Teaching objectives:
(
1
) Understand the basic knowledge of narration and improve students' narrative ability.
(
2
) through the combination of speaking and practicing, master the specific method of writing one thing.
(
three
) Through cooperation and communication, students' interest in writing and self-confidence are gradually improved.
Emphasis and difficulty in teaching
(
1
How to write a concrete and complete thing?
teaching method
Teachers explain, study independently and explore cooperatively.
Practice writing, etc.
teaching process
First, the introduction of new courses.
Class, let's talk before class. What is the most troublesome thing in the process of writing our composition? Guide the students to say that they are.
The problems encountered in writing enable students to talk about the difficulties in writing in a relaxed atmosphere. So, today we are going to learn how to.
How to write a composition longer, more precisely, how to write a thing more specifically and clearly, and show the wonderful composition.
Guide students to review:
( 1)
What should I pay attention to when writing one thing? (six elements of narrative)
(2)
What are the six elements of narrative written in detail? Sketch what?
(Here it is.
"
Six elements
"
Among them, the cause, process and result are the main links of things.
"
pass by
"
Part is the core of narrative, but it must be written clearly.
Specific. )
Second, learn to write.
(1) decomposition process:
(
1
) Watch a video: Yao Ming's catch shot and say a paragraph.
Example: Yao Ming takes the ball, rushes under the backboard, jumps up and dunks, and throws it into the basket.
Teacher's comment: These words are summarized from the video content, but if they are written as a paragraph, they are too general and not specific.
(
2
Solution: Students try to break down the process.
Receive a pass
——
The ball bypassed the back.
——
Opponent interception
——
Rush forward at full speed
——
Swing past the opponent and intercept the rebound
——
takeoff
——
Successful shooting
Dunk score
(
three
) Watch the video and ask the students to carefully observe the specific scene of each movement, especially Yao Ming's every movement, and how the opponent blocks the ball and grabs it.
Yes, then connect these actions in series, add some decorative words and write a specific sentence.
Example:
Yao Ming raised his right hand in the backcourt and skillfully hooked the ball from his partner.
Jump the ball over the head of the intercepted opponent and bypass his back.
Step back, close your feet at the same time and pass your opponent like lightning. Yao Ming took the ball through the midfield and slid past two players in a row with a flexible and realistic feint.
The defender's block quickly rushed to the rebound and jumped up. At the same time, the right hand holds the ball and dunks. Before the opponent could react, the ball had touched the net.
Get on the ground.
(
four
) clear: decomposition method is to decompose a scene into several parts, decompose the actions of the characters into several actions, and then for each part,
Every action has a description, and finally these parts are connected with the action in a certain order.
2. Emergency help: Look at the picture composition teaching plan (a strange picture) and tell the students that this is a picture composition class first.
Demonstrate before class, that is to say, what does this picture mainly say?
But you can't tell your classmates directly in class.
Because they will see a lot of other things.
As soon as you tell them, you are preconceived.
Instructional design:
Put the pictures in a conspicuous position before class.
Students are forbidden to talk and are asked to observe the pictures by themselves.
Then everyone wrote what they saw on a piece of paper. This is a.
Meanwhile, write down what these things are doing.
Third, what is the main message of writing this picture?
After the note is collected,
Random questions are more representative.
Then classify according to the notes.
Let's discuss several kinds together.
The third stage is to compare the differences of these viewpoints.
Find out which one is the most suitable and creative.
What should I pay attention to when writing after the election?
None of this is what the teacher said.
But ask everyone to say
The fourth stage is writing.
Time-limited words
The fifth stage appraisal praised the promotion experience.
I don't know if I can make this thing for the first time, hehe
3. How to guide students to write good photo stories is to guide students of several grades. Textbook Analysis: A Photo is the exercise teaching of Unit 3, Grade 3, Beijing Normal University.
Practice requires instructing students to say photos, look at photos first, and then write photos, so as to cultivate students' good practice habits of expressing freely and daring to write. When speaking and writing, make clear the time and place of taking photos, the content of photos and the wonderful stories in photos.
This exercise is based on students' oral practice, emphasizing that students must pay attention to expressing a complete meaning clearly when speaking. Analysis of learning situation: exercise teaching in grade three is the stage of enlightenment guidance.
