Lecture notes of Taolin cabin

As an excellent educator, it is essential to write a good lecture. How to write a lecture carefully to play a role? The following is a model essay on the lecture notes of Taolin House compiled by me. I hope it will help everyone.

Lecture notes of Taolin 1 Cabin I. Teaching objectives:

1. Read the text correctly, fluently and emotionally.

2. Confirm 10 new words that need to be known in reading class, and learn to write 13 new words that need to be written correctly.

3. Through learning, let students experience the trust between people and the happiness of being trusted in every detail of the text.

4. Personalized reading comprehension under the guidance of teachers.

Second, the teaching focus:

Experience the happiness of trust and being trusted through the details of the article.

Third, the teaching difficulties:

Personalized reading comprehension, you can talk about the understanding of trust in combination with reality.

Fourth, the teaching process:

(1) Talk and reveal the topic.

Teacher: Students, today we are going to learn lesson 17, "Taolin Cabin".

1, blackboard title.

2. Read the text for the first time and solve the words. Teacher: Open page 85 of the book and read the text freely. Pay attention to the correctness of pronunciation and sentences, and read the difficult places several times. Let's start!

(2) Check the pronunciation and meaning of each word and understand the main idea of the text.

1, know new words

Teacher: When you entered the cabin, the teacher quietly followed you and showed the new words in this text in front. (Reading by train)

Ppt: Grandma, arrow, fence, resting, jumping, barking, refreshing, drooling, simple, pure, after all.

Drooling: Who can tell me what this word means?

Default: Student: Say "saliva".

Teacher: saliva: saliva. Drooling: I'm so greedy that my mouth is watering.

Default: students say nothing.

Teacher: Which word don't quite understand? Look at the word "saliva". Who knows the meaning of this word? (If no one says it, just look for it in the text and contact the context. ) add up to: saliva is about to flow down.

PPT: Walking into the peach forest, I saw the lush peach trees covered with peaches, and a refreshing fruity fragrance made people drool.

Summary: It seems that the methods of understanding the meaning of a word in the context of previous learning and the new methods of mastering the key words in a word today are all helpful to understanding the meaning of a word.

"After all": This word is used in a sentence in the article. Find it quickly.

Student report.

Ppt: "Every time I go to my grandmother's house, I always see a notice standing on the roadside, written in red paint on a yellow board: peaches-pick them yourself-3 kilometers." Very interesting, this time I decided to see what happened. "

Teacher: Is there anything really interesting that arouses the author's curiosity?

Health: bulletin board.

Teacher: Put up a notice board. Look, is there anything special about this sign with yellow characters on a red background?

This special bulletin board aroused the author's curiosity. What happened next? Scan the text quickly and see what the text is mainly about.

2. Summarize the main contents of the text

Student: On my way to my grandmother's house, I saw a special signboard, which aroused my curiosity. I followed the red arrow to pick peaches in the peach grove and felt the story of trust and trust in the peach grove and the joy of the trusted people.

Default 1: Students can't answer: The teacher combines the cause with the result. You can't say trust and being trusted.

Premise 2: Students answer by themselves. Teacher: You are great! Be able to summarize the main contents of the text in the order of things.

(C) intensive reading of the text, taste trust and happiness

1. Read the text in the natural paragraph and draw a sentence of trust.

Teacher: What details in the text make us feel trusted? Start with this classmate, drive the train, and each classmate reads a paragraph. Other students, while listening, draw a sentence with "_ _" to show that the owner of Taolin trusts the guests. It's best to write something about your feelings.

Teacher: The reading of these students seems to bring us into the peach grove and experience this pleasant process of picking peaches with the author. Other students, have you found that the owner of Taolin trusts his guests?

Talk in groups of four, and the group will send representatives to report later.

3. The group reports the sentences of trust.

Hyperlink courseware:

A, "Every time I go to my grandmother's house, I always see a sign standing on the roadside, written in red paint on a yellow board: peaches-pick them yourself-3 kilometers. Interesting, this time I decided to see what happened. "

Teacher: What do you think about the trust of Taolin owners in customers?

Health 1: from optional.

Health 2: Every time I go to my grandmother's house, I always see a notice standing on the side of the road, written in red paint on a yellow board.

Grasp the "general" font, and "optional" will realize the trust in the owner. Guests can easily find Taoyuan, which is attributed to the thoughtful service of the host, and this thoughtful service has made the guests trust the owner of Taoyuan. )

The words on the blackboard: trust

B, in short, every time you turn a corner, you will lose your direction and the red arrow will appear again.

