Joke Collection Website - Talk about mood - Course draft of "Pony Crossing the River"
Course draft of "Pony Crossing the River"
Draft lesson plan of "Pony Crossing the River" 1 1. Activity objectives
1. By appreciating the story, we can perceive and understand the whole process of the story development, know how to observe more, use more brains and dare to try.
2. I like this story, experience the change of pony's mood in the story, and I am willing to share my feelings about the story with my companions.
Second, activities are both important and difficult.
1. Activity focus: perceive and understand the whole process of story development, and be able to retell the story in your own words.
2. Activity difficulty: I feel the change of pony's mood in the story and am willing to share my feelings about the story with my companions.
Third, activity preparation
Material preparation: multimedia courseware, recording, animal headdress;
Fourth, the activity process
1. Question introduction: Ask the child what is his favorite animal, and lead to the story of pony and pony.
2. Activities:
(1) The teacher told the story of the pony crossing the river.
(2) Imitate the dialogue between mother pony and pony in groups.
(3) End of the activity: Teachers and children play role-playing games and perform "Pony Crossing the River".
The expansion of verb (verb's abbreviation) activity
Share the story with your family and remind your children to observe, use their brains and try more in life.
Draft of the second lesson of "Pony Crossing the River" 1. Talking about the textbook
Today, I said that the content of the class is the standard experimental textbook of science and education edition, the first volume of the second grade of Chinese, and the twelfth lesson "Pony Crossing the River". This is a well-known story. The article tells such a story: On the way to help his mother carry wheat to the mill, the pony met a small river, and I didn't know whether the river was deep or shallow. Finally, cross the river safely under the instruction and guidance of my mother. Taking "crossing the river" as a clue, this paper uses concise and vivid language to make students understand that they should not only listen to others, but also use their brains and practice in person.
Second, the teaching objectives
According to the requirements of the new curriculum standard for Chinese teaching in the lower grades of primary schools, as well as the characteristics of teaching materials, combined with the actual situation of students, I have determined the teaching objectives of this course as follows:
1. Knowledge goal: Know new words, understand related words, accumulate new words, and use them in a specific language environment, so as to learn and use them now.
2. Skill goal: By studying the text, students are trained to read the text correctly, fluently and emotionally, and their ability to use the language is trained.
3. Emotion, attitude and values: guide students to know that they should not only think, but also dare to try and find answers in practice.
Third, teaching focuses on difficulties.
According to the above teaching objectives, I determine the focus of this lesson.
1, learn to make new words; Can understand the text, can read the text accurately, fluently and emotionally;
2. Why do Uncle Niu and Little Squirrel have different views on the same river?
3. How to understand what the old horse said to the pony in the text and let the students understand the truth?
Fourth, talk about teaching strategies.
1. Scene introduction method
2. Reading comprehension methods
3. Question introduction method
4. Situational teaching method: Emotion and fun are the beginning of teaching. For young students, with the help of colorful pictures and bright pictures, we can attract students' attention and stimulate their interest in learning.
5. Evaluation and incentive methods
6. Short essay literacy method
Teaching process of verbs (abbreviation of verb)
1. Import
(1) This is to introduce topics by using scenario introduction method and question setting method, fully arouse students' interest and make them enter the topic quickly.
(2) After introducing the topic, show the questions with courseware, and let the students read the text freely with questions (Why did the pony cross the river? What happened on the way across the river? )
Analyze text
Through the initial reading, students have a general understanding of the text, on this basis, explain the paragraphs of the text and solve the important and difficult points in the text. At the same time, use courseware to show the questions corresponding to each module, and use questions to lead out the content of the text, so that students can understand the content of the text and master the main content of the text.
3. Review the new words and read the text with emotion.
First check and review the new words. Let students read aloud in the form of word relay, let students bring new words into the text and read the text, which further deepens students' understanding and memory of new words.
