would you like to introduce Kwanzaa to us? …
J: …
Step 4 Discussion
Topic1: Do you agree festivals can help us understand our history and culture? How do they help us understand our history and culture?
Topic2: Nowadays more and more festivals have been created in my cities for various purposes, such as developing local economy, making the city well-known, etc. Our city Linhai created the Festival of the Great Wall in the South. It has been celebrated for three years. However, some Linhainese think holding such a festival causes some problems to the city. What effects does the Festival of the Great Wall in the South bring to us? Make a list
Good Effects Bad Effects
… …
Step 5 Homework
1. Oral Work: Read and recite the new words learnt in this class.
Read and recite some beautiful and useful sentences in the text.
2. Written Work: Suppose you are the journalist of Huipu Sunshine Magazine. You are going to write a passage about Kwanzaa.
Period 3 Language Study & Grammar
Step 1 Revision
Get Ss to have revision of the text The Birth of Kwanzaa. Ss are required to answer the following questions about Kwanzaa.
Q1: Who created Kwanzaa?
Q2: Is it a young or an old festival? When was it born?
Q3: When is Kwanzaa celebrated?
Q4: Who celebrate the festival of Kwanzaa?
Q5: Why is it celebrated?
Q6: What are the characteristics of Kwanzaa?
Then T can ask individual Ss to give a short talk about Kwanzaa according to the questions above.
Step 2 Language points (in the text The Birth of Kwanzaa)
T: Now we have a good knowledge of Kwanzaa by reading the text. And there are some useful and important words and expressions in the text as well. It is necessary for us to learn and master them well. What useful words and expressions have you found from the text?
1. Let Ss do a word matching exercise to check whether Ss master the new words well.
1. nation A. a strong wish to succeed in doing something
2. faith B. large community of people; country
3. determination C. belief in something or someone
4. purpose D. an action meant to deceive (欺骗) someone
5. generation E. a reason for doing something
6. ancestor F. the people born at a certain time
7. peace G. a person in your family who lived a long time ago
8. trick H. quietness and calm
(suggested answers:1-B 2-C 3-A 4-E 5-F 6-G 7-H 8-D )
Then check answers to the exercises in Word Study on Page 13.
(suggested answers: theme, faith, purpose, nations, determination, joy, ancestors, birth, peace, treated)
2. Deal with the language points in the text. Get Ss to enjoy the text by listening to the tape. Ask Ss to read after the tape in low voice, and pay attention to the pronunciation, intonation and pause while listening.
1) Kwanzaa is a seven-day festival celebrating the culture and history of African Americans.（现在分词作后置定语，表示名词中心词与分词是主动关系。）
Kwanzaa is a seven-day festival created to celebrate the culture and history of African Americans.（过去分词作后置定语，表示名词中心词与分词是被动关系。）
e.g.那只跟着王老师进来的狗是我家的狗。
The dog following Mr. Wang into the room is my dog.
被一群学生跟在后面的那个男人是我们的王老师。
The man followed by a group of students is our teacher, Mr. Wang.
2) The week following Christmas Day, many African-American families get together to greet the new year and think about the past.
get together: 聚会
e.g. On New Year’s Eve we Chinese get together for a family reunion dinner
get somebody together:把…聚集起来
e.g. Every Monday morning, our school leaders get all the students together to have a meeting.
get-together n.聚集
e.g. Every year my classmates in junior middle school have a get-together.
3)…so that… 表示目的
e.g. He works hard so that he can get high marks in the exam.
…so+adj.+that 从句
e.g. He works so hard that he gets high marks in the exam.
4) in common 共同
e.g. Mr. and Mrs. Li own the store in common.
have something/nothing in common (with sth.) （与…）有共同点
e.g. I have nothing in common with my sister.
5) honour (=honor Am.E) n./v.
n. [ C ] “ 荣幸，使感到光荣的人或事”, 一般用单数形式。
e.g. To host the 29th Olympic Games is a great honour for China.
v. Every year we honour our past relatives and ancestors before a memorial in Tomb Sweeping Festival.
I felt highly honoured when the teacher spoke highly of me before classmates.
in one’s honour; in honour of something/somebody.为了纪念、尊敬某人/某事
e.g. Dragon Boat Festival is created in honour of the famous poet Quyuan.
6) as well as 与…一样好， 不仅…而且
e.g. She cooks as well as her mother.
Christine can speak Japanese as well as English
His children as well as his well were invited to the party.
（A as well as B …谓语动词单复词由A决定）
7）nation, country, state 三者的区别
三个都有“国家”的意思，但侧重点不同。
nation着重指人民、民族、国民。
e.g. The whole nation was in deep sorrow at this bad news.
country着重指疆土、国土、家园，也可指一个人的祖国或国籍所在， 还可指乡村。e.g. The soldier fought bravely for their country.
state着重指政策、政权、政府和国家机器， 还可指组成国家的州，特别是美国。e.g. Highways in China belong to the state./ How many states are there in the United States of America.
8) purpose: with/ for the purpose of (doing) something 表目的
e.g. He went to the supermarket for the purpose of buying something to eat.
on purpose 故意地，特意地
e.g. I came here on purpose to see you .
9) faith: have/ lose faith in…对…有/失去信心
e.g. I have faith in you, you will do it well.
Keep/break faith with somebody 对…某人守/不守信用
e.g. We will not treat him as our friend as he breaks faith with us.
10) believe in … 信仰，信任，赞成
e.g. We believe in his good character.
11) light v. (lighted/ lighted; lit/ lit)
Step 4 Grammar
1. Presentation : Present a sign “No Rubbish”
Ask Ss “What can you see in the sign?” “What does the sign tell us?” “Can we throw rubbish in this place?”“Where must we throw the rubbish?” “What should we do if we cannot find a dustbin at once?”
T presents the following two sentences on the screen.
①We mustn’t throw the rubbish in the place with a sign“No Rubbish”, and we must throw the rubbish into the dustbin.
②We have to keep the rubbish in hand or in a plastic bag until we find a dustbin, if we cannot find a dustbin at once.
2. Get Ss to compare the two sentences above and explain how to use the modal verbs“must” & “have to”.
must is often used when you think that it is necessary to do something. have to is often used when someone else thinks it is necessary or there seems to be no other choice.
must is used to talk about an obligation that depends on the person speaking or listening, while have to is generally used to talk about obligations that come from “outside”.
must--subjective have to --objective
e.g. I must be back by ten every night.( I think it is necessary for me to be back by ten every night.)
I have to be back by ten every night. ( I don’t want to be back by ten every night, maybe my mother thinks it’s necessary.)
3. Tell Ss in informal English, “have got to” can be used instead of “have to”. e.g. It is getting late, I’m afraid I have got to (=have to) go.
4. Forms in tense & Negative form
forms in tense: must, must have to, had to
negative form:
must--must not(mustn’t)(=not be allowed=be forbidden)
have to -- do not have to (don’t have to)(=needn’t)
e.g. It is a secret, you mustn’t tell others.
It is none of your business, I don't have to tell you about this.
Step 5 Practice
1. Look at the following table of greeting manners. Decide which are necessary and which are not. Make sentences using must, have to or negative forms.