Students are in a passive learning state, and they learn whatever the teacher teaches them. Students lack active observation and in-depth thinking about things around them. Therefore, when students start writing, they often have nothing to write and are afraid to write. Students in this class are active in thinking and have a strong desire to express themselves. They are all willing to express their opinions and put forward their own unique views. They dare to think, speak and show themselves boldly, and have a high enthusiasm for learning.
Teaching objective: 1. Choose a photo you like best, say and write a story about it. 2. Be able to explain clearly the time and place of the photo, the relevant people and the content of the story.
3. Through practice, inspire students to love life, show themselves and enjoy the beautiful and happy moments in life. Teaching emphasis: stimulate students' interest in homework and cultivate their self-confidence in homework.
Preparation before class: multimedia courseware, students choose their favorite photos. Teaching process: 1. Introduction to the conversation.
Students, do you like taking pictures? Yes, teachers like taking pictures, too. Because photos record the steps of our growth, every photo is a beautiful picture, and every photo has a touching story, which leaves us with beautiful moments and reminds us of the past.
Today, let's go to Unit 3: Look at photos-say photos-write photos. Design intention: This session aims to create scenarios and stimulate students' interest.
Arouse children's memories of the past and let students naturally enter the scene of this class. Second, show photos.
Look at the photos and say photos. Students, before class, the teacher arranged for everyone to bring their favorite photos. Did you bring everything? Very good! Then who would like to introduce their photos to everyone? (Multimedia courseware shows students' photos) A. Tell your own photos.
B, pay attention to other students. What did you learn from his introduction? Or give him good advice. C, the teacher dials at random.
D. Teacher's summary. 2. Students, everyone in the photo speaks so well. I think the story in the photo is more exciting. Who wants to share the story in his photo with you! The multimedia courseware shows the students' photos. A. tell stories by name.
B, students evaluate, and tell what you know from the story. C. make good suggestions.
D. Teacher's summary. Design intention: In this link, the photos brought by students are rich in color, so we should pay attention to guiding students to express the contents in the photos. Teachers should choose some different representative photos, let students speak boldly, and other students listen, comment and discuss, so as to lay a good foundation for writing.
Third, cooperation and exchanges. Every photo has a touching story, and everyone wants to share their wonderful stories with their peers. Let's talk in groups and tell the wonderful stories in the photos.
Students who listen must pay attention. If you don't understand, you can ask him questions or give him good advice. Design intention: Only by reducing the constraints can students play more freely and truly realize the personalization of exercises.
In this link, give students the right to choose independently, let them choose their partners freely, tell the wonderful stories in their photos to the students in the group, and say whatever comes to mind. Fully respect students' opinions, and use multimedia courseware to provide a platform for communication and display, so that every student can speak freely, tell the truth and express himself personally in personal activities.
Fourth, show the results 1. Just now, the teacher listened to the stories of each group of students, and they all said it was good. Now write what you just said, and be sure to explain it clearly when you write.
A. students write. The teacher helps students in difficulty.
2. Show your achievements and show yourself. Who wants to read what he wrote to everyone? Other students pay attention to it and listen to how he wrote it.
The multimedia courseware shows the students' photos. A. read by name. B, student evaluation.
C. teacher summary. 3. The moments of a better life can be recorded by photos or expressed in words. Let's use the pen in our hands to make the beauty of the moment in the photo eternal and stay in our hearts forever.
Design intention: Exercise teaching focuses on cultivating students' writing interest and self-confidence. Students listen attentively from the perspective of appreciation and look for the "highlights" of exercises with strong interest.
This kind of listening and evaluation not only respects the individual experience of the practitioners, but also shows the unique feelings of the appreciators. Let the podium be a place for students to show their success and personality.
The website of another lesson plan is divided into five parts.
4. How to guide students to write good photo stories is to guide students of several grades. Brief analysis of teaching materials;
"A Photo" is the exercise teaching of Unit 3, Grade 3, Beijing Normal University Edition. Practice requires instructing students to say photos, look at photos first, and then write photos, so as to cultivate students' good practice habits of expressing freely and daring to write. When speaking and writing, make clear the time and place of taking photos, the content of photos and the wonderful stories in photos. This exercise is based on students' oral practice, emphasizing that students must pay attention to expressing a complete meaning clearly when speaking.
