Madame Curie (人教版高三英语上册教案教学设计)
第1篇：人教PEP三年级英语上册优秀教学设计
人教PEP三年级英语上册优秀教学设计
一、教材分析：
B Let’s tal部分是在学习了A部分Gd rning.This is….的基础上，学习Gd afternn!及答语，以及Nice t eet u.及其答语Nice t eet u, t.等会话用语并进行简单的师生交流。Let’s pla部分主要是通过做活泼有趣的布袋木偶游戏活动，来巩固练习和运用Let’s tal部分的内容。
二、教学目标：
1.能力目标：
能在实际情景中运用会话Gd afternn!及答语，以及Nice t eet u.及其答语Nice t eet u, t.与他人之间进行简单的`交流。
2.知识目标：
听懂、会说句型Gd afternn. Nice t eet u ,Nice t eet u, t.
3.情感目标：
情感态度：培养学生在学习中乐于模仿，敢于表达的能力。
三、教学重、难点：
1.重点：
在实际情景中听懂、会说Gd afternn! Nice t eet u. Nice t eet u, t.
2.难点：Gd afternn! 和Nice t eet u.的连读,及 afternn 的正确发音。
四、教学过程：
Step 1 Preparatin
1.Sing a sng“Hell”.师先放录音，后师生随录音跟唱并伴有动作。
2.请同学上台戴头饰表演A部分Let’s tal。
Step 2 Presentatin
1.教学Nice t eet u.及答语:Nice t eet u, t.和M.
(1)教师戴Miss Green的头饰向学生打招呼:Gd rning.I’ Miss Green.What’s ur nae? 学生回答。教师主动同学生握手，引出对Nice t eet u.的教学。师教读，重点示范nice的发音并板书。学生跟读、模仿Nice t eet u.的发音，然后机械操练（多种形式）。
师让一生戴着Miss Green的头饰，示意该生向老师打招呼：Gd rning. I’ Miss Green. Nice t eet u.师马上接着说Nice t eet u, t.并和Miss Green握手，引出对Nice t eet u, t.的教学。师教读，示范发音，并板书Nice t eet u, t.学生跟读、模仿Nice t eet u, t.的发音，进行机械操练。
(2)让三生分别戴Wu ifan和Wu ifan’s ther and father的头饰，师介绍并引导其他学生向他们问好，并适时鼓励评价。例如：T: Hell!This is Wu ifan. 其他学生向他问好Nice t eet u, 接着Wu ifan说：Nice t eet u, t.接着师戴着Wu ifan的头饰说：Hell!This is .This is dad. Ss: Nice t eet u! /dad: Nice t eet u, t.接着师教读/dad，示范发音，并让生跟读。集体读，分组读，个人读。
(3)同桌练习：一人充当新朋友hn，互相握手问好。师先示范：Hell/Hi,I’ hn/M nae’s hn,Nice t eet u.S1:Hell/hi,I’ xxx/M nae’s xxx,Nice t eet u，t.
2.教Gd afternn及其答语Gd afternn.
(1)用准备好的时钟（4:15）来表示afternn,让学生明白下午的意思。教学afternn, Gd afternn.师教读，示范发音并板书Gd afternn.让学生跟读。集体读——男女生读——开火车读。
(2)小组内练习，出示钟表（下午三点），让一生戴Chen ie的头饰，引导其他学生向她问好。师先示范：Hell! Chen ie. Gd afternn! C:Gd afternn! Mr Zheng.
Step 3 Practice
1.听音正音：
学生边听边跟读模仿对话内容，在跟读的过程中要边读边用手指着对话内容。
2.师生、生生分角色朗读对话。
3.表演展示：让生戴头饰分角色表演对话。
4.游戏 Let’s pla：准备一些布袋木偶，让学生拿着木偶按照Let’s pla的对话，同桌一起玩游戏。
Step 4 Prductin
Grup wr: 周末你常去朋友家做客，见到他（她）的家人，你们会怎样用英语进行交流？
师与一生示范：Hell!Gd afternn/rning. M/Dad,This is….Nice t eet u.Nice t eet u, t.
