教學設計三篇
引導語:教學設計,您瞭解多少呢?下面由本站小編為您精選推薦的一些教學設計範文,希望可以幫到您。
範文1:人教版新目標九年級英語教學設計
Title(教學內容): Unit 13 Rainy days make me sad
Teaching hours(教學時間): 1 Period(一個課時)
Period(課時): The first period(第一課時)
一、Chapter content(章節內容): Section A(1a—1b)
二、Analysis of the Teaching Material(教材分析):
In this unit, the language aims are to talk about how things affect y
ou and how to express their thoughts about likes or dislikes.
Language structure: make sb /sth + adj /do
三、Analysis of the students(學生分析) :
The students have learned the structure: make sb /sth + adj /do. So
this class we will mainly teach the adjectives and to talk how thin
gs affect you and how to express their thoughts about likes and dis
likes while teaching the structure.
四、Teaching aims and demands(教學目的和要求):
1. Target language: How do you feel about loud music?
Loud music makes me tense. Loud music makes me want to dance.
That movie made me sad. Waiting for her made me angry.
2. Language structure: make sb /sth +adj Make sb /sth +do
3. Ability objectives
(1) Train students’ listening ability.
(2) Train students’ speaking ability.
(3) Train students’ the ability of using grammar focus .
五、Teaching key points(教學重點): make sb /sth + adj /do
六、Teaching difficult points(教學難點):
1. The target language
2. How to train the students’ listening ability.
七、Teaching methods and learning methods(教學方法):
1. Listening method to improve students’ listening ability.
2. Pairwork to make every student work in class.
3. Task-based teaching method.
八、Teaching tools(教學手段) : a computer ,pictures
九、Teaching procedures(教學步驟)
Step one : Warm-up
1. Ask a student: What is your hobby? S: I like reading.
T: Why? S: Because it is interesting.
T: So it makes you interested.
Write down on the blackboard: It makes you interested.
2. Ask the other students, get them to say the word :Happy, sad ,e
xcited ,relaxed ,nervous, sick ,energetic ,stressed out, tense
comfortable …
3. Write these words down and get the students to read the words tog
ether.
Step two: Presentation
1. Using the computer to show some pictures, such as an exciting bask
etball match, a relaxing scenery, a scary snake, an angry face , a co
mfortable bedroom and so on .
T: How do you feel about Picture 1? Happy? Beautiful? Excited ?Awful ?
S: Excited…
T: It makes me excited …
Show this sentence on the blackboard. Then repeat with the other pic
tures, get them to say :
It makes me happy .
It makes me awful ……
Step three: Pair work
Show some adjectives and phrases on the screen. Let students make up
conversations in pairs. For example:
A: What makes you sad?
B: Rainy days make me sad.
Step four: listening practice
1. Say: Look at the pictures in e are two restaurants se
describe them. For example:
In Rockin’ Restaurant ,the paintings on the walls are ugly. The musi
c is too loud . The Blue Lagoon has blue walls , plants , flowers ,
and a piano player .
Let the students say some sentences about the two pictures.
Then ask students: Which restaurant would you like to go to ?Why ? Le
t them use the structur : make sb/sth +adj to say . For example:
T: I don’t like The Rockin’ Restaurant , because the loud musi
c makes me tense /comfortable……
Then check several students to answer.
2. T: Look at the girls in the picture in are Amy and Tina. T
hey are hungry, They want to get something to eat. What do they thin
k of the two restaurants? Look at 1b ,read the sentences, you will h
ear the missing words on the tape, fill in the blanks with the words
you hear on the tape .
Play the tape the first time , students only listen.
Play the tape the second time. and say,This time please fill in the m
issing words.
Check the answers.
Play the tape again, let them read the conversation.
Step five: listening practice
Do the same as step four.
First talk about the pictures in 2a.
Then finish the listening task in 2a and 2b.
Check the answers with the students.
Step six: grammar focus
Look at the grammar box. Invite a student to read the sentences tothe
class.
Then let students make sentences with make sb /sth + adj /do.
Using the form on the screen to talk how different weather affect th
e students feeling.
Step seven: summary
In this class, we’ve learnt key vocabulary and the target language l
oud music makes me tense,loud music makes me want to dance, that movi
e made me sad.
Step eight : Homework :
n the screen.
your friend where he or she would like to go to eat and play . Explain the reason umake sb / sth +adj /do.
