Teaching plan of idiom story "Better late than never"

Teaching plan of idiom story "Better late than never" (5 general remarks)

Before teaching activities, teachers often need to prepare teaching plans, which help us to understand the contents of teaching materials and then choose scientific and appropriate teaching methods. Come and refer to the lesson plan you need! The following are the lesson plans (generally 5) of the idiom story "Better late than never" compiled by me, for reference only. Let's have a look.

The teaching goal of the idiom story "Better late than never"1;

1, can read four new words and one polyphonic word in the text; I can write the words "hole" and "Diao".

2. Be able to read the text fluently and tell the story of "better late than never" in your own words.

3. Understand the meaning of words such as "Better late than never" and "Advice", and preliminarily understand the meaning in combination with the actual life.

Teaching process:

First, reveal the topic.

(A) to understand the meaning of "fable"

1, you can tell us what fables we have learned.

2. You can also talk about the characteristics of fables.

(2) Solving problems

1, today we are going to learn a fable entitled "Better late than never".

2. Do you know the meaning of each word? Understand the meaning of "death" and "prison". Guide to understand the meaning of the problem.

Second, the first reading perception.

1. Learn the text by yourself: read the pronunciation correctly and think about which sentences in the text are written as "late sheep" and which sentences are written as "complement".

2. Communication: How many times has the text said that the shepherd lost his sheep?

Find out the first sentence to find the reason for losing sheep and the reason for losing sheep. Blackboard writing: discovery

Guidance: Read the polyphonic word "circle" correctly. When writing "long", it means 1 1 stroke. What is the last stroke of Diao?

Find out the sentence of throwing sheep again and the reason for throwing sheep again. Blackboard writing: discovery

Write "hole" and "Diao" again

3. Find out the shepherd's "complement" sentence. Blackboard: Come on, don't lose it.

4. The gist of the story: use "find … find … don't lose it quickly …"

Third, realize the meaning

(1) Grasp the "persuasion" and learn the meaning first.

1. The shepherd lost his sheep for the first time. How did the neighbors persuade him? Find out the sentences and understand the "neighbors"

2. What's the difference between "persuasion" and "speaking"? ("Persuasion" refers to finding other people's problems and asking them to correct them)

3. Practice reading dialogue. If throwing a sheep for the first time was an accident, what was the reason for the second time?

4. Look at the picture and talk. What are the neighbors saying this time?

(If ... I'm lucky ...)

5. Summary: The shepherd refused to listen to the advice and continued to throw the sheep. After listening to the advice, he stopped losing sheep. It can be seen how important it is to listen to other people's suggestions and correct them in time when you do something wrong.

(2) Grasp "persuasion" and understand the meaning.

1. The teacher told the story of Zhuang Xin's advice to King Xiang of Chu in the Warring States Policy in vernacular Chinese.

The story of "better late than never" originated from an old story of "advice". During the Warring States Period, a minister named Zhuang Xin found that the King of Chu ignored the state affairs and wandered around all day. Zhuang Xin was very worried and said to the king of Chu: If this goes on, the State of Chu will surely perish. The king of Chu wouldn't listen. As a result, Qin came in five months later. The king of Chu was too scared to do anything. He quickly asked Zhuang Xin for advice. Zhuang Xin said a lot, one of which was: "It's not too late to mend."

2. Understand that "it is not too late to mend." the meaning of

After listening to the story, do you mean that the king of Chu lost his sheep? So what does Zhuang Xin mean by this sentence?

What does "dead sheep" actually mean? What about "fixing" the error? It's not too late to remedy it in time.

After listening to Zhuang Xin, the king of Chu immediately corrected his mistake and finally saved Chu from this disaster.

(3) Follow "persuasion" and learn to tell stories.

1. A little story changed the king of Chu and the fate of Chu. This shows how meaningful this story is. Would you like to tell it?

2. Who do you want to tell this story to and why? Tell it to those who have shortcomings that must be corrected, tell it to yourself, think more about your own shortcomings and try to correct them. )

Four: homework

1, copy new words

Step 2 tell stories

Idiom story teaching plan 2 "Better late than never" teaching goal;

1, read and recite this fable with emotion.

2. Learn the new words in this lesson and pay attention to the pronunciation of polyphonic circles and the glyphs of words such as holes and streets.