每个小组分别是一个家庭，组内交流，师巡视指导，再找2—4组的学生进行汇报展示，教师要及时地给予鼓励评价。
Step 5 Prgress
1.小结：T: What have u learned tda? 引导学生总结所学知识。
2.Hewr：
（1）听录音并跟读 Let’s tal 的对话。
（2）运用所学知识分别向家长及老师介绍自己的朋友。
第2篇：人教新高三Unit 4 Green World(人教版高三英语上册教案教学设计)
I 单元教学目标（略）
II 目标语言（略）
III 教材分析与教材重组
1. 教材分析
本单元以Green World 为话题，旨在通过单元教学让学生初步了解一些植物学方面的基础知识，如植物的分类、栽培以及植物学的发展历程等；并能够运用所学语言知识对相关话题进行表述。
1.1 WARMING UP 部分呈现了四种常见花卉的图片。旨在通过对这些图片的感知，唤醒学生对相关知识的记忆。
1.2 LISTENING 是关于绿色植物果实的分类及其食用（药用）价值的一段录音。 通过对这一段录音的学习，学生可以形成对植物果实分类知识的初步了解。
1.3 SPEAKING 部分提供了三个讨论话题。第1个话题要求学生按照图片提示描述豆类植物的种植、培育过程。第2个话题是第1个话题的延伸和拓展，学生通过讨论，可以了解到更多的植物种植、培育过程，从而形成对部分植物特性的了解。第3个话题以生活中“送花”为例，进一步训练学生对花卉养护知识的描述能力。
1.4 PRE-READING 以图片形式呈现了四种植物果实形态。目的在于通过对这些植物果实的感知，让学生进一步了解植物学相关知识（如植物产地、使用价值等）。并由此引导出READIGN 部分的中心人物。
1.5 READING介绍了植物学（正式成为一门科学）的历史形成过程。重点介绍了两个为植物学发展做出过卓越贡献的重要人物林厄尼斯与班克斯。
1.6 POST-READING 部分针对READING部分的相关内容设计了5个小练习。第1个练习以选择填空的形式考查学生对课文细节内容的了解。第2-5小题以问句形式进一步考查学生对课文重点内容的了解。
1.7 LANGUAGE STUDY 该部分包括Word Study和Grammar 两个部分，各设置了2-3个小题。Word Study 分别以同义替换（词汇释义）和短文填空的形式对本单元部分重点词汇进行训练；Grammar部分主要就前面所学“宾语”这一句子成分进行巩固性练习。该部分设置了三个小题：第1小题要求学生对所给句子中的“宾语”进行辨析，以进一步加深其对该概念的理解；第2小题着重对have something done这一句型结构进行训练；第3小题以改写句子的形式进一步训练“宾语”这一语法内容，特别是直、间接宾语的用法。
1.8 INTEGRATING SKILLS分READIGN和WRITING 两个部分。READING部分介绍了查尔斯达尔文、格雷门门德尔、约特杜尔松三个在植物学发展史上作出过重大贡献的人物。WRITING 部分以dandelion为例，要求学生通过对图片的描述了解“物种变异”方面的知识。另外，课本还提供了可供写作时参考的段落提纲。
1.9TIPS部分是有关“科学观察”这一科学家所必备素质的论断或名言。
1.10 CHECKPOINT 共两部分。第1部分重点对“宾语”这一语法内容进行回顾总结；第2部分利用问句形式提出要求，让学生归纳可用于描述农业和植物学研究过程中的“步骤”的词汇及表达。
2．教材重组
2.1将WARMING UP部分与SPEAKING部分以及WORKBOOK中TALKING部分整合在一起上一节“口语课”。
2.2 将课本PRE-READING部分、READING 部分和POST-READING部分以及WORKBOOK中GRAMMAR部分第1题整合在一起上一节“精读课”。
2.3 将课本LANGUAGE STUDY部分与WORKBOOK中PRACTICIGN部分整合在一起上一节“语言知识”课。
2.3将课本LISTENING部分和WORKBOOK中LISTENING部分整合在一起上一节“听力课”。
2.4将INTEGRATING SKILL中READING部分与WORKBOOK中READING部分整合在一起上一节“泛读课”。
2.5将INTEGRATING SKILL之WRITING 部分与WORKBOOK中WRITING部分整合在一起上一节“写作课”。
3. 课型设计与课时分配
1st Period Speaking
2nd Period Reading
3rd Period Language Study
4th Period Listening
5th Period Extensive reading
6th Period Writing
IV. 分课时教案
The First Period Speaking
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
tulip, rose, peony, strawberry, bunch,
b. 重点句子
Can you tell something about each flower?