Design on the blackboard.(板書設計)
Unit 13 Rainy days make me sad.
Section A(1a—1c)
make sb /sth +adj adjectives
It makes you interested . happy sad excited relaxed nervou
s sick
It makes me excited. comfortable stressed tense en
ergetic
範文2:人教版七年級英語教學設計
一、課題:Do you like bananas ?
二、教學目標(知識能力、過程與方法、情感態度與價值觀)
知識能力:掌握詢問對方喜歡與不喜歡食物的幾種典型的句型;學習常見食物的名稱。
過程與方法:通過對食物名稱和詢問句型的學習,學會談論自己與他人早、
中、晚餐喜愛吃的食物。 通過對食物的學習瞭解,學會配製營養餐。
情感態度價值觀:通過對不同食物的學習,讓學生了解哪些是有益於健康的
食品,哪些是不益於健康的食品,從而使學生學會均衡飲食,不偏食。通過對食物喜好的提問,能增強同學之間的相互瞭解和友誼。
三、教學設計的思路及教學建議
第六單元的主題是“詢問對方喜歡與不喜歡的食物”,這些食物都是學生比較熟悉的生活食品。
在教學時老師能夠使用實物進行教學,增強學生的學習興趣和學習效果。在傳授新知識時,為了給學生創設真實的,貼近生活的情境,可以設計一些遊戲,即根據不同人對食物的不同喜好,自配營養餐和填寫購物清單等,這樣不但激發了學生學習的熱情,也達到了練習重點句型的目的。 四、教學嚮導
五、教學重點及難點
1.教學重點:詞彙:有關食物名稱的單詞。
句型:Do you like … ? Yes, I do. / No, I don’t. 2.教學難點:創設語言交際情景,操練句型。 六、具體教案設計
Unit 6 Do you like bananas ?
課時安排:四課時
第一課時:P31—P32 第二課時:P33—P34 第三課時:P35 第四課時:P36
第一課時:P31—P32
Step 1 講授1A中的新單詞
1. 通過用“What’s this in English ?” 句型詢問一些具體的食物或圖片,如:apple, orange, meat, rice 等,讓學生通過直觀回憶以前所學過的食物名稱。 2. 呈現新的食物或食物幻燈片,激發學生的求知慾,從而引出本課的新單詞。 3. 朗讀P31—1a 中的新單詞。(先全班,再小組,然後到個人,層層檢查、補漏。)
4. 將學生分成兩大組,以競賽的方式讓各組派一名學生,將食物的單詞貼到掛圖相對應的食物上,看哪組貼得最多,最準。 Step 2 Presentation
1. 通過吃的動作和高興的表情來展現“like”一詞的意思,並將 “like”板書在黑板上;通過搖頭的動作和皺眉的表情展現 “don’t like”一詞的含義,並將 “don’t like”板書在黑板上。
2. 通過動作及表情引出I like bananas, I don’t like broccoli. 然後過渡到Do you like bananas / broccoli ? Yes, I do. / No, I don’t.
3. 選擇不同的食物,向學生提問:Do you like …? 讓學生根據自己的實際情況回答:Yes, I do. / No, I don’t. Step 3 Listening
1. 看P31—1b的對話,聽錄音,完成書上要求標號的'任務。訂正答案。 2. 跟讀對話,以小組為單位朗讀對話。
3. 進行小組對話練習,可以更改有關的食物名詞,編出自己的對話。 Step 4 Listening
1. 大聲朗讀P32—2a中的單詞,讓學生先認真聽,然後模仿重複兩遍。 2. 讓學生聽一遍錄音,瞭解大意,抓住關鍵詞。
3. 讓學生第二次聽錄音,在表格中圈出所聽到的單詞。訂正答案。 4. P32—2b 聽錄音,要求學生將聽到的單詞填入橫線上。訂正答案。 5. 再聽錄音,跟讀1—2遍,分角色進行對話。 Step 5 Practice
讓學生兩人一組進行對話操練:Do you like …? Yes, I do. / No, I don’t. 通過句型的操練,增進學生之間的相互瞭解。 Step 6 Homework 練習冊
Step 7教學後記
第二課時:P33—P34
Step 1 Revision
1. 以對話的形式複習上一節課的新單詞和句型,讓學生拿着食物詢問自己的partner: Do you like …? 回答:Yes, I do. / No, I don’t.