3. Understand the fable "Better late than never" and know how to correct mistakes immediately.

Teaching emphases and difficulties:

Guide students to understand the moral on the basis of understanding the content of the story, and talk about their feelings in connection with the reality of study and life.

Teaching time:

1 class hour

Teaching preparation:

project

Teaching process:

First of all, the dialogue is exciting:

1. Do students like to listen to fables? Why?

Today, we are going to learn another fable. Watch the teacher write a topic: better late than never.

3. Read by name and read together.

Second, understand the meaning of the problem.

1. Better late than never is an idiom. Are there any words in this idiom that you don't understand?

2. Name the doubt and say how to understand it.

Death: lost. Prison: a pen for keeping animals, which refers to a sheepfold in the text.

3. In a word, it means to make up after the sheep dies.

4. What questions do you want to ask after reading the topic? (Why throw the sheep? Why do you want to repair the sheepfold? )

5. Read the topic again. Can you guess the reason for losing the sheep from the word mend?

Third, read the text for the first time and understand the content.

1, did you guess right? Let's read the text. Note: when reading, you should read the correct pronunciation and read through the text.

Tell this story to everyone in your own words and guide the comments.

Sheep breeders have lost their sheep several times. Why?

4. Summary: It can be seen that our guess before reading is completely correct, so we should read and watch.

Think, think before reading, think while reading.

Fourth, read the text intensively and understand the content.

1, which paragraphs of the text are about losing sheep?

2. Free reading 14, thinking: If a shepherd lost one sheep, why did he lose the second?

3. Discuss with each other at the same table.

4. Collective communication:

(1) There is a hole in the sheepfold.

(1) Show the holes in the new word card, name them and read them softly.

(2) A hole is a (hole). How to remember these two words? Instruct students to write holes.

(3) Read this sentence together. (third sentence)

(4) The third sentence is about the reason for losing sheep. What did the first two sentences say? Quote the first two sentences.

(5) Make clear the connection between the three sentences in this section and try to recite them.

(6) name names. (boot method)

He refused to listen to his neighbors.

(1) Neighborhood is (neighbor). Pay attention to reading softly.

(2) How did the neighborhood persuade them? Read the name, read the suggested tone.

(3) Guide the comments and read them together.

(4) What about people who can raise sheep? Read and comment by name. It doesn't matter if you look at him, you don't care.

That's what sheep farmers say. What do you think of his heart?

You see, good neighbors are sincere, but sheep farmers are careless and don't listen to advice. Different roles at the same table read aloud.

(6) Read and comment by name.

(7) The teacher said the prompt, and the students tried to recite the dialogue.

See what happens if he doesn't listen.

(1) Read Part 4 by name and comments.

(2) Why do you want to read the word "you" well? Contact the first section and think about it.

(3) Read Section 4 together.

(4) The fragment we just learned is (a dead sheep) if it is summed up in two words in the title.

6. Give this clip a name. Note: Some contents can be added appropriately. For example, the psychological activities of characters can be expressed through language and action.

7. What do sheep farmers think and do after throwing sheep for the second time? Read the fifth part freely and underline the relevant sentences.

8. Discussion and exchange:

(1) What do sheep farmers do? Show the projection, look at the picture and speak.

(2) Read the sentences in the text by name and make comments.

Why study hard and hurry up? Can you remove it? Correct mistakes in time.

(3) Why do sheep farmers do this? Read the sentences describing his psychology.

(4) Guide to read this sentence and read out his regrets.

(5) Put this sentence in another way. (If, if, if)

But on second thought, it's not too late to mend. Why?

(7) Is his idea right? Where did you study? Since then, his sheep have never been lost. )

(8) What do you mean from now on? Instruct students to make sentences from now on.

(9) clarify the relationship between sentences and recite section 5.

Fifth, experience meaning.

1, showing the projection again. When this man was repairing the sheepfold, he originally advised the neighborhood to pass by. What will the neighbors say? What would a sheep farmer say?

2. After the performance at the same table, name the stage and guide the evaluation.

What will happen if this person doesn't rebuild the sheepfold?

4. Reveal the moral: It can be seen that if a sheep farmer makes a mistake, as long as (), he will ().

In life, similar things often happen. Contact your own life reality and talk about your own views. Discuss with each other at the same table, and then exchange names. (myopia, sandstorm, environmental pollution)

These can be summed up in one word.

