Three excellent teaching plans about drawing carambola

1. Knowledge and ability: When learning the text, you can read the text correctly, fluently and emotionally, express the different characters of the role in different tones, learn the new words and phrases in this lesson, and understand words such as "admonition", "instruction" and "benefit".

2. Process and method: Let students experience, read independently and study cooperatively, realize that no matter what they do or see problems, they should seek truth from facts and adhere to scientific thinking methods.

3. Emotional attitude: read the text with emotion and cultivate students' good habits of seeking truth from facts, respecting facts and others.

Emphasis and difficulty The teaching emphasis of this course is to learn to grasp key sentences and understand the content of the text. The difficulty is to understand everything from the content of the text.

Prepare carambola, pictures and teaching courseware.

The teaching time is one class hour.

teaching process

First, create a situation, real experience

1. (The teacher draws on the blackboard) Draw a circle first, a circle in the middle, and a circle inside with small corners on both sides. What is this? Can you see it?

Teacher: Why can't you guess what I drew? Because you use the observation angle that you are used to, commonly used and often see. Is there a teapot on the coffee table when drinking morning tea?

(Teacher shows carambola) Who knows what this fruit is called? Observe and see what features it has.

Please observe the carambola in your seats and draw the carambola you see realistically.

Take out the photos of the students in the middle and next to the front row to see the difference. Or let the students actually observe from the seat near the front row.

Design intention: to increase students' perceptual knowledge and stimulate their interest in reading and thinking.

Second, the preliminary reading of the text, the overall perception

1. The author also painted carambola once when he was a child, which left a deep impression on him. Please read the text freely and see what you have read.

2. Students communicate.

Design intention: initially perceive the main content, context and intention of the text.

Third, study the text and understand the thoughts and feelings of the characters.

(A) independent learning, cooperative inquiry.

1, please read the second paragraph carefully and choose one of the characters to study. How to study it? Grasp the language, movements, demeanor and psychological changes of the characters to study.

2. Students look for study partners. They learn from the same person, study together, and study together.

(B) student exchanges, video guidance

(3) Guide students to master the actions and ways of "I" and experience the emotional changes of "I" realistically.

1, "I" painted carambola as "something with five corners." Because _ _ _ _ _ _ _.

(1), my seat is in the front row. (2) The carambola I saw was not what I usually saw, but something with five corners. (3) I read it carefully and drew it honestly. I think it is very accurate.

2. Read freely and experience my emotional changes. I followed my father's instructions, looked carefully and drew honestly. I thought that my painting was accurate, that I could get praise from my teachers and classmates, but I never thought that I would be misunderstood and laughed at by my classmates. Under the teacher's education, my classmates understood me again. The article does not directly describe the confusion and sadness when "I" was laughed at and misunderstood by my classmates; It is easy, pleasant and satisfying to be understood by students. But it can guide students to put themselves in the shoes of "I" and deeply understand the thoughts and feelings of "I", so as to realize the importance of taking facts as the basis.

Design intention: To cultivate students' reading ability and habits since since the enlightenment's solution, and also to let teachers know the understanding degree and difficulties of the text after the students read it for the first time, so as to provide academic reference for teachers' next teaching.

(4) Guide students to master the language changes of "classmates" and experience the changing process of "classmates" from misunderstanding "I" to understanding "I".

1. Compare and read the conversations between two teachers and classmates, and realize the change of "classmates" attitude.

(1) Show two dialogues. Students can compare and read freely. What did you find? (in the first paragraph, the students' answers are followed by exclamation marks, which means that they take it for granted without thinking; There are two ellipses in the second paragraph, which shows that the students' answers are faltering, stuttering and suspicious. ) "This portrait?" "no!" "What is it like?" "Like a five-pointed star!" "Do you still look like a carambola?" "No ... like it." "So, for example?" "Like ... five ... five-pointed stars." "OK, next."

(2) Add hints and read out the words laughed at by classmates in the experience. Encourage students to read aloud alone and use body language, such as expressions, gestures, key keywords, punctuation, language potential, etc. Meanwhile, why do you want to study so much? Students evaluate each other. "This portrait?" "no!" Student _ _ _ _ _ _ _ _. (Without thinking aloud) "What is it like?" "Like a five-pointed star!" Everyone is _ _ _ _ _ _ _ _. Are you still like a carambola? ""no ... for example. " ________。 That classmate found that the carambola he saw at this time was really like a five-pointed star, which was a bit incredible. ) "So, what does it look like?" "Like ... five ... five-pointed star. " ___________。 (He said doubtfully) "All right, next. "

Design intention: I have also repeatedly thought about reading teaching. At present, too many questions, careful analysis, so-called "training" divorced from the overall content of the article, and various formalism in the classroom have suppressed the enthusiasm of students, making our reading teaching time-consuming and inefficient, making students tired of learning and teachers difficult to teach. The fundamental way to overcome these disadvantages is to further clarify the purpose and task of reading teaching and realize the further change of teaching concept. The most basic method is to ask fewer questions, analyze more and read more.

