Peanut lecture notes

As an excellent educator, you may need to write a speech, which will help to carry out teaching activities smoothly and effectively. How should I write a speech? The following are the templates (generally 5) of lecture notes in peanut class that I have compiled. Welcome to reading. I hope you will like it.

Draft peanut lecture 1 First of all, lecture materials

The intensive reading text Peanut is a narrative prose, which truly records the author's family activities and education when he was a child. This text focuses on the peanut harvest festival of this family. By talking about the benefits of peanuts, the main purpose of learning peanuts, which is not worthy of the name and silently dedicated, is revealed. It shows that people should be useful, not just decent and useless to others, and expresses the author's life ideals and values that are not for fame and fortune but for the benefit of society.

Second, talk about teaching objectives

According to the key points of this unit (grasp the main content of the text and understand what inspiration the author gets from life; Grasp the key words and understand their meanings and expressive effects. ) and the actual situation of students to establish the following teaching objectives:

1, master the seven new words in this lesson, copy the natural paragraph of 10 correctly, and make sentences with "actually".

2. Understand the profound sentences in the text, learn from Peanut's silent dedication without seeking a false name, and understand the truth that "people should be useful people, not people who only pay attention to decency but are not good to others"

3. Be able to read the text in different colors and recite the key sentences of the text. In my own words, I can write in detail and slightly, and have a preliminary understanding of the benefits of this writing.

4. Have a preliminary understanding of the writing method of borrowing things, learn the writing method of the author's understanding of life from Peanut, and try to choose one thing to write.

Third, talk about the importance and difficulty of teaching.

Key points: understand the profound sentences in the text and learn peanut's character of not seeking a false name and silently contributing.

Difficulties: Understand profound sentences and the truth that "people should be useful, not just decent, but bad for others".

Determine the key points and difficulties according to the content of the text and the knowledge structure of the students.

Fourth, the teaching method of speaking.

"Chinese Curriculum Standards" points out: "Students are the masters of Chinese learning, and giving full play to students' subjectivity and autonomy is the core of Chinese learning and an important symbol to measure the effect of Chinese activities. "So, in teaching, I also focus on students, guide students to read fully, learn independently, find problems in cooperation, explore problems and solve problems.

Verb (abbreviation of verb) and learning methods

The way is to open the golden key to the treasure house of knowledge. In order to teach students "touch the gold" and teach people to fish, I focus on guiding students to read, discuss and communicate since since the enlightenment, and use the learning methods of reading, thinking, speaking, discussing and understanding.

Sixth, talk about teaching preparation.

If a class wants to achieve the expected effect, teachers and students must be fully prepared. So before class, I asked the students to preview the new words and consult the information about Xu Dishan. Teachers also elaborate multimedia courseware to help complete the teaching.

Seven, the arrangement of oral class

According to the capacity of this text, I arranged two classes to complete the teaching. I designed the teaching of the first class. The following mainly talks about the teaching process of the first class.

Eight, the teaching process theory

(1) Arouse interest, lead doubts into the text.

Interest is the best teacher. At the beginning of the class, I played the song "Grass" with multimedia, and asked the students to talk about the image and character of grass in their hearts, and then think about what kind of plant, like grass, naturally introduced peanuts. After knowing the author, I asked: Why is Xu Dishan called Luo Huasheng? Setting questions stimulates students' desire to learn.

(2) Clever understanding of words and clear context.

Although I am a fifth-grade student, I don't think I can relax my study of words, but I should be slow and steady. So I arrange for students to preview before class and look up new words in class, so that students can use their intelligence to remember and understand new words. Then combine after-class thinking exercises 1 and multimedia courseware to sort out the context of the article.

(3) prioritize and learn to question.

"Learning is expensive and there is doubt, and doubt leads to progress". After I ask the students to find out the key paragraphs of the article, I will read the key paragraphs carefully and ask questions that I don't understand.

(4) Grasp the key points and dispel doubts.

This link design is a bright spot. We often say that the key to guiding students to ask questions and solve problems lies in how to solve them.

I show the key paragraphs of the text to the students to read, accompanied by pictures of peaches, pomegranates, apples and peanuts, so that students can understand the characteristics of peanuts from the comparison. (Don't show off your benefits) and read aloud through emotions, and experience your father's appreciation of peanuts, and give examples of people who like peanuts in real life. So as to break the questions raised by students one by one. Let students really learn to ask their own questions, solve problems through research and discussion, and taste the happiness of autonomous learning.

(5) simulate the debate and refine the summary.