Sixth, summarize the full text.

1, reread the topic and understand the meaning of the topic. (Original meaning, extension)

Therefore, it is not too late to mend. Read it yourself and understand its meaning.

3. Summarize the general methods of learning fables: understanding the meaning of the topic, combining content with practice, and understanding the meaning.

Work design:

1, recite this fable.

2. Contact your study and real life and talk about your feelings after reading this fable.

Blackboard design:

idea

Has been lost.

regret

better late than never

working methods

Bouboo

Stop it quickly.

(It's not too late)

result

fewer/ lesser

Never lost it again

Idiom story "Better late than never" Teaching plan 3 I. Teaching objectives

(A) the main points of knowledge teaching

(1) Know the new words and phrases in this lesson and understand the key words in this lesson.

(2) Understand the meaning of fables.

(3) Be able to read the text correctly and fluently.

(4) Learn more about fables through the Internet.

(2) Ability goal

(1) Continue to cultivate students' ability to dare to ask questions and solve problems. Improve students' self-study level. At the same time, cultivate students' ability to acquire knowledge by using the network.

(3) Emotional goals

(1) Get education from morality.

(2) Stimulate students' thirst for knowledge.

Second, the teaching content and difficulties

(a) heavy and difficult type:

(1) Understand the truth contained in the fable.

(2) Understanding of the meanings of "prison", "death" and "mending after it is too late".

Third, the analysis of teaching content

Media selection has the following purposes.

(1) Break through difficulties and solve problems. When students understand the meaning of words, they use courseware to show the semantic evolution of the word "prison" and make hieroglyphics of "prison" so that students can clearly understand the semantic changes of the word "prison" in ancient and modern times.

(2) Show famous sayings and highlight key points. When students reveal the meaning, they show Lafontaine's famous words with courseware, which not only clearly and concisely summarizes that fables are divided into two parts: body (story itself) and soul (truth). Through famous aphorisms, we can further firmly grasp the content and significance of the story "Better late than never".

(3) broaden your horizons and expand extracurricular activities. After learning this lesson, students have many questions about fable knowledge. So I expanded my knowledge after class, and sought more fable knowledge through students searching information on the Internet. Stimulate students' thirst for knowledge and encourage them to study actively.

Integrating computer multimedia into Chinese classroom, taking theory as the main body, fully mobilizing students' enthusiasm and letting students learn actively and intelligently is the general trend of Chinese teaching today.

Fourth, the teaching process

(A) introducing topics and guiding questions

There are many teachers in class today. They don't know that our classmates in Class Three One have one of the greatest advantages. That is: study hard, be willing to think and dare to ask questions. Is it? Today, let's fully demonstrate this advantage, shall we? Today we are going to learn a little fable (blackboard writing: better late than never). Who can read it? Who will try again? Read it all! "Death" is a new word in this lesson. As if you all know. Do you have any questions about this problem? Students are free to ask questions. It's great that you asked so many questions when you saw the topic. Can it be solved? How do you want to solve it? Ok, please solve these problems in your own way. If you encounter new problems in the reading process, please make a small mark as usual and try to solve them. If it can't be solved, bring it up later and study it together.

Let's get started.

Students, what valuable problems have you solved through the study just now? The meaning of "prison" has also changed. Look at the big screen

Courseware presentation: the evolution of the meaning of the word "prison" breaks through the difficulties and makes it clear to students at a glance.

(Speaking of morality) Here, the teacher has a famous saying for the students.

Lafontaine's famous words are displayed in the courseware, which makes students understand more clearly that fables are divided into two parts: body (the story itself) and soul (morality). I have a deeper understanding of the story and significance of "better late than never".

The subject of fable is the story itself. Who can show the text of the fable to everyone to read the text? Through the fable, we can see the soul of the fable. Who can say again what is the soul of this fable?

What other valuable problems have you solved? It's amazing that you should know so much about such a short story! In fact, every problem raised and solved is a kind of gain for us. The more questions you ask, the more you gain.

The world of fables is rich and colorful. Through this little fable, many problems will surely come to your mind. Do you want to ask anything?

Ah! Students have so many questions, do you want to find the answers? Ok, let's walk into the vast fable world.

