Little Horse Crossing the River Lesson Notes

As a teacher, you often need to write lecture notes. The lecture script is a manuscript for preparing lectures and plays a vital role. How should we write lesson notes? The following are the lesson notes on Little Horse Crossing the River that I collected and compiled (generally 6 articles). They are for reference only. I hope it can help everyone. Lesson Notes on Little Horse Crossing the River 1

1. Objectives of the activity

1. By appreciating the story, perceive and understand the whole process of story development, and learn to observe more and use more brains when encountering problems. , The principle of having the courage to try.

2. Like this story, experience the pony's emotional changes in the story, and be willing to share your feelings about the story with your companions.

2. Important and difficult points of the activity

1. Focus of the activity: Perceive and understand the whole process of story development, and be able to retell the content of the story in your own words.

2. Activity difficulty: Understand the pony’s emotional changes in the story, and be willing to share your feelings about the story with your peers.

3. Activity preparation

Material preparation: multimedia courseware, recordings, several animal headdresses;

4. Activity process

1. Question introduction: Ask the children what their favorite animal is, and elicit the story of the pony and the pony.

2. Activity development:

(1) The teacher tells the story of the pony crossing the river

(2) Groups imitate the conversation between the pony mother and the pony< /p>

(3) End of activity: Teachers and children played role-playing games and performed "Pony Crossing the River".

5. Activities extension

Share the story with your family, and remind children to observe more, use their brains, and try more in their daily lives. Little Horse Crossing the River Lesson Note 2

Dear leaders, judges, and teachers present:

Hello everyone! I am a Chinese teacher in XX Township, my name is Aili Zai. The content of my lesson today is: the content of the first lesson of the 15th lesson "Pony Crossing the River" in the first volume of the fourth grade Chinese version published by the People's Education Press. Now I will give lessons from the following seven aspects. (PPT shows the title and subtitle)

1. Teaching materials

This is a well-known fairy tale. It tells the story of a pony who encountered a small river on the way to help his mother carry wheat to the mill. It was unclear whether it was deep or shallow, and finally crossed the river safely under the guidance of his mother. This article uses "crossing the river" as a clue and uses concise and vivid language to help students understand that when doing things, they should not just listen to what others say, but also use their brains to think about it and try it themselves.

2. Talking about learning

Because the Chinese reading ability of fourth grade students is not very mature yet, they cannot always focus on the class. In particular, our class is very divided between the two levels, and some students are even tired of learning Chinese. However, at this age they are very interested in pictures and animations, so I use pictures and texts to attract students and also help them understand the text. This enables students to learn easily and fall in love with Chinese.

3. Objectives of preaching teaching

Following the concept that the curriculum standards focus on cultivating and improving students’ humanistic qualities, and based on the fact that fourth-grade students love to read fairy tales and can initially understand the characteristics of fairy tales, I The teaching objectives of this lesson are determined to be:

1. Knowledge and skills: recognize 13 new words such as shed and horse, and be able to write 7 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 role.

3. Emotional attitudes and values: Guide students to know that when doing things, they must not only use their brains, but also have the courage to practice, and initially understand the principle of "practice first".

4. Talking about the key points and difficulties of teaching

Based on the above teaching objectives and the learning situation of the students in this class, I determined that the focus of this lesson is to learn the new words in this lesson and read through them. , read and understand the text; the difficulty is to let students understand what the old horse said to the little horse in the text and understand the truth contained in it.

5. Preaching and Learning Methods

In order to highlight key points, overcome difficulties and successfully achieve the above teaching goals, I adopted the "Reading to Promote Enlightenment" method in teaching methods. , allowing students to generate and solve their own questions through reading aloud, and understand the connotation of the text in different forms of reading aloud. In order to give full play to students' enthusiasm, I adopted a learning method of "students' independent inquiry and cooperative learning" as the main method, supplemented by "teacher's timely guidance". The purpose is that in a pleasant atmosphere, students can learn more Participate in classroom activities and enjoy learning Chinese even more.