Where does it come from?
What is it used for?
Which flower is your favorite?
Explain how to grow and take care of the soybean plant.
Describe what to do and how to take care of the flowers you have been given.
2. Ability goals 能力目标
Enable students to talk about “botany” (including the names, the properties, the usage of certain plants, how to grow and take care of them, etc) and to say something about it.
3. Learning ability goals学能目标
Learn how to describe plants (properties; places of birth; what they are used for; how to grow and take care of them, etc).
Teaching important points 教学重点
Help students learn to describe plants and how to grow and take care of them.
Teaching difficult points 教学难点
How to help students learn more about “botany”, and then give descriptions.
Teaching methods 教学方法
Discussion
Pairwork/ Groupwork
Teaching aids 教具准备
Pictures, slides, a PC and a projector.
Teaching procedures & ways 教学过程与方式
Step I Revision
T: In the last unit, we’ve learned a lot about Australia. Now who’d like to make a general speech on the country?
S: Let me try. Australia is the only country in the world which covers an entire continent. It is a wealthy country, which produces metals, precious stones, coal, grain, meat and wines, and has the biggest iron mines in the world. Australia has about one-sixth of the world’s sheep and produces almost one-third of its wool. The climate in Australia varies from north to south.
T: Anything else?
S: Modern Australia is made up of six states and two territories. The first Australians were the aborigines and Torres Strait Islanders. The two world wars had a strong influence on Australia. The official language is English, which are quite different from British and American English.
Step II Warming Up
T: Good. You really did a great job. Do you know what is the national flower of Australia?
S: Golden Wattle (Acacia pycnantha)（金合欢，又称相思树）.
Show the picture to students.
T: Very good. As shown in the picture, the species is certainly attractive with its showy, large, bright golden flower heads. Now look at the pictures on Page 28 in our textbooks. These are four flowers commonly seen in our daily life. First, match each flower with its correct name, please.
T: There seems no difficulty for you to do this, right? OK, the answer is…
S: ①-rose; ②-tulip; ③-peony; ④-sunflower
T: Well done. Susan, what is your favorite? Why?
S: I love sunflower best of all. There are, I think, three reasons,: first, I love eating the seeds of sunflowers, they are delicious; second, their stems can be used to build fences by farmers; third, sunflower oil is very popular in daily life.
T: Great. Lily, can you tell us something about the other three flowers?
S: OK. Tulips are native to Central and Western Asia, and parts of the Middle East, roughly in the region near Afghanistan. Tulips are mainly used for decoration. Tree peony, the Chinese National Flower, native to China, is called as the “King of flowers”, which is widely used in Chinese medicine. Rose is native to Southwest Asia, and it is often used as present with the meaning of “love”. Also, rose flower is a kind of important Chinese medicine.
T: Good. As we all know, flowers are only one of the most important parts of plants. Plants are very important to human beings. They provide us food, medicine, decoration, etc. Without them, our world would be dull, lifeless… And growing plants can be both fun and a useful experience. Do you have such experiences? Do you know how to grow certain plants? And how to take care of them? The pictures on Page 29 is an example of planting soybeans. Now everyone, look at the pictures first, then try to explain the stages of growing soybean and how to take of them by describing each picture, you may write down your ideas on the paper.