Secondly, create situations to guide reading. The protagonists of this story are: old horse, pony, squirrel and old cow uncle. The old horse is the mother, and the tone should be cordial; Uncle Niu is an elder, with a rich voice and a calm tone; When the little squirrel jumps down from the tree, his tone should be urgent; The pony is naive and polite, and her voice is slow and gentle. In some places, she must be shy and embarrassed, for example, when she is "embarrassed". Show the animal dialogue with courseware, read aloud while showing the animal dialogue, and guide the students into the situation. At the same time, the teacher should demonstrate reading aloud, let the students read aloud in different roles, put on the prepared animal headdress, and let the students feel the beauty contained in the story in a pleasant atmosphere.
Draft of Lesson 3 of "Pony Crossing the River" 1. Talking about Teaching Materials
The pony crossing the river is a text in the third textbook and a fairy tale. It is described that a little helper mother took wheat to the mill, and she had to cross a river on the way. The old cow said that the water was shallow and could be crossed. The squirrel said that the water was deep and his partner had just drowned. Pony had no idea, so he had to run back and ask his mother, who let him try it himself. The pony returned to the river and crossed it by himself. It turns out that this river is neither so shallow as the old cow said, nor so deep as the squirrel said. Explain that you should use your own brains to find ways to overcome difficulties and find answers. The article is long, involving many things and profound philosophy. In lively teaching, we can use the beauty of the text itself to stimulate students' interest in learning, create situations and carry out language training in a down-to-earth manner.
Teaching objectives:
1. Read the text correctly, fluently and emotionally, and read the performance texts of different roles.
2. Through the fairy tale of "Little Horse Crossing the River", let students know that they should not just listen to others, but try it with their brains and practice first.
3. Read the text and get to know 14 new words in this lesson.
Teaching emphases and difficulties:
1, understand what the old horse said to the pony.
2. Guide students to read the text correctly, fluently and emotionally.
Second, talk about teaching methods and learning methods.
In this class, I pay attention to students' learning methods and guide them to study independently, cooperatively and exploringly. Let students read independently first, and then share their feelings with teachers and classmates.
Under the guidance of this design concept, I adopted the following teaching methods:
(1) multimedia intuitive method. Combined with the main part of the text, I made different pieces of multimedia courseware, and created a variety of situations through modern teaching methods, which fully stimulated students' thinking in images, so that students were completely immersed in the situations described in the text, full of interest in a relaxed and pleasant atmosphere, and actively studied, so as to better, faster, more accurately and deeply grasp the key points and difficulties in teaching, and thus deeply understand the content of the text. Students' senses of "eyes, ears, mouth, hands and brain" can all be used. Under the infection of "words, actions and feelings", they can gain true knowledge and get twice the result with half the effort.
(2) Autonomy, cooperation and exploration. Chinese curriculum standard puts forward: "Students are the main body of Chinese learning and development". According to the training requirements of this group of texts, I take students as the main body and adopt the teaching method of "autonomy, cooperation and inquiry" to guide students to find, ask, explore and solve problems.
(3) Reading promotes enlightenment. Read aloud and let the students solve their own problems. Understand the meaning of the text in different forms of reading aloud.
Students mainly adopt the following learning methods: self-questioning method, cooperative solution and self-study since the enlightenment.
Third, talk about the teaching process.
1, story introduction, wonderful and interesting.
Clever opening can attract students' interest. The text of this lesson is very long. I use the natural paragraph 1, 2, 3 to introduce the text. Let's reveal that the text to be learned today is "Pony Crossing the River".
2. Check before operation.
3. Read the text carefully and read your feelings.
By reading the text for the first time, the students have understood why the pony crossed the river and came to the river many times. Then I teach in sections according to the order of the text. First, learn the natural paragraphs in 4-6. There are many dialogues in paragraphs 4-6. I pay attention to guiding students to read different words with different tones. The main "characters" in this story are pony, old horse, uncle Niu and squirrel. The tone of these "characters" is different from the emotional color of the language. The old horse is the "mother", so speak kindly. Uncle Niu is the older generation. When reading aloud, he should have a rich voice and a steady tone. When the squirrel jumps down from the tree, he should speak in an urgent tone. Pony is naive and polite, so he should express it in an appropriate tone when reading. At the same time, use courseware to show, read aloud while showing, and guide students into the situation. This kind of reading training can make students feel the beauty contained in the story in a pleasant atmosphere. Then learn the seventh paragraph. The seventh paragraph is mainly about the dialogue between pony and old horse. Pay attention to the different feelings of different roles. Finally, learn the eighth paragraph and understand the pony's feelings by reading the eighth paragraph together.
