Excellent teaching design of partially edited China Landscape VI 1 learning objectives
Guide students to further understand and master the methods of understanding words in context.
Learn to recite Passing through the Old Village, experience the emotion in the poem and accumulate the language.
Preparation before class
Courseware, student learning package.
learning process
1, import:
(Direct topic disclosure. )
Ask two students to study My Discovery, Xiao Lin 1, Xiao Dong 1, and read My Discovery.
Listen to the dialogue and say what you find.
2. My findings:
It is a good way to understand words by looking up the dictionary to contact the context. (Read the slides together).
Read my findings silently and tell me what you find. Look up the words in the dictionary before you understand them. Understand the meaning of words in context first, and then look it up in the dictionary.
By the way, I usually collect information to learn.
3. Information exchange and communication between deskmates.
Communicate other ways to understand words. )
4. Learn to "accumulate over time" and learn to use the above methods to learn to "pass by the old village":
(slide shows poetry. )
Please read the poem correctly and fluently.
With the help of annotations, I have a preliminary understanding of poetry.
Question, who can tell me what you don't understand?
Please use the method of dictionary search and context understanding to understand poetry.
(Show homework on the slide. )
5, homework exchange:
Let the students read poems.
Listen to the model and read aloud. Close your eyes and feel poetry. When you listen to this poem, what kind of picture seems to appear before your eyes?
Read the old man's village together.
Recite.
6. Expand:
Poems about friendship collected after class are exchanged in class.
7. Homework:
Write a short story according to Passing through the Old Village; Communicate with classmates, write poems of friendship, and choose one or several poems to collect in your own information kit.
The Excellent Teaching Design of China Gardens edited by some editors VI 2 Teaching Purpose
1, feel the true feelings of the world and advocate the social fashion of helping others;
2. Improve oral communication ability by simulating scenes and talking in different roles;
3. Learn to thank and comfort others with appropriate language.
Preparation before class
1, filming the activities of students visiting special schools;
2. Arrange students to collect things that help them the most and are most touching;
3. What are you most worried about?
4. Know who needs comfort most around you and think about how to comfort him.
teaching process
First, create an environment to reveal the topic
Situation 1:
Teacher: Today, we have an oral communication class. Please look at the big screen.
(The teacher opens the courseware, and the courseware is out of order. )
2. Ask the teacher for help and the courseware will return to normal.
3. Introduce the teacher's gratitude to the helper.
4. Guide the students to thank him!
(Teachers and students * * * applaud to express their thanks. )
Situation 2:
1, play the courseware:
Public service advertisement foot washing video, tell me how you feel.
2, the teacher unveiled:
Thanks and comfort.
Second, learn to be grateful.
1. Who would you like to thank for putting this picture just now? We expressed our thanks with applause. Think about it, what else can we say to express our gratitude? How can we thank him?
Blackboard writing:
trustily
2. Who can thank those who have helped themselves in person?
(Teacher-student interaction, student-student interaction, guide students to express sincere thanks in communication and give timely evaluation. )
3. The teacher's summary.
Third, learn to comfort.
1. The teacher also wants to ask you for help. A few days ago, our class set up this small worry mailbox and received many letters. Would you like to help relieve your classmates' troubles?
2. Take out the letters from the mailbox, interact with the students and comfort them according to the words.
Scenario 3:
1, (video dialogue between heaven and earth) 3/kloc-0 Uncle Nie Haisheng and his wife and daughter had a dialogue between heaven and earth. Please listen carefully and look carefully. What did they say?
After the students finished reading, the teacher asked: What did Uncle Nie Haisheng's wife and daughter say? How did Uncle Nie Haisheng react?
2. Teacher's summary:
To comfort others, we need to sincerely touch people's hearts with appropriate words such as encouragement, sympathy, euphemism and touching, so that others can get real spiritual comfort.
Blackboard writing:
Appropriate speech
3. You see, there are still many troubled students in our little worry mailbox who need to communicate:
Please talk about your troubles in the group. Other students try to comfort their classmates with your appropriate words and solve their troubles.