2. imagine. The teacher let the students sit in my seat and watch the carambola, which is a clever opportunity for the teacher to educate the students. Please imagine the scene at that time. What results did the students see? This look, _ _ _ _ _ _; Like this, _ _ _ _ _; At this point, _ _ _ _ _ _.

(1) In this way, the students found that from the perspective of "I", carambola really looks like a five-pointed star.

(2) Thus, students know that it is wrong to laugh at "I". Their expressions have changed, they are all flushed and tongue-tied. (Students read aloud)

(3) Seeing this scene, the students were embarrassed and blushed. They begged my forgiveness. They said, "Sorry, we shouldn't laugh at you. How difficult it is for you to draw what you see realistically. Forgive us! " .

(4) From this, students know that they can't take it for granted to laugh at others. Seek truth from facts, put yourself in others' shoes and respect others' opinions.

(5) At this point, my classmates understood me. I didn't cry when they laughed at me, but at this time, my eyes were full of tears and my heart felt warm because I got the understanding and respect of my classmates. Who will talk about your research on "teachers"?

(5) Grasp the change of the teacher's manner and experience the persuasion of the "teacher". Why did the teacher's expression change from serious to happy?

1. Show me the text and read the sentence "Look at it": "The teacher looked at the picture, went to my seat, looked at the carambola on the table, then returned to the podium, held up my picture and asked everyone," Is this picture? "Understand" exams "and why teachers should take exams." "Check" means to observe carefully. The reason why the teacher came to my seat and looked at the carambola on the desk was _ _ _ _ _ _ _ _ _ _ _ _. (1) I'm a little surprised at my paintings and want to see them.

I want to protect my self-esteem.

(3) Dissatisfied with the ridicule of classmates, I want to educate my children after textual research.

He is a serious teacher. He doesn't want to take students for granted, but he should evaluate them according to the facts.

2. Understand "earnest". The ridicule of my classmates whipped my young and sensitive heart like a whip, and I felt very sad. I began to wonder and doubt my father's words. How I hope to get the understanding of teachers and classmates! My expression caught the teacher's attention, and his expression became serious and sank for a long time. Students, can you guess what the teacher is thinking during this long time? If you are dissatisfied with children who laugh at others casually, try to educate them.

3. Understand "pleasant countenance". The teacher is pleasant because ().

4. Show me what the teacher and father said. After reading the discussion, the words of the teacher and father are so similar. What do they have in common? From your own point of view, what you see should be realistic. ) What's the difference between them? The teacher also mentioned that we should respect other people's opinions. )

5. Why didn't the teacher use this passage to educate us after checking the carambola?

6. Students, the "carambola" storm is over, but the art class continues, and the children continue to draw carambola. Guess what their carambola will look like at this time. At the same time, show the carambola drawn by the students from different angles and evaluate themselves and each other.

Design intention: By understanding the change of the teacher's demeanor, I understand that this is a persuasive good teacher. He wants to create opportunities, not only to protect my young mind from harm, but also to let other students find their mistakes, educate themselves and convince students.

Fourth, contact life and expand imagination.

Students, in this class of carambola painting art, we got to know the teachers and classmates of our class, as well as the "I" who is particularly serious about painting, and also learned the stories that happened among them. Now, what do you want to say to them? Please choose one of the characters and say a few words to him.

I want to say to the author: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

I want to say to the children who have laughed at me: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

I want to say to the persuasive teacher:

Design intention: Through expansion, let students enter the dialogue between text and characters, and deepen their understanding of the text.

Blackboard writing:

1 1. Draw carambola

Dad's words-what's it like? What's it like to paint?

My painting-serious and honest.

Teacher's words-what does the painting look like? What does the painting look like?

extreme

Teaching objectives:

1, 6 new words to know and 12 new words to write. Write the new words correctly.

2. Read the text correctly and fluently, and read the pronunciation correctly: "Tell" reads zhǔ instead of SH ǔ; Read sh m \u ng at noon, not Xi m \u ng；; Learn to read Hu, not Hu.