4. What will you do if you encounter difficulties in your future life?
Let students not only understand the dialectical viewpoint of concrete analysis of specific problems, but also receive the training of thinking methods such as analysis, comparison and synthesis, and connect with students' reality, tap the internal ideological factors of teaching materials, and carry out ideological and moral education in a targeted manner.
5. Extension of the text.
The pony finally sent the wheat to the mill. Students, think about it. What will the pony say to the old cow, squirrel and mother when he comes back from crossing the river?
(Courseware shows: After the pony came back from crossing the river, he said to the old cow, "_ _ _ _ _ _." He said to the squirrel, "_ _ _ _" He said to his mother, "_ _ _ _")
Draft of Lesson 4 of "Pony Crossing the River" I. Talking about Teaching Materials
"Pony Crossing the River" is selected from the first volume "Art Field" of Future Publishing House. In the activity, add pictures according to the story of the pony crossing the river and learn to draw the shape of the horse. It promotes the development of children's imagination and the improvement of painting ability. This is in line with the requirements in the Outline. While supporting and encouraging children to actively participate in various artistic activities and express themselves boldly, help them improve their performance skills and abilities.
Second, talk about teaching objectives
Cognitive goal: let the children know the story of the pony crossing the river.
Ability goal: improve painting ability by learning to draw the shape of a horse.
Emotional goal: like painting and experience the fun of painting.
Third, say the activity method
Children in large classes have certain observation ability, imitation ability and hands-on ability, so I will use observation method, discovery method and demonstration method in activities to let children understand the activities smoothly. Children naturally like to play, so in order to meet their needs, I designed a game at the end of the activity to let children learn knowledge while playing.
Fourth, talk about activity preparation.
Some cards related to activities, game props and venue layout.
Five, said the activity process
1. Tell a story and lead to the theme. I will tell a story about a pony crossing a river to stimulate children's curiosity and lead to the theme of this activity smoothly.
2, show pictures, preliminary perception Next, I will show a card with a horse, and let the children observe it carefully to get a general understanding of the shape of the horse.
Then guide the children to draw their own horses. In this process, I will give necessary guidance to children, encourage them in time, and enhance their self-confidence.
3, experience the game, deepen understanding through the "single-plank bridge" game, let the children experience the brave spirit of the pony crossing the river.
4. The teacher summed it up. After the activity, tell some inspiring words to the children.
Draft of lesson 5 of "Pony Crossing the River" 1. Talking about teaching materials
Today, the content of my speech is lesson 14 of the experimental textbook published by People's Education Publishing House, which is a well-known fairy tale. It's about a pony who met a small river on the way to help his mother carry wheat to the mill. I don't know whether it is deep or shallow, and finally I crossed the river safely under the guidance of my mother. Taking "crossing the river" as a clue, this paper uses concise and vivid language to make students understand that they should not just listen to others, but think and try for themselves.
Second, talk about learning.
Senior two students' reading ability is not very mature, so they can't always concentrate on the classroom. So I use pictures and texts to attract students and make them fall in love with learning and Chinese.
Third, talk about teaching objectives.
Following the curriculum standards and focusing on cultivating and improving students' humanistic quality, and according to the characteristics of second-year students who love reading fairy tales and can understand them initially, I have determined the teaching objectives of this course as follows:
1. Knowledge and skills: Know new words such as "Tuo" and "Mo" and understand related words.
2. Process and method: Be able to read the text correctly, fluently and emotionally, and read the text by different roles.
3. Emotional attitudes and values: guide students to know that they should not only think, but also be brave enough to try, and initially understand the truth of "practice first".