Using computer network: Let students enter the school-run webpage "Fable House", which contains fable knowledge, animated fables, comic fables, and links to related websites (Aesop's Fables, La Fontaine, China Classical Fable Network, etc. ) Stimulate children's curiosity and thirst for knowledge, and learn more fable knowledge through the Internet. At the same time, let children realize the benefits brought by the network.

Is "The Fable" interesting? Who can talk about sorting out the guests? Did you get anything? What else do you have?

After reading such a small fable, you have so many questions and gained so much. Let the teacher think of a sentence: only thinking can doubt, only doubt can get. I believe you will be good at asking questions in your future study, and you will gain more knowledge by asking questions.

Blackboard: 29. better late than never

If you think about it, you will have doubts, and if you have doubts, you will get it.

Flowchart:

Teaching plan of idiom story "Better late than never" IV. Teaching objectives

1. Know nine new words and learn to write two new words: "long" and "tune". Be sure to read such words as "fable, mend after a sheep is dead, sheepfold, hole, take away, neighborhood, advice, regret".

Read and recite this fable with emotion.

3. Understand the fable "Better late than never" and know how to correct mistakes immediately.

You can tell these two fables in your own words.

Second, the focus and difficulty of teaching

1, understand the fable "Better late than never" and know how to correct mistakes immediately.

You can tell these two fables in your own words.

Third, teaching preparation.

1, students preview the text

2. The teacher prepares the courseware

Teaching process:

First, directly expose the topic.

1, wonderful dialogue, revealing the topic

Students, today we are going to learn lesson 9, two fables. Please look at the topic together.

2. Students, what fables do you know? Fable stories are short stories with great truth.

Second, understand the meaning of the problem, infiltration methods

1. In today's lesson, let's learn a fable "Better late than never" and read the topic together.

Third, read the text for the first time, and check reading aloud and writing difficult words.

1, request for first reading.

Pay attention to correct pronunciation, read the text correctly and smoothly, and read difficult sentences several times.

2. Read the first paragraph by name

(1) Read the name and pronounce it at will.

Show sentences

It turned out that there was a hole in the sheepfold, and at night the wolf got in and took the sheep away.

(1) the meaning of long holes and thin holes.

② Circles, polyphonic words and compound words

③ Read new words and sentences by name.

④ Synchronous reading

(2) Writing difficult words

Dragon carving

(3) Students write it again.

3. Check the second to fifth paragraphs.

(1) Read the second paragraph by roll call, show the courseware and read more by roll call.

The neighborhood advised him to say, "Hurry up the sheepfold and plug the hole."

Fourth, understand the meaning of the problem, infiltration methods

1. When the teacher arranges the preview, let the children go home and look up the dictionary to understand the meaning of "death" and "prison". Now, which child can tell us what these two words mean?

In addition to this method, there are more effective ways to understand the meaning of words, such as finding a sentence that hides the meaning of these two words in the article. Who found it?

In the subject, "death" means loss. "Prison" means a hijab, which means a house. Cattle and sheep used to live together, and "prison" was where cattle and sheep lived. The article mentioned "sheepfold".

5. Summary: It's not too late to mend. Repair the sheepfold.

Five, intensive reading of the text

1. A dead sheep is a lost sheep. How many times did the shepherd lose his sheep in the story? How did they all get lost? Please read the text again and find out the relevant sentences from the text while reading.

(1) The first time: One morning, he went to herd sheep and found that one was missing.

(1) What was the reason for losing sheep for the first time?

Performance: because, so the sheep breeder is missing a sheep.

(2) The second time: The next morning, he went to pasture the sheep and found that another sheep was missing.

Sheep farmers lost one sheep, why did they lose the second?

It's the same hole. What do you want to say to the sheep breeder at this moment?

The neighborhood is as enthusiastic as you. The first time I threw a sheep, I was trying to persuade him to find it.

3. How do sheep farmers react to the kind words of neighbors? Tell him he doesn't care, it doesn't matter.

4. If you were a sheep farmer, what would you think after losing your sheep for the first time?

Instruct reading aloud

He said: the sheep have been lost, why build a sheepfold?

5. Xiu: The sheep have been lost, so there is no need to repair the sheepfold.

What's the difference between comparison?

After losing the sheep for the second time, the shepherd felt very different. He regrets it very much! At this time, if you were a sheep farmer, what would you do?

