Excellent teaching design of "better late than never"

As a selfless people's teacher, teaching design should be edited frequently. Instructional design is a bridge between basic theory and practice, and it has a communication function for the close combination of teaching theory and practice. So what kind of teaching design is good? The following are the excellent articles (generally 6 articles) of the teaching design of "Mending after a belated sheep" carefully arranged by me for your reference, hoping to help friends in need.

Excellent teaching design of "better late than never" 1 teaching objectives

1. Know how to write new words in this lesson. Understand the words correctly.

2. Read the text aloud and tell the fable "Better late than never" in your own words.

3. Understand the content of the story and realize the truth contained in the story in combination with the actual life.

Important and difficult

Understand the main content of the language and understand the meaning.

teaching process

First, the introduction of new courses.

Students, we have learned fables before. Who can tell us what a fable is? (accommodation, sustenance; Speak reasonably. Fable is to tell people a profound truth through vivid and interesting stories, so that people can be educated and inspired. )

In this lesson, we will learn the fable "Better late than never". (blackboard writing text topic)

Second, solve the problem, leading to the main content

1, please look it up in the dictionary and tell what "death" and "prison" in the title mean respectively. "Death" means loss in ancient times. "Prison" refers to the sheepfold in the text.

Can you say "better late than never" in one sentence? Sheep breeders only mend sheepfolds when they lose sheep. )

Third, learn new words and phrases.

1. Show the word card and read by name.

It is never too late to mend

Take the neighborhood away and persuade regret.

2. Exchange discussions and memorize glyphs.

Cave: Above it is the "cave treasure cover" and below it is "Qu".

Street: The last stroke in the middle is "mention".

Dragon: It is the "Dong Bao Gai" above, and there is a horizontal line under the "Zhewen" below. Don't throw it away.

3. Oral word formation.

Fourth, study deeply and understand the meaning.

1, read the text silently. Thinking: How many times have sheep farmers lost their sheep? I lost my sheep twice because the sheepfold was broken. )

2. Learn the first to fourth paragraphs.

(1) Read the names and draw the reasons for throwing the sheep for the first time. There was a hole in the sheepfold. At night, the wolf got into the hole and took the sheep away. )

(2) Please use the sentence "Because there is a hole in the sheepfold, the wolf took the sheep from the hole, so one sheep is missing". )

(3) Sentence training.

Fill in the blanks with projections:

I am very happy today. Originally _ _ _ _ _.

Because Xiaoli is ill, so _ _ _ _ _.

(4) The first time a sheep farmer lost sheep was because the sheepfold was broken, so why did he lose sheep for the second time? Don't listen to the advice of the neighborhood. )

Read the dialogue between neighbors and sheep farmers.

(5) Is this idea of sheep farmers right? Why? The idea of raising sheep is wrong. Because he doesn't repair the sheepfold, the sheep will get lost again. He only thought that the lost sheep could not come back, but he did not expect to lose it again. )

The students' analysis is correct. Sheep farmers did not seriously analyze the reasons for losing sheep, and their consideration was not comprehensive.

(6) What is the result of sheep farmers not listening to advice? Read the fourth paragraph together.

What does "again" mean? (This abandonment process is the same as the first one. )

It can be seen that if you don't listen to advice and don't remedy your mistakes in time, bad results will repeat themselves. Students, does this principle apply to study? For example, if you make a mistake in your homework, you must analyze the reasons and correct it in time so that you won't make a mistake next time. )

3. Learn the fifth paragraph.

(1) Read by name, and draw the idea of a sheep farmer after the second time.

(2) Understand sentences and show projections:

He regretted not accepting his neighbor's advice.

What does "regret" mean? What does this mean? I think my previous behavior was wrong. It shows that sheep farmers realize that their previous ideas and practices are wrong. )

(3) Is it too late for the sheep breeder to repair the sheepfold now? Why? It's not too late to repair the sheepfold, so it won't be abandoned in the future. )

This time, the sheep breeder's thinking about the problem has improved compared with the first time, and the thinking about the problem is comprehensive.

