Lecture Notes of "Pony Crossing the River" in the Big Class

As an unknown and selfless educator, it is inevitable to write a lecture, which can better organize teaching activities. So what is an excellent lecture? The following is my carefully arranged "Little Horse Crossing the River" speech (generally 5 articles) for your reference, hoping to help friends in need.

Lecture Notes of "Pony Crossing the River" in the Big Class 1 Leaders, judges and teachers present,

I. 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.

Leaders, judges and teachers present, Lecture 2 of "Pony Crossing the River" of Taipan:

Hello everyone! I am a Chinese teacher in XX township. My name is Ai Li. What I am talking about today is: the content of the first lesson of Lesson 15 "Pony Crossing the River" in the first volume of the fourth grade of Chinese published by People's Education Press. Below I will talk about the class from the following seven aspects. (PPT shows the title and subtitle)

First of all, talk about textbooks.

This 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 let students know that they should not only listen to others, but also think hard and try in person.

Second, talk about learning.

Grade four students can't concentrate in class because their Chinese reading ability is not very mature. In particular, there is a great division between the two levels in our class, and some students are even tired of learning Chinese. However, at this age, they are very interested in pictures and animations, so I use illustrations to attract students and help them understand the text. Let students study easily and fall in love with Chinese.

Third, talk about teaching objectives.

Following the concept of curriculum standards and focusing on cultivating and improving students' humanistic quality, according to the characteristics of fourth-grade 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 three new words 13, and can write seven new words, such as deep and shallow.

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 not only do things with their brains, but also

We should be brave in practice and initially understand the principle of "practice first".

Fourthly, talk about the key points and difficulties in teaching.

According to the above teaching objectives and the learning situation of the students in this class, I have determined that the focus of this class is to learn new words, read and understand the text; The difficulty is to make students understand what the old horse said to the pony in the text and understand the truth contained in it.

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 teaching objectives, 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 experience the connotation of the text in different forms of reading aloud. In order to give full play to students' enthusiasm, I adopted the learning method of "students' independent inquiry and cooperative learning", supplemented by "teachers' timely guidance". The purpose is to let students participate more in classroom activities in a pleasant atmosphere, and then enjoy Chinese learning better.

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.

First of all, I will show cartoon pictures of ponies, old cows and squirrels through multimedia, and ask students to name these animals and introduce them to each other. Such a simple introduction is to take care of the students who are waiting for advancement and resolve their fear of difficulties. Introducing students' understanding of small animals is to narrow the distance between students and small animals. Then, the topic of "pony crossing the river" is revealed. Enlighten questions, what do you think of when you see this topic, and what kind of stories will happen to small animals such as ponies? At this time, children's thoughts are naturally introduced into an active learning atmosphere.

The second link: first reading the text, overall perception.

By reading the text for the first time, students have a preliminary understanding of the story of the text. I help other students who have difficulty in understanding the text master the content of the text by guiding students to ask and answer questions. My default question is:

1. Why did Pony cross the river?

2. How many times has it come to the river?

3. Has it finally passed? How did you get there?

The third link: Read the text again and explore new words.

Grade four students have accumulated some experience in literacy, so I mainly focus on self-literacy, and put forward requirements for students: draw new words in the text with strokes, and understand the meaning of new words in sentences through students' questions and teachers' guidance.

The fourth link: reading instead of speaking, reading comprehension.

This session focuses on reading, and I will guide students to read the text repeatedly in different forms.

Play the animation of the text "Pony Crossing the River" first, and students can experience the emotion of reading aloud. Then read by name to overcome students' reading difficulties.

Finally, read the text in different roles, let the students enter the situation and feel the situation, then play different roles in the story and read the appropriate intonation. And guide the students to think and discuss: facing the same river, the old cow says it is shallow, while the squirrel says it is deep and can drown people. The opposite view makes the pony cross the river in a dilemma, so is the river deep or shallow? Why?

Read a book a hundred times and you can see its meaning. Only in this way can students feel and understand in reading and achieve the purpose of teaching Chinese simply. In the meantime, with the advancement of teaching, pictures and texts are illustrated to let students understand the difficulties of this text. Why does every small animal in the same river have a different answer? Understanding this reason is the purpose for students to feel this article correctly.

Factors. Therefore, let the students determine the answer through discussion, and the teacher acts as a guide for the students, making the profound truth simple, vivid 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 neither shallow nor deep as uncle Niu said, so that the students can deeply understand the truth revealed in the article.

The fifth link: summarize the full text and expand it.

This link is based on the previous link. Stimulate students' reading enthusiasm through group competition and role competition, and ask students to read their own feelings. Through self-reading and self-evaluation, students' emotional understanding of the text is further strengthened.

Seven, say blackboard writing design

A good blackboard writing is a pocket version of an article and the essence of the text. A good blackboard writing should be more enlightening. My blackboard writing tries to show this purpose:

12 Ma Xiao crossing the river

horse

Try (with your head)

Uncle Niu, squirrel

Different shades

That's all I have to say today. thank you

Lecture Notes of "Pony Crossing the River" in Class Three I, 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 pass. 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, "_ _ _ _")

Lecture Notes of "Pony Crossing the River" in Senior Class I, Teaching Materials

The content of today's 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 the 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.

Lecture Notes of "Pony Crossing the River" in Class Five, I. 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.