6. Teaching process

I divide the teaching process of this lesson into five links:

The first link: Introducing excitement and inspiring doubts

First of all, I will display cartoon pictures of ponies, old cows, and squirrels through multimedia, let students name these animals, and introduce students to get to know each other with these small animals. (Such a simple introduction is to take care of potential students and resolve their fear of difficulties. The purpose of introducing students to small animals is to shorten the distance between students and small animals and stimulate their interest.) Then, reveal the topic " Pony Crossing the River". Inspire questions, what do you think of when you see this topic, and what stories will happen to ponies and other small animals? At this time, children's thoughts are naturally introduced into a proactive learning atmosphere.

Second link: First reading of the text, overall perception

Through the first reading of the text, students have a preliminary understanding of the storyline of the text. I help other students who have difficulty understanding the text to grasp the content of the text by guiding students to ask questions and answer questions. My preset questions are:

1. Why does the pony want to cross the river?

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

3. Has it finally passed? How did it go?

The third link: re-read the text and explore new words

The fourth-grade students have accumulated certain experience in literacy, so I focus on independent literacy and put forward requirements for students. : Underline the new words in the text, and understand the meaning of the new words in the sentence through students' questions and teacher guidance.

The fourth link: reading instead of lecturing, reading and understanding the text.

In this link, reading is the main focus, and I will guide students to read the text repeatedly in different forms.

Firstly, the reading animation of the text "Pony Crossing the River" is shown, so that students can experience the emotion of reading aloud. Then read by name to overcome students' reading difficulties.

Finally, the text is read aloud by role, allowing students to enter the situation, perceive the situation, then play different roles in the story, and read the appropriate tone. And guide students to think and discuss: When facing the same river, the old cow said it was very shallow and barely submerged its calf, but the squirrel said the river was very deep and could drown people. The two completely opposite views caused the pony to be in a dilemma when crossing the river. Then Is the river deep or shallow? Why?

"Read a book a hundred times, and its meaning will become apparent." Only in this way can students realize and understand while reading, and achieve the purpose of simply teaching Chinese. During this period, as the teaching progresses, the figure The text is presented side by side, allowing students to understand the difficult points of this text. Why do each animal in the same river have different answers? Understanding this reason is an objective factor for students to correctly experience this article. Therefore, students are allowed to determine the answers through discussion, and the teacher acts as the student's guide, making the profound truth simple, vivid, and vivid for students to feel: the cow says it is very shallow, the squirrel says it is deep, but the pony tries it himself, but it is not Discovery: It is not as shallow as what Uncle Niu said, nor as deep as what the squirrel said, so that students can deeply understand the truth revealed in the article.

The fifth link: Summarize the full text, expand and extend

I conducted this link based on the previous link, and stimulated students to read aloud through group competitions and role-playing reading competitions. Enthusiasm requires students to read out their feelings, and further enhances students' emotional understanding of the text through students' self-reading and self-evaluation.

7. Talk about the design of blackboard writing

A good blackboard writing is a pocket version of an article and the essence of the text. A good blackboard writing should be deeply inspiring. My blackboard writing Strive to demonstrate this purpose:

12 Pony Crossing the River

Horse

Try (use your brain and give it a try)

Uncle Niu Little Squirrel

Depth

The above is the entire content of my lecture today. Thanks! "Little Horse Crossing the River" Lesson Manuscript 3

1. Storytelling Materials

"Little Horse Crossing the River" is selected from the art field of the first volume of the first volume of Future Publishing House. The activity is based on the story "Little Horse Crossing the River". Add pictures to the storyline and learn to draw the appearance of a horse. Promote the development of children's imagination and improvement of painting ability. This is in line with the requirements in the Outline, and while supporting and encouraging young children to actively participate in various artistic activities and express themselves boldly, it also helps them improve their performance skills and abilities.

2. Objectives of didactic teaching

Cognitive objectives: Let children know the story of the pony crossing the river.

Ability goal: Improve your painting ability by learning to draw the appearance of a horse.

Emotional goal: I like painting and experience the joy of painting.

3. Talking about activity methods

Children in the upper class have certain observation ability, imitation ability and hands-on ability. Therefore, I will use observation method, discovery method and demonstration method in the activity. method so that children can smoothly understand the content of the activity. Children naturally like to play, so in order to meet the needs of children, I designed a game at the end of the activity so that children can learn knowledge while playing.

4. Preparation for the event

Several cards for relevant activities, game props, and arranged event venue

5. Describe the process of the event

1. Tell a story and introduce the theme. I will tell the story of the pony crossing the river to stimulate the curiosity of the children, so as to successfully introduce the theme of this activity.