Move around the class and check their work. Offer language help if needed.
Step III Speaking about procedures
T: Kate, would you like to show us your ideas?
S: Glad to. First, put some soft soil in the pot or box; second, put the seeds of soybeans on a wet cloth or put them in the water; then, put the seeds into the soil. After several days, the seeds come into bud and out of the soil. Later on, water them every two days till the green leaves grow.
For this step, the teacher can (or ask the students to ) make a short film to present the stages of growing soybeans.
Step IV Discussion
T: Well done, Kate. Soybeans are easy to grow. Now imagine you want to plant something else in your garden plot, work in groups and decide which plants, vegetables or flowers your group would grow, how to plant them, how to take care of them, when to harvest or pick them.
Step V Oral-presentation
Ask several students to show their answers to the class.
Sample answers:
Carrots are loaded with vitamins, and are nutritious. On top of being good for you, carrots taste good, too. So our choice is carrot.
(1) Before planting, work the soil deeply.
(2) Sow them very thinly, about 1/4 inch deep. Cover them with a fine garden soil. Or sprinkle them on top of the soil, and lightly water them into the soil.
(3) Keep carrots well weeded early in the season. They are easily overcrowded, with any competing weeds usually winning out.
(4) Begin to harvest carrots as “baby” size, thinning the row as you harvest. Once you begin picking, you can harvest as needed.
Step VI Talking
T: Really interesting. But how do the plants grow?
Read the instruction on Page 170 in the WORKBOOK to the students, then ask the students to work in pairs to describe “the process of photosynthesis of plants” in their own language.
A description of basic photosynthesis:
Photosynthes is the process by which green plants and certain other organisms transform light energy into chemical energy. During photosynthesis in green plants, light energy is captured and used to convert water, carbon dioxide, and minerals into oxygen and energy-rich organic compounds.
Step VII Assignment
T: In this class, we’ve learned a lot about plants and planting. Ask your parents or others to teach you more about planting, if you are interested in. And please do Exercise 3 on Page 30 in the textbooks
Reading:
Warming up
In SB1(下) Unit19, we have learned some knowledge about agriculture. And we have known about one of the greatest scientists in our history-Jia Sixie.
Did you remember? How do we plant crops?
We should plant rice in a field one year and wheat in the field next year.
How do we plough?
Plough deep the first time and less deep the second time.
In this unit, we will learn about scientists who are important to the history of botany and agriculture.
This word “botany”植物学,is a word about plants. As we all know, there are many plants around us, such as wheat, corn, tomato, apple trees etc. Without these plants, we can’t live. But how much do you know about them? Who can tell us something about them.
Student A Wheat is a kind of plant that can be make into bread, some delicious cakes which can make us full.
Student B Apple trees can produce apples that can provide us vitamins which can keep our bodies fit.
Yes, these plants are very useful, but how do we plant them? Where are they from?
It is a kind of very careful work to plant the crops and trees.
Pre-reading
Now let’s look at the text-The birth of a science.
Why was Carl Linnaeus important to the history of botany as a science?
（His system of grouping plants in families was unique, which based on the arrangement of the male and female organs in the flowers.）
While-reading
Fast reading
How many people are mentioned in the passage?
Carl Linnaeus Daniel Solander Joseph Banks Captain Cook
Careful reading
(1) Keys:1D 2D 3B 4A？D 5C
Post-reading
1. How did scientists classify plants before Linnaeus?
Some scientists classified plants into herbs and trees, or according to the shape of the fruit, or whether they had flowers or not.
2. What were the goals of James Cook’s first voyage around the world?
To study the passing of the planet Venus across the sun; to record, classify and describe all plant and animal life observed during the trip; to search for an unknown southern continent.
