"You must release this fish" speech.

As a people's teacher who specializes in giving lectures to others, writing a good lecture is the prerequisite for the success of the lecture. How can I write an excellent lecture? The following is the speech of "You must let this fish go" that I compiled for you. Welcome to share.

"You must release this fish" speech 1 First, talk about the textbook.

This paper tells the story that Tom put the caught bass back into the lake under the education of his father, and explains the truth of strict self-discipline at all times and consciously observing social morality and social regulations.

Second, students.

Students in Grade Three have acquired basic reading comprehension and reading ability, and can express their views well. They can solve problems by reading and thinking, and have good autonomous learning ability.

Third, talk about teaching objectives.

According to the characteristics of the text and students, I have set the following teaching objectives:

1, knowledge goal: be able to read the text correctly, fluently and emotionally, and repeat the text in an orderly way.

2. Learn to create new words and understand their meanings.

3. Feel the change of Tom's mood, taste the meaning of his father's words, be strict with yourself by education, and consciously abide by social morality.

Among them, the focus of teaching is to read the text with emotion and repeat it systematically by understanding the language of the article. The difficulty lies in understanding the dialogue and actions of the characters, feeling the psychological activities of the characters and understanding the meaning of the characters' language.

Fourth, talk about teaching methods and learning methods.

According to the characteristics of the text, I adopted the methods of situational introduction, reading and thinking, and reading aloud. Students adopted the methods of self-reading since the enlightenment and cooperative inquiry.

Fifth, talk about the teaching process.

(1) Questioning imports

Interest is the best teacher, and Chinese teaching should stimulate students' interest in learning languages. The topic of this article is quite distinctive, so when the class begins, I will write the topic on the blackboard first, and then ask the students, what do you find different from the previous text? In order to arouse students' interest in learning and exploring, and according to the questions raised by students, the problems that need to be solved and analyzed in this paper are sorted out on the blackboard.

(2) First reading experience

When reading the text for the first time, I put forward the following requirements for students;

1. Read the correct pronunciation and sentences. Think about what this article is mainly about.

2. Can the "must" be removed from the group discussion? Why?

The setting of this link is intended to let students understand the unquestionable meaning of the word "must" and get a preliminary understanding of the strict requirements of the father for his son.

After understanding the topic, I asked the students to learn the new words by themselves according to the vocabulary, and then took various forms to help them master the new words in this lesson, such as reading at the same table, reading by train, reading together and so on.

(3) Intensive reading comprehension

The course goal requires students to "understand and appreciate literary works, be influenced by noble sentiments and interests, develop their personality and enrich their spiritual world." In this paper, my father's words contain the inner beauty of consciously observing moral norms. Therefore, in the teaching of this course, I regard students' self-study and since the enlightenment as an important way of classroom teaching, so that students can learn to explore and discover. I designed it like this:

1, let the students read the text by themselves and try to solve the problem;

How does Tom transfer a fish?

② What kind of fish is this?

(3) Why do you want to release this fish?

2. After solving simple problems through students' self-study and group cooperation since the enlightenment, I focused on the following contents in combination with the results of students' group discussion:

What kind of fish is this?

This question is the key point to understand the text. If you understand this question, students will understand Tom's reluctance to release fish and his father's nobleness in obeying the rules.

When solving this problem, I focus on guiding students to analyze the verbs used in the article, such as "set", "throw", "drag". Through the analysis of these words, combined with students' fishing experience, let the students do it themselves, feel the joy of big fish and Tom catching fish, and prepare for the following paragraphs.

② Why do you want to let this fish go?

Curriculum standards point out that students should fully read, feel as a whole in reading, feel something in reading and be influenced by emotions in reading. There are many dialogues in this part, so I combine the analysis of the text with various forms of reading in teaching. Ask the students to act Tom and his father respectively. Let the students who play Tom imagine Tom's reluctance to put fish and his luck when he finds that no one around him is watching. Think of yourself as Tom and shout, say, tell the reason, and make his father promise not to put fish. Please tell the classmate who plays the father what he means firmly and "command" his son in this tone. After reading it, ask the students at the same table to read it and understand the feelings of the characters in the text.

Will Tom let the fish go? Does he regret it?

Through the previous self-study and teacher-student inquiry, students have generally mastered the method of analyzing texts. So when solving this problem, I boldly let go of the students and let them find the basis from the text and explain their views. We can solve this problem by reading books since the enlightenment, exploring and talking in groups, and strengthening students' awareness of consciously observing social morality.

(D) emotional sublimation

In order to learn the complete text, I ask students to say, what did you understand by learning the text? Are there any rules in your life that you must follow even if others can't see them? That is to say, students' language expression ability has been exercised, thus helping students review the full text and achieving sublimation in emotion and understanding.

Sixth, talk about blackboard design.

Writing on the blackboard is the essence of a class, which can help students understand the text at a glance. I designed the blackboard writing in this class like this.

17. "You must release this fish!"

Tom is unwilling to catch fish.

Dad appreciates firmness.

Consciously abide by the rules

"You must release this fish" Lecture 2. Let's talk about textbooks first:

"You must let this fish go!" "is a text in the second volume of the third grade of Jiangsu Education Publishing House. In fact, it was also hired by People's Education Publishing House, but the title was Enlightenment from Fishing, and the content was slightly different. It can be seen that this article is of good quality. Because we use the Soviet version here, so I mainly from this version. This text is the first text in Unit 6 of Book 6. The three articles in this unit are all stories about "people and animals", which are not limited to this, but reflect on people and nature, people and society, and people and themselves from this perspective.