Instruct reading aloud

7. Thinking: What is the real reason for losing sheep for the second time?

8. After the sheepfold is repaired, the sheep in the sheepfold will never be lost again! Is it still too late to repair the sheepfold?

Therefore, the ancients said: it is not too late to mend.

Sixth, contact life and experience morality.

1. Of course, imagine what he would say if he suggested that his neighbor pass by here.

I lost my sheep twice. What will happen if I don't repair the sheepfold?

3. It can be seen that a mistake like a shepherd will be () as long as it is ().

4. In your life and study, have you ever encountered something "better late than never"? (Teachers can give an example around them first: for example, not finishing homework on time)

Can you tell this story in your own words according to the teacher's prompt?

6. Summary: Please let the children go home and tell this story to our parents.

Blackboard design:

better late than never

The first time and the second time.

Diudiu

Stop if you don't fix it

I never lost it again.

It's too late, not too late.

The idiom story "Better late than never" is one of the "two fables" in Lesson 9 of Book 3 of Primary School Chinese. I want to talk about teaching materials, teaching methods, teaching design and blackboard design.

First of all, talk about textbooks.

The text "Better late than never" is selected from two fables in the second volume of the third grade of People's Education Press. The content of this fable is easy to understand, the story is concise and interesting, but the meaning is profound. The main purpose of choosing this text is to let students understand the characteristics of fable expression, grasp the content of the story, and experience the truth contained in the story in combination with real life.

Based on the understanding of teaching materials, combined with the training intention of this group of texts and the actual situation of students in our class, I have formulated the following teaching objectives:

Teaching objectives:

1. Learn the new words in this lesson and pay attention to the pronunciation of the polyphonic word "circle".

2. Read the text aloud and use your own words "Better late than never" and the meaning of this idiom.

3. Understand the content of the fable "Better late than never", understand the truth contained in the fable, and tell the fable in your own words.

According to the teaching objectives and the content and characteristics of this lesson, I have determined that the key and difficult point of this lesson is to guide students to understand the meaning and tell this fable in their own words on the basis of understanding the content of the story.

Second, oral teaching methods

1, choose teaching methods, clear thinking.

It is an important idea of the new curriculum standard to cultivate students' good humanistic quality and Chinese quality, as well as the spirit of independent cooperation and innovation. In order to achieve this goal, reflect the three-dimensional goal of the new curriculum standard, fully mobilize the enthusiasm and initiative of students, and build an open and active Chinese classroom. In teaching this course, I adopted situational teaching method and tutoring method.

Third, talk about teaching design:

First, cut into the topic, causing expectations:

Design concept: Starting from the topic, closely following the topics "death" and "prison" can not only arouse students' reading expectation, but also make students realize that the meaning of the same word will change in different language environments. )

Second, learn the words and understand the general idea.

1. Let the students read the text by themselves.

2. Show new words: collectively identify and correct them. Key guidance: polyphonic words: circle

(design concept: text dredging clears the way for text understanding. )

Third, study deeply and understand the meaning.

1. Read the text and master the main content of the story.

2. Guide key sentence patterns and grasp the characters.

(1) Dialogue between sheep farmers and neighborhoods. (rhetorical question changed to declarative sentence)

Show me the sentence: He said, "Why build a sheepfold when all the sheep are lost?"

(2) The idea of the sheep breeder after the second sheep loss. (conversion sentence)

Show projection: he regretted it and should not refuse to accept his neighbor's suggestion.

(Design intention: through the guidance of key sentence patterns, let students understand the unique role of rhetorical questions and double negatives in expression; In various forms of reading aloud, students have deepened their understanding of the characters and paved the way for revealing the moral of the story. )

Fourth, create communication scenes to reveal the moral of the story.

In the specially created situation, students will feel immersive and enter the role more easily. In the comparison of the consequences of "repairing" and "not repairing", it is natural to reveal the meaning. Using the principle of "mending after the sheep is dead" to deal with problems, students further realize the importance of mending after the sheep is dead, deepen the meaning and achieve the purpose of applying what they have learned.

Fourth, talk about blackboard design.

According to the characteristics of the course and the actual situation of the students, I designed this blackboard.

In the design of the whole blackboard content, I fully follow the law of generation, attach importance to students' emotional experience, and go step by step from the cause, process and result of the story to reveal the brevity and truth of the story. Try to let the children talk about the main content of this story according to the content of the blackboard.

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