小铁锤作文

篇一：小学作文：铁锤锤蛋锤不破

铁锤锤蛋锤不破

“不可能！”“吉老师逗我们玩儿呢！”“肯定有什么?阴谋诡计?！”教室里充满了迷惑不解的声音。原来，今天的语文课是语言文字课，吉老师一声不响，故作神秘地在黑板上写下七个字：“铁锤锤蛋锤不破”。我们都莫名其妙，不知吉老师葫芦里卖的什么药。蛋那么脆，铁锤那么硬，一碰就碎了，这明明是不可能的事儿嘛。哼！吉老师就等着出洋相吧！

吉老师从桌子里拿出一个桔黄色的塑料袋，小心翼翼地从塑料袋里拿出一把锤子，又拿出一个鸡蛋。我仔细看了看：嗯，铁锤不是橡皮泥捏的；鸡蛋也不是什么高科技产品，跟普通的鸡蛋没啥两样。吉老师握着锤子朝我们晃了晃，吓得我们把身子使劲往后仰。接着，她把一张大手帕铺在桌上，把鸡蛋放了上去。说锤就锤。只见吉老师把铁锤高高抡起，好像要使出全身的劲似的，我们都为那鸡蛋捏了一把汗，胆战心惊地注视着吉老师手中的锤子。锤子落了下来，却在半空中停住了??是个假动作！我长吁了一口气。一会，吉老师又把锤子抡起来，我们的心又差点跳到嗓子眼了！铁锤慢慢地下落，这时，应玄池以高分贝的声音大喊道：“啊！??”但铁锤却在离鸡蛋几毫米处忽然停住了??又是一个假动作！吉老师还够会折腾人的呢，害得我的心脏差点每秒钟跳80次！一会，吉老师再次高高抡起锤子??只不过锤子在离鸡蛋几厘米的上空晃了一晃，没有前两次那么夸张罢了。然后对着鸡蛋轻轻一敲，随着 “啪”的一声脆响，鸡蛋碎了，蛋壳裂成两半，蛋黄、蛋清洒了一手帕。我望着那可怜的小鸡蛋，心中升起了一

丝怜悯。“哈哈，出洋相啦！”有的同学幸灾乐祸地说，有的同学则提出了反驳的意见。

正在大家争论不休的时候，段卓然揭开了谜底：原来“铁锤锤蛋锤不破”是指“铁锤锤蛋锤子不破”。啊，原来如此！我们茅塞顿开。吉老师的教学方法真巧妙！??她让我们在轻松愉快的“游戏”中去体会中国文字的奥妙：一句话可能有多种意思，理解一句话一定要多方面、多角度地去想，千万不能粗心大意！

篇二：小铁锤

小铁锤

故事发生在抗日时期。

在美丽的环乡河村，河水清澈见底，15岁的小铁锤就住

在这里。

小铁锤长着两道浓浓的眉毛，两双水灵灵的大眼睛，一个

像小山丘一样的鼻子，一张红红的嘴唇，全身黝黑黝黑的，

他机智勇敢，深受游击队的喜爱，游击队常常叫他站岗放哨，探听消息。

一天，太阳公公还没起床，小铁锤就早早的起来放羊去

了，他赶着羊群来到山上，向远望去，突然看见敌军大队人

马正向村子走来，小铁锤连忙赶着羊群回去报信。 村民们躲在屋子里，村子空荡荡的，只有小铁锤在哪里

不慌不忙的喂羊。

敌人在村子里大声吆喝，恶狠狠地对小铁锤说：“村子

里的人呢？”“不知道！”小铁锤看见敌人骑的大白马想：我

要是能骑上这匹马给游击队报信该多呀！他想了想，说：“这

匹马多好看呀！我去它喂喂青草吧！”敌人看他很热心，就

放下了戒心，说:“好吧！”小铁锤牵着马向前院走去，可是

前院的青草少得可怜，敌人就让他去后院喂马，小铁锤趁敌

人不注意，骑上大马一直往游击队的大本营跑去，直到骑了

好远，才听到后面远远的枪声。

小铁锤快马加鞭，终于通知游击队及时的转移了。

篇三：作文讲评教案(小铁锤)