Health: Read aloud and talk about your feelings.

Teacher: Look, how careful the owner of Taolin is! How considerate he is to customers, so that people who come to Taolin can find it here! He sincerely welcomes customers! The meticulous approach of the host made us feel trust! Where else did you feel trust? Let's take a look in the direction indicated by the red arrow!

C. "There is a wooden table in front of the house. There are some bamboo baskets on the table. There is a note under the basket, which reads: Welcome, friend. 5 yuan, please help yourself to each basket of peaches and put the money in the box. Have a nice day! "

Teacher: What is the difference between here and other places?

Student report.

Show sentences on the big screen:

One, "Welcome, my friend. Please choose your own peaches for each basket and put the money in the box. Have a nice day! "

B, 5 yuan money for each basket of peaches, please pick them yourself and put them in the box.

Which sentence is better to guide students to compare? Where's the good news? After the students answered, the teacher instructed them to read aloud.

Teacher: a few simple words, no hypocritical words, some sincere welcome; There is no boasting of goods, only sincere wishes; There is no repeated persuasion and blessing, but complete faith!

The courseware shows: "Friends, welcome. Please choose your own peaches for each basket and put the money in the box. Have a nice day! "

Welcome, my friend-(after the students read aloud)

Teacher: Ah! How interesting the charging method of Taolin owners is! If you are a pickpocket, how do you feel when you see this note? The word used in the article is: joy.

Write on the blackboard: happy

What is the difference? Let's take a look together!

D, "The two dogs looked at me and walked around me. I seemed to understand something, so I said loudly to two dog, "Hey, little guy, will you take me to Tao Lin Hao? "The dog jumped around me, barked happily, and then ran forward. Obviously, they are showing me the way. "

Health: Read aloud and talk about your feelings.

Teacher: The dog looks at kn and looks at me.

Student: Pronunciation.

Teacher: Is there a difference between and?

Health: There is a difference. Watching means watching and supervising. Look: I see it.

Summary: It seems that the same word has different pronunciations and different meanings.

Teacher: Who is leading Taolin? It turns out that puppies are shopping guides! There is no one in Taoyuan, only small animals are greeting guests instead of their owners. Why?

Health: It reflects the host's full trust in every guest and makes people feel warm and human.

Teacher: Let's take the trust of the owner of Taolin and follow the puppy guide to pick peaches!

E, "When I got into the peach grove, I saw the lush peach trees covered with peaches, and a refreshing smell made people drool. I immediately ran to a big peach tree and picked the ripe peaches into the basket one by one. After a while, the basket was full of sweet and fragrant peaches. I followed the puppies back with a heavy basket. "

Students talk about feelings.

Teacher: How nice the peaches planted by the owner of Taolin are! Every customer can return home with a full load! This meticulous and sincere preparation deeply touched me. I also want to leave a note for the owner of Taolin. Please help me think about it. What will I say to the owner of Taolin?

Health 1: Master Taolin, I really want to see you!

Health 2: Your peaches are so good, I brought my friends!

Teacher: You should also pass on the joy of being trusted to others. The owner of Taolin not only trusts us, but also trusts every customer! Each of us will pass on this trust and the joy of being trusted!

Health 3: I'm glad to come here to pick peaches!

Teacher: Yes! The master's careful preparation won the customer's satisfaction!

Teacher: A charming peach grove, an unknown owner, an antique hut and a warm and pleasant note are all so nostalgic that I don't want to leave.

Teacher: Does the owner of Taolin only trust me as a guest? (random)

Default: students find it themselves, and say in advance:

Before I got on the bus, another car was coming here "Do you live here?" The driver asked.

"No, just look at the note on the table." I started the car and looked back. I saw the man walking towards Taolin with a basket and a jumping dog.

Students talk about trust.

Teacher: Does Master Taolin only trust me? If you remove these two natural paragraphs, ok?

Health: not good ...

Teacher: From these two natural paragraphs, we can feel that the owner of Taolin not only trusts me, but also trusts every guest who comes here, and those who have been to this Taolin will pass this trust on!

Teacher: What if these two natural paragraphs are removed?

Health: not good ...

Teacher: From these two natural paragraphs, we can feel that the owner of Taolin not only trusts me, but also trusts every guest who comes here, and those who have been to this Taolin will pass this trust on!

It seems that not only the appearance of the hut is simple and pure, but also the quality of the owner of the hut is simple and pure!

Let's read the last paragraph of the text with deep disappointment.