2. 讓學生拿着食物或圖片向全班同學發問:What’s this in English? 或What’re these in English ? 回答:It’s a/an …. / They’re ….然後完成P34—1a中的單詞與食物的搭配。
3. 讓學生將P34—1a中的食物分類,完成P34—1b中的表格。
Step 2 Pairwork
讓學生兩人一組進行操練。每一個學生擁有一半信息,然後通過提問的方式補全各自所缺的內容。訂正答案。 Step 3 Food Survey
先讓學生根據圖片寫出食物的名稱,然後通過詢問句型Do you like …. ?的形式調查其他同學喜歡或不喜歡的食物,然後根據調查的情況進行總結:… likes ….;… doesn’t like …. Step 4 Listening
1. 聽對話,在P34—1a中圈出所聽到的食物。 2. 再聽錄音,寫出單詞,完成P34—2b的表格。 Step 5 Pair work
1. 讓學生根據P34—2b的表格提示進行對話練習。所用的句型:Does Tom / Katrina like …? Yes, he / she does. / No, he / she doesn’t.
2. 用英文解釋breakfast, lunch, dinner的含義。根據1a和2b的表格提示,讓學生寫出Katrina 和Tom所喜歡的食物分別屬於哪一餐,完成P34—2c的練習。 Step 6 Games
1. 讓學生將學過的食物名詞分類。
2. 讓學生從健康的角度出發,給自己配製一份營養午餐,使學生學會均衡飲食。 3. 彙報配餐情況,評選出學生喜愛的配餐。所用的句型:I like …. for lunch.
Step 7 Homework 練習冊 Step 8教學後記
第三課時:P35
Step 1 Revision
複習前邊所學的單詞及句型,可以採取實物或遊戲的形式,然後可以適當進行筆頭檢查。如:聽寫或補全對話。 Step 2 Reading
1. 讓學生快速閲讀短文,並用不同的標記標出水果和食物的名稱。訂正答案。 2. 朗讀短文兩遍。 Step 3 Look and write
1. 根據圖片,讓學生寫出Which one is lunch and which one is dinner. 2. 根據圖片,分別寫出Tom午餐和晚餐喜歡吃的食物名稱。
3. 讓學生下位分別調查三位同學三餐喜歡吃的食物,完成下列表格。所用句型:What do you like for breakfast / lunch / dinner ? I like …for breakfast / lunch /dinner ?
4.讓學生彙報調查結果。所用句型:xxx likes … for …. Step 4 Groupwork
假設同學們將進行一次野炊活動。讓學生分組調查出各自喜歡與不喜歡的食物,然後根據調查的結果列一份購物清單。
1. 調查本組同學喜歡和不喜歡的食物。所用句型:Do you like … ? do. / I don’t.
Yes, I
2. 統計並彙報本組成員喜愛與不喜愛的食物。所用句型:We like …./ We don’t like … ?
3.填寫為野餐準備的購物清單。
Step 5 Homework
收集一些生活中常見的食物。 Step 6教學後記
第四課時:P36
Step 1 Revision
複習整個單元的單詞和句型。 Step 2 Self Check
1. 檢測學生所學的單詞。讓學生勾出P36—1中認識的單詞,圈出不認識的單詞。
2. 讓學生在P108補充5個新的食物名稱,擴大學生的知識面。
3. 讓學生在方格里畫出自己午餐所喜歡吃的食物。培養學生繪畫的能力。 4. 用 “ Do you like …”句型詢問其他同學,找出與自己午餐所吃食物相同的同學。P36—4。 Step 3 Games
讓學生將自己所收集的食物,通過詢問 “ Do you like … ?” 將食物分發給其他的同學,增進學生之間的感情。 Step 4 Having a quiz Step 5 Homework 練習冊
Step 6教學後記
一、課題:Do you like bananas ?