3. Why did Joseph Banks have to supply his own money to equip part of the expedition?
Because the government would not pay for such a new field of science as botany.
4. What could be a possible explanation for the name “strawberry”?
When people plant strawberry, they spread straw under the fruit to reduce the necessary amount of watering./ berries like straw.
Language Points
1. Despite his wealth, he worked to make a career in science.
wealth意为“财富”，多用作不可数名 词。
He gained his ____ by printing ____of famous writers. (NMET 1995)
A. wealth; work B. wealths; works C. wealths; work D. wealth; works
析：根据wealth的词性，可排除B、C；works意为“作品，著作”。
2. Secondly, the purpose of the expedi-tion was to record, classify and describe all plant and animal life observed during the trip. 动词不定式可用作表语，表示主语的具体内容，尤其可用于指未发生的情况。
The purpose of new technology is tomake life easier, _____ it more difficult. (上海2005春)
A. not making B. not make C. not to make D. nor to make
析：两个或多个不定式表示并列或递进关系时，后面的不定式符号to常常省略，但当它们表示对比关系时，不定式符号to常常保留。本题题意为“新技术的目的是使生活更容易，而不是让生活更艰难”，两个不定式之间是对比关系
(P1. L2) Attempts had been made by others to classify plant species into groups…
A. Others had made efforts for the classification of plant species.
B. Others had been trying to group plant species.
C. Others had attempted to classify plant species.
(P1. L3) Showing how plants were related was a complex and strange thing before Linnaeus developed his system.
A. Linnaeus’ system made it simple and common to show how plants were related.
B. Before Linnaeus developed his system, it was complex and strange to show how plants were related
(P1. L6) … Linnaeus’ idea of grouping plants in families was unique.
A. It is very special that he classified plants into families.
B. His idea that plants should be grouped in families was unique.
(P1. L9) …although they are different at first sight.
Take the first look at them.
(P3. L1) Born into a life of privilege,…
When he was born, he enjoyed a life of privilege.
(P3. L2) Many young men in his position would lead a cosy/cozy life, but young Banks had an appetite for knowledge.
1) in his position= in a higher social position like him
2) Lead a cosy life = live a comfortable life
3) have an appetite for = have a desire for =long for
. (P3. L3) Despite his wealth, he worked to make a career in science.
A. because he was wealthy
B. even though he was wealthy
C. apart from his wealth
D. despite = in spite of; 尽管，不论
despite his wealth = even though he was wealthy.
2）make a career 向上爬，谋求发迹
He worked to make a career in science means He worked hard for the cause of science.
8. (P4.L1),…the Royal Navy appointed James Cook as the commander of the Endeavour to take the members of Royal Society on an expedition to Tahiti.
1) appoint … as… 任命
2) take the members … 带领皇家学会成员
(P6. L5) …one continent to another on a large scale.
Any public demonstrations on a large scale without the permission of the city authorities is antisocial.
不经市政当局的允许举行大规模游行示威是妨害社会秩序的。
(P7. L2) Wonderful discoveries had been made of strange new lands, …
make a discovery of…
He made discoveries of 300 uses for peanuts and 200 uses for sweet potatoes.
他的发现包括花生的三百种用途和红薯的二百种用途。
Wonderful discoveries included new lands, …
(P7. L5) From behind his desk, however, he was involved in enterprises…
1) From behind the desk = behind the curtain 幕后
2) be involved in， get involved in 参与，卷入，涉及
Don't involve other people in your trouble.
别把别人牵涉进你的麻烦中去。
All the children were involved in the school play. 所有的孩子都参加了学校排练的剧。
Kew: A district of western Greater London in southeast England. The famed Royal Botanic Gardens were established in 1759 and presented to the nation in 1841.
克佑区：英格兰东南部大伦敦区的西部一区。著名的皇家植物园于1759年建立，1841年被献给国家
Page32 Language study exercise 2
Keys(1)group (2)female (3)Herbs (4)was appointed (5)botanical (6)was abandoned (7)globe (8)Oceania (9)enterprises (10)expense.