Summary: Trust and being trusted is a feeling, but the owner of Taolin, through his practice, let us really feel the joy brought by this trust!

Lecture notes on Tao Erh Lin cabin I. Talking about teaching materials

This unit takes "trusting others" as the theme, and arranges the text "A cabin in a peach forest" and "Honesty is more important than money". The Hundred Birds and the Old Woodcutter and the Pearl Bird in the Happy Reading Room tell students with vivid and true stories that trust between people, even between people and animals, is a noble emotion and more precious than money. Guide students to learn to give trust to others, while cherishing the trust given by others. The "Speaking and Writing" part arranges oral communication around the theme of the unit "Choose a topic and talk about opinions" to exercise "the joy of trust". The cabin in Taolin is the text of Unit 8, Grade 3 in the experimental textbook for six-year primary schools, and it is an intensive reading text. This narrative mainly tells that the author always passes a roadside notice on his way to grandma's house, which aroused his curiosity. Under the guidance of the notice, he found a peach grove. There is a hut in the peach grove, but it is not for the people who look after the peach grove, but for the people who pick peaches. Peaches are charged by the basket, and customers pick them themselves and pay for them. The author regrets the joy of being trusted in the letter he got in this small room.

The purpose of learning this text is to deeply understand the content of the text, feel the happiness of trust and being trusted between people, learn to trust others, know how to trust others, understand the theme from details, cultivate a sense of language, master the hierarchical structure of narrative, and lay the foundation for comprehensive practical activities and the development of the theme composition of this unit.

Analysis of learning situation: Before learning each text, I ask students to preview before class, so that students can clear the word barriers themselves and read the text fluently. However, because no one urges them, students can only understand the general meaning and are unwilling to study in depth. In order to promote the in-depth development of reading ability, in class, I inspire students to ask difficult questions, guide students to read relevant sentences intensively, and experience the happiness of trust and being trusted between people.

The teaching objectives of this lesson are:

1, learn the new words in this lesson and understand the meanings of words such as "refreshing" and "salivating".

2. Read the text correctly, fluently and emotionally, understand the main contents of the text, and learn to summarize the main contents.

3. Guide students to grasp the joy of trust and being trusted in every detail description of keywords.

4. Cultivate students' reading habits of reading carefully, thinking while reading, and not reading without moving pen and ink.

Teaching emphasis: guide students to grasp the joy of trust and being trusted in every detail description of keywords and expressions.

Teaching difficulties:

Conduct personalized reading comprehension, let students talk about their own views on the content of the text, and talk about the understanding of "trust" in combination with real life.

Second, talk about teaching methods and learning methods.

A good Chinese class should fully embody these sixteen words: reading, writing, speaking, reading aloud, and climax after climax. In view of the above teaching ideas, combined with the characteristics of this course, in the teaching of this course, students and I interact and cooperate in this way: in the design of this course, I set questions, stimulate interest and guide students to learn independently. Grade three students are the fulcrum from the low stage to the high stage, so we should start with cultivating students' divergent thinking and Chinese literacy. Because the third grade is in a transitional stage, the overall cognitive level is not perfect, and the independent ability is not enough, so the teaching should be carried out reasonably and orderly under the guidance of teachers. In teaching, I use multimedia to encourage students to actively participate in learning, so that students' own Chinese ability can be improved and developed in learning activities such as inquiry, discovery, cooperation and communication, and they can feel the joy of learning progress and cultivate students' independent and confident learning quality. Through various forms of reading and interpretation, students can understand the truth and emotion in reading, so as to truly become the masters of learning. In this class, I integrated questions, discussions, dialogues, autonomous learning and cooperative inquiry, situational teaching and other methods to guide students to discuss and communicate independently.

Third, talk about the teaching process

(A) Clever doubts, stimulate interest

At the beginning of the class, I used the novel advertisement in the text to ask questions: Do you feel strange to see this advertisement? What problems will appear in your mind? Let the students think faster, and then they will ask, "Choose for yourself? Will it be free? Is it just picking? " Students' thinking will be very active and their interest in learning will be high.

(B) the preliminary reading of the text, the overall perception

After fully stimulating students' interest in reading, I use the language of trust and encouragement to guide students to read the text with goals.

Because junior three students are unfamiliar with summarizing the main contents of the text, they can't summarize well. Show the fill-in-the-blank questions and let students browse the text quickly. While reading, draw the relevant words to fill in the blanks. Students will soon complete the fill-in-the-blank exercises on the basis of preliminary reading, and the teacher will give them ways to summarize the main contents of the text. Lay a foundation for summarizing the main contents of the text in the future.