Analysis of learning situation:
Exercise teaching in grade three is the stage of enlightenment and guidance. Students are in a passive learning state, and they learn whatever the teacher teaches them. Students lack active observation and in-depth thinking about things around them. Therefore, when students start writing, they often have nothing to write and are afraid to write. Students in this class are active in thinking and have a strong desire to express themselves. They are all willing to express their opinions and put forward their own unique views. They dare to think, speak and show themselves boldly, and have a high enthusiasm for learning.
Teaching objectives:
1, choose a photo you like, say it and write a story about it.
2. Be able to explain clearly the time and place of the photo, the relevant people and the content of the story.
3. Through practice, inspire students to love life, show themselves and enjoy the beautiful and happy moments in life.
Teaching focus:
Stimulate students' interest in homework and cultivate their self-confidence in homework.
Preparation before class:
Multimedia courseware, students choose their favorite photos.
Teaching process:
First of all, talk about introduction.
Students, do you like taking pictures? Yes, teachers like taking pictures, too. Because photos record the steps of our growth, every photo is a beautiful picture, and every photo has a touching story, which leaves us with beautiful moments and reminds us of the past. Today, let's go to Unit 3: Look at photos-say photos-write photos.
Design intention: This session aims to create scenarios and stimulate students' interest. Arouse children's memories of the past and let students naturally enter the scene of this class. 〕
Second, show photos. Look at the photos and say the photos.
1, students, before class, the teacher arranged for everyone to bring their favorite photos. Did you bring everything? Very good! Then who would like to introduce their photos to everyone? (Multimedia courseware correspondingly shows students' photos)
Name your photo.
B, pay attention to other students. What did you learn from his introduction? Or give him good advice.
C, the teacher dials at random.
D. Teacher's summary.
2. Students, everyone in the photo speaks so well. I think the story in the photo is more exciting. Who wants to share the story in his photo with you! (Multimedia courseware correspondingly shows students' photos)
A. Tell stories by name.
B, students evaluate, and tell what you know from the story.
C. make good suggestions.
D. Teacher's summary.
Design intention: In this link, the photos brought by students are rich in color, so we should pay attention to guiding students to express the contents in the photos. Teachers should choose some different representative photos, let students speak boldly, and other students listen, comment and discuss, so as to lay a good foundation for writing. 〕
Third, cooperation and exchanges.
Every photo has a touching story, and everyone wants to share their wonderful stories with their peers. Let's talk in groups and tell the wonderful stories in the photos. Students who listen must pay attention. If you don't understand, you can ask him questions or give him good advice.
Design intention: Only by reducing the constraints can students play more freely and truly realize the personalization of exercises. In this link, give students the right to choose independently, let them choose their partners freely, tell the wonderful stories in their photos to the students in the group, and say whatever comes to mind. Fully respect students' opinions, and use multimedia courseware to provide a platform for communication and display, so that every student can speak freely, tell the truth and express himself personally in personal activities. 〕
Fourth, show the results
1. Just now, the teacher listened to the stories of each group of students and said they were all good. Now write what you just said, and be sure to explain it clearly when you write.
A. students write.
The teacher helps students in difficulty.
2. Show your achievements and show yourself. Who wants to read what he wrote to everyone? Other students pay attention to it and listen to how he wrote it. (Multimedia courseware correspondingly shows students' photos)
A. read by name.
B, student evaluation.
C. teacher summary.
3. The moments of a better life can be recorded by photos or expressed in words. Let's use the pen in our hands to make the beauty of the moment in the photo eternal and stay in our hearts forever.
Design intention: Exercise teaching focuses on cultivating students' writing interest and self-confidence. Students listen attentively from the perspective of appreciation and look for the "highlights" of exercises with strong interest. This kind of listening and evaluation not only respects the individual experience of the practitioners, but also shows the unique feelings of the appreciators. Let the podium be a place for students to show their success and personality. 〕
The website of another lesson plan is divided into five parts.
