Teaching Design of Books and Letters without Words, the first volume of Chinese in Grade Three of Beijing Normal University Edition.

Teaching requirements

1. Learn the new words and phrases in this lesson

2. Read the text correctly and fluently.

3. Understand the content of the text, divide the text into two parts, understand the methods of people's notes and communication before the invention of words, know some books and letters without words, and know some ways to convey information.

4. Experience people's intelligence.

the key point is difficult, and the key point is

1. Understand some methods of keeping notes and communicating in ancient times.

2. Collect information and understand some modern ways of information transmission.

class hours are divided into

two classes.

the first class

1. Talk and stimulate interest

1. Students, do you know what we humans came from?

2. Teachers briefly introduce the development of human beings, and then lead in: At that time, there were no modern communication devices such as words, let alone electricity, so how did they remember and transmit information?

2. Read the text by yourself and learn new words

1. The teacher shows the requirements and the students read by themselves.

(1) with the help of pinyin, read the text and recognize new words.

(2) Divide the text into two parts and think about the main contents of each part.

2. Check the self-reading.

(1) Read the text together.

(2) The teacher shows the cards of new words and names to read.

(3) What should we pay attention to these new words? Students express their opinions from the pronunciation and writing of Chinese characters. )

(4) The teacher makes an appropriate summary and emphasizes the pronunciation and writing of the following words. Emblem, Rub, Shuo, Invert (polyphony) and Throw.

(5) Read new words by train and consolidate them.

third, the overall perception, clear order

1, feedback the segmentation of the text.

2. talk about the main content of each natural paragraph.

3. The teacher summarizes and clears up the organization of the article.

4. Students read the text correctly and fluently.

Fourth, learn the first part to understand the way of remembering things in the past

1. Read the first part of the text by name. Other thoughts: What sentence does this part describe?

2, named feedback. Before creating words, people often use some wonderful methods to help them remember. )

3. Understand "wonder".

4. Reading guide, students read the text by themselves: What wonderful ways do people keep notes?

5, named feedback (knotting notes, shell notes) (after the students' feedback, the teacher shows the corresponding illustrations in the text. )

6. Discussion: How do people keep notes with ropes and shells?

7, collective feedback, read the relevant sentences in the text.

8. Guide the imagination. What do all kinds of rope knots and shells mean? Students use their imagination and speak freely.

9. Read the first part of the text correctly and fluently to deepen your understanding.

In the second class

1. Check and review

1. Show the cards of new words and read them by name.

2. read by train.

3. Read the text in sections by name.

4. How do we know how ancient humans remember things through the study in the last class? (naming feedback)

5. Introduction: So how do they communicate?

second, learn the text and understand the correspondence of the ancients

1. Teachers ask questions and students read the text freely: How did they communicate?

2, named feedback. Express a certain meaning with the help of certain things. )

3. What example is given in the text? (naming feedback)

4. Students read sentences related to the text.

5. Guide students to imagine what they would say if they reported peace. (Students think boldly and speak freely)

6. Teacher's summary: Although ancient humans did not have the advanced science and technology we have now, they used what they could use around them to communicate, and created the words we use now in their long-term life practice, creating one civilization after another.

Third, read the text to deepen understanding

1. Students are free to choose the paragraphs they are interested in and read them.

2. What do you think after reading the text? Students can speak from their own point of view, and teachers should respect students' personalized reading. )

3. Teachers summarize and encourage students to collect information and learn more about ancient human life.

Fourth, expand and talk about modern communication

1. Group discussion and communication: You know what communication methods we have in modern times.

2. Collective feedback.

3. Encourage inquiry: Do you know? In the past, there was no advanced science and technology, and people could communicate in many ways, but not as fast as we do now. Teachers can tell students one or two ways about human communication in the past (such as the origin of the Great Wall Fireworks Station) to stimulate students' interest.

Chapter II

Teaching goal:

Emotional goal: Learn the text and know what human beings can remember and communicate without words.

ability goal: read the text correctly, fluently and emotionally.

knowledge goal: students can read independently and learn to recognize 1 new words.