二、教學目標(知識能力、過程與方法、情感態度與價值觀)
知識能力:掌握詢問對方喜歡與不喜歡食物的幾種典型的句型;學習常見食物的名稱。
過程與方法:通過對食物名稱和詢問句型的學習,學會談論自己與他人早、
中、晚餐喜愛吃的食物。 通過對食物的學習瞭解,學會配製營養餐。
情感態度價值觀:通過對不同食物的學習,讓學生了解哪些是有益於健康的
食品,哪些是不益於健康的食品,從而使學生學會均衡飲食,不偏食。通過對食物喜好的提問,能增強同學之間的相互瞭解和友誼。
三、教學設計的思路及教學建議
第六單元的主題是“詢問對方喜歡與不喜歡的食物”,這些食物都是學生比較熟悉的生活食品。
在教學時老師能夠使用實物進行教學,增強學生的學習興趣和學習效果。在傳授新知識時,為了給學生創設真實的,貼近生活的情境,可以設計一些遊戲,即根據不同人對食物的不同喜好,自配營養餐和填寫購物清單等,這樣不但激發了學生學習的熱情,也達到了練習重點句型的目的。 四、教學嚮導
五、教學重點及難點
1.教學重點:詞彙:有關食物名稱的單詞。
句型:Do you like … ? Yes, I do. / No, I don’t. 2.教學難點:創設語言交際情景,操練句型。 六、具體教案設計
Unit 6 Do you like bananas ?
課時安排:四課時
第一課時:P31—P32 第二課時:P33—P34 第三課時:P35 第四課時:P36
第一課時:P31—P32
Step 1 講授1A中的新單詞
1. 通過用“What’s this in English ?” 句型詢問一些具體的食物或圖片,如:apple, orange, meat, rice 等,讓學生通過直觀回憶以前所學過的食物名稱。 2. 呈現新的食物或食物幻燈片,激發學生的求知慾,從而引出本課的新單詞。 3. 朗讀P31—1a 中的新單詞。(先全班,再小組,然後到個人,層層檢查、補漏。)
4. 將學生分成兩大組,以競賽的方式讓各組派一名學生,將食物的單詞貼到掛圖相對應的食物上,看哪組貼得最多,最準。 Step 2 Presentation
1. 通過吃的動作和高興的表情來展現“like”一詞的意思,並將 “like”板書在黑板上;通過搖頭的動作和皺眉的表情展現 “don’t like”一詞的含義,並將 “don’t like”板書在黑板上。
2. 通過動作及表情引出I like bananas, I don’t like broccoli. 然後過渡到Do you like bananas / broccoli ? Yes, I do. / No, I don’t.
3. 選擇不同的食物,向學生提問:Do you like …? 讓學生根據自己的實際情況回答:Yes, I do. / No, I don’t. Step 3 Listening
1. 看P31—1b的對話,聽錄音,完成書上要求標號的任務。訂正答案。 2. 跟讀對話,以小組為單位朗讀對話。
3. 進行小組對話練習,可以更改有關的食物名詞,編出自己的對話。 Step 4 Listening
1. 大聲朗讀P32—2a中的單詞,讓學生先認真聽,然後模仿重複兩遍。 2. 讓學生聽一遍錄音,瞭解大意,抓住關鍵詞。
3. 讓學生第二次聽錄音,在表格中圈出所聽到的單詞。訂正答案。 4. P32—2b 聽錄音,要求學生將聽到的單詞填入橫線上。訂正答案。 5. 再聽錄音,跟讀1—2遍,分角色進行對話。 Step 5 Practice
讓學生兩人一組進行對話操練:Do you like …? Yes, I do. / No, I don’t. 通過句型的操練,增進學生之間的相互瞭解。 Step 6 Homework 練習冊
Step 7教學後記
第二課時:P33—P34
Step 1 Revision
1. 以對話的形式複習上一節課的新單詞和句型,讓學生拿着食物詢問自己的partner: Do you like …? 回答:Yes, I do. / No, I don’t.
2. 讓學生拿着食物或圖片向全班同學發問:What’s this in English? 或What’re these in English ? 回答:It’s a/an …. / They’re ….然後完成P34—1a中的單詞與食物的搭配。
3. 讓學生將P34—1a中的食物分類,完成P34—1b中的表格。
Step 2 Pairwork
讓學生兩人一組進行操練。每一個學生擁有一半信息,然後通過提問的方式補全各自所缺的內容。訂正答案。 Step 3 Food Survey
先讓學生根據圖片寫出食物的名稱,然後通過詢問句型Do you like …. ?的形式調查其他同學喜歡或不喜歡的食物,然後根據調查的情況進行總結:… likes ….;… doesn’t like …. Step 4 Listening
1. 聽對話,在P34—1a中圈出所聽到的食物。 2. 再聽錄音,寫出單詞,完成P34—2b的表格。 Step 5 Pair work
1. 讓學生根據P34—2b的表格提示進行對話練習。所用的句型:Does Tom / Katrina like …? Yes, he / she does. / No, he / she doesn’t.