Greeting manners
get off the bike when you greet someone salute
bow kiss on the cheek
nod hug
smile look into the eyes
take off your hat shake hands
Example: When you greet a friend who you know very well, you don’t have to shake hands.
If you want to make friends with someone, you have to smile more often.
2. Suppose you are spending the Spring Festival at your grandparents’ house. Complete the sentences with have got to.
1) Your school starts tomorrow, so you have got to go back today.
2) You broke your grandma’s favourite vase, so
3) Your parents went back to work three days ago, so
4) Your grandparents have give you quite a lot of money, so
5) You have done your homework all wrong, so
6) You do not know when you should go to school tomorrow, so
7) _______________________, so ______________________
8) ______________________, so________________________
Step 6 Discussion
Ask Ss to have a discussion of Dos and Don'ts at school, using the modal verbs: must & have to
Dos Don’ts
We must keep the classroom clean. We mustn’t jump the queue in the dining
hall.
We have to wear school uniforms We don’t have to use credit card in the every day. school store.
… …
Step 7 Homework
1. Make sentences with the following expressions: get together, in common, honour (v./n.), as well as, with/for the purpose of (doing) sth., have/lose faith in …
2. Finish off the grammar exercises in Workbook
3. Collect information about Earth Day, Martin Luther King, Jr Day, Day of the Dead, and April Fool’s Day.
Period 4 Speaking & Integrating Skills
Step 1 Lead in
In this unit, we have learnt a variety of festivals in the world, and as we know all of them celebrate different things, so their themes are quite different. What themes of the festivals do you know? ( peace, family, environment, nature, memory of great men, etc.)
Step 2 Reading (Integrating skills)
1. Get Ss to read the four festivals Earth Day, Martin Luther King, Jr Day, Day of the Dead, and April Fool’s Day, and try to get information about each one as much as possible.
2. Ask Ss following questions about each festival.
(Earth Day): When is Earth Day celebrated? What does it celebrate?
What does it tell us? What could we do to celebrate Earth Day?
(Martin Luther King, Jr Day): When is Martin Luther King, Jr Day celebrated? When did it become a national holiday? What is the theme of the 2002 holiday? What do you think “A Day On, Not A Day Off!” means? Martin Luther King, Jr Day is created in honour of Martin Luther King, are there any other great men or women whose memory should be celebrated? How would you celebrate the memory of them?
(Day of the Dead):Is it an old festival? What does it come from? What’s the theme of Day of the Dead? What do people do on that day? Why do so many festivals honour our ancestor?
(April Fool’s Day): What do people do on April Fool’s Day? Have you ever heard of an April Fool’s trick? What happened? What do we call the person who is taken in?
Step 3 Speaking
Suppose our country is going to create a new holiday, and there are four choices. They are Peace Day, Happiness Day, Friendship Day, and Nature Day. What Day of the four days do you think is the best one?
Fist, get Ss to discuss in pairs.
Then, ask individual Ss to report their decision using the following structures:
I think that the new holiday should be________. On this day, ________are allowed. People will __________. The holiday will be celebrated on _________and people will celebrate by______________. I think this is the best idea because___________.
Step 4 Tasks
Task 1: Design your new favourite holiday or festival and give reasons.
Report your new holiday or festival, using the following expressions:
In my opinion, we should… I believe we should…
I don’t think it is necessary to… We must decide…
I hope we can make a decision. If we do this, we can…
Task 2: Create your own festival. Get Ss to write a short description of their created festival according to the form below.
Name of the festival: ________________________________
Date: __________________________________________
Meaning: _________________________________________
Principles: __________________________________________
How is the festival celebrated? ___________________________
What is the symbol of the festival? _______________________
Step 5 Writing
T: Now you have created your new festival, you may want your friends to join the celebration of your new festival. So you should invite your friends to attend your celebration activity. Then how will you invite your friends? Here an invitation is needed.
T can present a sample of invitation and tell Ss how to write an invitation. Information needed in an invitation should include: what, when, who, why, and where? (see tips on page14)
(Sample:
Dear Mr. and Mrs. Silver,
We are having a small At-home party with a few close friends at our house on Tuesday, February 3rd, at 7:00 o’clock.
We should be very pleased if you could honour us with your company.
Sincerely yours,
John Brown)
Step 6 Homework
1. Writing: Use the information about the festival you have created to write an invitation. Your invitation letter should explain your festival and tell the guest how it will be celebrated.
2. Finish off all the exercises in Workbook.
Unit 15 The necklace
Ⅰ.Teaching Goals:
1.Talk about drama and theatre.
2.Use the modal verbs:must,can/could,may/might
(1)ask for permission;(2)ask about possibilities
3.Write and act a simple play.
Ⅱ.Teaching Time:
Five periods
Ⅲ.Background Information：
1.About the Author
Guy de Maupassant,the well-known French shortstory writer and novelist,was born on August 5,1850.When he was young,he had a great interest in literature.He practised writing literary works under the guidance of the famous novelist Flaubert.And Balzac was another teacher of his.So he wrote in the tradition of 19th century French realism,and became one of the most famous French critical realists of the late 19th century.
Maupassant's stories were built around the everyday life of the simple humble people.He had a fine use of irony.His style was direct and simple,with attention to realistic details.He saw clearly the toil,sufferings and the bitterly ironic happenings in human lives.At his best,he was able to put into a few pages a life story which would take other writers a whole volume to describe.
Most of Maupassant's works are about the peasant life in Normandy,the France-Prussian War and the life of the petty bourgeoisie.As he had held a number of government positions in Parice since 1871,he became familiar with the life of the government workers.And this experience helped him create his best short story“The Diamond Necklace”,from which our present text is adapted.Almost a hundred years after its first publication the story still touches the readers deeply to their hearts.
Maupassant suffered a great deal from illness in his late life.Yet he struggled to continue writing with tremendous will power.He had but a short life,and died at the age of 43(on July 6,1893).
2.About the Text
This short play is a stage version of The Necklace,one of Maupassant's best-known short stories.It tells about a vain woman,wife of a small clerk,who borrowed a diamond necklace to go to the palace ball.But unfortunately she lost the necklace.Then she and her husband had to work ten long years to pay for it.
The heroine was named Mathilde,who used to be a pretty girl.Being born in a clerk's family,she had no hope of marrying a man of wealth and position.So she let herself be married to Pierre Loisel,a small clerk in a government office.They were not rich and lived a simple life.
One evening her husband brought home an invitation for the palace ball.It was the first time in their lives that they had been invited to an important occasion like this.But the wife did not feel happy at all,because she had no dress for the ball.As the ball was very important to Pierre,he decided to buy her a new dress,which cost about four hundred francs.That was all he had saved.But Mathilde had no jewellery and she didn't want to go to the palace without jewelley.Her husband suggested that she should go and borrow some jewellery from a rich friend of hers,Jeanne Forrestier.Jeanne was very kind and friendly.She brought out her jewelry for Mathilde to choose from.Mathilde borrowed a diamond necklace.
Mathilde was the prettiest woman that night at the palace.She was a great success.All the men wished to dance with her.She danced madly,forgetting herself,her husband,her home and all.