"You must let this fish go!" This text mainly tells such a story. The little boy Tom caught a big bass that he had never seen before. Because there were still two hours before bass fishing was allowed, his father asked Tom to let the fish go. Tom released the fish reluctantly, but it left a deep impression on his life.

Second, say that students:

Junior three students have acquired basic reading comprehension and reading ability, can express their views well, can solve problems initially through reading and thinking, and have good autonomous learning ability.

Third, talk about teaching ideas:

In the past teaching, there were two kinds of separation in dealing with such texts: First, the connotation of ideological education was often emphasized, while the language was diluted, and the teaching characteristics of Chinese subjects were discussed, separating humanity from instrumentality. Secondly, in teaching, teachers often transfer or impose their own understanding and experience on students, so that students can speak adult language and separate teachers from students. Based on this thinking, I want to try a new teaching path for this text, that is, experiential reading, which aims to let students penetrate their emotional experience in the process of understanding language and content, have a sincere dialogue with the author and the protagonist in the text, and let students have their own understanding and thinking about life and things around them. Learn to be a man while learning a language.

Fourth, talk about teaching design:

Teaching objectives:

1, learn the new words in this lesson, learn to grasp the main content of the article, and read the text with emotion.

2. Through experiential reading, we should integrate our emotions into the role and know how to consciously abide by the rules.

Teaching emphasis: By grasping the key words in the text, we can understand Tom's psychological changes in fishing and releasing fish.

Difficulties in teaching: Understanding and understanding the importance of "consciously observing the regulations".

Course arrangement: two class hours

first kind

Teaching content and requirements:

Read it for the first time, feel the text initially, learn the first part of the text, and experience the joy when Tom catches the bass.

Teaching process: (omitted)

Second lesson

Teaching content and requirements:

Learn the second and third parts of the text, and understand the psychological modality change process that Tom never wants to remember his father's words through language perception and content understanding.

Teaching process:

(A) learning the second part of the text

In this part, the two characters are two lines, one is dad and the other is Tom. Dad: Let the children let the fish go, because there are still two hours before the time to catch bass. Obey the rules even if no one sees them. Tom: I didn't understand at first, hoping to leave the perch without being seen, but I finally let go reluctantly. These two lines cross and run in parallel, promoting the development of things.

This part is not only the focus of learning, but also the difficulty of learning. The difficulty lies in students' understanding of the sentence "whether you see it or not, you should abide by the regulations". Here, students may agree with their father's point of view or Tom's idea, because different life backgrounds and life accumulation determine students' personal experience in dialogue with the text. We should respect and cherish this diverse personal experience. However, cherishing is not equal to recognition. In view of the differences in students' understanding, we should give appropriate explanations and guidance while respecting students' opinions. This is the real treasure.

Based on the above thinking, I made the following teaching design.

Teaching objectives:

1. Sort out the narrative order, learn to retell and internalize the language.

2. Focus on keywords, and experience the inner feelings of the characters through reading and tasting.

After reading my father's words, I understand the truth of consciously obeying the rules from time to time.

Teaching process:

First, the overall perception, recall the content.

Today, we continue to learn lesson 17-"You must let this fish go!" ".Last class, we read the text for the first time, learned new words, and carefully read paragraphs 1 ~ 4 of the text together. Please recall, what is the main point of this text? If this matter is divided into two parts, which two parts are it? If each part is summarized in one word, would you like it? (blackboard writing: fishing and releasing fish)

Second, learn to "fish"-practice retelling and internalize the language.

We have learned the first part? Remember Tom's fishing process? The teacher will test you next. See who can tell a story.

Show me some groups of words:

There is a bright moon at the beginning of the night.

Hang the hook, throw the fishing rod up and throw it far away.

Cut through the water and sink into the water.

Restore calm, detect movement, be surprised

Carefully pull out the bass.

Third, learn to "let go"-taste the words and clarify the truth.

Tom was excited about catching a big bass when his father's deep voice came to his ear: "Son, you must let this fish go". Just reading deeply? Or? Which word can you tell? What punctuation marks are there?

Why must this fish be released?

Learning Tip: Read parts 5 to 12 freely, underline the answers you find and communicate.

Show two sentences of courseware 1: Dad pointed to his watch and said, "It's afternoon10-there are still two hours before the time for bass fishing."

1, students, from February of 12 to February of the following year, how many months is the fishing ban for bass?

2, 3 months! Three months care about these last two hours?

Are you sure this perch will spawn and breed in the last two hours of the perch fishing season? How do you feel from here?

3. What does dad want from himself and his son? Strict reading

What other sentence also answers the reason why fish must be released.

Courseware 2: No matter whether others watch it or not, they must abide by the rules.

Tell me about your understanding of this sentence. Say it again, how do you understand this sentence?

Please read this sentence again.

In the face of his father's firm orders, is Tom willing to let the big bass go?

Question 2: Is Tom willing to let the bass go?

Learning Tip: Underline the relevant sentences and read them. Think about Tom's feelings from these sentences.

Students read and communicate.

5. Teacher-student cooperative performance: Let's go into the father and son again and read their dialogues in different roles. Reading at the same table.

Tom gave so many reasons just now, but he failed to make his father change his decision. With infinite regret, Tom let go of the big fish. Since then, he has never caught such a big bass. But did he regret it? Read the last section. Find the answer.

What sentence? Re-reading: No matter whether others read it or not, they must abide by the rules. Summarized in four words: (blackboard writing: obey the rules)

Fourth, pay attention to life and learn to use links.

If you don't follow the rules, you can't be Fiona Fang. All kinds of rules in life are indispensable. Think about it: What rules do we need to consciously abide by in our study and life? Write it with "No matter ...".

Class communication!