(Group communication, division participation. )
4. Is the group willing to perform tricks to appease students and solve their troubles on stage?
Class interaction, teachers pay attention to guide and organize students' evaluation.
Fourth, integration and sublimation.
1, thanks and comfort are everywhere in life. Recently, students in our class visited Naxi District Special School. The teacher here has a set of visiting shots. Please listen carefully and look carefully. What did these students say to the disabled? How do people with disabilities react?
2, the teacher summary, at the same time, the big screen display:
The poem "Comfort".
(Play the song "Grateful Heart")
blackboard-writing design
Thanks and comfort
trustily
Encourage, sympathize with
Appropriate speech
Teaching Requirements of Part-edited Excellent Instructional Design 3 of China Gardens VI;
1. Practice fluent language and learn to write on the communication platform.
2. Understand what the freshmen in this class have in common.
3. Expand your knowledge and broaden your horizons in the use of words and phrases.
4. Accumulate and increase knowledge by reciting.
Teaching emphases and difficulties:
1. Learn to write a paragraph around a sentence.
2. Deepen the understanding of new words with the same radical.
3. Learn ABB words and write sentences according to them. Learn to write a paragraph around a sentence.
4. Recite ancient poems.
Preparation before class:
New word cards, wall charts, photos.
Teaching time:
1 class hour
Teaching process:
First, the introduction of passion.
1. Show me some new words with the same radical: tadpole, moth and crab. ...
2. Read the words freely and softly, pay attention to the addition of two words per line, and think about what you find.
Second, guide students.
1. Ask some students to come to the stage and tell their findings.
2. Teacher's comments.
3. Reveal the survey results:
The radicals of the two words with dots in each row are the same, with different pronunciations and different meanings.
Third, import.
1. Courseware plays ABB words.
2. Students are free to read words softly and let them think.
3. Let the students read the words on the courseware freely.
4. Read by name.
Fourth, guide students.
1. Students are free to choose two words to make sentences.
2. The teacher called the roll.
3. Teacher's comments.
4. reading consolidation.
Fifth, expand knowledge.
1. Courseware shows the beginning of a sentence and allows students to say a paragraph freely.
2. The teacher calls the roll and says a paragraph according to the beginning.
3. Teacher's comments.
Six, accumulate over a long period
1. The teacher reads ancient poems.
2. Teacher's guidance.
3. Students imitate reading.
4. Competition reading.
5. Teacher-student cooperation and performance.
6. Recite the contest.
Teaching emphases and difficulties:
This time, when I was teaching a literacy gas station, I specially showed the students pictures of animals with the new words "worm" and "fish", so that they could talk about the animals in these pictures themselves and communicate at the same table. This can help students realize the joy of learning.
Excellent teaching design of ⅵ4 teaching goal of China Gardens edited by some editors.
1. Learn how to clearly solve difficult sentences in geography by combining the text of this unit.
2. read with pictures.
3. Understand the meaning of the same word in different contexts; Learn to write sentences around a meaning.
4. Accumulate famous sayings related to error correction.
Teaching preparation
multimedia courseware
Class arrangement
1 class hour
teaching process
First, the introduction of the topic.
Today, we are going to learn about China gardens. (Blackboard: China Garden)
Second, the communication platform.
Plate 1: communication platform.
1. (Show courseware)
I find that the methods of understanding difficult sentences and words are similar.
(1) Group discussion: What are the ways to understand words?
(2) The group sent representatives to speak.
Presupposition: The way to understand words is to contact the context and understand them in the context.
Presupposition: the way to understand words is combined with life experience.
Default: For words that are really difficult to understand, you can look them up in dictionaries, dictionaries or online materials, or ask others for advice.
2. (Show courseware)
Combined with my life experience, I understand the phrase "it hurts and itches for a while, just like being tortured" in Master Shaving, because I have had such an experience.
(1) Group discussion: What methods do you think can be used to understand difficult sentences after reading this article?
(2) Group representatives speak: To understand difficult sentences, we can use the method of "combining life experience".