2. 用英文解釋breakfast, lunch, dinner的含義。根據1a和2b的表格提示,讓學生寫出Katrina 和Tom所喜歡的食物分別屬於哪一餐,完成P34—2c的練習。 Step 6 Games
1. 讓學生將學過的食物名詞分類。
2. 讓學生從健康的角度出發,給自己配製一份營養午餐,使學生學會均衡飲食。 3. 彙報配餐情況,評選出學生喜愛的配餐。所用的句型:I like …. for lunch.
Step 7 Homework 練習冊 Step 8教學後記
第三課時:P35
Step 1 Revision
複習前邊所學的單詞及句型,可以採取實物或遊戲的形式,然後可以適當進行筆頭檢查。如:聽寫或補全對話。 Step 2 Reading
1. 讓學生快速閲讀短文,並用不同的標記標出水果和食物的名稱。訂正答案。 2. 朗讀短文兩遍。 Step 3 Look and write
1. 根據圖片,讓學生寫出Which one is lunch and which one is dinner. 2. 根據圖片,分別寫出Tom午餐和晚餐喜歡吃的食物名稱。
3. 讓學生下位分別調查三位同學三餐喜歡吃的食物,完成下列表格。所用句型:What do you like for breakfast / lunch / dinner ? I like …for breakfast / lunch /dinner ?
4.讓學生彙報調查結果。所用句型:xxx likes … for …. Step 4 Groupwork
假設同學們將進行一次野炊活動。讓學生分組調查出各自喜歡與不喜歡的食物,然後根據調查的結果列一份購物清單。
1. 調查本組同學喜歡和不喜歡的食物。所用句型:Do you like … ? do. / I don’t.
Yes, I
2. 統計並彙報本組成員喜愛與不喜愛的食物。所用句型:We like …./ We don’t like … ?
3.填寫為野餐準備的購物清單。
Step 5 Homework
收集一些生活中常見的食物。 Step 6教學後記
第四課時:P36
Step 1 Revision
複習整個單元的單詞和句型。 Step 2 Self Check
1. 檢測學生所學的單詞。讓學生勾出P36—1中認識的單詞,圈出不認識的單詞。
2. 讓學生在P108補充5個新的食物名稱,擴大學生的知識面。
3. 讓學生在方格里畫出自己午餐所喜歡吃的食物。培養學生繪畫的能力。 4. 用 “ Do you like …”句型詢問其他同學,找出與自己午餐所吃食物相同的同學。P36—4。 Step 3 Games
讓學生將自己所收集的食物,通過詢問 “ Do you like … ?” 將食物分發給其他的同學,增進學生之間的感情。 Step 4 Having a quiz Step 5 Homework 練習冊
Step 6教學後記
範文3:人教版新目標九年級英語教學設計
人教版新目標九年級英語教學設計
Hongtu middle school : 侯 濤
Title(教學內容): Unit 13 Rainy days make me sad
Teaching hours(教學時間): 1 Period(一個課時)
Period(課時): The first period(第一課時)
一、Chapter content(章節內容): Section A(1a—1b)
二、Analysis of the Teaching Material(教材分析):
In this unit, the language aims are to talk about how things affect you and how to express their thoughts about likes or dislikes. Language structure: make sb /sth + adj /do
三、Analysis of the students(學生分析) :
The students have learned the structure: make sb /sth + adj /do. So this class we will mainly teach the adjectives and to talk how things affect you and how to express their thoughts about likes and dislikes while teaching the structure.
四、Teaching aims and demands(教學目的和要求):
1. Target language: How do you feel about loud music?
Loud music makes me tense. Loud music makes me want to dance. That movie made me sad. Waiting for her made me angry.
2. Language structure: make sb /sth +adj Make sb /sth +do
3. Ability objectives
(1) Train students’ listening ability.
(2) Train students’ speaking ability.
(3) Train students’ the ability of using grammar focus .
五、Teaching key points(教學重點): make sb /sth + adj /do
六、Teaching difficult points(教學難點):
1. The target language
2. How to train the students’ listening ability.
七、Teaching methods and learning methods(教學方法):
1. Listening method to improve students’ listening ability.
2. Pairwork to make every student work in class.
3. Task-based teaching method.
八、Teaching tools(教學手段) : a computer ,pictures
九、Teaching procedures(教學步驟)
Step one : Warm-up
1. Ask a student: What is your hobby? S: I like reading. T: Why? S: Because it is interesting.
T: So it makes you interested.