5. How to write quotations at the beginning and end of the composition by looking at photos? Cleverly quoting ancient poems and famous sayings can make the beginning of the article vivid and imposing, instead of designing profound philosophical sentences and carving rich symbolic forms. This ending is called "natural ending". First, skillfully use rhetoric, use concise language, naturally collect the full text, blend scenes, picturesque, and funny writing.
That is to say, get twice the result with half the effort, relying on the content of the full text, wonderful pen and flowers. Clever use of metaphor, lyrics and proverbs.
Tip 3: Cleverly set suspense, make literary talent soar, express the theme clearly, or at the end of the full text, so this ending method is also called "finishing touch". Two-part allegorical sayings or profound and incisive expositions that predecessors have had can save a lot of pen and ink and lead to topics. Everyone is curious, especially those who love reading literary works. They are parallel and anthropomorphic.
Tips 4 Famous aphorisms Use famous aphorisms, and your article is undoubtedly more than half successful. When you set many rhetorical devices such as suspense and questions at the beginning of an article, it will arouse readers' curiosity. Ending skills-natural ending style No matter what style of article, after expressing the content.
Tip 2: the beginning and the end echo the beginning, and write a sentence that echoes the beginning and is not simple to repeat. This way of ending is a common way of ending all kinds of articles. The ending method of Skill Three Soldiers Zhang Xianzhi is the end of the article and the end of the poem, which is intended to extend the article and reveal the true meaning of some kind of life.
Tip 5: Lyric argument: Ending an article with lyrical argument can express the author's feelings, arouse the reader's emotional waves and arouse the reader's * * * voice, which has a strong artistic appeal.
6. The composition teaching case of "Interesting Childhood" in the fifth grade [The composition teaching case of "Interesting Childhood" in the fifth grade] The composition teaching case of "Interesting Childhood" in the fifth grade () Qiantang Lecture Hall primary school Chinese special session: new teachers teach, second-level backbone teachers teach demonstration time: 20 10.6.2. Venue: Chunya Primary School, Hangzhou Title: People's Education Press, Grade 5, Volume 2, Composition "Interesting Childhood" Class: Class 402, Chunya Primary School Instructor: Fang Weicheng, Cai He Primary School Education Group Seminar Topic: Optimization. Why? Did you take a picture? First expose the topic to stimulate interest 1, show the photos and guess who he is? Student: It's a teacher. In the second volume of the fifth grade, I wrote an interesting childhood teaching case. Student: It's the teacher's son. Student: It's a relative of the teacher. Teacher: He is a celebrity. Student: It's Jay Chou. Teacher: What did you find? Health: It's a little dull. Health: A little cross-eyed. Teacher: He wrote a childhood song "Daoxiang". 2. Show me another photo. Who is he? Student: The teacher's son. Student: Qian Xuesen. Teacher: Show Jackie Chan's photo and tell him: Time is really amazing! 3. Show the topic: childhood anecdotes tell stories with childhood emotions. 2. Choose materials to show students' photos. 1. Guess who he is? All the students in the class know each other. Do you have anything to ask? What are you doing with the bottle? How old are you? Show me another student's photo. What do you want to ask? What are you holding? How old are you? Where are you? What are you doing? Why are you smiling so happily? ) 4. Show me the third photo. Who is it and what do you want to ask? Why is the house upside down? Please tell me how to take such a photo. 5. What's the picture in your mind? What interesting childhood stories do you remember? Now it makes you laugh? 6. Students feedback to the first student: I went to my grandmother's house to catch fish, and all the fish I caught were eaten by domestic ducks. The second student: I sprayed iris with my mother's perfume, and the flower withered. Pupils write the composition "Interesting Childhood Teaching Cases" in the fifth grade. The third student: I went to dinner with my father. It was fun to catch shrimp. In order to prevent it from being taken away by others, I ate it alive. In the second grade, I was dissatisfied with my hairstyle and cut my hair into an ugly look. 8. The teacher writes down and shows the model essay, and the students read it quietly. What places do you think are particularly interesting? Students comment on some sentences, and the teacher writes on the blackboard: Psychology 9. Let's play a sample essay about two sisters cutting their hair. Students comment on interesting places, the teacher's camera blackboard: language, action. 10, the teacher concludes: the author writes interesting childhood stories through language, action and psychology. 