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新人教版高中英語必修3Unit 5 The Value of Money-Reading and Thinking教學設計一
Everybody wants to get wealth.In today’s material world,making money or becoming wealthy symbolizes a person’s success and capability. Many people just make every effort, pay any price to attain greater wealth. With money,they can buy nice, large apartments in nice neighborhood. With money they can own luxurious cars. Wealth seems to bring all happiness in life.But is wealth the only road to happiness? Not really. There are many things in the world, which are beyond the means of money, such as friendship, love, health and knowledge. People are so preoccupied with struggling for money that they have no time or would not take the time to form or maintain friendship. What happiness can they feel living as lonely miserable creatures without love or friends in the world even if they accumulate tremendous wealth?In my opinion, people can’t do anything without money, but money is not everything. What money will bring you depends on your personal belief and goal in life. If you are kind enough to help others, especially the poor, money is a good thing to you. With it, you can do much more for the benefit of people and your country, and it will add to your own happiness. If you want money just for your own needs, you’ll never be satisfied or happy. In a word,you should have money spent for more people. Only then can money be the source of your happiness.Step 8 Homework4 students in a group, one acts Roderick, one Oliver, one servant and the fourth one acts Henry Adams, then listen to the tape, pay more attention to the difference between American English and British English in pronunciation, stress, tone.
新人教版高中英語必修3Unit 5 the value of money-Reading For Writing教學設計一
【參考范文】Narrator：(Henry is smiling as he leaves the restaurant. As he is walking down the street, he sees a sign for a place that cuts hair. He decides to get it cut. )H＝Henry；B＝Barber；R＝rude manH：Good afternoon, I'd like to get a cut, if I may. (The barber looks at Henry's hair and continues cutting another man's hair. )Er, I'd really like a haircut. As you can see it's much too long. B：(in a rude manner) Yes, I can see that. Indeed, I can. H：Fine, well I'll have a seat then. (He sits in one of the barber's chairs. The barber turns to look at Henry. )B：It's quite expensive here, you know！Are you sure you can afford it?H：Yes. I think so. (In comes the rude man. )R：Hey you there. I need a haircut quickly. Can you do me straightaway?B：All right, then, get in the chair and I'll see what I can do. R：Thank you. (sits down in one of the barber's chairs)H：Excuse me, but I was here first. Aren't you going to do my hair first?B：This man's in a hurry. H：Well so am I！I insist that you cut my hair first. B：OK, but I'll have to be quick. This gentleman is waiting. H：Thank you. (They both become quiet. After his hair is cut, the barber tells Henry how much he must pay. Henry shows the barber the bank note. )B：Why, Mr . . . (looks shocked)H：Adams. Henry Adams. I'm sorry, I don't have any change. R：You're that Mr Adams! Well，I'm glad I waited or I might never have known it was you. B：Why, Mr Adams, please don't worry！(wearing a big smile) Nothing to worry about！Nothing at all!Please come back any time, even if you only need too little hairs cut！It will be my honour to serve you!