(4) Which sentence in the text indicates that it is not too late to repair the sheepfold? Since then, his sheep have never been lost. )

(5) Projection display illustrations.

Please use this sentence "because the sheep keeper realized his mistake, he quickly repaired the sheepfold." )

(6) What is the result of sheep farmers doing this? Since then, his sheep have never been lost. )

What does the word "never again" mean? Since then, he has never lost his sheep. )

Five, in-depth understanding, revealing the significance

1. Think about it. What did the sheep breeder do wrong and what did he do right? (wrong: I didn't listen to other people's advice and didn't consider the problem comprehensively. Do the right thing: never listen to advice and learn from it, correct mistakes in time and mend the sheepfold. )

2. What did you learn after reading this story? It's not too late for a person to do something wrong, as long as he is willing to accept opinions and seriously correct them. )

Summary: In this lesson, we not only learned a fable, but also learned that we should think while reading, so that we can really learn knowledge, and the more we read, the smarter we become.

Read the text together

blackboard-writing design

better late than never

Don't listen to the advice of mending the sheepfold

Break the sheep and throw them away ————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————.

Throw the sheep again and correct it.

Teaching design of "better late than never"

Excellent teaching design of "better late than never" Part II Teaching objectives;

1, know the new word 10, and write six new words such as "death and prison".

2. Read in various forms to understand the content of the text and the truth contained in the fable.

3. Know to listen to other people's advice and correct the wrong behavior in time.

Teaching emphases and difficulties:

Understand the meaning of words and the meaning revealed by fables.

Teaching process:

First of all, the dialogue is interesting.

1. Do students like to listen to fables? Why?

Today, we continue to learn another fable. Watch the teacher write a topic: better late than never.

3. Read by name and read together.

Second, understand the meaning of the problem

1. "Better late than never" is an idiom. Are there any words in this idiom that you don't understand?

Name the doubt and tell me how to understand it.

Death: lost. Prison: a pen for keeping animals, which refers to a sheepfold in the text.

3. Explain the meaning of "make up after the sheep dies" in one sentence.

4. What questions do you want to ask after reading the topic? (Why throw the sheep? Why do you want to repair the sheepfold? )

5. Read the topic again. Can you guess the reason for losing the sheep from the word "compensation"?

Third, read the text for the first time and learn new words.

1. Are you right? Let's read the text. Note: when reading, you should read the correct pronunciation and read through the text.

2. Read the new words by train and choose the best students.

Tell this story to everyone in your own words and guide the comments.

3. Sheep breeders have lost sheep several times. Why?

4. Summary: It can be seen that our guess is completely correct. We should think while reading, think before reading and think while reading.

Fourth, read the text intensively and understand the content.

1. What sections of the text talk about losing sheep?

2. Read the paragraph 1~4 freely, and think: If a sheep keeper lost one sheep, why did he lose the second one?

3. Discuss with each other at the same table.

4. Collective communication:

(1) There is a hole in the sheepfold.

(1) Show the new word card "hole" and read by name. Pay attention to the "hole" and read softly. This "hole" is-(hole).

(2) Read this sentence together. (third sentence)

(4) The third sentence is about the reason for losing sheep. What did the first two sentences say? Quote the first two sentences.

(5) Clarify the connection between the three sentences in this section.

He refused to listen to his neighbors.

(1) "Neighbor" means-(neighbor), pay attention to "Fang" and read softly.

(2) How did the neighborhood persuade them? Read the name, read the suggested tone.

(3) Guide the comments and read them together.

(4) What about people who can raise sheep? Read and comment by name. It doesn't matter if you look at him, you don't care.

That's what sheep farmers say. What do you think of his heart?

You see, good neighbors are sincere, but sheep farmers are careless and don't listen to advice. Different roles at the same table read aloud.

(6) Read and comment by name.

Let's see what happens when he doesn't listen to advice.

(1) Read the fourth paragraph by name and comment.

(2) Why do you want to read the word "you" well? Contact the first section and think about it.

(3) Read the fourth paragraph together.

(4) The fragment we just learned can be summed up in two words in the title, that is-(a dead sheep).

