Lecture Notes on "Drawing Star Fruit"

As an unknown and selfless educator, it is inevitable to write lecture notes, which can help improve teachers’ theoretical literacy and ability to control teaching materials. What formats should you pay attention to when writing lecture notes? The following is a sample lesson script of "Drawing Star Fruit" that I collected and compiled. It is for reference only. I hope it can help everyone. "Drawing Star Fruit" Lesson Note 1

1. Teaching Materials and Learning

Textbook Analysis: The text "Drawing Star Fruit" is the third set of texts in the second volume of the third grade of the People's Education Press An intensive reading text in . The text is mainly about drawing class. The teacher asked us to draw star fruit. Based on what I saw, "I" drew the star fruit like a five-pointed star. My classmates thought it was funny. However, through this incident, the teacher inspired the students to understand that to observe something from multiple angles, to seek truth from facts, and to respect others. The language and demeanor of the characters are described in detail, which is also a prominent feature of writing. Analyzing the text by grasping the language, movements, demeanor and psychological changes of the characters, and understanding the meaning of the words of the father and the teacher is the focus of the teaching. In the process of in-depth reading , we must grasp this key point and help students understand the truth. In addition, it mainly focuses on dialogue description, so it is suitable for reading practice.

Analysis of academic situation: The teaching objects of this class are third-grade students in primary school, who already have certain reading ability. They should be trained to ask questions they do not understand about the text content and to use their own words to explain the main content of the text. In addition, in the matter of drawing star fruits, my father and teacher taught "me" how to face the ridicule of classmates. With this kind of experience, children can also encounter similar things as they grow up. How to face other people's misunderstandings and learn to respect others is a question worth exploring by students. Of course, students must also learn to seek truth from facts through studying the text, know that the same thing will look different from different angles, and be influenced by scientific ideas.

The main purpose of selecting this text is to guide students to grasp the key sentences to understand the content of the text, and to understand the profound truth on the basis of understanding the content of the text - no matter what you do or look at the problem, you should seek truth from facts , if you adhere to scientific thinking methods, you will benefit from it throughout your life.

2. Teaching objectives

Based on the focus of this unit, I have formulated the following teaching objectives:

1. Know 6 new words and be able to write 12 New words. Correctly read and write words such as "admonish, take for granted, front row, step aside, a picture, scrutinize, serious, a while, pleasant, familiar, teach".

2. Read the text emotionally. Recite what the teacher said in the text.

3. Grasp the key words and sentences, understand the content of the text, and understand that no matter what you do or look at the problem, you should seek truth from facts.

Important and difficult points in teaching: Learn to grasp the key sentences to understand the content of the text, and understand the underlying principles.

3. Talking about the design concept

The "Chinese Curriculum Standards" point out: "Reading teaching at all stages of school must pay attention to reading aloud and silent reading." It can be seen that "the sound of books" is One of the important features of a good Chinese class. To truly bring out the original flavor of Chinese language in Chinese classes and to return to the true nature of Chinese language, it is necessary to make appropriate use of multimedia while allowing students to fully read aloud, comprehend the beauty of language and words, feel the excitement of emotions, and awaken innocence and childlike innocence.

IV. Preaching method

(1) Use multimedia teaching methods to teach vividly and learn easily, more effectively stimulate students' interest in inquiry, and enhance the effectiveness of reading teaching. Fun.

(2) On the basis of students’ existing experience, strive to cultivate students’ self-study inquiry ability, and ultimately let students learn to learn.

5. Teaching process

Based on the above concepts, in view of the strong narrative and profound characteristics of the teaching content of this course, I plan to start from the integrity of the text and first After learning the words and understanding the outline of the text, a reading topic emerged - how to understand "seeking truth from facts"? And integrate the "three major parts" of "my" attitude towards painting, the psychological changes of "students", and the words and deeds of "teacher" to establish insights and experiences, and after thorough reading, explore the connotation of "seeking truth from facts" step by step - learn Be honest, learn to evaluate others from a "seeking truth from facts" perspective, and learn to be a real person and do things.