Teaching process:

First, talk stimulates interest and reveals topics.

teacher: students, look, what does the teacher bring to you? (showing "book" and "letter") Health: A book and a letter. Blackboard writing: a teacher of books and letters

; What's all this stuff? Writing on the blackboard: writing

Teacher: We learned a text last semester and said: Chinese characters are the oldest writing in the world. But before Chinese characters appeared, how did people transmit information? (Students think and discuss)

S: People didn't associate at that time.

students: they can communicate in language.

health: they can send things.

...

Teacher: You know that people also had their own letters at that time, but they were books and letters without words. Do you believe them? (Students with a grain of salt) Let's take a trip to just visiting.

red blackboard writing topic: no need to

comment: create contradictions and conflicts between old and new knowledge in cognition, grasp students' curiosity, form students' eagerness to learn, and stimulate students' curiosity.

second, read the text for the first time and read independently.

1. Students are free to read the text softly and draw words they don't know.

2. Choose your favorite method to read.

3. Work in groups to learn new words, teachers patrol and students exchange literacy methods.

4. Check the students' mastery. Students should read the text in groups, read it correctly and fluently, and mark the paragraph order (5 paragraphs) for collective evaluation.

evaluation: on the basis of students' existing literacy ability and literacy methods, in the whole literacy teaching, students' multiple senses should be fully mobilized to listen, speak, read, write and watch, and the development of students' personality should be emphasized. Each child's experience and cognitive level are different, and the methods of memorizing new words are naturally different. Let students choose the appropriate methods to memorize according to their own preferences, so that students can realize the characteristics of Chinese characters themselves, and make up formulas to memorize new words and learn from each other. Let the students truly become the masters of learning, while the teacher is just a pointer and guide of learning activities.

third, read the text carefully and get a deeper understanding.

1. The teacher guides the students to read the text by themselves again. Tell me what you have read by reading aloud.

health: through reading, I know that there is a useful method of "tying a rope to keep a record" in ancient times.

teacher asked: where did you know that?

health: in the first paragraph, I talked about "knotting notes".

The teacher grasped the word "knot rope" in time, and asked the students to do the experiment while talking. (remember big things in big knots, small things in small summaries, and green ropes in small ones ...)

Comment: Using physical demonstrations to help students understand words is intuitive and vivid, which conforms to children's psychological characteristics.

health: I know from reading that you can write notes with shells.

health: I know from reading that giving guns or arrows to other nationalities is a declaration of war.

(Instructing reading: How to read a harsh tone? Individual reading, teacher's model reading, group reading) ...

2. Teacher's general comment: The students read very carefully and spoke very well, and their ability to read has improved rapidly. Now, please ask two students to talk about this lesson completely.

3. Teacher: Please read the text silently in the group, think about what you still don't understand, raise it in the group, solve it yourself first, then raise the problems that can't be solved, and the whole class will help you together.

4. Teachers help students understand words in combination with students' real life and contact context.

discrimination: distinction.

substitution: students understand in context that it is easier to tell a story with shells than with knots, so shells are used instead of knots.

for example, for example, for example. (Let students use, for example, one sentence)

Severity: seriousness. (Let the students say a word sternly)

5. Students read the text with emotion.

6. teacher's summary: after learning the text, do you know any books and letters that don't use words?

Comment: Students learn the main contents of the text by reading since the enlightenment by themselves, and then teachers further guide students to find, ask and solve problems, thus stimulating students' strong desire for in-depth inquiry and awareness of cooperative learning. In view of the phenomenon that class time is limited and students ask more questions, let students solve some simple problems in groups first. Teachers guide students to ask some valuable questions and discuss them collectively during the patrol. In the whole process, teachers pay attention to protecting students' curiosity and cultivating students' oral expression ability.

fourth, expand activities.

1. Teacher: Now that science has advanced, people have more convenient and fast communication methods. Do you know any convenient and fast communication methods? (Group discussion, individual report)

Health: There are telephones, Internet, telegrams, fax machines, SMS, and BP machines ...