6. Name this clip. Note: Some contents can be added appropriately. For example, the psychological activities of characters can be expressed through language and action.

7. After throwing the sheep for the second time, what did the sheep breeder think and do? Read the fifth paragraph freely and draw the relevant sentences.

8. Discussion and exchange:

(1) What do sheep farmers do? Show the projection, look at the picture and speak.

(2) Read the sentences in the text by name and make comments.

Why do you want to watch in a hurry? Can you remove it? (Correct mistakes in time)

(3) Why do sheep farmers do this? Read the sentences describing his psychology.

(4) Guide to read this sentence and read out his regrets.

(5) Put this sentence in another way. (If ... just ... if ... just ...)

But on second thought, it's not too late to mend. Why?

(7) Is his idea right? Where did you study? Since then, his sheep have never been lost. )

(8) What does "from now on" mean? Instruct students to make sentences with "from now on".

Fifth, realize the meaning

1. Show the projection again. When this man was repairing the sheepfold, he originally advised the neighborhood to pass by. What will the neighbors say? What would a sheep farmer say?

2. After the performance at the same table, name the stage and guide the evaluation.

What will happen if this man doesn't rebuild the sheepfold?

4. Reveal the moral: It can be seen that if a sheep farmer makes such a mistake, as long as (), he will ().

In life, similar things often happen. Contact your own life reality and talk about your own views. Discuss with each other at the same table, and then exchange names. (Myopia, sandstorm, environmental pollution ...)

These can be summed up in one word-"Better late than never".

Sixth, summarize the full text and write new words.

1. Read the topic again and understand the meaning. (Original meaning, extension)

2. So "better late than never" is often followed by a sentence-"It's not too late". Read it yourself and understand its meaning.

3. Summarize the general method of learning fables: understanding the meaning of the topic-understanding the content-connecting with reality and understanding the meaning.

4. Old teachers write new words, paying attention to reminding students that it is difficult to write and easy to make mistakes. Students write in red when their books are empty.

Excellent teaching design of "better late than never" Part III Teaching objectives:

1, read and recite this fable with emotion.

2. In this lesson, learn to create new words and phrases, and read and write correctly such words as "fable, make up after the sheep dies, and regret it". Pay attention to the pronunciation of the polyphonic word "circle" and the glyphs of "hole" and "street".

3. Understand the fable "Better late than never", retell the story and know how to correct mistakes immediately.

Teaching emphases and difficulties:

Guide students to understand the moral on the basis of understanding the content of the story, and talk about their feelings in connection with the reality of study and life.

Teaching time: 1 class hour

Teaching process:

First, dialogue leads to understanding the meaning of the question.

1, classmate, do you like listening to stories? Now, let's recall the stories we have heard: the fairy tale Little Red Riding Hood, Grandma Wolf, Goddess Mending the Heaven, Genesis and the idiom "Smell the chicken and dance" and "Have a plan". Today, we are going to learn another story-the fable "Better late than never".

Please combine the words "death" and "prison".

Death (blackboard writing: death) prison

3. What are the meanings of "death" and "prison" in "Better late than never"?

Teacher: Usually, we learn that "death" means death. Some people think it means loss, while others think that "prison" means imprisonment. What is this? Please look for the answer in the text.

Second, read the text for the first time and remove obstacles.

1, the teacher reads the text and pays attention to the pronunciation of the new words.

2. Read the text freely, and then read the new words in this lesson with words.

3, check the self-study effect:

Third, read the text intensively and understand the content.

1, students can read the text freely.

Discussion: (1) The shepherd lost one sheep, why did he lose the second one?

(2) Group discussion and communication.

There is a hole in the sheepfold.

B, how did the neighbors persuade him? Read the name, read the suggested tone.

C, who will raise sheep? Read by name, read what he doesn't care, not at all.

D, think about it: What are sheep farmers thinking at this time?

E. read aloud by different roles at the same table.

(3) Neighbors sincerely advise, but sheep farmers disagree. Take a look, what will happen?

Another sheep was lost. Think about it, how should you pronounce the word "you"?

B, indicating that students read and teachers guide.