6. Extracurricular extension to enhance understanding

Through the author’s introduction and a short and concise sentence said by the author, students can have a deeper understanding of how seeking truth from facts has benefited the author’s life. This enables students to receive education and know what kind of person they want to be in the future.

The design of my class today strives to fill the classroom with the sound of reading, reflecting the exciting emotions and straightforward childlike flavor that a Chinese class should have. Chinese classes call for the return of true nature. If our Chinese classes are truly full of Chinese flavor, our students will surely be able to feel the infinite charm of Chinese in the rich and colorful world of Chinese, be influenced by emotions, gain ideological enlightenment, develop their personalities, and improve their humanistic qualities. !

The above is my assumption for this lesson, but there are many shortcomings and deficiencies in real classroom teaching. I also ask all teachers to give me your valuable opinions so that I can continue to improve and improve in my future teaching. Thank you all! "Drawing Star Fruit" Lesson Note 2

Textbook Description:

"Drawing Star Fruit" is an intensive reading text in the third unit of Volume 6 of the People's Education Press. The text mainly talks about the practice of sketching carambola in the drawing class. "I" drew the carambola like a five-pointed star based on what I saw. The students found it funny. Through this incident, the teacher not only inspired us to know that the same thing has different results from different angles, and was educated in scientific thinking methods; at the same time, he also taught us to respect the diverse understandings of others and to look at things from their perspective.

1. Teaching materials.

In the first part, the author briefly writes that my father taught me to be realistic in painting. The second part describes in detail the drawing of star fruit into a five-pointed star, taking the star fruit as the main line and writing about the different scenes of "I", the teacher and my classmates when they looked at the star fruit. When "I" looked at the star fruit, I looked at the star fruit from my own perspective according to my father's teachings, and realistically drew it into a shape like a five-pointed star. I felt very satisfied; the teacher looked at the star fruit because the teacher heard that the students took it for granted. When the teacher laughed at the star fruit I drew, he went to my seat to examine the star fruit in person; when the students looked at the star fruit, the teacher asked the students to take turns sitting in my seat to look at the star fruit, and found that the star fruit looked like a five-pointed star from this angle.

The teacher took the opportunity to educate the students to see things from their own perspective and to reflect realistically. At the same time, respect the opinions of others. Because even if we treat the same thing, it will be different from different people and different perspectives. When different characters look at star fruit, they reflect the thoughts and emotions of different characters. Finally, I wrote that the teachings of my father and teachers have benefited "me" throughout my life. Through the dialogues and descriptions of the characters' expressions, the author vividly illustrates the way of thinking that produces different results when observing the same thing from different angles.

2. Teaching aids

In the teaching of this class, I use physical objects and multimedia to make students learn easily and help students understand the text content.

(1) Use multimedia teaching methods to make teaching vivid and easy to learn, which can more effectively stimulate students' interest in inquiry and enhance the interest of reading teaching.

(2) On the basis of students’ existing experience, strive to cultivate students’ self-study inquiry ability, and ultimately let students learn to learn.

3. Lecture method

Based on the analysis of the teaching materials, in this lesson I guided the students to explore according to the steps of "look - look - read - talk".

That is to guide students to look carefully, speak imaginatively, read carefully, and search carefully.

In the teaching of understanding the key points, I want to first use old knowledge to introduce new lessons, and then use physical objects to attract students' senses, use different reading methods, free communication among students and other means to let students understand the truth.

Regarding the difficult points, I would like to first use group discussion and sentence-by-sentence analysis to find out the key words in each sentence, and then read them aloud repeatedly to make breakthroughs based on actual practice.

When analyzing key paragraphs, let students read and understand by themselves, and then use free reading, role-based reading and other methods to understand the text. Let students experience and understand the text through real objects. When understanding the meaning of what the teacher said, you can freely discuss and study it, and summarize it with the insights from the on-site observation just now.

This uploaded lesson plan has attracted the attention of many teachers, who have provided guidance from different perspectives and put forward many rational suggestions. After careful consideration, I adopted some rational suggestions and made appropriate adjustments to the teaching links. I would like to express my gratitude! "Drawing Star Fruit" Lecture Note 3

Dear judges:

Hello everyone! The content of my lesson today is the second lesson of the fifth unit of Chinese language for the second grade in the ministry-edited textbook "Drawing Star Fruits".