2. Show the picture and get a preliminary impression. Next, I will show the card with the horse on it and let the children observe it carefully and get a rough idea of ??the horse's appearance.

Then guide the children to draw horses by themselves. During the process, I will provide necessary guidance to the children, encourage them in time, and enhance their self-confidence.

3. Experience the game and deepen understanding. Through the game of walking on the "single-plank bridge", children can experience the brave spirit of the pony crossing the river.

4. Teacher’s summary. At the end of the activity, the teacher will say some encouraging words to the children. "Little Horse Crossing the River" Lesson Note 4

"Little Horse Crossing the River" is a fairy tale. The text uses the story of the pony crossing the river to illustrate that when you encounter problems, you cannot just listen to what others say, but you must use your brain, analyze concretely, and have the courage to practice in order to find a solution to the problem.

The plot of this fairy tale is vivid and interesting, the dialogue is very distinctive, and it is particularly close to children's spoken language, making it suitable for reading the text with emotion. However, the text is long and the story has profound meaning, which may be difficult for lower grade students to understand. Based on the characteristics of the text and the actual situation of the students, the training focus of this lesson can be on:

① Guide students to read the text step by step according to the story. On the basis of understanding the content, they can understand what Lao Ma said. ;

②Guide to read the text emotionally.

When teaching, I find some words and phrases, not only to let students understand the general meaning of the words literally, but more importantly, to inspire students to understand the meanings contained in these words and phrases. For example: Xiao Ma is "embarrassed" because he failed to complete the task, and "hangs his head" because he "doesn't use his brain" and feels ashamed for not "trying". "Not thinking carefully" is a key word, which actually means that the pony did not "think carefully" about what the old cow and the squirrel said.

What did you say to the old cow and the squirrel? In class, I asked students to find out the dialogues of these animals and think about them while reading. I also asked students to connect with what they had learned before to find the sentence that best expresses the pony's "brainlessness". Guide students to turn their thoughts to previously learned paragraphs and establish connections with existing knowledge.

The old cow said that the water was very shallow, and the pony "immediately" ran to the river and prepared to wade across. The word "immediately" shows that the pony did not use his brain: the squirrel said that the water was very deep, and the pony "quickly" stopped. The word "hastily" also shows that Xiao Ma is not using his brain. In this way, students' understanding of the text will be deeper.

The seventh natural paragraph of "Pony Crossing the River" is the key paragraph of the whole text. The sentence that mother educates Xiao Ma in the paragraph is the key and difficult part of this fairy tale. When teaching, I highlight the following features:

1. Highlight key words and sentences to inspire students' thinking.

On the basis of guided reading, help students find key words and sentences. For example: How does the pony look when talking to its mother? Any action? (Embarrassed, he lowers his head) What attitude does mother use to talk to Xiao Ma? (kindly) What did mom say? ("Just listening... won't work." "Just try it and you'll know.")

2. Contact the full text and understand the truth.

"Just listening to what others say without using your own brain or trying it will not work." This is the central sentence of the full text. For this key sentence, students should be guided to connect with the full text and gradually deepen their understanding. The following questions can be asked to aid understanding.

(1) The old cow said that the river is very shallow, and the squirrel said that the river is very deep. Which one of them is right? Why?

(They are all right. The reason why they say different things is because they have different physical conditions and different feelings. They are not nonsense.)

(2) Just listen to others Why is it wrong?

(Because other people’s words are based on other people’s feelings and may not be suitable for you. If you just listen and don’t think about it, you can’t understand the actual situation and you can’t do things well. Like Xiaoma, who just listens and doesn’t think about it, I don’t know whether the water is deep or shallow, and whether I can cross the river.)

(3) What should I do?

(Use your brain and try it yourself.)

(4) What did the pony understand after listening to her mother’s words?

Throughout the whole class teaching, the teacher not only grasps the characteristics of the teaching materials, but also pays attention to the training of language and thinking, and also enables students to develop their thinking ability while learning language. We also pay great attention to all students, take care of students with different starting points, and strive to improve the Chinese level of the whole class. "Little Horse Crossing the River" Lesson Note 5

1. Storytelling Materials

"Little Horse Crossing the River" is a text in the third volume of the textbook. The article is long and involves many things. , philosophical and profound. However, the text has beautiful plots, objects, and compositions. We can use the beauty of the text itself to mobilize students' interest in learning, create situations, and solidly train students' language in lively teaching.