新人教版高中英語選修2Unit 1 Science and Scientists-Discovering useful structures教學設計
The grammatical structure of this unit is predicative clause. Like object clause and subject clause, predicative clause is one of Nominal Clauses. The leading words of predicative clauses are that, what, how, what, where, as if, because, etc.The design of teaching activities aims to guide students to perceive the structural features of predicative clauses and think about their ideographic functions. Beyond that, students should be guided to use this grammar in the context apporpriately and flexibly.1. Enable the Ss to master the usage of the predicative clauses in this unit.2. Enable the Ss to use the predicative patterns flexibly.3. Train the Ss to apply some skills by doing the relevant exercises.1.Guide students to perceive the structural features of predicative clauses and think about their ideographic functions.2.Strengthen students' ability of using predicative clauses in context, but also cultivate their ability of text analysis and logical reasoning competence.Step1: Underline all the examples in the reading passage, where noun clauses are used as the predicative. Then state their meaning and functions.1) One theory was that bad air caused the disease.2) Another theory was that cholera was caused by an infection from germs in food or water.3) The truth was that the water from the Broad Street had been infected by waste.Sum up the rules of grammar:1. 以上黑體部分在句中作表語。2. 句1、2、3中的that在從句中不作成分，只起連接作用。 Step2: Review the basic components of predicative clauses1.Definition
新人教版高中英語選修2Unit 4 Journey Across a Vast Land教學設計
當孩子們由父母陪同時，他們才被允許進入這個運動場。3．過去分詞(短語)作狀語時的幾種特殊情況(1)過去分詞(短語)在句中作時間、條件、原因、讓步狀語時，相當于對應的時間、條件、原因及讓步狀語從句。Seen from the top of the mountain (＝When it is seen from the top of the mountain), the whole town looks more beautiful.從山頂上看，整個城市看起來更美了。Given ten more minutes (＝If we are given ten more minutes), we will finish the work perfectly.如果多給十分鐘，我們會完美地完成這項工作。Greatly touched by his words (＝Because she was greatly touched by his words), she was full of tears.由于被他的話深深地感動，她滿眼淚花。Warned of the storm (＝Though they were warned of the storm), the farmers were still working on the farm.盡管被警告了風暴的到來，但農(nóng)民們?nèi)栽谵r(nóng)場干活。(2)過去分詞(短語)在句中作伴隨、方式等狀語時，可改為句子的并列謂語或改為并列分句。The teacher came into the room, followed by two students (＝and was followed by two students)．后面跟著兩個學生，老師走進了房間。He spent the whole afternoon, accompanied by his mom(＝and was accompanied by his mom)．他由母親陪著度過了一整個下午。
新人教版高中英語選修2Unit 1 Science and Scientists-Learning about Language教學設計
Step 7: complete the discourse according to the grammar rules.Cholera used to be one of the most 1.__________ (fear) diseases in the world. In the early 19th century, _2_________ an outbreak of cholera hit Europe, millions of people died. But neither its cause, 3__________ its cure was understood. A British doctor, John Snow, wanted to solve the problem and he knew that cholera would not be controlled _4_________ its cause was found. In general, there were two contradictory theories 5 __________ explained how cholera spread. The first suggested that bad air caused the disease. The second was that cholera was caused by an _6_________(infect) from germs in food or water. John Snow thought that the second theory was correct but he needed proof. So when another outbreak of cholera hit London in 1854, he began to investigate. Later, with all the evidence he _7_________ (gather), John Snow was able to announce that the pump water carried cholera germs. Therefore, he had the handle of the pump _8_________ (remove) so that it couldn't be used. Through his intervention，the disease was stopped in its tracks. What is more, John Snow found that some companies sold water from the River Thames that __9__________________ (pollute) by raw waste. The people who drank this water were much more likely _10_________ (get) cholera than those who drank pure or boiled water. Through John Snow's efforts, the _11_________ (threaten) of cholera around the world saw a substantial increase. Keys： 1.feared 2.when 3. nor 4.unless 5.that/which 6.infection 7.had gathered 8.removed 9.was polluted 10.to get 11. threat
新人教版高中英語選修2Unit 1 Science and Scientists-Reading and thinking教學設計