On the way home Mathilde found that the necklace was gone.She and her husband returned to the palace and looked for it in every room but couldn't find it,and they never saw it again.They had to borrow thirty-six thousand francs,buy a diamond necklace exactly like the one they had lost and return it to Jeanne.Then they worked hard for ten years to pay for the money.
At the end of ten hard years,Mathilde had changed a great deal and looked so old that Jeanne couldn't recognize her when they met in a park one day.When Jeanne heard Mathilde's story,she was amazed.She told Mathilde that the necklace she had lent her ten years before was made of glass.It was worth five hundred francs at the most.
The First Period
Teaching Aims:
1.Learn and master the following words:
footprint shoeprint fingerprint tire mystery mysterious scary dormitory
2.Do some listening.
3.Do some speaking by acting out some short plays.
Teaching Important Points:
1.Do listening and speaking practice.
2.Improve the students' listening ability.
3.Improve the students speaking ability by acting out some short plays in English.
Teaching Difficult Points:
1.How to finish the task of speaking.
2.How to make up short plays.
Teaching Methods:
1.Warming up to arouse the students' interest in creating good stories.
2.Listening-and-choosing activity to help the students go through with the listening material and understand it.
3.Making and acting out simple plays to practise the students' speaking ability.
4.Individual,pair or group work to make every student work in class.
Teaching Aids:
1.a tape recorder
2.a slide projector
3.a computer for multimedia use
Teaching Procedures:
Step Ⅰ. Greetings
Greet the whole class as usual.
Step Ⅱ. Lead-in
T:Have you read thrilling and exciting stories?
S1:Yes,I've read one.It is Huckleberry Finn.It was written by Mark Twain.It tells us something about a boy who met with much danger and trouble.
T:Have you seen the soul-stirring film?
S2:Yes.I have seen the film“Titanic”.It tells us that the largest and finest ship at that time sank because it hit an iceberg.It is terrible to see the ship sink under the sea.
T:I think most of you have seen the film.It is really a good and soul-stirring film.It won its Oscar.It is well worth seeing.OK.Which of you had adventurous experience?
S3:I had one.
T:Would you like to tell us your experience?
S3:I'd love to.One afternoon when I went home after school,I found our door open.Suddenly I felt something happen.It was a thief who broke into my house.I was about to leave for help when the thief saw me,He tied me to a chair and took away our money and some valuable things.It took me an hour to untie the rope and call the police.
T:What an advanture experience!Sometimes,all of us are likely to be in trouble.What should we do when we get into trouble?Now we'll have a discussion in pairs.Begin,please.
(After two minutes,teacher collects some advice from the students and shows them on the screen.)
Dos
Find a good chance to get rid of dangerous situation
Call 110 for help.
Ask neighbours for help.
Use your clever head to defeat the other.
…
Don'ts
Don't enter the dangerous situation.
Don't fight with him,for you are weak.
…
T:Your advice is very good.
Step Ⅲ. Warming up
T:Today a foreign senior boy and a Chinese senior girl are travelling on a small island.They have adventurous experience.Now open your books and look at the pictures in Unit 15.Make up a story about something happening to the boy and the girl.Prepare it in four groups.
(Teacher gives students enough time to prepare it.Then ask one group to read the story.)
T:(After some minutes.)Are you ready?Now I'll ask one group to read the story to the whole class.Which group will try?