This lesson is a fairy tale. It tells the story of a pony carrying wheat to the mill and a river to cross on the way. The old cow said the water was shallow and could be crossed, but the squirrel said the water was deep and his partner had just drowned. Xiao Ma had no idea, so he had to run back and ask his mother, who asked him to try it himself. The pony returned to the river and crossed the river by himself. It turns out that the river is neither as shallow as the old cow said, nor as deep as the squirrel said. It means that when encountering problems, you should use your own brain to find ways to overcome difficulties and find answers.

The training focus of this unit is: speaking a paragraph in the order of the development of things. According to the requirements of the syllabus, combined with the training focus of this unit and the characteristics of the teaching materials, the following teaching objectives are specially formulated:

1. Be able to tell the story of the first time the pony came to the river and could not cross the river in the order of development.

2. Read the text correctly, fluently and emotionally. Read the text aloud by role.

3. Study the content of the text and understand that when you encounter problems, you cannot just listen to what others say, you must use your own brain to think and seek answers from practice.

Based on the training focus of this unit, clarify the order of a paragraph and retell the situation of the pony coming to the river for the first time in order. This is the focus and difficulty of this question.

2. Teaching method and learning method

For a long time, we have been paying attention to how teachers teach, but neglecting how students learn. In this lesson, we will focus on students’ learning methods and use The "learning" of students determines the "teaching" of teachers. This guides students to learn autonomously, cooperatively, and through inquiry. On the basis of independent reading, students can be influenced and influenced, and then share their insights with teachers and classmates.

Under the guidance of this design concept, I plan to adopt the following teaching methods:

1) Multimedia intuitive method. I use laptop audio-visual teaching methods to create a variety of situations, so that students can completely immerse themselves in the scenes described in the text, learn in a relaxed and pleasant atmosphere, fully stimulate students' interest in learning, mobilize students' enthusiasm and initiative, and make students feel more relaxed and happy. They can grasp the key points and difficulties in teaching better, faster, more accurately, and more deeply, so as to deeply understand the text content.

2) Autonomy, cooperation, and inquiry. The Chinese curriculum standards propose: "Students are the main body of Chinese learning and development." According to the training requirements of this group of texts, I took students as the main body and adopted the teaching method of "autonomy, cooperation, and inquiry" to guide students to discover problems, ask questions, explore problems, and solve problems.

3) Promote enlightenment through reading. By reading aloud, students are allowed to raise and solve their own questions. Understand the connotation of the text through different forms of reading.

Students mainly use the following learning methods: independent questioning method, cooperative problem-solving method, and self-reading and self-enlightenment method.

3. Explain the teaching process.

1. Import pictures to stimulate interest.

A clever opening can attract students’ interest. In this lesson, I used a picture of the protagonist pony to ask questions, so that students can immediately enter the role.

Reveal that the text to be studied today is "Pony Crossing the River".

2. Read the text for the first time and gain an overall understanding.

Here I arranged to listen to a text recording. The most important thing in "listening, listening, reading and writing" is listening. It is very important for students to learn to listen. Listen and think: Who is in the story? What did you say? After listening, discuss with your classmates. The discussion is organized here because the questions are simple and everyone can have an opinion. Rural students rarely use discussions and are not used to this learning method, so they are better at expressing their thoughts on simple questions.

After the discussion, I arranged for them to read the text freely and think about it while reading: Why did the pony want to cross the river? How many times has the pony come to the river? Has the pony passed? Through the first reading of the text, students can understand the main idea of ??the text and initially know the plot of the story.