Step 5： After learning the text, discuss with your peers about the following questions:1.John Snow believed Idea 2 was right. How did he finally prove it?2. Do you think John Snow would have solved this problem without the map?3. Cholera is a 19th century disease. What disease do you think is similar to cholera today?SARS and Covid-19 because they are both deadly and fatally infectious, have an unknown cause and need serious public health care to solve them urgently.keys:1. John Snow finally proved his idea because he found an outbreak that was clearly related to cholera, collected information and was able to tie cases outside the area to the polluted water.2. No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.3. SARS and Covid-19 because they are both deadly and fatally infectious, have an unknown cause and need serious public health care to solve them urgently.Step 6: Consolidate what you have learned by filling in the blanks:John Snow was a well-known _1___ in London in the _2__ century. He wanted to find the _3_____ of cholera in order to help people ___4_____ it. In 1854 when a cholera __5__ London, he began to gather information. He ___6__ on a map ___7___ all the dead people had lived and he found that many people who had ___8____ (drink) the dirty water from the __9____ died. So he decided that the polluted water ___10____ cholera. He suggested that the ___11__ of all water supplies should be _12______ and new methods of dealing with ____13___ water be found. Finally, “King Cholera” was __14_____.Keys: 1. doctor 2. 19th 3.cause 4.infected with 5.hit 6.marked 7.where 8.drunk 9.pump 10.carried 11.source 12.examined 13.polluted 14.defeatedHomework: Retell the text after class and preview its language points
新人教版高中英語選修2Unit 1 Science and Scientists-Using langauge教學設計
This happens because the dish soap molecules have a strong negative charge, and the milk molecules have a strong positive charge. Like magnets, these molecules are attracted to each other, and so they appear to move around on the plate, taking the food coloring with them, making it look like the colors are quickly moving to escape from the soap.Listening text:? Judy: Oh, I'm so sorry that you were ill and couldn't come with us on our field trip. How are you feeling now? Better?? Bill: Much better, thanks. But how was it?? Judy: Wonderful! I especially liked an area of the museum called Light Games.it was really cool. They had a hall of mirrors where I could see myself reflected thousands of times!? Bill: A hall of mirrors can be a lot of fun. What else did they have?? Judy: Well, they had an experiment where we looked at a blue screen for a while, and then suddenly we could see tiny bright lights moving around on it. You'll never guess what those bright lights were!? Bill: Come on, tell me!? Judy: They were our own blood cells. For some reason, our eyes play tricks on us when we look at a blue screen, and we can see our own blood cells moving around like little lights! But there was another thing I liked better. I stood in front of a white light, and it cast different shadows of me in every color of the rainbow!? Bill: Oh, I wish I had been there. Tell me more!? Judy: Well, they had another area for sound. They had a giant piano keyboard that you could use your feet to play. But then, instead of playing the sounds of a piano, it played the voices of classical singers! Then they had a giant dish, and when you spoke into it, it reflected the sound back and made it louder. You could use it to speak in a whisper to someone 17 meters away.? Bill: It all sounds so cool. I wish I could have gone with you? Judy: I know, but we can go together this weekend. I'd love to go there again!? Bill: That sounds like a great idea!
新人教版高中英語選修2Unit 2 Bridging Cultures-Discovering useful structures教學設計
The grammar of this unit is designed to review noun clauses. Sentences that use nouns in a sentence are called noun clauses. Nominal clauses can act as subject, object, predicate, appositive and other components in compound sentences. According to the above-mentioned different grammatical functions, nominal clauses are divided into subject clause, object clause, predicate clause and appositive clause. In this unit, we will review the three kinds of nominal clauses. Appositive clauses are not required to be mastered in the optional compulsory stage, so they are not involved.1. Guide the students to judge the compound sentences and determine the composition of the clauses in the sentence.2. Instruct students to try to learn grammar by generalizing grammar rules, controlling written practice, and semi-open oral output.3. Inspire the students to systematize the function and usage of noun clause1.Instruct students to try to learn grammar by generalizing grammar rules, controlling written practice, and semi-open oral output.2.Inspire the students to systematize the function and usage of noun clauseStep1: The teacher ask studetns to find out more nominal clauses from the reading passage and udnerline the nominal clauses.