In order to avoid the ambiguity of "peaches, pomegranates and apples are useless" and the incorrect understanding of "being a human being like peanuts", I designed a small debate to make people who want to be peanuts stand up, and those who want to be apples and pomegranates sit down and divide into two camps to start a small debate. Through the debate, let the students understand that in modern society, we need people who are as obscure and selfless as peanuts, and people who are as beautiful as peaches and apples and dare to show themselves. Only in this way can we respect students' personality, publicize students' personality and help students establish a correct outlook on life.

Peanut speech 2 Dear examiners,

Hello everyone! I am xxx.

Next, I will share with you my teaching ideas about the text Peanut.

First of all, talk about textbooks.

"Peanut" is the third text of Unit 4 in the first volume of the fifth grade of People's Education Press. The theme of this unit is enlightenment from life. The texts of this unit all contain profound philosophy on how to be a man, with strong plot, concise language and profound meaning.

Peanut is one of the two intensive reading texts. This text mainly tells the story of a family celebrating the peanut harvest festival. By talking about the benefits of peanuts, it reveals the silent dedication of peanuts, indicating that people should be useful, not just decent and not beneficial to others.

Second, talk about learning.

Students are the masters of Chinese learning, and their existing knowledge structure and cognitive level are the basis and starting point of teachers' teaching. The students I face are like this. Grade five students are active in thinking, eager for knowledge and willing to express and communicate. They are no longer primary school students in lower grades, their thoughts are becoming more and more unique, they have experienced and realized life, and their thoughts are gradually maturing. It is a critical period to guide them to reason, distinguish right from wrong, cultivate humanistic quality and improve their Chinese ability.

In learning, they also have certain learning ability and mastered certain Chinese learning methods, but as far as this text is concerned, teachers need to be more convincing, pay attention to students' personality experience, build a bridge between students' learning and life with the text, and let students learn to understand the philosophy contained in life while reading the text.

Third, talk about teaching objectives.

Therefore, according to the teaching materials and learning situation, starting from the basic concept of "improving students' Chinese literacy in an all-round way" in the curriculum standard, I have designed the following three-dimensional teaching objectives:

1, knowledge and ability: appreciate the key words in the text and master the art of refining words.

2. Process and method: By reading aloud, savoring the key words, grasping the images depicted in the words, and analyzing the emotional characteristics in the scene; Improve the ability of poetry appreciation.

3. Emotional attitude and values: understand the thoughts and feelings of this word and the lofty ambition of "taking the world as your own responsibility".

Based on the above analysis of teaching materials, learning situation and the establishment of teaching objectives, I realize the value of Peanut, the truth contained in the text is my teaching focus, and the detailed and clear articles and the writing characteristics of people are the teaching difficulties of this course.

Fourth, preach the law

In order to achieve teaching objectives, highlight key points and break through difficulties, I adopted reading, discussion and multimedia-assisted methods in teaching.

Then I will focus on my teaching process, which is also the core link of my lecture.

Fifth, talk about the teaching process.

(A) the creation of situations, the introduction of new courses

Yu Yi, a famous special-grade teacher, once said: "The first hammer in the class should knock on the students' hearts, arouse the sparks of their thinking, or attract the students as firmly as a magnet. "Based on this, my lead-in design is to show the riddle about peanuts, quickly attract students' attention, and ask: What is the function of peanuts? Arouse students' interest. Then play the video of peanut growth process to guide students to understand that the problem in the article is the reason of "falling peanuts" Then I made a question with the author's pen name, aiming to let students learn this text with questions.

(B) Reading training, initial perception

As the saying goes: "Read a book a hundred times, and you will know its meaning." Reading is an important method in Chinese teaching. Strengthening the cultivation of reading habits plays a vital role in understanding the author's feelings, tasting the language of the article and enhancing the language sense of the article. At the beginning of this class, I will guide students to perceive the text initially by guiding reading. First of all, I will demonstrate reading, and then guide students to read correctly, fluently and emotionally through independent reading, synchronous reading, named reading and competition reading.

Before students listen and read, I will set the following questions for students:

1. How much does this text say about peanuts? What is the difference?

2. Are the four things assigned the same pen and ink? Which paragraph are these four things in? Why does the author write like this? Listening and reading with questions not only improves students' listening and reading ability, but also paves the way for understanding the truth that the author wants to express.

(C) cooperative learning, key insights

In a sense, the process of teaching and learning is the process of facing, analyzing and solving problems. These problems may be unknown phenomena, contradictions between cognition and cognition, or dilemmas that need to be challenged. Good questions have a double meaning.