Group 2:A foreign senior boy and a Chinese senior girl were travelling on a small island when they met an old wise man with long beard.They talked with the man,who had a map in his hand.He told them there were valuables in a certain castle according to the map.So the boy and the girl came to a secret chambers in a mysterious castle on the island and they found a box full of jewellery.They were very excited.And they were thinking about what to do when a huge monster appeared.The monster was angry with them and began to run after them.They were frightened and ran quickly.But the monster went on running after them and they couldn't get away from the monster.At that time the wise old man suddenly appeared before them and helped them leave the dangerous situation.At last he told them that everyone liked treasures.But only when we worked hard by hand to get treature could we own them.
T:Thank you for your story.
Step Ⅳ. Listening
T:Now let's do some listening.Listen to a short play on the tape.The play has three scenes.There are two questions for each scene.First we'll learn some new words on the blackboard.(Write the words“footprints,shoeprints,fingerprints”on the blackboard.)We have known“print”means“a mark mad e on a surface showing the shape pattern of a thing”.Can you guess the meaning of the words?
S4:I'll try.I think“footprint”is a mark made by the foot of a person or an animal.
S5:I think“shoeprint”is a mark made by a sole of a shoe.
S6:“fingerprint”is a mark or pattern of lines made by the end of a finger.
T:(Teacher shows some pictures on the screen.)
Yes.You are right.Look at the pictures.(Teacher points at them.)This is a footprint.This is a shoeprint and this is a fingerprint.
footprint shoeprint fingerprint
(Teacher writes the words“tire,mystery”on the blackboard and explain them.)
T:Now look at your books on Page 11 and go through the information and make sure you know what you must do before listening.
(After a while.)
T:Now,do you know what you should do after you listen to the tape?
Ss:Yes.
T:I'll play the tape three times.For the first time
篇8：小学五年级人教版语文下册全册完整教案之三单元A 教案教学设计
教学目标
1、流利地朗读课文，参考课文下面的注释，理解每个句子的意思。
2、理解课文，体会杨氏之子的机智聪慧和他的回答的巧妙之处。
3、认识3个生字，背诵课文。
教学过程
第一课时
一、出示课题，感受文言
1、出示课题“杨氏之子”，说说题目的意思吗？
“杨氏之子”的意思就是姓杨的人家的儿子。
说明：“之”是助词，相当于“的”。
2、读读课题，这个课题的语言有什么特别的地方？
学生可能回答：不太好懂；像古诗的语言……
教师小结：这是古代汉语，也叫文言文。
3、大声地朗读课文，感受文言文和现代汉语到底有什么差别，有什么不同。
4、自由的说说你感受到的差别和不同。
学生可能的回答：很难读通顺；有些字没见过，不好认；意思不懂；句子很短……
根据学生的回答随机进行教学：
（1）学习生字“惠、曰、禽”，认读多音字“为（wèi）”、“应（yìng）”。
（2）结合课文中的有关字词，讲解一些简单的文言文和现代汉语比较的知识，比如：有些古汉字在现代汉语中不常用；文言文中多是单音节词等。
二、熟读课文，理解意思
1、大声反复朗读课文，把课文读通顺。
随机检测学生读课文的情况。
2、边默读课文，边看注释，说说每一个句子的意思。
教师要注意指导有困难的学生，了解学生的困难所在。
3、课堂交流，落实每一句话的意思。
比较困难的句子，可能需要教师重点指导：
“为设果，果有杨梅。”省略了主语，前面要加上“小孩”。
“未闻孔雀是夫子家禽。”难点是“夫子”的理解。
课文的意思：梁国有一户姓杨的人，家中的小孩九岁了。孔君平去看望小孩的父亲，父亲不在家，就把孩子叫了出来。小孩摆出水果招待客人。水果中有杨梅。孔君平指着杨梅对小孩说：“这是你们家种的水果吧。”小孩应声回答：“我没听说孔雀是您的家禽呀。”
三、质疑问难，背诵课文
1、默读课文，说说意思，还有哪些有疑难？
2、背诵课文。
第二课时
一、想象情境，感情朗读
1、朗读课文，说说课文讲了一件什么事？
2、出示句子：孔指以示儿曰：“此是君家果。”儿应声答曰：“未闻孔雀是夫子家禽。”
读读这两个句子，想象当时的情境，说说当时两人会是怎样的神情？说话时会用怎样的语气？
（孔君平可能是神态很随便，甚至有些看不起小孩，认为他还是一个孩子，说话的语气可能有些傲慢、随意；杨氏之子很机智、神采飞扬，说话语气有挑战性。）
结合自己的想象和理解，试着有感情的朗读这两句话，要读出两人不同的语气。
二、深入理解，体会语言
1、思考：你觉得杨氏之子的机智表现在哪里？
（1）“应声答曰”说明反映很快，不假思索。
（2）“未闻孔雀是夫子家禽。”一句没有正面说杨梅不是我们家的，而是巧妙的从“夫子家”说起，寓意孔雀不是你们的家禽，杨梅当然就不是我们家的。
2、讨论：
（1）杨氏之子这样的回答，你觉得好不好？
（2）生活中还有没有这样说话的例子，说一说。
三、拓展延伸，综合学习
阅读“综合性学习”，明确这次综合性学习的活动要求。
（1）搜集积累在表达上很有特点的语言，比如：歇后语、谚语、幽默故事、古今笑话等。
（2）搜集和拟写提示语、广告语。
（3）收集相声、评书或影视剧的精彩对白，试着演一演。
11 宴子使楚
教学目标：
1、了解宴子出使楚国国，有力的反击楚王的三次侮辱，维护了齐国的尊严的故事，由衷的佩服宴子超人的智慧和善辩的口才。
2、理解宴子说的话，体会宴子的语言中所蕴含的智慧。
3、认识8个生字，分角色朗读课文。
教学过程：
第一课时
一、解释课题，导入课文
1、出示课题“宴子使楚”。理解“使”，出使。
2、介绍宴子。说明“子”是古代对对有学问有贡献的男性的尊称。说说，你知道中国古代还有哪些著名的人物。比如：孔子、孟子等。
3、说说课题的意思。
二、初读课文，整体感知。