3. (Show courseware)
In the context, I learned that "I saw a hat like a mushroom in the pine forest", which was originally about children.
After reading this passage, what methods do you think can be used to understand difficult sentences
Group discussion and communication, class communication:
To understand difficult sentences, you can use the method mentioned above. "Who shouted and shook off the rain beads?" It means that a child cried happily while picking mushrooms. So a child in a hat is like a mushroom. )
4. (Show courseware)
To understand difficult sentences, you can also look up information or ask others for advice.
5. Teacher's summary: To understand difficult sentences, we can use methods such as "combining life experience, contacting context, looking for information and asking others". (blackboard writing: the way to understand difficult sentences: combine life experience, contact context, find information, ask others, etc. )
Design intent:
Show the content of communication and learn how to understand sentences through the analysis of example sentences.
Plate 2: literacy gas station.
1. (Show courseware)
Read and say what you see.
Show the words in the book.
2. Spell new words by name, read the words on the screen together, and read by name.
Pay attention to reading "Patrol, Cable and Stop".
3. Group students read and communicate with each other.
4. Combine graphics and text, and say the content of the picture in your own words. (Show courseware)
(Example: At sunrise, the seaside post and the coastal defense soldiers all got up early. Some of them are standing on warships and looking around, while others are cruising on nearby islands. On the beach, beautiful shells lie quietly, whispering to cables and iron anchors.
Design intent:
Look at the pictures, read them, use these words, imagine the pictures and connect them into a paragraph to train the students' writing ability.
Third, the use of sentences.
Block 3: Use of words and phrases.
(A) (show courseware)
Read and talk about the differences between the two groups of additional words.
Show sentences in the book.
1. Read it, read it by name, read it together, read it in both men's and women's competitions.
2. Say, discuss in groups and read sentences. What's the difference between adding words in each group?
3. Statements by panel representatives. (blackboard writing: understanding words in context)
In the first group of sentences, the word "cooked" is added. In the first sentence, "cooked" means "the food is cooked enough to be eaten"; In the second sentence, "familiarity" means "proficiency, indicating a deep degree".
In the second set of sentences, the added word is "taste". In the first sentence, "taste" means "the feeling when your tongue touches the apple"; In the second sentence, "taste" means "feeling, interest and meaning when reading this book".
(2) (Show courseware)
The following example is written around a meaning. Read it, then choose a beginning and write it down as it is.
Show me the examples in the book.
1. Students are free to read, read by name, and comment by teachers and students.
2. Talk about the characteristics of these two paragraphs.
Group communication, representative speech, teacher-student evaluation.
The rule of the two examples is that the sentence is written around the first clause, and the meaning of the latter part is written more clearly.
The first sentence was written around "Cousin Xiao Sha was born timid"; The second sentence is written around "They are extremely happy".
3. Write a paragraph according to the above paragraph and write around a meaning.
(Showing courseware) (Writing on the blackboard: writing around a meaning)
Example: It's raining hard. Wow! A string of raindrops fell from the sky and hit the ground, splashing beautiful water. In a short time, they merged into a gurgling river and flowed far away. Looking into the distance, everything is white, and you can't tell where the building is and where the tree is. The leaves were washed greener and brighter by the rain, and the branches staggered as if they were about to fall to the ground. The flowers on the roadside were blown east and west by the wind, falling to the ground one by one and drifting away with the rain.
Design intent:
The design of sentence paragraphs is actually the application and practice of writing paragraphs around a meaning.
Fourth, accumulate over time.
Plate 4: Accumulate over time.
1. Show the contents of the book.
2. Teachers read, students follow and read freely.
3. What are these famous sayings about? (all famous sayings to correct mistakes)
(blackboard writing: a famous saying about correcting mistakes)
4. What do they mean? (Courseware demonstration)
Move when you see good, and change when you see good: study hard when you see good, and correct when you make mistakes.
Going too far without correcting is going too far: making mistakes without correcting them is the real fault.