Write down on the blackboard: It makes you interested.
2. Ask the other students, get them to say the word :Happy, sad ,excited ,relaxed ,nervous, sick ,energetic ,stressed out, tense comfortable …
3. Write these words down and get the students to read the words together.
Step two: Presentation
1. Using the computer to show some pictures, such as an exciting basketball match, a relaxing scenery, a scary snake, an angry face , a comfortable bedroom and so on .
T: How do you feel about Picture 1? Happy? Beautiful? Excited ?Awful ?
S: Excited…
T: It makes me excited …
Show this sentence on the blackboard. Then repeat with the other pictures, get them to say :
It makes me happy .
It makes me awful ……
Step three: Pair work
Show some adjectives and phrases on the screen. Let students make up conversations in pairs. For example:
A: What makes you sad?
B: Rainy days make me sad.
Step four: listening practice
1. Say: Look at the pictures in e are two restaurants se describe them. For example:
In Rockin’ Restaurant ,the paintings on the walls are ugly. The music is too loud . The Blue Lagoon has blue walls , plants , flowers , and a piano player .
Let the students say some sentences about the two pictures. Then ask students: Which restaurant would you like to go to ?Why ? Let them use the structur : make sb/sth +adj to say . For example:
T: I don’t like The Rockin’ Restaurant , because the loud music makes me tense /comfortable……
Then check several students to answer.
2. T: Look at the girls in the picture in are Amy and Tina. They are hungry, They want to get something to eat. What do they think of the two restaurants? Look at 1b ,read the sentences, you will hear the missing words on the tape, fill in the blanks with the words you hear on the tape . Play the tape the first time , students only listen.
Play the tape the second time. and say,This time please fill in the missing words.
Check the answers.
Play the tape again, let them read the conversation.
Step five: listening practice
Do the same as step four.
First talk about the pictures in 2a.
Then finish the listening task in 2a and 2b.
Check the answers with the students.
Step six: grammar focus
Look at the grammar box. Invite a student to read the sentences tothe class.
Then let students make sentences with make sb /sth + adj /do. Using the form on the screen to talk how different weather affect the students feeling.
Step seven: summary
In this class, we’ve learnt key vocabulary and the target language loud music makes me tense,loud music makes me want to dance, that movie made me sad.
Step eight : Homework :
1. Finish the dialogue on the screen.
2. Make a dialogue your friend where he or she would like to go to eat and play . Explain the reason using the structure :make sb / sth +adj /do.
Design on the blackboard.(板書設計)
Unit 13 Rainy days make me sad.
Section A(1a—1c)
adjectives
It makes you happy sad excited relaxed nervous sick
It makes me comfortable stressed tense energetic
-
藤野先生讀後感(精選27篇)
當閲讀完一本名著後,相信大家都積累了屬於自己的讀書感悟,需要好好地就所收穫的東西寫一篇讀後感了。到底應如何寫讀後感呢?以下是小編為大家整理的藤野先生讀後感,希望對大家有所幫助。藤野先生讀後感篇1恩師是讓人懷念的,特別是當你身處異國時,經常會讓你覺得孤獨...
-
《只有一個地球》讀後感600字 讀後感
《只有一個地球》讀後感600字_讀後感讀完一本書以後,相信大家都積累了屬於自己的讀書感悟,是時候抽出時間寫寫讀後感了。到底應如何寫讀後感呢?下面是小編整理的《只有一個地球》讀後感600字_讀後感,僅供參考,希望能夠幫助到大家。《只有一個地球》讀後感600字_讀後...
-
《一個蘋果》讀後感
當看完一本著作後,想必你有不少可以分享的東西,現在就讓我們寫一篇走心的讀後感吧。千萬不能認為讀後感隨便應付就可以,下面是小編收集整理的《一個蘋果》讀後感,僅供參考,希望能夠幫助到大家。《一個蘋果》讀後感1今天,我讀了《一個蘋果》這篇課文。文章記述了革命...
-
幼兒園園垃圾分類活動方案(精選5篇)
為了確保活動取得實效,常常需要預先準備活動方案,活動方案是為某一活動所制定的具體行動實施辦法細則、步驟和安排等。活動方案要怎麼制定呢?下面是小編為大家收集的幼兒園園垃圾分類活動方案(精選5篇),僅供參考,大家一起來看看吧。幼兒園園垃圾分類活動方案1一、活動...