新人教版高中英語選修2Unit 3 Food and Culture-Discovering useful structures教學設計
The newspaper reported more than 100 people had been killed in the thunderstorm.報紙報道說有一百多人在暴風雨中喪生。(2)before、when、by the time、until、after、once等引導的時間狀語從句的謂語是一般過去時，以及by、before后面接過去的時間時，主句動作發(fā)生在從句的動作或過去的時間之前且表示被動時，要用過去完成時的被動語態(tài)。By the time my brother was 10, he had been sent to Italy.我弟弟10歲前就已經(jīng)被送到意大利了。Tons of rice had been produced by the end of last month. 到上月底已生產(chǎn)了好幾噸大米。(3) It was the first/second/last ... time that ...句中that引導的定語從句中，主語與謂語構成被動關系時，要用過去完成時的被動語態(tài)。It was the first time that I had seen the night fact to face in one and a half years. 這是我一年半以來第一次親眼目睹夜晚的景色。(4)在虛擬語氣中，條件句表示與過去事實相反，且主語與謂語構成被動關系時，要用過去完成時的被動語態(tài)。If I had been instructed by him earlier, I would have finished the task.如果我早一點得到他的指示，我早就完成這項任務了。If I had hurried, I wouldn't have missed the train.如果我快點的話，我就不會誤了火車。If you had been at the party, you would have met him. 如果你去了晚會，你就會見到他的。
新人教版高中英語選修2Unit 3 Food and Culture-Reading and thinking教學設計
The discourse explores the link between food and culture from a foreign’s perspective and it records some authentic Chinese food and illustrates the cultural meaning, gerography features and historic tradition that the food reflects. It is aimed to lead students to understand and think about the connection between food and culture. While teaching, the teacher should instruct students to find out the writing order and the writer’s experieces and feelings towards Chinese food and culture.1.Guide the students to read the text, sort out the information and dig out the topic.2.Understand the cultural connotation, regional characteristics and historical tradition of Chinese cuisine3.Understand and explore the relationship between food and people's personality4.Guide the students to use the cohesive words in the text5.Lead students to accurately grasp the real meaning of the information and improve the overall understanding ability by understanding the implied meaning behind the text.1. Enable the Ss to understand the structure and the writing style of the passage well.2. Lead the Ss to understand and think further about the connection between food and geography and local character traits.Step1: Prediction before reading. Before you read, look at the title, and the picture. What do you think this article is about?keys:It is about various culture and cuisine about a place or some countries.