(3) Taste the details, skillfully understand the situation and break through the difficulties.

Because the text is long, how to speak a long text well? I caught the main point of this text. In the process of guiding students from the beginning to intensive reading, I take feelings as clues and grasp students' psychological questions. How do you feel about picking peaches this time? (Happy, happy) Please browse the text again to see which natural paragraph describes the author's feelings. In this way, I went straight to the center and changed the teaching order. The cause-process-result is clear at a glance, and it is not easy to arouse students' curiosity. I use the teaching method of changing the order. What is the author's mood and feeling in the experience of picking peaches? Starting with happiness, grasping the key points of the text and running through the whole text of happy teaching. I use infectious language to stimulate students' thinking. The author said that he gained the trust between people and the joy of being trusted. What did boss Taolin do to make you realize his trust in customers? Underline the related words and understand them. I give students appropriate time to talk, read, feel and understand, and then communicate with the "text". Further develop the dialogue between teachers and students. In teaching, I realized that the "three details" reached a clever understanding and broke through difficulties.

One of the Taste Details —— About the Red Arrow

"From the highway turn less than 1 km, a striking sign appeared on the roadside, with yellow peaches painted on it and a red arrow pointing to the right. I'll drive on the dirt road on the right. The car drove forward for a while, and a red arrow took me to the overgrown path. In short, every time I turn a corner, I will lose my way and the red arrow will appear again. "

This is a passage in the first paragraph of the article, and the red arrow is mentioned many times in the article. This is the beginning of Taoyuan host's sincere hospitality. Whenever a guest is about to lose his way, a red arrow will appear. The red arrow indicates that the owner of Taoyuan is considerate to the guests and also trusts them. I decided to investigate according to my master's prompt, which is my trust in my master. If I regard the red arrow on this bulletin board as a scam, I won't investigate, I won't experience all the happiness I said before, and I won't experience the happiness of being trusted. It can be said that the red arrow is the beginning of building trust between us.

The details of the red arrow in the text are not easy for students to find. When teaching in this place, I use parallel questioning method to lead out:

"When I turned off 1 km from the expressway, what led me to the dirt road?" (Red arrow. )

"The car has been driving. What led me to the overgrown path? " (Red arrow. )

"When I was wandering at the crossroads, what helped me point out the direction?" (Red arrow again. )

The teacher asked questions again and again, so that students could understand step by step that the red arrow led the guests to Taoyuan, and felt the importance of the red arrow for the guests to find Taoyuan, thus realizing the sincere trust of the owner of Taoyuan to the guests.

Taste the second detail-about putting money

"Friend, welcome. Please choose your own peaches for each basket and put the money in the box. Have a nice day! "

This is a note left by the host to the guest. It seems simple, but it contains the host's infinite trust in the guest. How to guide students to understand the feelings contained in this sentence? I used the contrast method, namely:

Welcome, my friend. Please choose your own peaches for each basket and put the money in the box. Have a nice day!

Welcome, my friend. Please help yourself to every basket of peaches. Be sure to put the money in the box. Have a nice day!

By comparing the words, students clearly feel the difference in emotional colors between the two sentences. "Then put the money in the box" only explains the location of the money by the way, and fully believes that the guests will put the money in the box. And "must" is a sign of worry, fear and disbelief. I'm afraid you won't pay. Through this contrast, students are guided to read the text carefully, so that children can truly perceive the connotation of the text, enter the hearts of the characters, and experience the trust of the owner of Taolin to the guests.

The Third Detail of Taste —— On the Pronunciation of "Look"

"The two dogs looked at me and walked around me."

No matter whether these two dogs are "looking at (ān) me" or "looking at (àn) me", I use the method of distinguishing sound and meaning in teaching, so that students can understand it in connection with the following text. Because different pronunciations have different meanings, dogs just jump and bark when they are friendly, and the role of dogs here is to guide guests coming and going, so the pronunciation here should be àn instead of ā n. In this link, students are prompted to read the text carefully by distinguishing the sounds, which leads to rethinking the content and words, realizing the role of dogs, thus highlighting the excellent quality of Taoyuan owners. It can be said that "sound discrimination" has played a great role.

Design intent and text details are the highlights of the text. Let details become the highlight of teaching, the starting point of students' thinking and the cracking point of teaching difficulties. As long as we Chinese teachers take root in the text, devote ourselves to studying the text and dig out the details in the textbook, I believe our classroom will be wonderful and students will be able to reach the realm of harmony with the text.