作文讲评教案（小铁锤）

教学要求：

通过这次作文讲评，引导学生知道写一个完整的故事，并能加上自己的独特的想象，使故事更完美。初步培养写完作文修改的习惯。 教学过程

一、 回忆作文要求

1、 今天，老师带来了一个人，那个人就是小铁锤。

2、 小结揭题

同学们讲的不错，说明对这次作文的要求是十分清楚

的。那么，如果让你来评价同学们的作文的好坏，你的

标准是什么呢？

（1） 故事内容是否介绍清楚。

（2） 语句是否通顺

二、 示范评点

1、 谈话。老师带来了一篇同学的年，希望听老师念完后按

照评价的要求给这篇作文进行修改、评价。你可以先修

改，也可以再加上批注。总之，你认为怎样评价有利。

你就怎样做。

2、 指导。

3、 评点过程中，引导学生畅所欲言，发表自己的看法。

三、 小结

通过这节课，我们收获到了：习作完之后，要对自己的作文进行点评，学会修改。因为好的作文是不断地改出来的。希望 同学们课后去读读这类的故事，相信你会有不少的收获。

篇四：小作文

雅思作文

TASK 1

The pargh below shows the consumption of fish and some different kinds of meat in European country between 1979 and 2004.

Summarise the information by selecting and reporting the main features,and make comparison where relevant.

范文：

The graph illustrates changes in the amounts of beef, lamp, chicken, and, fish consumed in a particular European country between 1979 and 2004.

In 1979 beef was by far the most popular of these foods, with about 225 grams consumed per person per week. Lamp and chicken were eaten in similar quantities(around 150 grams), while much less fish was consumed(just over 50 grams) However ,during this 25-year peiod the consumption of beef and lamp fell dramatically to approximately 100 grams and 55 grams respectively.The consumption of fish also declined, but much less significantly to just below 50 grams, so although it remained the least popular food, consumption levels to were the stable.

The consumption of chicken, in the other hand, showed an upward trend, overtaking that of lamb in 1980 and that of beef in 1989. By 2004 it had soared to almost 250 grams per person per week.

Overall, the graph shows the consumption of chicken uncreased drammatically while the popularity of these other foods decreased over the period.

剑8 TEST 4

The graph below shows the quantities of goods transport in the UK between 1974 and 2002 by four different modes of transport.

Summarise the information by selecting and reporting the main features and make comparisions where ralevant.

范文：

The graph illustrates the quantities of goods transported in the United kingdom by four different modes of transport between the time period of 1974 and 2002. Over this span of 28 years, the quantities of goods transported by road, water and pipeline have all increased while the quantities transported by rail has remained almost constrant at about 40 million tonnes.

The largest quantities of goods transported both in 1997 and 2002 was by road(70 million tonnes and 98 million tonnes respectively) while the lowest both in 1974 and 2002 was bi pipeline(about 5 million tonnes and 22 million tonnes respectively). The amount of goods transported by water was constant from 1974 to 1978, where it plateaued for about 20 years before starting to rise gradually again.

The amount of goods transported by rail is almost constant at 40 million tonnes in 1974 and 2002, with decreases in quantity in between the years. It is also interesting to note that almost all showed a decrease in 1994 in amount of goods transported except for the pipeline, which actually peaked in that year.

In conclusion the road remains the most popular method of transporting goods in the UK while water and pipelines are becoming increasingly used, have not become more popular aws a method of transport.

题型2———pie

剑8 TEST2

The three pie charts below show the changes in annual spending by a particular UK school in 1981,1991,and 2001.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

范文：

The charts show how much a UK school apent on different running costs in three aeparate years:1981,1991 and 2001.

In all three years, the greatest expenditure was on staff salaries. But while other workers’ salaries saw a fall from 28% in 1981 to only 15% of spending in 2001, teachers; pay remained the biggest cost, reaching 50% of total spending in 1991 and ending at 45% in 2001.