3. Memory Font: 呫: The seventh stroke in the lower right part is vertical. Sue: The strokes are smooth, so be careful not to "pick" the first half. Comparison between reminder words and familiar words: pay attention to the font change of "Fei" in "Pai" and "Kao". "ding", "nailing" and "ordering"; "amplitude" and "vice", "teaching" and "regret"; Noon and the Ring

4. Grasp the key words and understand the words of father and teacher. Knowing what teachers and fathers have said is to proceed from objective reality and adhere to this scientific way of thinking, so that we can benefit for life. You should know that no matter what you do or look at problems, you should seek truth from facts. Knowing that the same thing will have different results from different angles.

Let the students talk about things like drawing carambola in their lives, and guide them to use appropriate expressions, actions, psychology and language descriptions to make a paragraph clear.

5. Read the text with emotion and recite what the teacher said in paragraph 18. Read the text with emotion, so that students can understand the attitude changes of students and teachers in the text, understand the reasons behind it and understand the theme of the text. Through students' reading of punctuation marks, we can feel the meaning behind these punctuation marks and understand students' emotional changes.

Teaching emphases and difficulties:

Experience the change of students' and teachers' attitudes, feel the meaning behind punctuation marks, understand the words of father and teacher, and understand that everything should be realistic, which will benefit you for life.

Teaching preparation: write the dialogue between teachers and students on paper.

Teaching time: 2 hours.

teaching process

first kind

Teacher: in this class, let's learn lesson 11, drawing carambola. (blackboard writing topic)

First, check the preview.

1, dictation words, two students write on the blackboard. Review. Note that the seventh stroke in the next part of the "exhortation" is vertical; The stroke order of "Su"; The first half of "learning" is not "adopting"; "Day" is next to the Japanese word; "Teaching" is beside the words.

2. Read the words at the same table and then read them together.

3. Check and read the text at the same table and think about the content of the text.

Second, sort out the content of the text and understand what dad said.

1. Read the text and summarize the paragraphs.

What is this text about? If you want to make it clear, you must first find out what each paragraph says, or what several paragraphs with similar meanings say together.

(1) Read the first paragraph by name and draw the words you think are key. Answer by name, what do you mean by "persuasion"? Who told you that? What is this paragraph about? My father told me what to draw. ) Read the first paragraph together.

(2) Do I remember my father's words? Read the second paragraph by yourself, draw the key words and summarize the meaning of the paragraph by name.

(3) When "I" saw that the carambola was different in peacetime, my father's words echoed in my ear: (Read my father's words) When I finished painting, I felt that the painting was very accurate, and I would think: (Sheng ...)

(4) This paragraph is a carambola I drew in the lecture. What other paragraphs are about this? Please read the rest by yourself and draw the communication report.

(5) In the last paragraph, I said that the teaching of my father and teachers has benefited me all my life.

3. Students practice reading the text together.

Third, ask questions and read the text again.

1, choose a way to read the text, and write down what questions when you go.

2. Report to each other and answer each other.

Second lesson

Teacher: Let's continue to learn to draw carambola in this class.

Dictate words and introduce new lessons.

1, dictation: admonition, teaching, lifelong use (emphasizing writing posture) Students read and correct together. (Put away the pencil book)

2. Transition: What teachings have benefited me for life? Say its name. That's what I said at the end of the article. Who will read it? What does this teaching mean? Say its name. The words of my father and teacher are my teachings. ) Last class, we learned what my father told me: What to draw? The teacher's words are very similar to those of his father. What's the point of seeing the teacher?

3, students read the teacher's words, a preliminary understanding.

The teacher said the same thing as his father-

Students, do you think the word "I" in the text accurately draws carambola into a five-pointed star? Explain it in the teacher's words. (Name) Am I right according to the picture I saw? In the teacher's words, in the father's words. We read the teacher's words together.

Second, read paragraphs 3 to 17, experience the changes in the attitudes of teachers and classmates, and deeply understand the words of father and teacher.

1, teachers and students read three to seventeen paragraphs in cooperation to experience the change of students' attitude.

Students who were busy laughing at the teacher at first got it? What happened afterwards? Now the teacher asks the students to read three to seventeen paragraphs after me, and you will find something. If the teacher reads the teacher's words, whoever reads the narrative will read the classmates' words. Where there is no hint, can you tell who said it?

2. communication. When the students answer, let them say which sentence they see and imagine the students' psychological oral practice. Read the feeling.

3. Experience the change of teachers' attitude.

Teacher: When the students first saw my painting, they laughed at me. When they went to my seat to observe, they knew they were wrong. This is the way of comparison. There is such a contrast in the article. Can you find it?

The teacher is "serious" first. When did they become serious? (1) Read the sixth paragraph by yourself and draw the words that describe the teacher's actions. Why did the teacher do this? But students-this is another comparison. (2) When did the teacher become "likable"? Who wants to read the teacher's words kindly?