1. Talking about the teaching material

The main topic of the text is that when drawing star fruits, "I" drew the star fruits into the shape of a five-pointed star based on what I saw, and was criticized by my classmates. laugh at. However, through this incident, the teacher inspired the students to seek truth from facts when looking at problems or doing things, and not to jump to conclusions lightly. The story is based on the real life of children, and ordinary little things contain profound philosophy.

2. Objectives of speaking teaching

1. Read the text aloud and be able to read the tone of the conversation.

2. When you see the star fruit painted by "I", what are the differences between the teacher and the classmates, and tell us the inspiration you received from it.

3. Important and difficult points in preaching

Focus: Understand the changes in the characters’ understanding and emotions.

Difficulty: Guide students to receive education and inspiration from reading the text.

IV. Teaching and learning methods

Teaching method: combination of reading and understanding, reading aloud for experience.

Study method: independent, cooperative and inquiry-based learning method.

5. Teaching process

(1) Review and introduction to new lessons

Since it is the second lesson, I use a straight-to-the-point approach and introduce it directly. Topic: First check students’ mastery of words, and then guide students to review two questions. What is the main content of a text? 2. Why did I draw the star fruit as a five-pointed star? (Courseware)

Lead students to review the learning content of the previous class, allowing students to quickly enter the learning state, and also pave the way for the study of this class.

(2) Get close to teachers and classmates and experience the changes

A. Guide students to read paragraphs 2-17 of the text and propose a study guide: read paragraphs 2-17 silently and think about it Think about it, what are the attitudes of the teacher and classmates when they see the star fruit drawn by "I"? Draw relevant sentences and tell us what inspiration you got from them?

Students are given ample time to discuss with their classmates on the basis of self-reading and self-understanding, which reflects a student-centered classroom.

B. The reporting session is divided into two parts.

One part is about experiencing the changes of "students".

(1) I focus on guiding students to experience the changes in the attitudes of "classmates" through comparative reading and two conversations between the teacher and the students. (Courseware) Ask students to use one word to describe their tone when reading the dialogue and explain why. It is expected that students will say this: (courseware)

(2) Why do the students say it in unison without thinking? My classmates laughed at me because "I drew the star fruit into a five-pointed star, and it didn't look like it."

Why did you stutter and hesitate again later? Because, they are sitting in my position and looking at the star fruit from "my" point of view, it does look like a five-pointed star. The students already know their mistakes and know not to laugh at others for granted.

Let students experience the emotional changes of their classmates from laughing to knowing they were wrong and feeling embarrassed in the process of comparing reading aloud and supplementary imagination. Break through the teaching focus.

The other part of the report is to experience the changes in the teacher.

On the basis of communication and feedback, students are guided to focus on interpreting key words.

(1) Understand "seriousness" and "half a moment" through the form of questions (courseware). Why does the teacher look serious? What would the teacher be thinking during this long moment of silence?

Let the students feel that the teacher pays attention to the observation and looks at the carambola from my position, so his attitude is in sharp contrast with the attitudes of the classmates. At this time, the teacher hears the classmates laughing at them for no reason. Of course, Sheng was a little angry.

(2) The students continue to report the changes in the teacher's attitude, and naturally pull out the key words "kind and cheerful" and what the teacher said. This passage is the most difficult part of the text. I first instruct the students to read it aloud and read out the teacher's pleasant expression. On this basis, understand what the teacher said. Do you agree with what the teacher said? Tell us what you think.

After the students repeatedly expressed their opinions, I used a summary to enhance the students’ cognitive level - when others’ ideas are different from my own, do not jump to conclusions, but learn to look at others’ perspectives. Look at the problem.

In this link, by interpreting key words, students can realize that the teacher's emotions change with the changes of classmates. By reading key paragraphs, students can understand the educational significance of important sentences and break through teaching difficulties. .