3. Read the text intensively and understand the content.

Through the first reading of the text, students have understood why the pony wants to cross the river and have come to the river several times. Then I teach in sections according to the order of the text. The first natural paragraph mainly trains how to use "where", "lives" and "who" to say a sentence. The second natural paragraph mainly instructs students to read Xiao Ma's words in a happy tone. Paragraphs 3 to 5 have a lot of dialogue, and I pay attention to guiding students to read the words of different "characters" in different tones. The main "characters" in this story are the pony, the old horse, the old uncle cow, and the squirrel. The tone and emotional tone of the language of these "characters" are different. Lao Ma is the "mother" and should speak in a friendly tone. Uncle Lao Niu is from the older generation. When reading aloud, his voice should be rough and his tone should be steady. When the little squirrel jumps from the tree, speak in an urgent tone. Pony is innocent and polite, so use an appropriate tone when reading. When instructing reading aloud, these must be made clear to students. Use courseware to display things according to the order in which they appear, and read aloud while displaying to guide students into the situation. Training to read aloud in this way allows students to feel the beauty contained in the story in a pleasant atmosphere. The seventh paragraph is mainly a dialogue between Xiao Ma and Lao Ma. Pay attention to the different feelings of different characters. The eighth paragraph mainly trains to use "neither like... nor like" to speak. When reading the text carefully, I mainly use different reading methods to increase students' interest, such as reading together, reading by name, free reading, silent reading, etc.

4. Summary of the class and highlight the theme.

4. Talk on the blackboard.

Lecture Notes on A Little Horse Crossing the River 6

1. Teaching Materials

The content of my lesson today is the Science and Education Edition Standard Experimental Textbook Chinese Language for Grade 2, Volume 1, 10 Lesson 2 "Pony Crossing the River". This is a well-known story. The text tells a story: The pony was helping his mother carry wheat to the mill when he encountered a small river. He didn't know whether the river was deep or shallow. Finally, I crossed the river safely under my mother's instructions and guidance. This article uses "crossing the river" as a clue and uses concise and vivid language to help students understand that they can't just listen to what others say, but they must also think about it and practice it themselves.

2. Teaching Objectives

Based on the requirements of the new curriculum standards for Chinese teaching in lower grades of primary schools, the characteristics of the teaching materials, and the actual situation of the students, I determined that the teaching objectives of this lesson are as follows :

1. Knowledge objectives: Recognize and read new words, understand related words, accumulate new vocabulary, and be able to use it in specific language environments, so as to learn and use it now.

2. Skill goal: By studying the text, students will be able to read the text correctly, fluently and emotionally, and train students' ability to use language.

3. Emotional attitudes and values: Guide students to know that they must not only use their brains to do things, but also have the courage to try and find answers in practice.

3. Important and difficult points in teaching

Based on the above teaching objectives, I determine the focus of this lesson

1. Learn new words and new words; be able to understand the text and Able to read the text accurately, fluently and emotionally;

2. Why do Uncle Cow and Little Squirrel have different views on the same river?

3. How to understand what the old horse said to the little horse in the article, and let students understand the truth

4. Teaching strategies

1. Scenario introduction Method

2. Reading comprehension method

3. Question introduction method

4. Situational teaching method: Interesting and interesting is the beginning of the teaching class, which is suitable for young students. , with the help of colorful pictures and colorful pictures, attract students' attention and stimulate students' interest in learning.

5. Evaluation and motivation method

6. Text literacy method

5. Teaching process

1. Introduction

(1) This is to use the scenario introduction method and the question method to introduce the topic, fully arouse students' interest, and enable them to quickly enter the topic.

(2) After introducing the topic, use the courseware to present questions and let students read the text freely with questions (Why did the pony want to cross the river? What happened on the way across the river?)

2. Analyze the text

Through the first reading, students have an overall understanding of the text. On this basis, they can explain the paragraphs of the text and solve the important and difficult points in the text. At the same time, the courseware is used to provide corresponding questions for each module, and the questions are used to elicit the content of the text, so that students can understand the content of the text and grasp 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-reading relay, allowing students to bring new words into the text and read the text aloud, which further deepens students' understanding and memory of new words.

Secondly, create situations and guide reading. The main characters in this story are: the old horse, the pony, the squirrel, and the old uncle cow. The old horse is the mother, and his tone should be kind and cordial; the old cow uncle is the elder, and his voice should be rough and steady; the little squirrel should be eager when jumping down from the tree; the pony is innocent, polite, and his voice is slow and gentle. , In some places, it must also show shyness and embarrassment, such as when it is "embarrassed". Use courseware to show the dialogues of animals, and read aloud while showing the dialogues of animals to guide students into the situation. At the same time, the teacher should model the reading and ask students to read aloud in different roles and wear prepared animal headdresses, so that students can feel the beauty contained in the story in a pleasant atmosphere.