(4) Read paragraph 1-4 of the text by roll call. If it is summarized in two words in the title, tell me what this part says. (dead sheep)

2. What did the shepherd think and do after he lost his sheep for the second time?

Students read the relevant parts of the text.

B, show the text illustrations, look at the pictures and say: What is this man doing?

(mending the sheepfold)

C, how to understand "hurry up", can you get rid of it? (Correct mistakes in time)

D, why is the sheep farmer moving so fast this time?

E, think about it, is he doing the right thing? Where can I tell?

Since then, his sheep have never been lost.

F. Read the fifth paragraph by name. What two words can be used to summarize this part?

(repair)

Fourth, extend and summarize the full text.

1. What will happen if this person doesn't repair the sheepfold?

2. What does this story tell us?

Problems should be remedied in time to avoid making mistakes again.

Tell this story to others.

Students, our motherland has a long history and profound culture. There are many such stories. Let's look at the picture and say the title of the fable. It's simply gilding the lily, sitting in the well and watching the sky, stealing the beam and replacing the column. I hope you can read more fables after class. Next class, we will hold a fable story exchange meeting.

Five, skillfully set homework to deepen emotion

1. recite this fable.

2. Contact your study and real life and talk about your feelings after reading this fable.

Excellent teaching design of "better late than never" Chapter IV Teaching objectives:

1. Recognize the four new words "Kong, Sable and Persuade" and write nine new words "Yu, Ze, Kong, Wolf and Sable".

2. Contact the text to understand the meaning of "hole, neighbor and persuasion" and the topic of "Better late than never".

3. Guide the students to grasp the key words and tell the main idea of the story in the order of reason, process and result.

4. Understand the truth contained in the story.

Teaching process:

First, import

1, write "fable" on the blackboard. Let's watch it together and say what a fable is (short story, big truth).

2, reading the topic "Two Fables", how to understand "Ze" (one, two means two)

3. Read the title of the first fable: Better late than never.

Second, read the text by yourself and read the new words.

1, read the text independently and put forward the requirements of independent reading.

2, new story: the hole in the sheepfold was taken away to persuade the neighborhood to regret it.

(1) Primary school teachers take the lead in reading, focusing on: reading softly in the long room and square, and "circle" with multi-tone words.

(2) Get rid of pinyin, and the group will pass the train.

(3) Read the whole class together

Third, summarize the general idea and summarize the significance.

Ability transfer, using the method of learning swallow training, divide the text into chapters according to the cause, process and result, then circle the keywords and add your own words to summarize the main idea of the text.

1, reason:

(1) refers to the paragraph 1.

Keywords: "hole" on the blackboard (to guide writing, pay attention to the "one" in the middle of "hole". What is a hole? According to the understanding of "hole", hole)

Talk to ... because ... the key word on the blackboard is 2: "Take it away"

(3) Summary: A person's sheepfold was broken and the sheep were taken away.

2. After that:

(1) The sheep were robbed. Who will help him? (Neighborhood, direct reading, gently remind) How did you help? (persuasion)

Blackboard Keywords: "Persuasion" How to persuade?

PPT shows: "Hurry up and fix the sheepfold and plug the hole." Read aloud (a little anxious, you are more anxious than her).

PPT shows: "The sheep have been lost. What are you doing repairing the sheepfold?" What does he mean? Do you agree with him? (The sheep have been lost, there is no need to repair the sheepfold) Supplementary blackboard writing "Don't listen"

(2)PPT shows the third and fourth paragraphs, and the key word is "take it away again"

(3) Make it clear because of it (because I didn't listen to persuasion, so the sheep was taken away again)

3. Results:

(1) What was the result? Keywords: 1: "regret"

PPT shows that "he regrets it and should not refuse to accept the suggestions of his neighbors." Can you put it another way for him?

Xiu: He regretted it and should accept his neighbor's advice. Boys and girls looked and asked: Do these two sentences have the same meaning?

PPT shows red letters to remind "double negation" and "affirmative sentence".

Teacher: If the word "no" is removed, the double negation becomes an affirmative sentence, and the meaning of the sentence is the same.

Read these two sentences together and practice the same sentence patterns.