(3) Expand your imagination and internalize the main idea of ??the article

Now that the lesson is over, what do you want to say to me in the text, the classmates who once laughed at me, and the teacher who is always teaching me?

This kind of speaking practice can stimulate students' unique experience and allow them to have a deeper understanding of the educational significance of the text.

Throughout the class, I focus on mobilizing students' active participation, allowing students to understand and experience, gain insights and think throughout the whole reading process, so that reading truly becomes a personalized behavior for students.

The above is the content of my lecture, thank you all. "Drawing Star Fruit" Lecture Notes 4

1. Lecture Materials

1. Analysis of Teaching Materials

"Drawing Star Fruits" is the sixth volume of Chinese textbooks published by People's Education Press An intensive reading text in the third unit. The text mainly talks about what happened when practicing drawing star fruits in the drawing class. "I" drew the star fruit like a five-pointed star based on what I saw. The classmates found it funny. However, through this incident, the teacher inspired the students to understand that when looking at problems or doing things, they should not rely on imagination, but should adhere to scientific thinking methods, proceed from objective realities, seek truth from facts, and do not jump to conclusions lightly. The description of the character's language and expression in the text is detailed and vivid, and can accurately reflect the inner world of the character.

2. Talk about teaching objectives

Based on the characteristics of the above teaching materials and the actual situation of the students, combined with the three-dimensional goal concept of the new curriculum, I have formulated the following teaching objectives in teaching.

(1) Recognize 6 new characters and be able to write 12 new characters. Correctly read and write words such as "admonish, take for granted, front row, step aside, a picture, scrutinize, serious, a while, pleasant, familiar, teach".

(2) Read the text emotionally. Recite what the teacher said in the text.

(3) Grasp the key words and sentences, understand the content of the text, and understand that no matter what you do or look at the problem, you should seek truth from facts.

3. The important and difficult points in teaching.

The key points and difficulties in teaching this lesson are to learn to grasp the key sentences and understand the text content, and to understand that no matter what you do or look at the problem, you should seek truth from facts.

2. Teaching method and learning method

1. Reading experience method: reading-oriented, allowing students to use specific language in various reading forms step by step As a carrier, I can deeply understand the humanistic spirit contained in the text, appreciate "my" serious and honest attitude towards painting, and understand my father's teachings to "me".

2. Role experience method: Feelings need to be touched with feelings, and feelings need to be blended with feelings. This requires scientific methods to assist reading, in order to stimulate students' emotional cries and enter into in-depth learning. Experience and achieve twice the result with half the effort. In teaching this class, I asked students to regard themselves as the teacher in the text and as the "I" in the text. Why does the teacher look serious? If you were a teacher, what thoughts would you have in your mind during this long period of silence? Imagine talking: Why have my classmates’ attitudes towards me changed like this? From this, you can feel and experience the role, and then understand the text and gain emotions.

3. Material supplement method: The text only provides a carrier for classroom learning. I plan to use the text as an opportunity to expand appropriate extracurricular materials from the text to supplement teaching and enable students to deepen their experience in learning.

Talking Learning Method - In teaching, I actively advocate students' independent, cooperative, and inquiry-based learning methods. Through reading, delineating, and discussing, I encourage students to choose their own learning methods and discover problems, solve problems, focus on cultivating students' awareness and habits of independent learning, respect students' individual differences, and return the learning initiative to students.

3. Talking about the teaching process and design intention

I plan to use two classes to complete the teaching of this text. The main task of the first lesson is to read the text for the first time, understand the main content of the text, and learn new words in the text. The main task of the second lesson is to understand the main purpose of the article by studying the different attitudes of different characters towards painting carambolas. Next, I will talk about the teaching arrangements for the second lesson in detail. This class is divided into four major sections: the first section - review and introduction to new lessons, the second section - guide students to understand the "I" in the article and initially understand the main purpose of the article, the third section - guide students to grasp The language changes of "students", experience the change process of "students" from misunderstanding "I" to understanding "me", and deeply understand the purpose of the article. The fourth section - grasp the changes in the teacher's demeanor and experience the "teacher" Follow the instructions and improve the main idea of ??the article again. The fifth section - link to extracurricular activities, expand your imagination, and internalize the main idea of ??the article.