First, the process of problem solving is the process of students learning something, and it is the symbol of the realization of teaching objectives.

Second, the problem itself is a clue to teaching, a traction and an important force to promote teaching.

To this end, in this session, I will use the big screen to show students these step-by-step and interlocking questions, and students will discuss and explore in groups, striving to highlight key points and break through difficulties:

1. Students read the text in different roles and report by name: What do brothers and sisters think about the benefits of peanuts? (and show my sister, brother and "I" talking about peanuts on the big screen)

2. What does father think is the most precious thing about peanuts? Speaking of peanuts, why should we talk about peaches, pomegranates and apples?

These two questions can train students' ability to summarize information and pave the way for later life experience. )

Next, I will naturally transition and say: Students, after reading this text, did my father say peanuts? Which sentence clearly tells us? Tell me how you understand it.

Through the setting of this question, guide students to experience being a peanut-like person and understand the truth of being a man.

In order to solve the outstanding problems when the rebate was introduced, I will continue to ask my classmates: Did the teenager Xu Dishan understand what his father said? Which sentence can be reflected? At this time, did the students understand why Xu Dishan had such a pseudonym? Through the study of a class, students can understand why Xu Dishan got the pseudonym "groundnut".

After reading the whole article, I found the writing technique of using things to describe people, and completed the difficult part of this lesson.

(4) Summarize the homework and consolidate and improve it.

Class summary is the consolidation of the knowledge learned in this class. I will ask the students what they have gained in this class and find out how well they have mastered what they have learned in this class.

Homework after class is the intersection of teaching and learning, and it is a dialogue with classroom learning content. It is hoped that through the assignment of homework, students' understanding of this article will be strengthened and knowledge will be transmitted.

Based on this, I designed an open-ended homework: try to explain a truth with something around you. Achieve the goal of "although the class is over, the taste is still there and the interest is still strong".

Peanut lecture notes 3 teaching objectives

1. Learn the new words "pioneering, wool, squeezing and wood" in this lesson, and understand "unbelievable" and "love" in the context.

2. Understand the thoughts and feelings of words, and learn peanut's character of silent dedication without seeking a false name.

3. Practice reading the text with emotion.

Key points, difficulties and key points

Emphasis and difficulty: understand the profound meaning of father's praise for peanuts.

The key: through discussion, read aloud with emotion and break through the difficulties.

Teaching aid: small blackboard

Teaching process:

First, talk about introduction, blackboard writing topic.

Mystery: hemp room, red curtains, a white fat man (peanut) sleeping in it.

Title 20 on the blackboard, peanuts

Second, guide students to learn the text by themselves.

1. Read the text and underline the new words in the text.

2. Find out what you don't understand in the text.

Third, check the self-study situation and perceive the text materials as a whole.

1, know new words.

2. Read the text and correct the students' pronunciation.

3. The main information of this paper and the narrative order of the text.

Fourth, deeply understand the text materials.

1, read my father's words

(1) What is "the heart of love" and what does "zhi" mean? What do you mean by love?

(2) What does the father love? Which word did you see it from?

(3) What does "precious" mean? Why does father think peanuts are the most valuable?

Read the text again and decide whether the following sentences are correct according to your own understanding of the text, and give the reasons.

1, peanuts are good, peaches, pomegranates and apples are bad.

2. Everything buried in the ground is good, and everything hanging high on the branches is bad.

We don't need appearance beauty.

6. Is there anything else in life that makes people fall in love at first sight? Do you have any peanut quality?

Seven, speaking and reading "I"

1. What do you mean, only pay attention to decency?

2. What does this sentence mean?

3. What kind of people should we be? Is there anyone around you who is so silently dedicated? Please say something.

Eight, guide the emotional reading of the text.

Nine. abstract

Be a useful person, not a decent person who is bad to others.

Blackboard design:

20.peanuts

Talking about peanuts-talking about peanuts (yes or no)

Draft lecture on peanuts 4 i. teaching material analysis

"Peanut" is the third text in Unit 4 of the first volume of the fifth grade Chinese of People's Education Press. The learning theme of this unit is "Enlightenment from Life". Through learning, students can understand the inspiration the author got from life, inspire students to sing and guide them to become people with life wisdom. This article is a narrative prose, which truly records the author's family activities and education as a child. This paper focuses on the process of a family's peanut harvest festival. By talking about the benefits of peanuts, it reveals peanuts' undeserved and silent dedication, indicating that people should be useful people, not people who only pay attention to decency and are not good to others. The expression of the article is quite ingenious, the layout is distinct, and the truth lies in the matter. It expounds the profound and simple truth of being a man with plain brushwork and peanuts.