Expenditure on resources such as books had increased to 20% by 1991 before decreasing to only 9% by the end of the period. In contrast, the cost of furniture and equipment saw an oppsite trend. This cost decreased to only 5% of total expenditure in 1991 but rose dramatically in 2001 when it represented 23% of the school budget. Similarly, the cost of insurance saw a rising trend, growing from only 2% to 8% by 2001.

Overall, teachers’ salaries constitutes the largest cost to the school, and while spending increased dramatically for equipment and in surance, there were corresponding drops on expenfiture on things such as books and on other workers’ salsaries.

题型3——table

剑7 TEST1

The table below gives information on consumer spending on different items in five different countries in 2002.

Summarise the information by selecting and reporting the main features,and make

comparison where relevant.

范文：

The following table indicates some information on consumer spending on different items in five different countries in 2002.

It can be noticed from the table that most of the national consumer expenditure went into food, drinks or tobacco, followed by clothing or footwear, while cost for leisure or education occupied the smallest proportion among them. Besides it also shows that food, drinks as well as tobacco were more popular in Turkey than in other countries. It took 32.14% of all spending, twice that in Sweden.

But in the area of clothing or footwear, Turkey just ranked the second with only 6.63%, quite far from that in Italy. Meanwhile, compared with other countries, people in Sweden still had the least appetite for buying clothing or footwear. As to leisure or education, it is obvious to find that Turkey again had the highest percentage of expenditure among those five countries, whereas in Spain only 1.98% had gone into this area.

Therefore, it can be concluded that a large part of consumers preferred to spend more money on food or likewise other than clothing or leisur(转载于:www.smhaida.com 海 达 范 文网:小铁锤作文)e. But the specific distribution of spending on these items varies a lot in different countries.

剑四

TEST ONE WRITING TASK ONE

You should spend about 20 minutes on this task.

The chart below shows the different levels of post-school qualifications in Australia and the proportion of men and women who held them in 1999.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

The chart gives information about post-school qualifications in terms of the different levels of further education reached by men and women in Australia in 1999. We can see immediately that there were substantial difference in the proportion of men and women at different levels. The biggest gender difference is at the lowest post-school level, where 90% of those who held a skilled vocational diploma were men, compared with only 10% of women. By contrast, more women held undergraduate diplomas(70%) and marginally more women reached degree level(55%).

At the higher levels of education, men with postgraduate diplomas clearly outnumbered their female counterpart (70% and 30%, respectively), and also constituted 60% of Master’s graduates.

Thus we can see that more men than women hold qualifications at the lower and higher levels of education, while more women reach undergraduate diploma level than men. The gender difference is smallest at the level of Bachelor’s degree, however.