新人教版高中英語選修2Unit 5 First Aid-Discovering useful structures教學設計
You have no excuse for not going.你沒有理由不去。He was punished for not having finished his homework.他因未完成作業(yè)而受到懲罰。2．動詞ing形式復合結構由物主代詞或人稱代詞賓格、名詞所有格或普通格加動詞ing，即“sb./sb.'s＋doing”構成。動詞ing形式的復合結構實際上是給動詞ing形式加了一個邏輯主語。動詞ing形式的復合結構有四種形式：①形容詞性物主代詞＋動詞ing②名詞所有格＋動詞ing③代詞賓格＋動詞ing④名詞＋動詞ingHer coming to help encouraged all of us.她來幫忙鼓舞了我們所有人。The baby was made awake by the door suddenly shutting.這個嬰兒被突然的關門聲吵醒了。Can you imagine him/Jack cooking at home?你能想象他/杰克在家做飯的樣子嗎？無生命名詞無論是作主語還是作賓語都不能用第②種形式。Tom's winning first prize last year impressed me a lot.湯姆去年得了一等獎使我印象深刻。Do you mind my/me/Jack's/Jack leaving now?你介意我/杰克現(xiàn)在離開嗎？Excuse me for my not coming on time．很抱歉我沒能按時來。His father's being ill made him worried.他父親病了，他很擔心。We are looking forward to the singer's/the singer to give us a concert.我們盼望著這位歌手來給我們舉辦一場演唱會。
新人教版高中英語必修3Unit 5 The Value of Money- Discovering Useful Structure教學設計
Step 3 Meaning1. 過去將來時表示從過去某一時間來看將要發(fā)生的動作或存在的狀態(tài), 常用在賓語從句中。一般由“would/should +動詞原形”構成。She hoped that they would meet again someday. 她希望將來有一天他們能再見面。2. was/were going to+動詞原形: 表示過去將要發(fā)生或很有可能發(fā)生的動作, 常用于口語中, 表示預言、意圖或者打算等。He was going to start work the following week. 他打算下星期開始工作。3. was/were about to do: 常用來表示即將發(fā)生的動作, “剛要/正要做……”。注意該結構不與任何時間狀語連用。I felt that something terrible was about to happen. 我感到某種可怕的事情即將發(fā)生。4.was/were to do: 表示“曾計劃做某事”, 如果表示“本來計劃做某事, 動作沒實現(xiàn)”, 則需用 “was/were to have done”。She said she was to have told me about the accident. 她說她本來想告訴我關于事故的事。5.Start, go, come, leave, see, meet等動詞的過去進行時: 表示就過去某一時刻而言即將發(fā)生的動作。She was coming later. 她隨后就來。I had just put on my overcoat and was leaving to visit a friend of mine. 我剛穿上外套要去看我的一個朋友。
新人教版高中英語必修3Unit 5 The Value of Money-Listening &Speaking＆Talking教學設計
4. A：We’d like to have someone to say a word at the beginning to welcome the group.B：↙Who?A：We thought that you or Dr.Johnson might do it.B用降調(diào)說Who，其意思是問，對方想讓誰在開場時致歡迎詞。Step 6 Pronunciation---Practice1. Listen to the short conversation and mark the intonation with ↗, ↙ or ↙, ↗. Then discuss with a partner what they intend to convey by using different intonation.Owner: You know what ?↗ It’s a million-pound bank note↙.Waiter 1: Really ?↗(question)Waiter 2: Really !