Second, talk about teaching objectives

1, read the text with emotion and understand the profound sentences in the text.

2. Have a preliminary understanding of metaphor writing techniques.

3. Learn peanut's undeserved and silent dedication, and understand the truth that "people should be useful people, not just those who pay attention to decency and are not good to others".

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

Key point: understand the profound meaning of father's praise for peanuts.

Difficulties: distinguish between primary and secondary articles and learn detailed and appropriate expressions.

Fourth, the teaching method of speaking.

Classroom is a place for learning, and students are the masters of learning. Curriculum Standard clearly points out: "Actively advocate independent, cooperative and inquiry learning methods", give full play to students' main role, and comprehensively improve students' Chinese literacy. Based on the above understanding, in teaching, I mainly use methods such as stimulating interest, comparison, dialogue and transfer to guide students to read fully, study independently, think actively, promote speaking by reading and realize by reading.

Verb (abbreviation of verb) and learning methods

"Chinese is a practical course", that is, students should master the rules and methods of using Chinese in a lot of Chinese practice, that is, not only "teach people to fish", but also "teach people to fish". To this end, I guide students to explore and discuss independently, adopt synchronous training of reading, thinking and writing, and use the method of comparing and combining in-class and out-of-class learning.

Sixth, the theory of teaching process

(A) to stimulate interest, to the point

In order to stimulate students' thirst for knowledge, stimulate their enthusiasm for learning, and let them enter the realm of wanting to learn and being willing to learn as soon as class begins, I first show pictures of peaches, pomegranates and apples at the beginning of class, so that students can talk about their understanding, and then show pictures of peanuts growing and ask: What is this? Who can tell me your understanding of it? Such as appearance, taste, function, etc. After the students practiced their spoken English, I designed this lead: Just now, everyone talked about their understanding of peaches, pomegranates, apples and peanuts. Today, we will learn lesson 15 "groundnuts". The father in the article also talked about his own views. Please read the text freely and quickly and find out the relevant paragraphs describing his father's views. This design not only aroused students' interest in learning, but also took it as a breakthrough point and went straight to the tenth natural paragraph of the key paragraph of the text, breaking the paragraph-by-paragraph teaching model.

(2) Grasp the key points and learn to understand.

According to the basic concept of curriculum standards, Chinese curriculum must fully stimulate students' initiative and enterprising spirit according to the characteristics of students' physical and mental development and Chinese learning, and advocate independent, cooperative and inquiry learning methods. In this link, I designed it like this:

I ask students to read my father's words, and then read the relevant paragraphs of the author's brothers and sisters talking about the benefits of peanuts in different roles, and compare them to guide students to ask questions, such as: What is the difference between my father's point of view and "I"? By rereading his father's words, students can realize the most valuable characteristics of Peanut, that is, simplicity and obscurity. Later, I asked the students to discuss in groups and understand what my father said next. Then grasp the key words "only", "decent" and "decent"

When students understand the truth of being a man by understanding their father's words, I tell them that this way of writing from discussing peanuts to how to be a man is called borrowing things to describe people. In order to help students understand this writing method, I designed a set of exercises with gradual changes. (Shown on the blackboard) Here's how I operate: In the article, the author uses peanuts to refer to people who have made silent contributions. Please think about it. What kind of person can a paving stone refer to? Then contact the things around you and think about what can be compared with hardworking people? What else can you think of? Please discuss in groups and complete the exercises. In this way, students can easily accept the writing of "borrowing things to describe people".

(C) comparative study, experience the expression of the article

Curriculum standards point out that reading teaching in senior grades should not only let students know the author's thoughts and feelings, but also understand the basic expression of the article. After the students learned the truth of being a man, I asked them to read the full text silently and talk about what the text said around peanuts. Then guide the students to compare: What is the difference between what the author wrote about planting peanuts, harvesting peanuts, eating peanuts and discussing peanuts? Through the study just now, students can clearly find that eating peanuts and discussing peanuts are the main contents of the article, and the author wrote it in detail, while planting peanuts and harvesting peanuts are secondary contents, so it is simpler to write. In this way, students will understand the article, which is a clear and detailed expression method and breaks through the difficulties of the text.

(D) classroom extension to guide students to seek development.