Who is wrong? It's great to change after it: who can't make mistakes? Nothing is better than making mistakes and being able to correct them.
Don't hesitate to correct mistakes, and listen to correct opinions as quickly and naturally as water flows from a high place to a low place.
5. Read freely and accumulate recitation.
Fifth, class summary.
Through the study of this lesson, we exchanged ways to understand sentences, learned to read independently by looking at pictures, understand words according to the context, write a paragraph around a meaning, and accumulated and understood famous sayings and aphorisms of error correction.
blackboard-writing design
classical Chinese garden
1. Combined with reading experience, summarize the methods of understanding difficult sentences;
2. Learn words and expand your imagination;
3. Understand polysemous words in Chinese; Learn to write a paragraph around a meaning;
4. Accumulate and recite famous sayings about "reform".
Excellent teaching design required by ⅵ5 teaching of China Gardens.
1. Discover the structural features of Chinese characters.
2. Discover the different characteristics of polyphonic words and homophones.
3. Accumulate phrases.
4. Learn punctuation.
5. Read children's songs aloud.
6. Oral communication.
7. talent show.
Important and difficult
1. Guide students to discover the different characteristics of polyphonic words and homographs.
2. Feel the situation and punctuate.
3. Cultivate students' thoughts and actions of giving love through oral communication.
training/teaching aid
New word cards, song tapes and dedication pictures of love.
Division of class hours:
Four class hours
first kind
First, identify the font
1, show the new words, and students spell the words.
2. Teacher's guidance: roughly understand the meaning of words.
3. Students write according to examples.
4. Teachers read in the challenge.
5. Students think about what other familiar words are the characteristics of this word formation.
6. Report the results of the panel discussion.
7. The teacher shows the new words and the students get one point.
Second, I will fill in
1. Students read the sentences and spell the words to be filled in.
2. Students fill in the teacher's corrections.
3. Guide students to talk about the characteristics of polyphonic characters.
4. What are polyphonic words?
5. The teacher summed it up.
Third, the classroom review:
1, students read new words and talk about their characteristics.
2. For example, read sentences aloud.
Second lesson
First, reading and memory.
1. Read the words by yourself and find out the words you don't know.
2. Understand the words and guide the students to think and speak more.
3. Read in groups and read in the whole class.
Second, I will fill in
1, students try to read sentences and feel the tone.
2. Let the students read and correct them.
3. Ask the students to say what other expressions can be used with question marks.
Ask the students to say what other expressions can be used with exclamation marks.
5. Try to ask, and the deskmate exclaimed.
Third, I can read.
1, combined with pronunciation, students learn by themselves.
2. Read this article in groups.
3. Students understand: Why are vines and melons so good?
4. Look at the pictures and read aloud.
5. Imagine reading aloud.
6. Look at the text illustrations and read aloud. Read and act.
7. Teachers and students read together.
8. The students say a short paragraph and exchange views.
9. Teachers guide and learn the ideas after the passage.
The third category
First, the game is imported and deeply felt.
1, let the students play the blind, and then let them talk about how inconvenient invisibility is.
2. Let the students play the disabled and let them talk about how painful life is.
3. Discuss in groups what advantages we have compared with the disabled.
4, report the results, the teacher summed up.
Second, think about it.
1. Talk about the disabled and mobility problems you will see on the road.
Show the picture and think about what you would do if you saw it.
3. The teacher instructed me to correct me, and everyone commented.
4. What difficulties will the disabled encounter and how will you help them?
Third, practical exercise.
Let one student cross the road like a blind man, and the other student helps him and performs what he says and does.
Fourth, put forward initiatives.
the fourth lesson
First, sing along with the song.
1, play the song Dedication of Love, and the students will sing along.
2. Students feel the artistic conception of the song.
Second, read the lyrics
1, the teacher shows the lyrics.
The students tried to read and the teacher corrected me.
Third, show the diary.
1, students read the diary.
Let's comment on the diary.
Fourth, the sublimation of artistic conception
1, sing a song and talk about your feelings.
2. What should we do in our life and study? For example.