↙(unbelievable and surprised)Waiter 3: Really ?!↙↗(first question then surprised)2. Listen to the conversations. Underline the parts that are stressed and mark the intonation. Then talk about the implied meanings of the responses with different intonations. Listen again and repeat.1) Henry: It’s a nice suit.Owner: Oh, it’s perfect!↙(The intonation means it is very suitable for Henry.)2) Henry: Well, that’s very kind of you.Owner: Kind, sir ?↗(what you said is not right) No, it’s kind of you. You must come whenever you want and have whatever you like. Just having you sit here is a great honour !!↙(welcome you to come again)3)Henry:Well, to be honest, I have none. Oliver:(happily) What luck!(excited) Brother↗, what luck!↙(It means “Didn’t you hear it?”)Henry: Well, it may seem lucky to you but not to me!↗(angry) If this is your idea of some kind of joke, I don’t think it’s very funny. Now if you’ll excuse me, I ought to be on my way.↙(If so, I would leave.)Roderick: Please don’t go↙...(hope Henry can wait for a moment)Part B Viewing and Talking---Describe people’s changing attitudes in a film clipStep 1 Before-listening---Tell the filmYou are going to watch part of the film The Million Pound Bank Note. Look at these photos and guess what happens in the film.
部編版小學語文四年級下冊第25課《兩個鐵球同時著地》優(yōu)秀教案范文
1、齊讀第三自然段。思考：亞里士多德講過什么話?伽利略對這話是怎么看的?（亞里士多德說過：“兩個鐵球，一個10磅重，一個1磅重，同時從高處落下來，10磅重的一定先著地，速度是1磅重的10倍?！辟だ詫@話產(chǎn)生了懷疑）2、伽利略為什么懷疑亞里士多德說的話?他是怎么想的?（“他想：如果這句話是正確的，……這怎么解釋呢?”）3、伽利略的分析，是把亞里士多德的話當作兩種假設，推出兩個結論。這兩個結論是什么?（①把一個10磅重，一個1磅重的兩個鐵球拴在一起，如果仍然看作是兩個球，落下的速度應當比原來10磅重的鐵球慢。②如果看做是一個整體，落下的速度，應當比原來10磅重的鐵球快）4.這兩個結果一樣嗎?是什么樣的結果?（不—樣，是相互矛盾的）5.根據(jù)同一句話，會推出兩個相互矛盾的結果，所以伽利略認為這句話是靠不住的，值得懷疑。6，他打算怎么做?（用試驗來證明不同重量鐵球落地的情況）
人教版新課標小學數(shù)學五年級下冊設計鑲嵌圖案教案
師：同學們，在四年級的時候，我們已經(jīng)了解了圖形的密鋪，請你說一說，什么是圖形的密鋪？（沒有重疊、沒有空隙地鋪在平面上，就是密鋪。）師：圖形的密鋪又可以叫做鑲嵌，以上四個圖片，都是由哪些基本圖形密鋪（鑲嵌）而成的呢？（請學生邊指邊說。）師：還有哪些圖形也可以鑲嵌？（學生可能回答：三角形，平行四邊形，梯形，菱形，正六邊形，……）師：今天就請你發(fā)揮一下想象力，設計一些與眾不同的鑲嵌圖形。[設計意圖說明：學生在四年級已經(jīng)初步了解了圖形的密鋪（鑲嵌）現(xiàn)象，四幅圖片是四年級下冊教材《三角形》單元中《密鋪》內(nèi)容中的原圖。本單元在此基礎上，通過數(shù)學游戲拓展鑲嵌圖形的范圍，讓學生用圖形變換設計鑲嵌圖案，進一步感受圖形變換帶來的美感以及在生活中的應用。]二、新授探究一：利用平移變換設計鑲嵌圖形
小學美術人教版二年級下冊《第2課重重疊疊》教學設計說課稿
1.展示海洋魚類圖片，并導入課題。師：夏季炎熱的天氣已經(jīng)開始了，老師帶來了一份涼爽禮物想送大家，你們猜猜是什么呢？生：……師：想知道嗎？這份禮物就是幾張美麗的圖片,請看大屏幕：在深藍色的海底世界里，一群可愛的海洋魚在悠閑地游來游去，好涼快，好舒服呀。喜歡這個禮物嗎？ 生：…… 師：喜歡呀，老師太高興了。同學們再來看一看，在這幾張漂亮的圖片里，除了讓我們感受到大海的涼爽和美麗之外，你還發(fā)現(xiàn)什么了嗎？