2. Think about what more convenient and quick ways people will communicate in the future? (talk to each other at the same table, report individually)

3. Teacher's summary: The students' ideas are great. With the continuous progress of science, the teacher believes that your ideas can all come true. Let's work together for our ideals. Okay？

evaluation: on the basis of cultivating students' autonomy, cooperation and inquiry learning, teachers consciously guide students to learn Chinese in life, care about things around them, pay attention to the changes of new things, and stimulate students' love for science and daydream about the future.

Chapter III

Teaching objective:

Knowledge objective: Learn to master new words and understand their meanings.

Ability goal:

1. Be able to read the text correctly and fluently.

2. Understand the content of the text and some methods used by ancient people to help them remember and communicate.

emotional goal: to collect information, discuss and experience the wisdom of ancient people, understand the shortcomings of ancient letters and the convenience of modern letters, and experience the rapid development of communication.

teaching focus: to understand some methods of ancient people's notes and communication.

teaching difficulty: understanding the wisdom of ancient people.

Teaching preparation: some methods for students to collect memories and correspondence of ancient people before class.

Teaching arrangement: 2 class hours

Teaching process:

The first class hour

Teaching objectives:

1. Read the text and master new words.

2. Perceive the content of the text as a whole and understand people's memory and communication methods before there were no words.

Teaching difficulties:

Understand some methods of people's memory and communication before writing.

Teaching process:

First, introduce new lessons.

1. Students, you just saw the topic. Do you have any thoughts in your mind?

2. What did you learn after previewing the text?

second, check the preview.

1. Read the text by name and section, and pay attention to being correct and fluent. Random blackboard reading mistakes and pronunciations that need reminding. (for example, p √ such as)

2. Practice reading where students didn't read well or paused improperly.

3. Show the new words, students can read the pronunciation correctly, remember the font and practice writing.

4. Are there any words you don't understand? Understand the meaning of words that you don't understand according to the content of the text.

third, read the text for the first time and feel it as a whole.

1. Read the text again and talk about what methods people used to help them remember and communicate before there were words.

2. Report: What methods did humans use to help them remember and communicate less before there were words? According to the students' answers to the blackboard, the ancient people's memory and communication methods.

writing on the blackboard: remembering to tie a rope and wear a shell

communication: transmitting information in kind.

3. Students are free to read their interested memories or communication methods and introduce this method to their good friends in their own words.

4. Name the memory or communication methods introduced in the book and judge the narrator.

fourth, exchange information and expand the text.

The whole class exchanged their ancient memories or communication methods collected before class, and the teacher added them.

such as: drawing pictograms on the wall, lighting wolf smoke, beating drums, etc.

writing on the blackboard:

books and letters without words

memory: knotting ropes and wearing shells

communication: transmitting information with objects

Teaching objectives:

1. Continue to learn the text and experience the ancient people.

2. Through discussion, we know the shortcomings of ancient memory and communication methods; Connecting with reality, exchanging modern people's memories, communication and methods, and realizing the rapid development of science.

Teaching difficulties:

Understanding the ways and differences of memory and communication between ancient people and modern people, and understanding the wisdom of human beings are endless.

Teaching process:

First, review and check, and introduce new lessons.

1. Dictation words: distinguish, for example, mouse, naughty

2. Talk about the ways of ancient people's memory and communication.

second, think about exercise 1 after class, and understand the shortcomings of ancient memory and communication methods.

1. Summary: We have learned some methods of ancient memory and communication. So, do you think these methods are good? What are the shortcomings?

2. Students communicate and teachers are guided by cameras. (Memory is easy to be confused, easy to forget, inconvenient, etc., communication is time-consuming, laborious and expensive, and the meaning of expression is not clear.)

Third, think about after-school exercises 2 to understand the convenience of modern memory and communication methods.

1. Summary Question: Yes, it is precisely because of the shortcomings that people will find ways to improve, so that the communication industry will develop step by step. Today, people's communication methods have undergone earth-shaking changes, so what are the modern notes and communication methods?

2. Students communicate and revise and supplement each other.

(take notes in words, save information on the computer, etc.; By mobile phone, videophone, fax, Internet, etc.).

fourth, comparative experience.

1. What do you think from the rapid development of communication mode?

2. People