The first section - review and introduction to new lessons

In the last lesson, we read the text for the first time and understood the main content of the text. Now, who can tell me what the text mainly talks about?

Then I ask again: Who did the author mention in this matter?

The title of this text is "Drawing Star Fruit". How do I draw star fruit?

The second section - guide to understand the "I" in the article and initially understand the main purpose of the article

1. How did I draw the star fruit? With this question in mind, quickly browse the text, find relevant passages and read them. (Students are free to read the second natural paragraph)

2. Read the paragraph you found silently again, and underline the sentences from which you read my performance when I drew the star fruit. Guide communication.

3. Read these sentences carefully, and use the following sentence patterns for speaking practice - The reason why "I" drew the star fruit as "something with five corners." is because _____ . (The default student answer is:

(1) My seat is on the side of the front row.

(2) The star fruit I see is not like what I usually see. It looks like something with five corners.

(3) I looked at it carefully and drew it honestly. I think it was very accurate.

4. Conduct a group discussion: "I" know what a star fruit looks like? Yes, then why do I draw it as a five-pointed star? On the basis of the group discussion, most students will understand that "I" was influenced by my father.

At the same time, the courseware showed my father's words: "Whatever you see, draw it as it is. Don't take it for granted and the drawing will look distorted."

5. This sentence is from the original One of the key sentences in class teaching, I guided it like this: First, guide the questioning: Ask the students to read this sentence and tell them what you don’t understand. So, I designed such a fill-in-the-blank exercise to help understand: when you draw something, it must be round or square. Don’t draw it round or square, otherwise it will be taken for granted.

6. Read your father’s words again, and further understand the meaning of “taking it for granted” while reading it aloud.

The third section - guide students to grasp the language changes of "classmates" and experience the change process of "classmates" from misunderstanding "I" to understanding "I"

1 , compare and read the two conversations between the teacher and the students, and experience the changes in the attitudes of the "students".

(1) Show two dialogues, paragraphs 7-10 and paragraphs 13-16. Students, please read these two paragraphs carefully, read them several times, and tell us what you discovered?

·"Does this painting look like it?" "No!" "What does it look like?" "It looks like a five-pointed star!"

·"Look at it now. Like a star fruit? ""No...like." "So, what does it look like?" "It looks like... a five-pointed star."

" : In the first paragraph, the students’ answers are followed by exclamation marks, and in the second paragraph, there are two more ellipses)

(2) Can you express these punctuation marks in your reading aloud? ? On the basis of students reading aloud fully independently, they were named to read, and I randomly commented: Why did you read the previous set of sentences so loudly and crisply, while you read the following set of sentences so lightly and hesitantly? Students may say: It was the first time I saw someone draw a star fruit and it turned into a five-pointed star. It was really funny. But after looking at the position of "I" in the article, I didn't expect that it really looked like a five-pointed star, so I was very embarrassed. Embarrassed to wait.

(3) On the basis of students experiencing the mood of their classmates, students are required to use one word to describe their different tone when speaking in these two groups of conversations through table-to-table cooperation, and add prompts to the sentences. : Expected to say:

"Does this painting look like it?" "It doesn't look like it!" the students said ___________. (Said loudly without thinking)

"What does it look like?" "Like a five-pointed star!" everyone said ____________. (All in unison)

Does it still look like a star fruit to you now? "No...like." "He ________ said. (Stuttering)

"So, what is it like? "Like... five... five-pointed stars." "He ___________ said. (He hesitated and hesitated)

On the basis of the students' full cooperation and exploration, I gave timely guidance: the same words with different punctuation can express different meanings. Meaning, this is the charm of Chinese language.

2. Enter the role and imagine speaking. Students, why did your attitude change so much when you sat in my seat? What are you thinking about? The students are expected to say: From this perspective, I find that the star fruit does look like a five-pointed star. From this perspective, I know that I cannot take things for granted and laugh at others. Put yourself in other people's shoes and respect others' opinions. I know it's wrong to laugh at "him".

With these experiences, I believe you will read the two sets of sentences above together.