1、学生用自己喜欢的方式自由读课文，教师提出初读要求：
（1）根据拼音，读准生字词的读音，把课文读通顺。
（2）想想课文讲了哪几件事。
2、课堂交流
（1）课文讲了三件事，楚王三次想侮辱晏子，晏子每次都反驳了楚王，维护了齐国的尊严。（学生交流，其他同学可以补充。）
（2）读一读难读的句子。
3、尝试给课文分段
（1）那些段落是写三件事的？
（2）分段
三、再读课文，走近宴子
1、大声朗读课文，想想课文让你感到最气愤的是什么？让你感到最高兴的又是什么？
2、课堂交流，并朗读相应的课文。
（1）最气愤的是楚王“想乘机侮辱宴子，显显楚国的威风。”
（2）最高兴的是“从这以后，楚王不敢不尊重宴子了。”
3、从楚王的变化中，你能说说宴子是一个怎样的人？
四、深入阅读，体会智慧
1、研读晏子和楚王间的第一回合较量
（1）找出晏子面对楚王的侮辱，如何反驳的句子。
（2）自由朗读这句话，你认为晏子反驳的话中哪一句最厉害。（让学生自由说理）
转折点：由狗洞推想到狗国，向楚王质问：楚国到底是个怎样的国家？
（3）晏子面对楚王的侮辱，他又会怎样对接待的人说这番话呢?请选择合适的提示语，然后读一读，说说你为什么这样选择? （怒发冲冲地 心平气和地 冷静地）。
（4）有感情地朗读第三自然段。
第二课时
一、深入阅读，体会智慧
（一）研读晏子和楚王间的第二回合较量
1、自由朗读第四自然段，说说你最喜欢读哪句话？为什么？
2、课堂交流，随机点拨。
（1）“这是什么话？我国首都临淄住满了人。大伙儿都把袖子举起来，就连成一片云；大伙儿甩一把汗，就像下一阵雨；街上的行人肩插肩，脚碰脚。大王怎么说齐国没有人了呢？”
A 这句话形象地写出了齐国首都临淄的人多。
B 这句话为后文做好伏笔，引诱楚王上当。
（2）“访问上等的国家就派上等人去；访问下等的国家，就派下等人去。我最不中用，就派到这儿了。”
A 理解这句话的推理，隐含了“楚国是一个下等国家”。
B 体会宴子的智慧和说话的技巧。他为什么不明说？
3、有感情朗读第四自然段。
（二）研读晏子和楚王间的第三回合较量
1、自由朗读第五自然段，找出宴子说的话，想想说的是什么意思？
2、出示：“淮南的柑橘又大又甜。可是这种柑橘一种到淮北，就只能结又小又苦的枳，还不是因为水土不同吗？同样的道理，齐国人在齐国能安居乐业，一到楚国就做起强盗来了，也许是两国的水土不同吧”。
（1）理解：水土不服
A 柑橘因为水土不服，只能结又小又苦的枳。
B 齐国人因为水土不服，一到楚国就做起强盗来了。
（2）这段话中隐含了什么意思？（楚国的社会风气不好）
3、有感情的朗读第五自然段。
二、感情朗读，理解宴子
1、用一个词语来说说宴子是一个怎么样的人？
临危不惧 口齿伶俐 热爱祖国 足智多谋 能言善辩……
2、想象一下，宴子长什么样？面对楚王他是一个怎样的形象？
让学生充分的说，并能结合课文的有关语言说出理由。
3、尝试分角色朗读课文。先分组准备，再课堂朗读。
三、观照全文，理解结构
1、自由读课文，想想课文的开头、中间和结尾有什么联系？
抓住重点句：
“楚王仗着自己国势强盛，想趁机侮辱宴子，显现楚国的威风。”
“从此以后，楚王不敢不尊重宴子了。”
理解首尾呼应的关系。
2、比较课文中间每一次较量中楚王前后态度的对比，理解和开头结尾的关系。
四、作业
1、摘录宴子反驳楚王的话。
2、排练课本剧。
[小学五年级人教版语文下册全册完整教案之三单元A 教案教学设计]
篇9：《草》教学设计 (人教版一年级下册)
《草》教学设计
【教学设想】
《草》是人教版课标实验教材《语文》二年级下册第一单元第二课《古诗两首》中第一首。是唐代白居易写的一首送别诗，课文选的是前四句。低年级儿童对古诗理解有一定的难度，所以，我采取“以读带译”的教法，即先读通、读熟、读懂、读好译文，然后再读读通、读熟、读懂、读好古诗。在讲解古诗时，一是通过古今诗歌对照解词、析句、翻译；二是画诗为画，使诗句内容形象化。最后配以诵读、吟唱。这样学生就能领悟内容 ，体会诗情。
【教学目标】
1、利用字理知识学习2个生字。
2、有感情地朗读，达到熟读成诵。
【教具准备】
VCD、生字卡片。
【教学时数】
1课时。
【教学过程】
一、运用“四读”（读通、读懂、读熟、读好）方法学习现代文
《草》：原野上长满了又多又密的草，每年都枯死一次又茂盛一次。
野火无法把它们烧完，一到春天又生长起来了。
“读通、读懂、读熟、读好”具体体现了“感知、领悟、积累、应用”这一习得语言的规律，显示了它的科学性。
二、借助现代文学习古诗
1、揭示课题读古诗：
刚才同学们认真地学习了《草》。接下来我们学习一首内容相同的古诗《草》。
板书：草
⑴ 这首诗的作者是白居易。这首诗的产生还有一个故事呢！传说白居易16岁那年，他带着自己的一篇诗稿去拜见大名人顾况。顾况一看白居易这个名字，就开玩笑说：“长安的大米很贵啊，‘居’在这里不‘易’啊！你有什么本事？”白居易拿起一支毛笔，在墙上“唰唰唰”就写起来，当写到“野火烧不尽，春风吹又生”这两句时，顾况拍着手说：“好好好！有这样的才能，你在长安居住就容易了。”后来，在顾况的指导下，经过自己努力，成为了著名的诗人。
⑵ 课文《草》是选取这首诗前四句，请同学们用自己喜欢的方式读一读：
① 个人读；
② 同桌读；
③ 指名读；
④ 检查读。
⑶ 要求学生把：离离、原、岁、枯、荣、尽等“字眼”，在现代译文《草》中找出对应的词语，用“O”标出。
2、析词、解词、翻译：
⑴ 全景板画，从词悟句：
在讲“离离原上草”一句时，教师用彩色粉笔在黑板上勾画出一幅简单的草原图。教师说：“谁能看图说说，原野上的草长得怎样？”由此引导学生理解“离离”的意思 。
（草很茂盛的样子）
这时老师又要求学生用自己的话把“离离原上草”的意思说一说。
⑵ 连续板画，显示变化：
讲到“一岁一枯荣”一句时，先引导理解：
岁：出生9年，就是9岁。
荣：山上有草有木，与“枯”是反义词。
每年有四个季节，接着教师连续画“春夏秋冬”四幅草原图。
发芽──茂盛──变黄──干枯。
师：“谁能说说这四幅图的意思？一年中有哪两次最明显的变化？”
老师又让学生把词语“荣”、“枯”贴到对应的图画下。最后用自己的话来说说“一岁一枯荣”的意思。
学生们能根据黑板上的画，说出草原上一年四季的变化，较好地理解了这句诗的意思。
⑶ 改添板画，寻根求源：
讲到“野火烧不尽”一句时，先学习：
“烧”与“绕”、“浇”的区别。
“尽”字中的“尺”像杯子，杯子倒过来，里面没有水了，所以“尽”意思是“完”。
接着教师在黑板上改添图画，使学生领会“烧不尽”的是草根。
师：到了冬天，原野上的草一片枯黄，野火一烧，烧了个清光，但为什么又说“烧不尽”呢？
（边讲边将草改成黄色，画上熊熊大火烧枯草的情景，擦去原野图地上的草）
生：因为地下的草根没有烧掉。
教师根据学生的话，画出地下的草根。
⑷ 指名板画，引发联想：
教师让几名学生在黑板上画出第4句诗的意思，学生根据“春风吹又生”的诗意，画出了短短的草芽。教师又让学生说说他画的意思。
由于将难懂的诗句化为形象的简图，低年级学生不但易于理解，而且感到有趣。
三、熟读成诵，背诵表演
1、吟唱《草》。
2、扮演角色背诵《草》，讲解诗句意思。
积累古诗重运用在学生理解诗意的基础上，指导背诵。背诵的目的在于积累，积累的目的在于运用。
[《草》教学设计 (人教版一年级下册)]
篇10：《坐井观天》教学设计(人教版一年级下册)
甘肃省临泽县城关小学 马维平
教学目标：
1、学会本课8个生字及其词语，着重理解“坐井观天”、“大话”、“无边无际”的意思。
2、理解课文内容，懂得成语的寓意，并从中受到启发。
3、分角色正确、流利、有感情地朗读课文。
教学重点：
1、学会本课生字、词语。
2、分角色朗读课文，理解成语的寓意。
教学难点：理解成语的寓意。
教学方法：愉快教学法
教学用具：课件、小鸟图、青蛙图、白纸、小鸟头饰、青蛙头饰
教学时间：二课时
第一课时
教学内容：学习课文
教学重点：朗读课文，理解成语的寓意。
教学难点：理解成语的寓意。
教学流程：
一、故事引入，激发兴趣。
同学们，你们喜欢听故事吗？老师现在给大家讲一个有趣的故事，故事的题目叫《坐井观天》。（板书课题）从前，有一口古老的井（在黑板上画一口井），井里坐着一只青蛙（在井里贴青蛙图）。一天，一只小鸟飞来落在井沿上。（在井沿上贴小鸟图）后来，它们之间发生了什么事呢？大家想不想知道呢？大家读了课文就知道了。
二、 出示提纲，合作学习。（出示小黑板）
1、圈出生字，读一读。
2、给自然段标上序号。
3、朗读课文，想以想：课文写了青蛙和小鸟的什么事？
三、 朗读课文，学文明理。
1、指名分节朗读课文。
2、课文中写青蛙和小鸟的什么事？（争论天的大小的事。）
3、它们各自的看法是什么？用--画出。
（青蛙：天不过井口那么大。小鸟：天无边无际，大得很哪!)