The author's successful detailed description makes us feel the thoughtful and enthusiastic service of director Tao Lin, and makes us deeply feel the trust between people and the joy of being trusted. With this joy, we walked into Taolin to guide students to grasp the key words and understand the author's words and feelings. It makes people feel relaxed and drooling. Grasping "lush, big, sweet, refreshing and drooling" to experience the fullness of peaches in the peach forest leads to the author's "car retreating for more than ten meters, so I can't help but stop and look back and stare at the peach forest, hut, wooden table and wooden fence for a long time-a simple and pure (chún). 1) Compare product words and cultivate a sense of language.

(display: the car has retreated more than ten meters. I stopped and looked back at the peach grove, the hut and the wooden fence-a simple and pure place. )

Read it, add something good, or delete it. Which statement can better express the author's mood?

(Xiu: I can't help staring and staring for a long time)

These words express the author's feelings. What mood? (Reluctant to go, reluctant to go, full of nostalgia. )

Five summary sublimation

1. Combined with personal life, talk about what people trust or distrust in life? What can we do to guide our classmates, teachers and students, adults and children, relatives and friends to trust each other?

2. What do you think of trust after learning this text?

If you want others to trust you, you must trust others first.

Trusting a person is not blind trust. Don't let criminals use our trust and honesty to infringe on their legitimate interests. Protect yourself correctly (such as swindling short messages ...) I hope we all trust others with a sincere and selfless heart and cherish others' trust in ourselves. In this way, our life is full of joy and harmony.

Taolin House Lecture Notes 3 Teaching Objectives:

1. Experience the trust between people and the joy of being trusted in every detail of the text.

2. Read the text correctly, fluently and methodically.

3. Personalized reading comprehension, let students talk about their own views on the content of the text, and talk about the understanding of "trust" in combination with real life.

4. Know 10 new words and write 13 new words.

Teaching focus:

Read the text correctly, fluently and emotionally. Experience the happiness of trust and being trusted through the details of the article.

Teaching difficulties:

Conduct personalized reading comprehension and talk about the understanding of "trust" in combination with real life.

Teaching preparation:

Teaching courseware. New word card.

Instructional design:

First, reading guidance.

(A) from the theme of "trust" into the teaching of this course.

After writing on the blackboard, teachers and students can solve problems together and ask questions about the topic.

(2) The overall perception of the read text.

1. Read the text freely and read the pronunciation correctly. Read through smoothly.

2. Read the text again. Draw a circle and write a new word. Read the sentences in the text several times.

3. Read the text silently. Say the main content of the text in your own words.

(3) Understand the content of the text.

1, the silent reading begins with "Walking to the orchard with jumping dogs". Teach yourself in groups and report.

(1) From what the author described (or from what boss Taolin did), did you feel his trust in customers?

(2) If you are the author, what will you feel when you come to such a peach forest, see the cabins, bamboo baskets and notes in the peach forest, pick peaches and see the beautiful scenery of the peach forest, and what do you want to say to the owner of the peach forest?

2. Practice reading aloud, focusing on the lyricism and discussion in the last paragraph of the article.

(4) Personalized reading comprehension.

1. Tell the story of "Taolin House" in your own words.

2. discussion. Talk about your own views on the practices of Taolin owners.

3. Talk about what people trust or don't trust in life, what they think and how to treat the problem of "trust".

Second, accumulation and internalization.

1, "self-selected words" are completed by students independently.

2. "Choose words to fill in the blanks" after completing the article independently. Add several groups of exercises,

3. Make sentences independently with reference to the sentences in the text.

(1) Exactly right (2) striking (3) obvious (4) staring (5) simple (6) pure (7) seemingly.

4. Accumulate words.

It's refreshing and mouth watering.

Recite the last paragraph of the text.

Third, read and write.

On the basis of reading the text repeatedly and understanding the content of the text, we can teach literacy and writing.

1, recognize new words. Take the form of reading literacy cards. Collective recognition of the whole class. Say the words or sentences that contain new words in the text, and then make your own words. Pay attention to correct the confusion between homophones and similar words in word combination in time. Commonly used or wonderful words can be properly made into sentences.

2. Choose typical words, difficult words and error-prone words to guide writing.

Fourth, practice.

1. Write a diary about the content of this article or the issue of "trust" and talk about your own views.

2. If you are the owner of Taolin, tell me about your management.

3. If you let yourself write a note, press it under the basket of the wooden table in front of the cabin. What would you write?

4. Write new words. A word group and two words outside the textbook.