The fourth section - grasp the changes in the teacher's demeanor, experience the "teacher"'s persuasive guidance, and once again enhance the purpose of the article

1. The teacher's summary transition: "I" goes from being misunderstood to being understood, The teacher's education plays a leading role in the change in the process from students misunderstanding me to understanding me. Please look for it, read it, and describe the teacher's sentences in detail.

On the basis of students being fully independent, guidance feedback is provided for the 11th natural paragraph and the 18th natural paragraph.

2. I asked students to read the 11th natural paragraph freely and tell me what you understood? On the basis of communication and feedback, focus on interpreting "serious" and "half a moment". Here is my guidance: Please imagine, why is the teacher looking serious? If you were a teacher, what thoughts would you have in your mind during this long period of silence? It is expected that students can imagine that the teacher must be very angry when he hears the laughter of his classmates, and he may also think: I have to find a way to educate them.

You are all thinking about the teacher. Can you show it in your reading aloud? Read aloud in various ways such as named reading, group reading, and joint reading.

3. The courseware shows the 11th natural paragraph and the 18th natural paragraph at the same time, allowing students to read aloud and inspire: What did you discover while reading? Students may say that the teacher's attitude has changed. I asked: Which word told you? Guide feedback and understand the word "friendly". Then let the students read the teacher's words "pleasantly" and feel the meaning of the teacher's words. There are no esoteric words in this sentence. Therefore, I mainly use free reading, named reading, competitive reading and other methods to read the teacher's "kind face" and the teacher's sincere words. At the same time, guide recitation based on familiarity.

4. Show the words of teachers and fathers. After reading the discussion, the words of the teacher and the father were so similar. What do they have in common?

Summary - When other people’s ideas are different from yours, don’t jump to conclusions easily, but look at the perspective from which others see it; you should also seek truth from facts and trust your own eyes. In this way, we can deal with problems scientifically and objectively in life.

The fifth section - link to extracurricular activities, expand imagination, and internalize the main idea of ??the article

1. The students said it very well. Indeed, under the influence of his father and teachers, the author Eventually grew into a writer. Let's take a look at his situation. The courseware provides an introduction to Cen Sang.

Cen Sang, born in 1926, pen name Cen Sang, Duanmuqiao, native of Shunde, Guangdong, is a famous contemporary writer in my country. Graduated from the Sociology Department of Sun Yat-sen University in 1949. He started working in 1950 and was elected vice chairman of the Guangdong Branch of the Chinese Writers Association in 1985. Began publishing works in 1942. Joined the Chinese Writers Association in 1962. He is the author of more than 20 collections of essays such as "When You Were Still a Flower", "Beyond the Sea", "Cen Sang's Selected Prose", and a collection of poems "Eyes and Olives". The review collection "The Pursuit of Beauty" won the second Guangdong Lu Xun Literature Award, and "Selected Works of Cen Sang" won the first Bing Xin Children's Book Award.

Cen Sang said: "Over the years, I have always been down-to-earth and realistic in my life and work. This is what my teachers and father have taught me since I was a child. In the past few decades, I have only left behind in literature. A few lines of footprints, those shallow footprints will leave no trace as time goes by."

2. What do you feel after reading this text? (Student talk) It seems that the teachings of his father and teachers when he was young had a great influence on the author Cen Sang's life, and they really benefited him throughout his life. Let us carefully read the words of the teacher and father in the text.

3. Now, let us look at this information about Cen Sang, recall the time when he drew star fruits into five-pointed stars in the drawing class when he was a child, and recall the teacher’s teachings to me in that class: What do you want to say to me? What else do you want to say to the children who once laughed at "me"? Or what do you want to say to teachers who are good at teaching? Please choose one of the characters and say a few words to him.

Courseware presentation: I want to say to the author: _______________________________.

I want to say to the children who once laughed at "me": ______________.

I want to say to the teachers who are good at teaching: ______________.

IV. Blackboard writing design

Drawing carambola

What does my father’s advice look like, and what does it look like

My painting is recognized Be serious and honest

What is the teacher’s teaching like and what is the painting like