4、“无边无际”是什么意思？用“无边无际”说话。
5、 它俩谁说的对？它们为什么会这么说？用……画出。
6、 看课件，思考：你看到了什么？想到了什么？
（小鸟看得多，见识广。）
7、青蛙同意小鸟的看法吗？从哪儿看出？
8、“大话”是什么意思？
9、 做实验：学生用白纸卷成筒看天花板，仔细观察：纸筒中看到的天花板与平时看到的天花板有不同？为什么？从而明白“坐井观天”的意思、寓义。
（目光狭小，见识少。）
10、青蛙认为自己不会弄错，它弄错了没有？
11、拓展：我们怎样才能让青蛙认识到自己的错误？
（让它从井里跳出来看看。）
青蛙从井里跳出来会说什么呢？
四、角色朗读，再现情境。
1、小组内分角色朗读。
2、指名分角色朗读。
3、学生分角色戴头饰表演课本剧。
第二课时
教学内容：学习生字
教学重点：学会本课8个生字及其词语。
教学难点：准确、美观地书写8个生字。
教学流程：
一、复习
1、分角色朗读课文。
2、提问：“坐井观天”是什么意思？告诉我们什么道理？
二、学习生字
1、抽读3个会认生字，给生字组词。（沿 际 信）
2、抽读8个会写生字，说说在课文中的词语。
（信 沿 抬 际 蛙 错 答 还 ）
3、指导学习课后“读读抄抄”中的词语。
（1）读一读词在课文中的句子。
（2）仿照词在课文中的用法自由说话。
（3）指名说、评议、订正。
4、指导学习会写得字。
（1）你认为哪些字最难认？你是怎么记住的？
（2）你认为哪些字最难写？
重点指导：
沿：第五笔是横折弯，不是横折弯钩。
答：是上下结构的字，上面是竹字头，下面是“合”。
蛙：右边是两个土。
（3）练习写字，完成“我会写”。
（4）展评作业。
板书设计：
小鸟-- 天无边无际：看的多 见识广
坐井观天
青蛙-- 天井口大：看的少 见识少
[《坐井观天》教学设计(人教版一年级下册)]
篇11：《分类》教学设计 (人教版一年级下册)
《分类》教学设计
教学内容：
教学目标：
知识目标:让学生经历根据色彩、形状、用途等对物体进行简单分类的过程，学会按照一定的标准对身边的事物进行分类整理。
能力目标:初步体验将生活中简单的事物进行分类整理的好处，初步养成有条理整理身边事物的习惯。
情感目标:结合生活情境，进一步体会生活中处处有数学，体验学习数学的乐趣，培养学生的创新意识。
教学难点：学会按照一定的标准或自定标准进行分类。
教学关键：从学生的生活经验出发，通过活动增加感性认识。
教具准备：CAI，动物卡片，各类小实物。
教学过程
一、创设情景 导入新知
1、小朋友们，你们愿意参加森林王国的最爱整洁小家庭的评选活动吗？CAI播放:在一片郁郁葱葱林里，一只百灵鸟手拿喇叭在广播：“森林王国的居民们请注意，最爱整洁小家庭的评选活动马上就要开始了，请大家作好准备，下面开始评选。”动物评委大象、梅花鹿、熊猫、狮子走向动物们居住的房子。先是小蝴蝶的家--很多不同颜色的花朵按颜色分类放得整整齐齐；再是袋鼠的家--很多玩具按形状分类放得整整齐齐；然后是乌龟的家--很多鹅卵石按大小分类放得整整齐齐；再是小白兔的商店--货柜上第一层是学习用品，第二层是生活用品，第三层是各类蔬菜；此时，评委们面露喜色，当来到小猴子的家时，（38页图）一片狼籍，评委们目瞪口呆。
2、教师导入：当评委们来到小猴子的家时，为什么都呆住了？（因为小猴子的家乱七八槽的，没有别的动物的家那样整洁。）
3、CAI显出:小猴子可怜的样子，用可怜的语调（配音要逼真）说：“小朋友们，你们快帮帮我吧，我也想有一个干净整洁的家”）
4、师：小朋友们：你们想不想帮助小猴子把它的家整理得整整齐齐的呀？（想），那么该按怎样的方法去把这些凌乱的物体分类整理好呢？这就是我们今天将要学习的知识--给物体分类，板书；分类。
二、自主探究 建抅新知
活动（1）看一看
1、CAI出示：桌子上有一些三角形、圆形（11个绿三角形、8个正方体，12个铅笔，10数字卡片）
2、师：小朋友们，请看大屏幕，这里有一些图片，小华和小红分别把它们分成了四堆，我们先来看小华的分法：CAI（要显示出分的顺序），大家仔细观察，桌子的左边都是些什么？右边呢？。想一想小华为什么这样分？再看小红又是怎样分的呢？桌子的左边都是？右边都是？想一想，小红为什么这样分
3如果学生同时按颜色、形状分成四类，教师要给予表扬。
活动（2）涂一涂
教师：刚才我们学习了可以按物体的形状、颜色给物体进行分类，其实在生活中，我们可以按照不同的标准对物体进行分类，比如：请大家把书翻开（P40）看第二题这里有许多图片，请大家把在地上跑的涂上喜欢的颜色。
活动(3)贴一贴
老师想和大家一起来做游戏。(对40页练习创新整合)请看老师在黑板上画了一片草地，草地上空飘着几朵白云，草地下面是一条小河，请小朋友们想一想：哪些东西可以在天上飞？哪些东西可以在地上走？哪些东西可以在水里游？（让学生自由说）再拿出一些卡片（燕子、飞机、氢气球、小鸡、猪、汽车、海豚、鱼、鸭子、兔子、蝴蝶、鹅）。老师给大家带来了一些卡片，看看画的是什么？想想它们分别可以在什么地方？（抽学生到黑板上把图片贴到相应的地方，放轻音乐--⑤只设置音小而活泼的音乐）。
活动（4） 分一分
1、刚才同学们表现得很好，老师为了奖励你们，特给你们带来了一些礼物（出示八个蓝子，内装各类物体，上用布覆盖。）将八个篮子放在讲台上，请小组长上台领取。
2、现在，每个小组都挑了一篮礼物，不过上课前（老师在装礼物的时候因为时间来不及了，所以装得乱七八糟的，现在请同学们以小组为单位，根据刚才学习的给物体分类的方法，将篮子里的礼物进行分类整理，在桌子上摆好，看哪一组的同学摆得又对又快，并想一想你们为什么要那样分类？
3、学生自由分类整理
4、小组演示：你们真能干，很快就整理好了，现在，各小组推选一名同学来告诉大家：你们是怎么分的：分了几类？为什么这样分？
生1：按颜色分类：将篮子里五种不同颜色的花儿分类排放好。5类
生2：按形状分类：将篮子里三角形、圆形、长方形积木分类摆好。3类
生3：按大小分类：将篮子里的柚子、苹果、葡萄、梨子、桂圆分类摆好。3类。板书：大小（也可能学生会按种类分，教师应予以肯定。板书：种类）
生4：按用途分类：牙刷、梳子，尺子、钢笔、本子，饼干、糖，帽子、鞋子）4类。板书：用途
5、分别给予表扬，对于说得特别好的学生给予握手的表扬（老师在走下讲台时，巧妙而不露痕迹的将讲台早已装好学具子碰倒，使学具四处散开）。
活动（5）帮一帮
1、刚才老师不小心将学具碰倒了，谁来帮老师收拾一下？（请生上台收拾，让生归类放好给予表扬）
2、现在我们已经学习了分类的方法，有能力帮助小猴子整理房间了，让我们一起来帮帮他吧？你们看，小猴子的家里有一个书桌和玩具架，还有学习用品和玩具，它们放得真乱啊！这些玩具和学习用品应该分别摆放在什么地方呢？(1)我们先看看地上的玩具应摆放在哪里？(2)这地上的笔应放在哪儿？(3)这个笔筒应摆在什么地方最合适？(4)这书桌上还有两个玩具也应该摆放在哪儿？(5)这个文具盒放在书桌中间会给写作业带来不方便，那么，放在哪儿最好呢？(6)这些书应摆放在哪儿？(7)这个书包呢？（CAI出示上述画面，抽学生用鼠标拖动物体放到合适的位置）（完毕，CAI显示小猴子咧嘴大笑：“太舒服了，谢谢你们！”）
活动(6)比一比
我们已经帮小猴子整理了房间，也学会了一些分类的方法，那么你们能不能运用学到的方法，将自己书包的东西进行分类？请大家把书包拿出来，比一比，看谁整理得又快又好。开展争当小能人活动，小朋友们，请把你们的书包拿出来，用我们刚学到的方法进行整理。（准备几面写有“小能人”字样的彩旗，谁整理得好而快就奖励他一面旗帜。
三、引导归纳 深化新知
这节课，同学们和我一起学习了分类的方法，知道了可以根据物体的颜色、形状来分类，在生活中，我们给物体分类时常根据不同标准，比如：物体的大小、用途、种类……只要大家能说出适当的理由。我们都可以对物体进行分类，今天回家之后，请大家对自己的房间进行分类整理.