In view of the objective reality that students' Chinese ability is uneven, I attach importance to finding the "nearest development area" of each type of students. At the end of the teaching, I designed a set of open-ended homework. Students can choose one or more activities they are interested in to complete. The implementation of open homework is conducive to cultivating students' innovative consciousness and independent learning spirit. It takes students as the main body, gives students the initiative in homework, and allows students to enjoy full freedom in the world of homework.

Seven, say blackboard writing design

Writing on the blackboard is an important auxiliary means of classroom teaching. A good blackboard writing simplifies the structure of the article. Through writing on the blackboard, students can form sharp contrast, deepen their understanding of the content of the text, and deeply understand the center, so as to achieve twice the result with half the effort.

15, peanuts

Planting peanuts-harvesting peanuts-eating peanuts-on peanuts.

Draft of peanut lecture 5 1, contents of lecture materials:

"Peanut" is the third lesson of Unit 4 in the first volume of Grade Five. The learning theme of Unit 4 is enlightenment in life. Every text in this unit contains profound philosophy of how to be a man, with strong plot, concise language and profound meaning. "Peanut" is one of two intensive reading texts, focusing on the family peanut harvest festival. By talking about the benefits of peanuts and comparing people with things, this paper reveals the main purpose of learning peanut character, that is, people should be useful, not just decent, and not beneficial to others. When I first read this text, I was deeply attracted by the profound truth contained in the plain language of the text. Although there are no flowery words, exaggerated metaphors, abstruse sentences and ups and downs of emotions in the article, the simple, natural and friendly writing has left a deep and clear impression on people, making people realize the intriguing truth from ordinary things, just as my father said in his article, "Although it is not good-looking, it is very useful." It is a good article to further guide students into the text, feel emotions and understand the philosophy of life. According to the order of things, the text has written four parts: planting peanuts, harvesting peanuts, eating peanuts and discussing peanuts. Proper and ingenious arrangement of details better highlights the author's writing intention.

2, student analysis:

The fifth grade children are active in thinking, eager for knowledge, willing to express and communicate. They are no longer primary school students, their ideas have become more unique, they have experienced and understood life, and their thoughts have begun to mature, which is the key period to guide them to reason, distinguish right from wrong, cultivate humanistic quality and improve their Chinese ability. In learning, they also have a certain learning ability and mastered some learning methods, but this requires teachers to further guide, persuade and pay attention to each student's personality experience. Use words to build a bridge to life for students, so that students can live in their studies and study, study and live in their lives.

3. According to the content and characteristics of this course and the students' situation, closely around the training focus of this unit, the following teaching objectives are determined to focus on solving learning difficulties.

Teaching objectives:

1) master the meanings of the new words and keywords in this lesson through preview.

2) Grasp the profound sentences in the text, learn from Peanut's silent dedication without seeking a false name, and understand the truth that "people should be useful people, not people who only pay attention to decency but are not good to others".

3) Experience the meticulous and appropriate writing of words and get a preliminary understanding of the writing techniques of metaphors.

The above objectives are taught in two classes. The first lesson is to understand the words and the meaning of the text, mainly to understand the main content of the text. In the second class, grasp the key sentences, understand the profound meaning and experience the writing characteristics.

Teaching focus:

Understand the value of peanuts from the outside to the inside, understand the profound meaning of father's praise of peanuts, and understand the truth of being a man.

Teaching difficulties:

The article is detailed and clear, and uses things to describe people's characteristics.

4, said the teaching method:

Chinese is the most important communication tool and an important part of human culture. The unity of instrumentality and humanism is the basic feature of Chinese curriculum. Students are the main body of learning and development. In the teaching of this course, I will try my best to pay attention to the characteristics of students' physical and mental development and Chinese learning, pay attention to each student's individual differences and different learning needs, care for students' curiosity and thirst for knowledge, create a harmonious, harmonious and pleasant humanistic atmosphere, and let students learn independently, show their personality, express their personality, cultivate their personality and shape their personality in learning.

5, said the learning method:

Take the learning method of "reading first, feeling in reading", combine reading, thinking and discussion, read keywords repeatedly, feel the key content and break through the difficulties. Let students accumulate language, feel language, experience emotions, express feelings and exchange feelings by reading.

6, said the teaching process:

I want to teach this lesson in two classes. In the first class, I check the preview and master the words. Summarize the main contents of the text and learn the first part of the text. In the second class, I deeply realized the profound meaning of my father's sentence, and realized how meticulous and decent the article is and how to describe people with things.