Fourthly, talk about the key points and difficulties in teaching.
According to the above teaching objectives, I am sure that the focus of this class is to learn new words and understand the text, so how to understand what the old horse said to the pony in the text and understand the truth contained in it has become the difficulty of this class.
Verb (abbreviation of verb) oral teaching method and learning method
In order to highlight the key points, skillfully break through the difficulties and successfully achieve the above three-dimensional goals, I adopted the method of "reading to promote understanding" in teaching methods, so that students can generate and solve their own problems through reading aloud and feel the connotation of the text in different forms of reading aloud. In order to better change students' learning methods, I abandoned the traditional teaching-oriented teaching method and adopted a new learning method supplemented by "students' independent inquiry and cooperative learning" and "teachers' timely guidance". The purpose is to let students master what they have learned easily in a pleasant atmosphere, so as to enjoy Chinese learning more.
Sixth, the theory of teaching process
I divide the teaching process of this class into five parts:
The first link: stimulate interest and inspire questions.
At the beginning of the class, I first showed a riddle to guide the children to type an animal name, which led to a new lesson in such an exciting way, so that the children felt the joy of learning in the relaxed guessing activities and experienced that the teacher was more like a learning partner. Then I showed it to the pony and asked, Who can say hello to the pony politely? Through the greeting just now, the distance between the child and the pony was brought closer, as if this story happened around us, which revealed the topic of "the pony crossing the river". Enlighten and question, do you have any questions to ask pony when you see this topic? By paving the way, let the children feel that the pony is among us, and stimulate the children's interest and open the question box through the question of "One stone stirs up a thousand waves". At this time, children's thoughts are naturally introduced into the active learning atmosphere.
The second link: reading the text for the first time and exploring literacy.
For the second grade students, I have learned dozens of short and interesting texts, so I have accumulated some experience and methods in literacy. Here I ask students to learn by themselves:
In the feedback, I use the three steps of recognition-belt-search, and "recognize" and take out the new word cards to learn with you. What good ways do you remember these new words? A student's method becomes something everyone has, and knowledge is shared. Find a teacher to prepare a crossword puzzle, such as a white-haired man turned out to be an old uncle, so that students can taste the joy of exploration and experience the joy of success in the game.
The third link: reading instead of speaking, reading and analyzing sentences.
In this link, reading is the main task, and I will guide students to read the text repeatedly in different forms, such as reading by name, reading silently, and following.
Reading a book a hundred times is self-evident. Only in this way can students feel and understand in reading and achieve the purpose of teaching Chinese simply. During this period, with the advancement of teaching, pictures and texts coexist, allowing students to enter the situation, perceive the situation, and then play different roles in the story and read the proper tone.
The fourth link: study the text to solve doubts and doubts.
The key to the fairy tale "Pony Crossing the River" lies in facing the same river. The old cow said it was shallow, and the squirrel said it was deep enough to drown people. The diametrically opposite point of view puts the pony in a dilemma when crossing the river. So is this river deep or shallow? Why? Understanding this reason is an objective factor for students to correctly feel this article. Therefore, let the students determine the answer through discussion, and the teacher will act as a guide for the students, making the profound truth simple and vivid, so that the students can feel that the cow says it is shallow, the squirrel says it is deep, and the pony tries it himself, only to find that it is not as shallow as Uncle Niu said, nor as deep as the squirrel said, so that the students can deeply understand the truth revealed in the article. The theoretical fulcrum is: from the text, to the text, and then jump out.
The fifth link: summarize the full text and expand it.
This link is divided into two steps: first, let students read the text freely, with the aim of making students familiar with the text, which is an effective test of students' learning situation; Second, combine speaking and writing, and ask such a question: What will the pony say to the old cow, squirrel and mother after crossing the river? This problem not only cultivates students' imagination, but also improves students' oral and writing skills. The organic combination of "reading, speaking and writing" is a favorable guarantee for students' Chinese ability.
This is the whole content of my speech today. Although I have made careful preparation and careful design, there are still some imperfections. Please give us more valuable advice.
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