Homework
Please read the text several times and then try to write something about Joseph Banks: what do we learn from him?
Integrating skills
Scanning
Find out the important people mentioned in the text.
Charles Darwin From England Gregor Mendel From Austria
Gote Turesson From Sweden
Choose the best answers according to the passage
1. The research by Darwin, Mendel and Turesson shows that_ . C
A. genetics is more important than the environment to plants
B. genetics is less important than the environment to plants
C. both genetics and the environment are important to plants
D. neither genetics nor the environment is important to plants
2. Darwin observed that the birds with _ _ would eat_ . B
A. small beaks l hard seeds B．broad beaks；hard seeds
C. hard beaks；hard seeds D．broad beaks；soft seeds
3.Darwin joined the scientific expedition on _____ ． C
A. the Endeavour B.Tahiti C．the Beagle D．space
4. Scientists of the nineteenth century believed that . D
A．the development of new species was behind the influence of the environment
B．the development of new species and the influence of the environment were hand in hand
C．the development of new species had nothing to do with the influence of the environment
D the influence of the environment was behind the development of new species .
5. Darwin studied physics，chemistry and botany because_________ . B
A．he was invited to join scientific expedition
B．he was interested in them
C．he could do a lot Of experiments
D．he wanted to finish his book“On the Origin of Species”
Fill in the following blanks
Scientist
Research/experiment
Result
Charles Darwin
The wild life of Galapagos, many varieties of garden roses
There were differences between the species of the different islands’yet all showed a clear relationship with those of America’ differences in habitat could lead to different species in birds as well as in plants.
Gregor Mendel
Flowers and peas
Many characteristics were passed on from one generation to the next, without influence by the environment. His research gave birth to the science of genetics.
Gote Turesson
A wild plant found on the Swedish west coast
Found evidence for the existence of stable varieties within species in nature. He showed that differences between plants of one species occurred as a result of the environmental conditions in their habitat.
The text can be divided into four parts
Part I Pa1-3: Darwin and his research.
Part II Pa4-5: Mendel and his experiment.
Part III Pa6: Turesson and his study
Part IV Pa7: the importance and significance of the research of the three.
Important sentences in the passage
1. It was Darwin’s visit on the Beagle to the Galapagos Isles that gave him the key to his new theory.
2. Back home, in England, Darwin realized that differences in habitat could lead to different species in birds as well as in plants.
3. As a result of Darwin and Mendel’s research, scientists of the nineteenth century formed the belief that that influence of the environment was behind the development of new species.
4. It would take a next generation of scientists to bring the importance of the environment on species back in view.
Homework
Make some observations of the plants somewhere in the wild areas as required in the textbook, but make sure you are in a safe distance. Make notes of your impressions of the plants. For this task, you can work in groups or pairs in a corporative way, and you must think of ways to describe what you have seen or done.
Grammar
Revision
Joseph Banks was born into a wealthy family, and he could have led a life of privilege, but from an early age, he had an appetite for knowledge, he wanted to make a career in science, he chose to pursue his passion to the full, so he devoted his money to the career, he took pain and effort to join the exploration, collecting every possible information about plants, he helped to develop the royal gardens into one of the greatest botanical gardens in the world, etc. He really contributed a lot to the science of botany. His devotion, his pursue for knowledge, his sacrifice will forever encourage us to embrace greater dream, to study and work hard to make our country richer, stronger and more beautiful.
Tell what is used as the Object.
Born in 1743, Joseph Banks played an important role in botanical research in the eighteenth century.
(2) Even before going to Oxford in 1760, Banks showed an appetite for knowledge.
As a member of the Royal Society, the 25-year-old Banks paid 10,000 pounds for the equipment of the expedition.
(4) The Royal Society gave him the opportunity he had been waiting for.
Do you know who else joined Banks on the expedition with Captain Cook in 1768?
(6) In 1772 he went on an expedition with a fellow student.