篇12：小学五年级人教版语文下册全册完整教案之三单元B 教案教学设计
教学目标：
1、通读课文，了解剧本的形式和特点，和一般记叙文比较写法上的不同。
2、默读课文，明白课文讲了一个怎样的故事，能通过人物的语言和剧本提示，理解人物的行为和心理，体会伯诺德一家对德国鬼子的仇恨。
3、能有感情的朗读课文，并能分角色演一演。
课前准备：
1、了解第二次世界大战欧洲战场的基本情况。
2、记叙文《生死攸关的烛光》。
教学过程：
一、初读课文，畅谈感受
1、出示课题，今天我们要学习一篇写法上很特殊的课文--《半截蜡烛》，请大家读读课文，看看有哪些特别的地方？
2、学生读课文，自由交换意见。
3、课堂交流每个人自己的看法。
学生的意见会主要集中在这样几个方面：
（1）课文开头列出了时间、地点和人物。
（2）整篇课文是对话的形式。
（3）课文的中间用括号的形式提示当时的情景、人物的动作、神态等。
4、教师随机引导学生概括课文的特点，引导学生认识一种新的文体--剧本。
二、再读课文，了解大意
1、现在我们知道我们今天读的是剧本，读剧本和读课文有点不一样，你能读懂这个剧本吗？轻声地读一读。想想这个剧本讲了一个怎么样的故事？
2、课堂交流，引导学生用自己的话说说故事的大意。具体的说法可以有很多种，不要过于强调概括和简练，只要能用自己的话把故事转述出来，并能说清楚时间、地点、人物和事情经过，都应该得到鼓励。
3、说说读剧本和读课文有什么不同？你是怎么从剧本里读懂这个故事的？
学生可能会有各种回答，教学重要尊重学生自己的阅读感觉和体验，重要的是要让学生认识到（不一定能明确的说出）读剧本更要联系上下文，联系具体的情景。
三、深入阅读，感受形象
1、自由朗读课文，想想伯诺德夫人一家是怎样保护半截蜡烛的？找出有关的句子，读一读。
2、想象体验：半截蜡烛被点燃了，正在一点一点的熔化，如果秘密被德国鬼子发现，那会怎样呢？
想象的空间很大，大致包括这样几个方面：（1）德国鬼子对伯诺德一家的迫害；（2）德国鬼子对地下活动的破坏等。
对学生的想象要有引导，要求用具体形象的语言而不是用概念化的语言来描述自己的想象。
3、在这样的情况下，伯诺德夫人怎么做，怎么说？她当时的神情会是怎么样？心情又是怎么样？
尝试朗读“太对不起了，先生们，忘了点灯。瞧，这灯亮些，可以把这个昏暗的小蜡烛熄了。”
4、在这样的情况下，杰克怎么做，怎么说？她当时的神情会是怎么样？心情又是怎么样？
尝试朗读“天真冷。先生们，我去柴房抱些柴来生火吧。”
5、在这样的情况下，伯诺德夫人怎么做，怎么说？她当时的神情会是怎么样？心情又是怎么样？
尝试朗读“司令官先生，天晚了，楼上黑，我可以拿一盏灯上楼睡觉吗？”
6、自由组合成小组，尝试表演这段故事。
四、内化形象，感悟语言
1、闭上眼睛，想象故事中的每一个人物，谁给你留下了最深的印象？试着用自己的话来描述你脑中的这个人物形象，写一写。
2、交流每个人印象最深的人物形象，并说一说，你的印象来自于课文中的那些词句，有感情的朗读。
五、拓展延伸，比较阅读
1、阅读记叙文《生死攸关的烛光》。
2、说说课文和记叙文《生死攸关的烛光》各有什么特点。
13 打电话
教学目标：
1、边听录音边浏览课文，了解相声的艺术特点和语言特色。
2、通读课文，体会故事中的人说话啰嗦的特点，明白简洁明快地说话的重要性。
3、能对相声感兴趣，喜欢听相声，试着说相声。
课前准备：
1、相声《打电话》录音。
2、其他相声节目的录音。
教学过程：
一、激发兴趣，出示课题。
1、文艺节目可以分成歌舞类、语言类等，其中语言类节目中有一种很受欢迎的艺术形式是相声。今天我们要学习的课文就是一则相声--《打电话》。
2、说说学习这篇课文，你有什么要求或希望。
二、浏览课文，了解相声的艺术特点
1、边浏览课文，边听相声《打电话》的录音。
2、说说各自听后的感受。学生的感受可能来自于相声本身的特点，更多的可能是来自于这则相声的内容，教师都要充分的肯定。
3、边看课文边思考：相声有什么特点？
教学中不一定要给学生一个标准的答案，可以根据学生的理解随机引导概括，比如：相声是两个人说的（其实还有一个人说的单口相声和多个人说的群口相声）；相声的语言很幽默，引人发笑；相声不仅是说，还要唱……
三、默读课文，体会相声中人物说话的特点
1、默读课文，相声中的那个人是怎样打电话的？找出“打电话”的句子。
2、把这些句子，连起来读读，有什么感受，举例说明？
（1）“你贵姓呀？哦，老胡呀。呃，不是老胡？
老张呀。哎呀，我没听……呃，不是老张，是老刘呀。呃，不是老刘。
是耗子呀。……
……
对，是我，我找小王讲话……”
--说话绕圈子。
（2）“对，是我，我找小王讲话，我的未婚妻，他是女的呀。”
--明知故说。
（3）“我正找你呢。今天晚上有什么事吗？学习吗？不学习呀。开会吗？……不开会。”
--没话找话。
（4）“……票价八毛一张的，我买了两张，一块六。是一块六，我给了他五块，他找我三块四。”
--东拉西扯。
……
3、联系生活的具体情境，思考如果生活中说话啰嗦，会有什么后果。
四、熟读课文，尝试表演相声
1、选择课文中的某一段，练习朗读。
2、自由组合，学说相声。
3、听听其他的相声选段。
口语交际三 劝说
教学目标：
1、回忆和了解生活中的具体事件和情境，充分考虑对方的身份和地位，能有针对性地得体地劝说。
2、了解和感悟劝说的策略和技巧，能态度真诚的劝说他人。
课前准备：
影视片中的“劝说”片断录像。
教学过程：
一、揭示课题，了解意义
1、播放影视片中的“劝说”片断录像。要求学生认真看，仔细听。
（1）片断一：《汉武大帝》中张骞劝说月氏国出兵攻打匈奴的场面。
（2）片断二：《成长的故事》中父母劝说杰克不要撒谎的场面。
播放录像前，先说明当时的具体情况。
2、在这两个录像片段中，你看到的，听到了什么？
（1）张骞劝说月氏国出兵攻打匈奴。
（2）父母劝说杰克不要撒谎。
教师小结：在日常生活中，在很多情况下，我们需要“劝说”，劝说和鼓励是相对的，劝说往往要求对方改变某一种做法或想法，劝说可能成功，也可能失败，其中的原因有很多，但是劝说是否真诚，是否讲究策略，是一个重要的原因。
二、联系生活，明确情境
1、在平时的生活和学习中，你是否有过劝说他人或被他人劝说的经历？描述一下当时的情况。
教师要重点引导学生说清楚劝说的语言，即“怎么说的”“说了什么”。