4. Read the teacher's words.

Teacher: After listening to the teacher's words, the students understand-(named students say) "I" will think after listening to the teacher's words-(Sheng ...) We should also remember the teacher's words, please read eighteen paragraphs together.

Third, connect with reality and feel the truth.

1, summarize the main contents of the text. Now, can students use these words to talk about what the text mainly says?

2. Inspire students to connect with practice.

Teacher: At the end of the article, she said that the teaching of her father and teachers has benefited her for life. Did she think of this teaching when she was a child? Obviously not. What will she think of when she meets something? What would you do? For example, once she was late for school, she was fascinated by a juggler on the way and lost track of time. What will the teacher say when he comes to school and asks?

Have you ever encountered anything like "painting carambola"? If the students can't figure it out, the teacher will give the situation and the students will judge what to do. )

3. Reveal the truth.

Teacher: How about things in life (writing on the blackboard: seeking truth from facts), we must seek correct understanding and practice (writing on the blackboard: seeking truth from facts). This "yes" does not mean "yes", but "right". This text tells us to look at the problem when doing things-(seeking truth from facts).

Blackboard writing:

The first class: 1 1 pumping carambola.

What are father's exhortations and paintings?

I am serious, honest and accurate.

The students all laughed.

The teacher examines it and draws it.

Teach for life.

The second class: 1 1 pumping carambola.

What kind of advice is it, and what kind of painting is useful for life?

Different angles, different looks, seeking truth from facts

Tisso

Teaching requirements:

1. Knowing that the same thing will look different from different angles, we are educated by scientific thinking methods.

2. Understand where the text is written.

3. Learn seven new words in this lesson, understand words and phrases, and make sentences with "advice" and "instructions".

4. Read the text aloud. Recite the last two paragraphs.

Teaching emphases and difficulties:

Contact the content of the text and understand what the teacher said by drawing carambola.

Teaching aid preparation:

mixed-media

Teaching time:

The second class hour

Teaching process:

first kind

First, the dialogue reveals the topic.

1. Do you know what carambola is like?

2. Reveal the topic. Write on the blackboard: Draw carambola.

Second, preview the text.

1, put forward preview requirements: read the text as quietly and freely as possible with the help of Chinese Pinyin; Draw key words and ask questions you don't understand.

2, check preview: check the pronunciation of new words; Read the text by name; Students ask questions they don't understand.

Third, guide the students to divide the paragraphs and talk about the meaning of each paragraph.

1. Students read silently and think about the text. How many paragraphs are there? What does each paragraph mainly say?

2. Name the paragraph and tell the meaning.

The first paragraph (1) is about my father teaching me to learn to draw.

In the second paragraph (2- 18), in the drawing class, "I" painted the carambola as a five-pointed star, which was very funny to the students, but the teacher inspired us to understand a profound truth through this incident.

The third paragraph (19) says that my teacher's father's teaching has benefited me all my life.

Read the first paragraph.

1, name the first paragraph.

Step 2 ask questions:

(1) When did I learn to draw?

(2) How to understand what my father told me? Respect objective facts, accurately express objective things and seek truth from facts.

Read your father's words by name.

Verb (short for verb) Read the second paragraph.

1. Read the second paragraph by name.

2. How did "I" draw the carambola into a five-pointed star?

3. How did the students react after "I" painted the carambola into a five-pointed star? How does the teacher treat it?

4. How many words did the teacher say? What does the teacher mean by this passage? (four sentences. The same thing will be different from different angles. )

Read the second paragraph freely.

6. Read paragraph 3.

1, watch the third paragraph together.

2. Question: What are the similarities between the words of father and teacher? Why do you say "their teaching has benefited me for life"? (Respect facts and seek truth from facts)

Homework: Practice reciting the last two paragraphs.

Second lesson

First, reading training.

1. Listen to the text.

2. Read the instructions in the chapter.

3. Read the second paragraph in different roles.

Second, recite the last two paragraphs.

Recite freely, call the roll and recite collectively.

Third, finish the second exercise after class.

1, students read through the full text and think: What is true and specific in the text, and what are the benefits of writing like this?

2. Call the roll to answer questions. (How "I" painted carambola, the reactions of teachers and students are all written in real and concrete terms. )

Fourth, discuss and think about the third question.

Read the sentences by name.

2. What's the difference in expression?

Fifth, finish the fourth exercise after class.

1. Read the words by name.

2, guide the memory font.

3. Copy the words twice.

4. Say the meaning of "exhortation" and "teaching".

5. Students make sentences orally. Pay attention to correcting mistakes.

6. Students make sentences in written form.

Blackboard design:

3 1 Draw carambola

Seek truth from facts

Father and teacher

Teaching guidance