He asked explorers to send him new plant species from around the world, which he included in the collection at Kew Garden.
(8) He enjoyed spending hours in the greenhouses at Kew, among the strange plants from Southeast Asia.
The first “Tea Roses” from China came in a wide variety of pink tones, and it was Joseph Banks who introduced them to England at the end of the eighteenth century.
(10) As a reward for his contribution to botany, Joseph Banks had a flower named after him.
Homework
Prepare for the next lesson: pre-read the pictures on Page 169 WORKBOOK and do the first two exercises after class.
Writing
Different habitat, different dandelion
As shown in the picture, dandelions take on different appearances in different habitats. The first picture shows a hot, dry habitat, in which the dandelion grows low, with thin, yellowish flowers and narrow light green leaves; while the second one
shows a wet and cool habitat, in which
the dandelion is taller with rich but bright yellow flowers and broader leaves. So we can reach a conclusion like this: plants change their appearance and adapt to the new environment if moved from one habitat to another.
Homework
1． Read and try to remember the sentences used to describe observations in TIPS (Page 36).
2． Finish the tasks ASSESSING on Page 176 in the WORKBOOK.
Teaching aids 教具准备
Pictures, slides, a PC and a projector.
Teaching procedures & ways 教学过程与方式
Step I Revision
T: In the last unit, we’ve learned a lot about Australia. Now who’d like to make a general speech on the country?
S: Let me try. Australia is the only country in the world which covers an entire
第3篇：高三英语Unit4-6教案(人教版高三英语上册教案教学设计)
Reading:
Warming up
Look at the pictures and match each flower with its correct name
Which flower is your favorite? Explain why.
Pre-reading
Why was Carl Linnaeus important to the history of botany as a science?
His system of grouping plants in families was unique, which based on the arrangement of the male and female organs in the flowers.
While-reading
Fast reading
How many people are mentioned in the passage?
Carl Linnaeus Daniel Solander Joseph Banks Ca
第4篇：高三教案（Unit1-16)(人教版高三英语上册教案教学设计)
Unit 1 That must be a record !
Reading
Summarize the general idea of each paragraph.
Para. 1 The first edition of Guinness Book of World Record
