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Wonderful homophonic xiehouyu teaching plan
As a faculty member, it may be necessary to compile teaching plans, which are the main basis for implementing teaching and play a vital role. How to write the lesson plan? The following is a wonderful homophonic two-part allegorical saying teaching plan I compiled for you, hoping to help you.
Wonderful homophonic xiehouyu teaching plan 1 1. Introduction to the conversation
1, Teacher: Students, Miss Li is very happy to have the opportunity to have a class in Hongqi No.2 Middle School today. We know from the crack of zhanggong district's door that Hongqi No.2 Middle School is playing the horn-the name is outside. Miss Li also knows that the children in Class 5 (4) are all sentinels-the master (guard) on the rostrum, but the teacher is like firewood going down the mountain-worried (about salary). Do you know why? Because the teacher is worried that you will be like cooking jiaozi in a teapot-is there no way out? Can you speak louder and give yourself a little confidence? Ok, thank you. From your confident answers, the teacher has reason to believe that your performance in class will definitely be a monk-Miao (Temple)!
2. Teacher: Did the students find any features in what the teacher just said? Right (board: two-part allegorical sayings) (if there is no homophonic) Who else knows what these two-part allegorical sayings belong to? Homophonic Xiehouyu-this is what we are going to review in this class.
Do you remember where we learned the homophonic allegorical saying? (Unit 5 Funny Homophony) These are six two-part allegorical sayings in Unit 5 Funny Homophony.
The courseware shows these six two-part allegorical sayings in the text:
Let's read together. Do you remember the characteristics of homophonic allegorical sayings? If students can't say: I don't remember, it doesn't matter. Let's review what a homophonic allegorical saying is. )
Show the courseware for students to read: two fables, fables, fables, fables, fables, fables, fables, fables, fables, fables, fables, fables, fables, fables, fables, fables, fables, fables, fables, fables, fables. Homophonic two-part allegorical allegorical sayings, the latter half of which expresses the meaning with the help of homophonic or near-homophonic phenomena, is a phenomenon of "saying this and meaning that", pun. More humorous and intriguing.
Teacher: Yes, this is the characteristic of homophonic xiehouyu. The words in brackets are the direct explanation of the first half of the sentence, and the homonym outside brackets is the real meaning of this two-part allegorical saying. In this way, homophony is used to achieve pun effect.
4. We once again understand the characteristics of homophonic two-part allegorical saying. Next, we will have a series of competitions, divided into four groups. We will get the corresponding number of stars after each input. Let's see which group gets the most stars, and the group that gets the most stars is our winning group! First, we enter the first level.
Second, the courseware presents the first level: skillfully filling in homophonic allegorical sayings
Please see the rules: courseware demonstration: Tips: Please add the following homophonic xiehouyu. The rest of the students listen and act as judges to see which group can get the stars. This is a set of required questions, one for each group. Sequence: 1234
Teacher: For homophonic allegorical sayings, students are really punting in their stomachs-experts (navigation)!
Third, the second level of courseware presentation: classified xiehouyu
As we all know, we should pay attention to methods in learning and skills in accumulation. If we classify homophonic allegorical sayings, it will be much easier for everyone to remember and use them more conveniently. The teacher has classified the two-part allegorical sayings, but it is not complete, and it is required to find the other half for the two-part allegorical sayings in the shortest time. )
Let's read together. Boys read the first half and girls read the second half.
Please choose one and accumulate it in the textbook.
Teacher: It seems that the students really moved-awesome (going to sea)! There are many ways to classify homophonic allegorical sayings. Today, the teacher just tells you a learning method and accumulation skills through these examples. You can use your favorite classification method to accumulate more homophonic allegorical sayings in the future.
Fourthly, the courseware shows the third level, which complements the two-part allegorical saying in the language environment.
Teacher: Through these two levels of competition, students have accumulated a lot of homophonic allegorical sayings. The purpose of our accumulation is to use them. Let's enter the third level to see who has accumulated more and can use it.
This is a question for the answer. Students who didn't grab enough just now have another chance. Let's see which group robbed the most.
Courseware presentation: Please supplement the two-part allegorical sayings that you think are appropriate according to the language environment.
Teacher: You are amazing, all of you are scissors hanging from the top of a pole-a gifted student (scissors)!
Verb (abbreviation of verb) abstract
Teacher: So far, the students have successfully passed the three levels of the homophonic allegorical saying kingdom. See which group has the most stars!
Teacher: In this class, the teacher just led the students to open the door to homophonic allegorical sayings, which are more wonderful and mysterious, waiting for the students to continue to explore and discover! I hope the students can recite the 10 homophonic allegorical saying accumulated today after class and write it into the accumulation book. You can accumulate more homophonic allegorical sayings. (Show the courseware while talking)
Six, homework courseware:
1, I can recite it. Choose the 10 homophonic allegorical saying accumulated today, memorize it and write it into the accumulation book.