篇五：情境作文《铁锤锤蛋锤不破》教案及反思

《铁锤锤蛋锤不破》教案

教学目标：

1. 要求学生将参与体验的事情的经过写具体，能写出内容的部分细节。学习观察人物的动作、神态并细致地描绘出来。

2. 培养学生认真观察周围事物，多角度思考问题。学会如何写体验式作文，真实地记录全过程。

3. 激发学生热爱祖国的语言文字。

教学过程：

一、 创设神秘情境，导入新课

1、 同学们，今天，我在上课前准备了一份礼物，让同学们

猜猜我究竟带来了什么礼物？

2、 让学生摸一摸，猜一猜。教师板书：铁锤 蛋

3、 设疑：铁锤和蛋之间会发生什么故事呢？教师板书：锤 用铁锤锤蛋会怎样呢？

4、 教师继续设疑板书：锤不破

二、创设情境，引导交流

1、指导观察方法，回顾描写细致的方法

“眼观六路”指观察面要多而广，从多角度去观察事物，就能把实物看仔细，看全面。

“耳听八方”指要听好同学们议论什么，有什么举动、反应？ 描写细致的方法：动作、神态、语言、心理活动

2、教师第一次表演铁锤锤蛋，让学生仔细观察，学生喊“5、4、3、2、1、在快要锤到的时候，突然停住了，这时学生精神高度集中，教室里非常安静。

3、对刚才创设的情境引导学生进行口语交际，把你当时看到的说出来，把你当时的心理活动描绘出来。

4、形容人心情紧张可以用哪些词语？

5、教师继续表演锤蛋，请一名学生合作，让学生亲自体验此刻的心情，并说说感受。

6、继续体验，和老师一起用铁锤锤蛋。

7、让学生仔细观察，表演完请学生说一说铁锤是怎样锤的，鸡蛋是怎样破的？

8请学生联系题目想一想，为什么题目是铁锤锤蛋锤不破呢？

三、大胆评说，感悟语言

1、讲故事。从前有一个人要请甲、乙、丙三人来做客，可是到了开饭时间还没来，主人便唠叨起来：“该来的，还不来。”不巧，这话被甲听见了，心想：怎么，我不该来啊？就走了。过了一会，主人问乙：“甲哪去了？”乙便如实相告，主人急了：“我没说他呀！不该走的走了。”乙听后，心想：“甲不该走，他走了，那么是我该走却没走了？”于是乙也走了。主人再次进屋，一看乙走了，非常着急，连声说：“唉，误会，误会，我没说他们俩，该来的不来，不该走的走了。”丙一听：“没说他们，那是说我了。”丙也走了。

2、听了上面的故事，你懂得了什么？

小结：像“铁锤锤蛋锤不破”这样一句话从不同角度理解有两种或多种意思，这种现象叫“语言歧义”，平时要注意。

像这样的歧义现象还有比如说：“蓝钢笔能写出红字来吗？”等。教师适当拓展举例子来说明。

4、说说“铁锤锤蛋锤不破”这句话中三个“锤”的意思，感悟这句话的意思，感悟中国语言文字的博大精深。

四、指导写作

1、分组写锤蛋前、锤蛋时、锤蛋后，说清写作顺序，指名说一说前、时、后在写作中的时段。

2、教师巡视指导写作。

3、指名学生交流习作，每组各选派代表选读。

五、教师总结

今天这节课我们在游戏中作文，游戏中体验作文的快乐，还懂得 了中国语言文字的“语言歧义”现象，感悟到了中国语言文字的博大精深，源远流长。最后，我想送给同学们一首诗：（板书出示）

铁锤锤蛋锤不破，

语言文字奥妙多。

观察描写细致些，

体验作文快乐写。

《铁锤锤蛋锤不破》教学反思

学生用自己的眼睛去观察周围的世界，用自己的心灵去感受周围的世界，然后用自己的观察感受所得形诸语言文字，真正实现学生的自主写作，就得使写作成为学生感到快乐的活动。“体验式作文”是指学生的作文应展示个体生命的原生态，即没有任何扭曲和约束，也无须任何遮掩和伪装的书面语言来表现自我精神，怎么体验就怎么写，体验到什么就写什么，做到实事实写，实话实说，实情实抒。

讲课之初先创设神秘的氛围，“兴趣是最好的老师”，激发学生学习作文的兴趣，调动学生的味觉、视觉、听觉等多种感官，也激发了学生的探究欲望。

时机、状态、氛围是学生习作的先决条件。纵观传统线性的作文教学序列观，通常是在学完一组课文后，按照教学计划，在作文课上让学生完成本组习作。这种做法通常使学生产生厌烦心理，以致习作成了孩子们的大负担。新课程鼓励孩子自主表达，就是要教师充分考虑学生自主表达需要，在他们有话时说，想写时写。教师善于洞察学生的心灵处于“一触即发”时，鼓励“发”，引导写。

同时，引导学生感悟中国语言文字的博大精深，明白“铁锤锤蛋锤不破”的奥妙和它的无限趣味性，让“趣”萦绕心间，令人回味。

习作完成后，通过交流，使学生明白“真情实感”是文章的生命。通过评价，让学生树立只有“真实”的文章才是好文章的观念。让真实永驻学生心田，让学生养成写文章要有“真情实感的好习惯”。

作文素材