2、想一想，生活中还有哪些情况需要我们劝说？
（1）阅读课文中的一段话，打开学生的思路。
（2）自由地说说。
三、自由练说，模拟表演
1、你最想对谁，对那种情况进行劝说？想一想，该怎样说效果会更好？
2、学生轻声地练说。
3、师生模拟表演。
（1）学生说明当时的情况。
（2）教师扮演被劝说对象，学生扮演劝说者，模拟表演。
（3）师生共同评价模拟表演的情况。
教师可在模拟表演的过程中，或者在评价中随机地指出或引导学生指出劝说是要注意的事项：说话态度要真诚；不同的劝说对象要有不同的语气，比如对长辈要尊敬；在不同的情况下用不同的语气，比如紧急的情况就不能慢条斯理；一般要分析原因，指出改正的方向等。
四、修改提高，分组表演
1、根据刚才的提示，对自己的劝说进行修改，争取取得好的劝说效果。
2、自由组合成学习小组，分组模拟表演，相互交换角色。
3、课堂展示，共同评议。
五、联系生活，课外延伸
提高自己劝说的意识，在真实的情境中尝试进行劝说。
习作三 写发言稿
教学目标：
了解发言稿的一般写法，能根据具体需要，具体情境，写一份内容具体，感情真实，语句通顺的发言稿。
课前准备：
不同类型的发言稿若干份。
教学过程：
第一课时
一、谈话揭题，激发兴趣
1、说说你听到过的最精彩的、印象最深的发言。
2、今天，我们要学写发言稿，想一想你在哪些场合需要准备发言稿。
（竞选班干部，运动会上代表运动员发言，领奖时发言等）
二、明确情境，试写发言稿
1、假如班里要改选班干部，你打算竞选班长，怎么来写发言稿呢？
2、讨论：这份发言稿，至少要说明白什么？
（1）要有自己明确的观点：我要竞选班长。
（2）要讲清楚自己的优势：我为什么能当班长。
（3）要讲清楚我的打算：我当班长会怎么做。
3、尝试写一份竞选班长的发言稿。
三、共同评议，修改发言稿
1、同桌相互读读各自写的发言稿，相互探讨，提出修改意见。
2、选择三位同学的发言稿，展示评议。
（1）评议标准：有没有把意思表达清楚，即有没有说清：“我要竞选班长”、“我为什么能当班长”和“我当班长会怎么做”。
（2）评议过程：一项一项的对照，同时评价语言是否通顺。
3、各自根据评议的要求修改自己写的发言稿。
第二课时
一、对照比较，发现问题
1、教师发一份事先准备的发言稿（见附件），让学生和自己的发言稿比较，发现什么？
2、课堂交流，各自的发现。
教师要在学生发言时，随机归纳：
（1）发言稿的格式：称呼、问候、致谢等。
（2）发言稿的语言风格：诚恳，坦率，简洁等。
（3）发言的吸引力：条理清楚，有创意等。
3、学生根据新的发现，各自修改自己的发言稿。
二、尝试发言，不断完善
1、学生自由准备发言。
2、课堂模拟竞选，学生上台发言。
3、师生共同评议。
评议的重点：
（1）发言稿的语言是否适合发言：简单明了，通俗易懂，口语化等。
（2）发言人的情绪状态等。
4、学生再次修改发言稿。
三、拓展延伸，学写其他发言稿
1、学生阅读其他情况下的发言稿，说说有什么发现。
2、课堂交流：
（1）发言稿的共同特点：①观点鲜明。对问题持什么看法，要明确表态。 ②条理清楚。一篇发言稿要谈几方面的问题，每一方面问题要讲哪些条目。都要安排得有条有理，让人听起来容易抓住重点。 ③语言简洁明快。发言是直接面向听众，所以，发言的语言一定要简洁明快，尽量不使用冗长罗嗦的句子，更不要使用一些深奥难懂的词句，话要说得准确、易懂，最好运用大众语言。
（2）不同发言稿内容有区别，对象不同，有不同的特点。
3、尝试写一写其他的发言稿。
4、课堂交流、评议。
附1：竞选班长的发言稿
尊敬的老师、亲爱的同学：
大家好，我今天走上讲台参加竞选班长职务，我相信凭着我的勇气和才干，凭着我坚强的毅力和勇于拼搏的决心，这次演讲带来的必定是下次的就职演说。
我叫杨也，是一个“三心二意”的学生，这里的“三心二意”可不是做事不专心，随随便便的意思。“三心”是指进取之心、平和之心、宽容之心；“二意”指的是创意和诗意。因为有了“进取”之心，才能使我不断进步、不断完善自我、在保证学习成绩优良的前提下高质高效完成班级工作。有了“平和”之心，无论成功与失败，我都会用一颗平常心来对待。有了“宽容”之心，才使我胸怀宽广、虚怀若谷，接受同学的意见，与他人合作把班内活动处理好。那“二意”呢？增一份创意我们能创造性地开展活动，展示我们班独一无二的风采；添一点诗意我们能在紧张的学习生活中处变不惊，临乱不慌，从容不迫。
对待班内活动，我又将如何做呢？首先，我认为，一个好班级必须要做到合理分工，让最合适的人去做他最擅长的事，从而建立一个合理有序的班集体。其次，我会努力做到将大家团结在一起，互相帮助、征求同学们的意见，增强班队内部的凝聚力和向心力，增加班级工作的透明度。最后，我将力求提高工作效率，使班级各项工作都有效的进行，在最短的时间内做到最好。假如我能当选，我一定要在第一时间制订好工作计划和实施方案，保证班级工作在最短的时间内顺利步入正轨。
也许有时候我太活跃了，但是我相信，有了同学们对我的信任，我一定会扬长避短，改掉自己的缺点不断完善自我。
希望大家支持我，谢谢！
附2：运动员代表发言稿
各位领导、老师、同学们：
在这百花争艳的春天，在这充满团结、奋进、友谊氛围的美好时刻，我们共同迎来了我校首次体育盛会--长风小学首届趣味运动会。我代表全体运动员向本届运动会的召开致以热烈的祝贺！对前来参加大会的各位领导、家长、同学们表示热烈的欢迎和衷心的感谢！
发展体育运动，弘扬体育精神对学校培养新世纪合格人才、对学校的发展建设有着重要的意义。今年，是我校落实素质教育，实现由新校向强校转变，稳步持续发展的一年。过去的一年里，学校的体育工作取得了很大成绩：在刚刚闭幕的区运会上，我校取得了乙组总分团体第二的好成绩，此外，还夺得了多项竞赛的冠亚军。在这里，我代表全体运动员向所有关心、支持体育工作，并为学校体育工作做出辛勤奉献的领导、老师们表示衷心地感谢！
本届趣味运动会是创造性体育盛会；是增加了解、增进友谊、加强团结、促进发展的盛会。在本届运动会中，我谨代表全体运动员宣誓：听从指挥、服从裁判，在比赛中坚韧顽强、拼搏进取、赛出风格、赛出水平、赛出成绩。
最后，祝我校首届趣味运动会圆满成功！
[小学五年级人教版语文下册全册完整教案之三单元B 教案教学设计]
人教版一年级下册全册教学设计（共12篇）