Para. 2 Records of different categories
Para. 3 Chinese record
Para. 4 Records from the world of sports
Para. 5 Why are people so interested in records?
Para. 6 How to set a record?
Fast reading
T or F.
1.The Guinness company began to the Guinness Book of World Records in the 1950s.
2.More than 60,000 new records are
第5篇：雨点儿 教案教学设计(人教新课标一年级上册)
尊敬的各位领导、老师：
今天我说课的内容是人教版小学语文第一册第五单元的一篇课文《雨点儿》。下面我将从教学理念、教材及学情、教学目标及重难点、教法学法和教学过程，板书设计，教学反思这八个方面进行说课。
一、说设计理念：
根据学生的年龄特点，在教学中我创设情境，引导学生在情境中活动，在情境中合作，在情境中学习。《语文课程标准》强调：“阅读是学生的个性化行为，不应以教师的分析代替学生的阅读实践；阅读教学是学生、教师、文本之间的对话的过程。”因此，教师要引导学生入情入境地读好课文、有所感悟，让学生走进文本，并进行拓展和积累，进而培养学生的思维能力和审美情趣。
二、说教材及学情
教材分析：《雨点儿》是一篇科学童话，课文采用拟人化的手法，通过大雨点和小雨点的对话，告诉学生雨点是从云彩里飘落下来的，有了雨水的滋润，花儿更红了，草儿更绿了。让学生懂得雨水与植物的生长有着密切的关系。我们的世界因为有了水，而更美好。
学情分析：一年级的孩子年龄比较小，对语言文字的理解力还比较差，有意注意的时间比较短，因此在自主合作、探
第6篇：三年级上册估计 教案教学设计(人教新课标三年级上册)
一、 教学内容
人教版《义务教育课程标准实验教科书数学》三年级上册P45--46估计。
二、教学准备
教具：1米长的丝带、米尺
学具：直尺、学具盒（盒内装有小棒、丝带、长方形和正方形纸片等；盒外用一条50厘米长的丝带系着，并打个蝴蝶结。）
三、教学目标与策略选择
1、教学目标：
（1）经历用眼看、用脑想、用心估，动手量等实践活动过程，逐渐清晰常用长度单位的概念，发展空间观念；重点会较准确地估计以厘米作单位的物体的长度或周长。
（2）在估计和测量周围熟悉物体的长度时，初步培养实践探究、合作交流的意识，养成估计的习惯。
（3）通过实践活动激发热爱数学的情感，感受估计与日常生活的密切练习，体验学习成功的喜悦。
2、教学策略：
本课要解决的主要问题是进一步清晰长度单位概念，发展空间观念，清晰长度单位概念以厘米为重点。为解决以上主要问题，本课采用的主要教学策略是以实践活动为载体，以体验为核心，以比赛为动力，通过看一看、估一估、画一画、量一量、比一比、调一调等活动，使学生在丰富的实践中积累感性经验，形成清晰的长度表象，在体
第7篇：数一数 教案教学设计(人教新课标一年级上册)
第一单元准备课
第一课时:数一数总课时数:
教学内容：p2~p5数一数
教学目标：
生学习数学的兴趣，滲透思想品德教育。
1、通过数数活动，初步了解学生的数数情况，使学生初步学会数学的方法。
2、帮助学生了解学校，激发学
教具、学具
教学过程：
一、导入：
小朋友们，你们已经是小学生了。从今天开始，我们要在学校里学习很多有用的知识。这节课是数学课，我们要学习数学知识。
今天我们就来学习第一课：数一数（板书课题）
二、新课
1、出示彩色挂图，教学数数。
（1）质疑：教师：“这幅图画画的是什么地方？学校开学的第一天，小朋友们高高兴兴地来到学校。大家一起来看这幅图里都画了些什么？”
（2）小组学习：先让学生观察，在小组内和小朋友们说一说。
（3）汇报学习情况：指名让学生说一说。教师在学生随意说的基础上，引导学生按数目从小到大的顺序数出图中的人或事物的个数
（如：能用“1”表示的有：一面国旗、一位教师；能用“2”表示的有：两个同学向教师敬礼、两个同学浇花；3个同学在踢球；有4朵葵花；宣传栏上有5个大字；花坛里有6朵花；天空有7只鸟
第8篇：长城 教案教学设计(人教新课标四年级上册)
教学目标：
1、有感情地朗读课文。通过朗读表达出长城的雄伟气魄。
2、了解长城高大坚固、气魄雄伟等特点，感受作者对祖国的热爱之情以及对劳动人民的赞叹之情。
3、激起民族自豪感，产生了解中国的“世界遗产”的兴趣。
教学重难点：2、了解长城高大坚固、气魄雄伟等特点，感受作者对祖国的热爱之情以及对劳动人民的赞叹之情。
教学过程：
一、激趣导入，整体感知
1、板题：今天我们继续来学习《长城》一课。
2、欣赏图片：学习课文前，我们先来欣赏长城的景观。（师出示长城的图片）
3、谈感受：欣赏了图片，你有什么感想呢？
4、激趣：长城--中华民族的象征，是中华儿女的骄傲。你能用课文中的一句话来评价一下长城吗？（学生说）
二、精读课文，加深认识
（一）齐读句子
1、读（“这样气魄雄伟的工程，在世界历史上是一个伟大的奇迹。”）
2、质疑：从哪儿可以看出长城的气魄雄伟呢？
（二）再读课文，解决问题
1、自由读1．2自然段，思考问题：从哪儿可以看出长城的气魄雄伟呢？
2、交流汇报：
（1）长：A、“远看长城，它像一条长龙，在崇山峻岭之间蜿蜒盘旋。”