3. Instruction writing: If you were asked to write an interesting childhood story, which one would you write? 1, discuss the most interesting things you want to write in groups of five. 2. Homework: Write down the most memorable moment of what they want to write. The beginning and end can be replaced by ellipsis. If it can be described by psychology, language and action, so much the better. Fourth, students write fragments independently. (Time is ten minutes) 1. Show the composition topic: record the wonderful moments of childhood with notes ... 2. Students can do exercises freely, and teachers tour to guide them. Fifth, call the roll to ask students to read their exercises and comment on the fragments collectively. 1. What's so exciting and interesting? What do you suggest? Show some photos of my classmates when they were children. 2. Tell the students' own exercises. First student: Swallow the live shrimp. Comments: What do you think is interesting? (The actions of adults and authors are very interesting; Some sentences and words are good, such as … Any good suggestions? What do you think can be changed? My father took me to a restaurant to have dinner with my father and the daughter of my father's friend. ) more concise. The second student: If you mistake me for someone else, ask my aunt to comment: What do you think is particularly interesting? (Wrong, wrong, the word "suo" is wrong. ) 3. Let's exchange the fragments written by ourselves in groups of five to see which one attracts you the most. 4. If you were asked to give your article a topic, what topic would you choose? Yes, write it in the middle of the first line. Roll call students say their own topic: if the monkey grabs the egg and the teeth fly away, it is wrong. 6. Expressing homesickness with poetry. What is childhood 1? Read the teacher's poem. 2. Summarize on the blackboard: Childhood is the time when the eggs are taken away by monkeys ... 3. After going back, it is a good article with a beginning and an end. Let's enjoy childhood. Nothing, just a step closer to success; What is success? That is, after all the roads leading to failure, there is only one road left, and that is the road to success.
7. Small animal picture lesson plan Small class theme lesson plan "Cute little animals"
Activities: I make friends with animals;
Activity objectives:
1. Try to choose suitable materials for creative activities to express love for small animals.
2. Further cultivate children's love for small animals, be willing to communicate with peers, and learn to help, cooperate and share.
Activity preparation:
Posters, colored pens, cartons, shoe boxes, cloth strips, scraps of paper, radishes, vegetables, big building blocks, plastic products, etc.
Activity guidance
First, organize children to watch the video of rabbit injury, introduce activities and stimulate interest in activities.
Organize children to discuss: How can we help the white rabbit? Guide children to think about how their parents take care of themselves when they are sick and come up with ways to help rabbits.
2. Let the children say how to help rabbits and record their thoughts on the poster paper.
3. Organize children's discussion: There are methods, but what materials are needed to do it?
4. Division activities, guiding children to choose their own materials according to their own methods, and carrying out operation activities to help rabbits according to their own wishes. Teachers observe and give timely support and help to children.
Regional activities:
Operation area: put carrots, sweet potatoes, Chinese cabbage, cucumbers, vegetables, rice, etc. Guide children to cook good food for rabbits.
Science Zone: Put in steamed bread, biscuits, radishes, apples and vegetables. Guide children to classify the foods that rabbits can and cannot eat.
Corner tourist area: put some toys such as animal dolls, syringes, medicine bottles, stethoscopes and doll's house. Guide children to treat animal dolls and learn to take care of small animals.
Animal house: put boxes, boxes, building blocks, baskets, etc. Guide the children to build houses for rabbits.
Art area: put scissors, crumpled paper, plastic bags, cloth, paper, double-sided tape and other materials to guide children to make clothes for rabbits.
Performance area: display all kinds of animal headdresses, costumes, tape recorders, etc. Guide the children to perform a fashion show for rabbits.
Activity reflection:
Although children's works are slightly childish, in the eyes of teachers, this is the best gift in the world, because it is full of children's love, sincerity and enthusiasm. There is no doubt that children's love and concern for rabbits are revealed, and the performance of children in activities deeply touched me. Through this activity, children's feelings for animals have increased and their awareness of protecting animals has become stronger. However, the establishment of children's love can not be formed overnight. We should give them more love edification, love feeling, love experience, love encouragement and love guidance, and let love education accompany children to grow sturdily.