(2) Fill in the blanks: He regrets it because.

He accepted the suggestion and blocked the hole, so did the sheep.

(3) Keywords: "blocked" Keywords: "not lost"

(4) Summarize the general idea of the full text.

4. Understand the meaning of "death" and "prison"

What did "death" and "prison" originally mean? Then contact the text. Do you know what they mean in the text? Let's talk together.

5. What did you learn after reading this story?

Reveal meaning

PPT shows that it doesn't matter if a person is wrong, as long as it can be corrected in time, it's not too late.

Fourth, after-school expansion.

Read the fable in the same way and tell it to adults.

Excellent teaching design of "Better late than never" Article 5 Teaching objectives

1, knowledge teaching point:

(1) Know the new words and phrases in this lesson and understand the key words in this lesson.

(2) Understand the meaning of fables.

⑶ Be able to read the text correctly and fluently.

(4) Learn more fables through the Internet.

2. Ability goal: continue to cultivate students' ability to dare to ask questions and solve problems. Improve students' self-study level. At the same time, cultivate students' ability to acquire knowledge by using the network.

3, emotional goals:

(1) Get moral education.

⑵ Stimulate students' thirst for knowledge.

Emphasis and difficulty in teaching

1, understand the truth contained in the fable.

2. Understanding of the meanings of "prison", "death" and "compensation after the death of sheep".

Teaching analysis

1, break through difficulties and solve problems:

When students understand the meaning of words, they use courseware to show the semantic evolution of the word "prison" and make hieroglyphics of "prison" so that students can clearly understand the semantic changes of the word "prison" in ancient and modern times.

2. Show famous sayings and highlight key points:

When students reveal the meaning, they show Lafontaine's famous words with courseware, which not only clearly and concisely summarizes that fables are divided into two parts: body (story itself) and soul (truth). Through famous aphorisms, we can further firmly grasp the content and significance of the story "Better late than never".

3, broaden their horizons, expand extracurricular:

After learning this lesson, students have many questions about fable knowledge. So I expanded my knowledge after class, and sought more fable knowledge through students searching information on the Internet. Stimulate students' thirst for knowledge and encourage them to study actively.

Integrate computer multimedia into Chinese classroom, take theory as the main body, fully mobilize students' enthusiasm, and let students learn actively and intelligently.

teaching process

First, introduce topics and guide questions.

There are many teachers in class today. They don't know that our classmates in Class Three One have one of the greatest advantages. That is: study hard, be willing to think and dare to ask questions. Is it? Today, let's fully demonstrate this advantage, shall we? Today we are going to learn a little fable (blackboard writing: better late than never). Who can read it? Who will try again? Read it all! "Death" is a new word in this lesson. It seems that you all know. Do you have any questions about this problem? Students are free to ask questions. It's great that you asked so many questions when you saw the topic. Can it be solved? How do you want to solve it? Ok, please solve these problems in your own way. If you encounter new problems in the reading process, please make a small mark as usual and try to solve them. If it can't be solved, bring it up later and study it together.

Students, what valuable problems have you solved through the study just now? The meaning of "prison" has also changed. Look at the big screen Courseware presentation: the evolution of the meaning of the word "prison" breaks through the difficulties and makes it clear to students at a glance. )

Second, experience and understand the moral in the text.

(Speaking of moral) Here, the teacher has a famous saying for the students: The courseware shows Lafontaine's famous saying, which makes the students know more clearly that the fable is divided into two parts: the body (the story itself) and the soul (the moral). I have a deeper understanding of the story and significance of "better late than never".

The subject of fable is the story itself. Who can show the text of the fable to everyone to read the text? Through the fable, we can see the soul of the fable. Who can say again what is the soul of this fable?

What other valuable problems have you solved? It's amazing that you should know so much about such a short story! In fact, every problem raised and solved is a kind of gain for us. The more questions you ask, the more you gain.

The world of fables is rich and colorful. Through this little fable, many problems will surely come to your mind. Do you want to ask anything?

Ah! Students have so many questions, do you want to find the answers? Ok, let's walk into the vast fable world.