I will check it. Carry out extracurricular reading, accumulate more homophonic allegorical sayings and classify them as accumulation books. This class is over. Class is over!
class of character
(1) useless (martial) (2) no control (3) a correct (true) scripture (4) how outrageous (ritual) monks are holding umbrellas-
Sung river's strategist-
The Tang Priest's book-
A father kowtows to his son-
(A group of questions, please choose a homophonic allegorical saying after answering it and write it in your accumulation book) Blessing and praise.
(1) High-caliber (cut) (2) Both sides will meet (round) (3) The name (singing) is quite loud (4) The high-rise (bottle) hangs scissors in the air-
Hanging water bottles on the plane—
The train whistled—
Walking in the watermelon field—
Wonderful homophonic two-part allegorical sayings teaching plan 21. Speaking homophonic two-part allegorical sayings
1, Introduction: Two-part allegorical saying is a vivid and playful oral expression consisting of two parts: approximate riddle and answer. Easy to understand, humorous, and deeply loved by people.
2. Read two-part allegorical sayings.
Nephew plays lanterns-as usual (uncle)
The touch of Confucius ── all loss (book).
Onion tofu-transparent (green) and white.
You don't need an awl to wear shoes-it's really good.
Glaciers in April-It's already started.
Blow the horn through the door-the name (sound) is outside.
Introduction: There is a pause between the two parts of two-part allegorical sayings. When you speak, you often only say the first part, and the second part (the real meaning) is hidden and can be guessed by the listener, so it is called a two-part allegorical saying. The above six groups are homophonic xiehouyu. With the help of homophony or near sound, it produces playful and interesting expression effects.
4. Guess: The following four groups are homophonic xiehouyu. Which group guessed quickly and accurately?
Three temples in a row-
B Pickled pickles with stones and eggs-
C blew his horn into the window-
Guan Gong sneezes-
5. Announce the answer: A Miao (Miao) Miao (Miao) Miao (Miao); B one word (salt) is difficult to finish (enter); C name (sound) is outside; Boast oneself (necessary)
6. Through the previous stage of study, each group collected a large number of homophonic allegorical sayings. Which group goes first?
7. Xiehouyu is an indispensable part of China culture, which we should inherit and carry forward.
Second, homophonic jokes
1, read it. 2. Communication: What do you think after reading the joke?
3. Summary: There are many homophones in Chinese, so you can't use them indiscriminately, otherwise it will become a joke.
4. Narrator: Homophonic jokes collected in the previous stage.
Third, the origin of Chinese characters
1. The story of "Cang Xie Jujube" is called by name.
2. Introduction: "Cang Xie Jujube" is a legend. In fact, Chinese characters can't be created by Cang Xie alone, nor can they be created in one period. Many people took part in this great creative activity.
3. Communication: There are many legends about the origin of Chinese characters. Which group will tell you about it?
4. A Chinese character is a story, silently reading the origin, canon and deletion of the book. Do you know the origin of other Chinese characters?
5. Introduce in groups. 6. Recognize ten new words after class.
Fourth, talk about harvest: What have you gained from this comprehensive practical activity?
Postscript of teaching:
The fourth lesson is about the origin, canon and deletion of Cang Xie's ci-poetry and books.
First, read Cang Xie Jujube.
1, dialogue import:
Students, through the comprehensive study of several classes, we feel the endless fun of Chinese characters. Who created these interesting Chinese characters? Do you want to know?
2, the blackboard title: Cangjie word.
3. Teach yourself the text and think about the following questions:
(1) How did people communicate before Chinese characters appeared?
(2) How did Cang Xie create Chinese characters?
4. Discuss and communicate.
5. Expand extracurricular activities:
Students, Cang Xie's knowledge of word-making is a legend. In fact, Chinese characters can't be created by Cang Xie alone, nor can they be created in one period. Many people took part in this great activity. There are many legends about the origin of Chinese characters. Who can tell them according to the information they have collected? (Introduction by name)
Second, read "The Origin of Books", canonization and deletion.
1, teacher import:
A Chinese character is a story. Read the text and talk about how the words "book", "canon" and "deletion" are made.
2, masochistic materials:
Words you don't know can be read by pinyin or dictionary.
3. Tell the source of these words.
4. What other words do you know?
(Students report the information collected. )
Third, know new words after class.
Fourth, summary.
After a period of comprehensive study, students learned to make activity plans. By collecting a lot of information, they felt the interest and love of Chinese characters and knew the origin of Chinese characters. We really gained a lot. We will continue to study comprehensively, further understand Chinese characters and deepen our love for Chinese characters.
Fifth, extracurricular practice: collecting, searching and sorting out information.
1. Form: (1) written report. (2) Cooperation report. (3) make a presentation report. (4) Show practical activity panels or make tabloid reports.
2. Report in groups and present the results.
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