小學美術人教版六年級下冊《第13課畢業(yè)啦》教學設計說課稿
活動1【導入】談話引入設計意圖：這一環(huán)節(jié)，是一首小詩來激發(fā)學生的離別情感，勾起學生對小學六年生活的美好回憶，從而導入新課。同學們，今天老師給大家?guī)淼牟皇敲利惖膱D畫，而是一首我寫的詩，你們誰愿意來第一個來欣賞一下。出示課件1：學生配樂朗讀：每到六年級心里就有些難過你們就要離開而我剛剛收獲我不知道你們將來會怎樣生活你們總說你們永遠永遠記得我
四年級下冊綜合實踐活動教學計劃及教案
一、教材分析 1、教材內(nèi)容及所處地位綜合實踐活動是在新一輪基礎教育課程改革中應運而生的新型課程。所謂綜合實踐活動，主要指以學生的興趣和直接經(jīng)驗為基礎，以與學生學習生活和社會生活密切相關的各類現(xiàn)實性、綜合性、實踐性問題為內(nèi)容，以研究性學習為主導學習方式，以培養(yǎng)學生的創(chuàng)新精神、實踐能力及體現(xiàn)對知識的綜合運用為主要目的一類新型課程。具有以下特點： 1、基于興趣與直接經(jīng)驗。2、回歸生活世界。3、立足實踐。4、著眼創(chuàng)新。5、以研究性學習為主導學習方式：（1）以轉(zhuǎn)變學生的學習方式為出發(fā)點。（2）強調(diào)知識的聯(lián)系和綜合運用。（3）注重過程。（4）強調(diào)開放。（5）重視師生互動。四年級下冊綜合實踐活動課程要培養(yǎng)學生對生活、學習的積極態(tài)度，使他們具備一定的交往合作能力、觀察分析能力、動手操作能力；要讓他們初步掌握參與社會實踐的方法，信息資料的搜集、分析和處理問題的方法以及研究探索的方法；使學生形成合作、分享、積極進取等良好的個性品質(zhì)，成為創(chuàng)新生活的小主人。2、單元內(nèi)容分析本教材包括?方法與指導?和?活動與探究?兩部分內(nèi)容， ?方法與探究? 主要是讓學生掌握如何進行采訪，通過一系列活動，掌握采訪的準備、注意事項、具體實施，及最后的交流總結，培養(yǎng)學生交往能力。 ?活動與探究?包括六個主題，主題一我們身邊的標志，通過讓學生認識標志，體會含義。學會分類，最后學會制作標志，循序漸進，蘊含了創(chuàng)新、守規(guī)、審美等能力的培養(yǎng)；主題二早餐與健康通過談論，調(diào)查、分析討論培養(yǎng)學生交流總結能力，樹立健康生活意識；主題三，有趣的絲網(wǎng)花，通過制作培養(yǎng)學生合作、審美、動手能力；主題四巧手做風箏繼續(xù)對學生進行培養(yǎng);主題五植物的扦插與嫁接，與現(xiàn)實生活聯(lián)系密切，通過活動掌握方法，體驗快樂，體驗勞動的樂趣；主題六爭做小小志愿者，通過了解體驗志愿者的活動，豐富閱歷，培養(yǎng)學生的服務意識，自身獲得提升與發(fā)展。教材的重點、難點：重點：學會交流，提升能力；認識各種標志，學會制作；學會健康的生活；通過制作絲網(wǎng)花、風箏、植物的扦插于嫁接，學會制作，提高動手能力，通過體驗小小志愿者，提高服務意識。難點：教學中讓學生親身參與、主動實踐，在實踐中綜合運用所學知識解決各種實際問題，提高解決實際問題的能力。學習基礎：四年級學生已具備了一定的實踐能力，因此要逐步培養(yǎng)學生一些探究問題的方法，提高學生的動手意識，能夠從生活和學習中挖掘自己感興趣的活動主題，能夠試著和同學展開小組合作學習，在有效的活動中不斷提高學生的動手與創(chuàng)新的潛能。
部編人教版四年級下冊《海上日出》教案
教學目標1.自主學習字詞，會認“擴、荷”等4個字，會寫“擴、范”等9個生字，理解字義，識記字形。正確讀寫“清靜、淺藍、擴大、范圍、努力”等詞語。2能準確、流利、有感情地朗讀課文，通過品讀課文，在腦海里構建“海上日出”美景。3.讀句子，抓住詞語，通過圖文結合、想象，感受海上日出的壯觀景象，體會作者對大自然的贊美之情。4.學習按一定順序觀察的方法，訓練學生憑借語言文字展開想象的能力。教學重點1.通過閱讀，感悟海上日出的動靜相宜的描寫方法。2.體會作者觀察角度的變化和擬人手法的運用。3.抓住關鍵詞句，感受日出的壯麗景觀，有感情地朗讀課文，能隨文入境、以境促讀，以情怡景。教學難點1.學生能感悟海上日出的壯麗景觀，激發(fā)學生熱愛大自然的情感。3.體會日出的變化過程，學習作者按一定順序觀察的方法。
部編人教版四年級下冊《小英雄雨來》創(chuàng)新教案
（二）提問：夜校的學習條件怎樣？雨來在夜校里受到什么教育？默讀第二段。指導朗讀：“我們是中國人，我們愛自己的祖國。”“我們——是——中國人，我們——愛——自己的——祖國?！庇懻摱我夂托祟}。（段意：雨來上夜校，受到愛國主義教育。）（小標題：“雨來上夜校。”）（三）學習第三段。默讀課文，提問：這段主要說了幾層意思？學生默讀課文，小組交流，展示如下：（兩層意思：第一層從“有一天”至“只從街上傳來一兩聲狗叫”，主要寫鬼子開始掃蕩了；第二層從“第二天”至這段結束，主要寫雨來為掩護交通員李大叔，被鬼子捆綁起來了。）指導朗讀第二層。重點朗讀：“他抬頭一看，是李大叔?！薄斑?！這是什么時候挖的洞呢？”“把缸搬回原地方。你就快到別的院里去，對誰也不許說?！庇懻摱我夂托祟}。段意：（雨來為掩護交通員李大叔，被鬼子捆綁起來了。）（小標題：“雨來掩護李大叔”。）