Comment and analysis

Using computer network: Let students enter the school-run webpage "Fable House", which contains fable knowledge, animated fables, comic fables, and links to related websites (Aesop's Fables, La Fontaine, China Classical Fable Network, etc. ) Stimulate children's curiosity and thirst for knowledge, and learn more fable knowledge through the Internet. At the same time, let children realize the benefits brought by the network.

blackboard-writing design

If you think, you will have doubts. There are doubts.

Excellent teaching design of "Better late than never" Article 6 Teaching objectives

1, can read the text correctly, fluently and emotionally, and initially understand the content of the text.

2. Grasp the content of the story and experience the truth contained in the story in combination with the actual life. You can tell this fable in your own words.

3. Let students know that it is never too late to do something wrong and seriously correct it.

Emphasis and difficulty in teaching

1, recognize Chinese characters, deduct key words and understand the content of the text.

2. Read the text correctly and fluently, and understand the meaning according to the actual life.

Pre-class activities: Tell fables in the competition. Paradoxically, stealing a bell and carving a boat to make up for it are a pair of contradictions. )

First, write on the blackboard and explain the topic.

1, write two fables on the blackboard and read the topics together.

2. Introduce fables and explain the meanings of "fables" and "rules".

Second, grant new.

1, first reading the text, overall perception, learning new words.

(1) "Better late than never" on the blackboard. Let's watch it together.

(2) Understand the meaning of "death" and "prison" and make up words respectively.

(3) Students are free to read, which requires: reading correct pronunciation, reading sentences and reading feelings.

(4) Understand: The neighbors in Yangjuandong regret it.

(5) Let the students tell me what this fable is about.

2. Read the text and understand the content.

(1) Students questioned.

Why did the sheep breeder lose his sheep? How many times have you lost it? Has his sheepfold been repaired? What was the result? )

(2) Divide paragraphs. Teacher's suggestion: Better late than never.

Better late than never (1-4) (5)

(3) dispel doubts. A. Why did sheep farmers lose their sheep? Read the first paragraph, closely follow the words "sheepfold" and "hole", and grasp three verbs: breaking the drill, and grasp the reason for losing the sheep from these five words.

B, the loss of sheep is the loss of sheep farmers, but we can't lose it any more. Did the story develop according to our wishes? What part of the text did you see? (Section 4) Teachers read and deliberately re-read the word "you" to let students understand its meaning (sheep are lost, and sheep farmers don't listen to the advice of their neighbors. It seems that the result of not correcting mistakes in time is to make mistakes again and again. Read this paragraph together and read the tone of regret. C didn't the sheep breeder listen to the neighborhood's advice? Where did you see it? Understand sections 3 and 4. Q: What do sheep farmers think? (I hate wolves and regret that I don't care about luck) On the blackboard: I don't care about reading 3 and 4 different colors. D, analyze the reasons for losing sheep. Show me the small blackboard: A The sheepfold was broken, and the wolf got in and took the lamb away. B didn't listen to the advice of the neighborhood and didn't mend the sheepfold in time. The wolf got into the sheepfold again and took the lamb away. Have sheep farmers lost all their sheep? What did he think after throwing sheep for the second time? How did you do that? Read the text silently and draw the relevant sentences with strokes. Read the sentences that sheep farmers think and do in groups. F. What happened after the shepherd repaired the sheepfold? Read the last paragraph, understand the word "from now on" and say a sentence with it.

Third, understanding.

1. When the sheep breeder was repairing the sheepfold, he originally advised his neighborhood to pass by. What will the neighbors say, and what will the sheep breeder say?

2. What will happen if the sheep breeder doesn't repair the sheepfold?

3, deskmate communication, the story of "better late than never" in real life.

Writing on the blackboard: It's never too late to mend.

After learning the fable "Better late than never", what do you understand?

It's not too late for a person to do something wrong, as long as he corrects it in time. )

5. Summarize the methods of learning fables.

Understand the meaning of the problem-understand the content-connect with reality-realize the meaning.

blackboard-writing design

Death (sheep)

Make-up (prison)-it's not too late

lose

sheepfold