"Better late than never" excellent lecture notes 1 1, teaching materials
The text "Better late than never" is selected from one of the two fables in Book 6 of People's Education Publishing House. The content of this fable is easy to understand, the story is concise and interesting, but the meaning is profound. The main purpose of choosing this text is to let students understand the characteristics of fable expression, grasp the content of the story, and experience the truth contained in the story in combination with real life. At the same time, increase students' accumulation of traditional culture, guide them to like fables and learn to read.
Based on the understanding of teaching materials, combined with the training intention of this group of texts and the actual situation of students in our class, I have formulated the following teaching objectives:
Teaching objectives:
1. Learn the new words in this lesson and pay attention to the pronunciation of the polyphonic word "circle".
2. Read the text aloud and use your own words "Better late than never" and the meaning of this idiom.
3. Understand the content of the fable "Better late than never", understand the truth contained in the fable, and know how to correct the wrong things in time.
According to the teaching objectives and the content and characteristics of this course, I have determined that the key and difficult points of this course are: on the basis of understanding the story content, guide students to understand the moral, and talk about their feelings in combination with the reality of study and life.
With the determination of teaching priorities and difficulties, my teaching ideas will be clear, and the choice of teaching and learning methods will come naturally. Let me talk about the teaching method and learning method of this class.
Second, teaching methods and learning methods.
1, choose teaching methods, clear thinking.
It is an important idea of the new curriculum standard to cultivate students' good humanistic quality and Chinese quality, as well as the spirit of independent cooperation and innovation. In order to achieve this goal, reflect the three-dimensional goal of the new curriculum standard, fully mobilize the enthusiasm and initiative of students, and build an open and active Chinese classroom. In teaching this course, I adopted situational teaching method and tutoring method.
2, learning method guidance, forming ability
Self-reading since enlightenment, combining reading with enlightenment, promoting enlightenment by reading, and creating feelings by enlightenment.
Grasp key words, read and appreciate, accumulate rich language and use language.
3. Guided by ideas and carefully designed.
Grasp the true colors of Chinese and embody the unity of humanity and instrumentality. It is an unshirkable task for reading teaching to guide students to learn fables and develop language. The content of this lesson is easy to understand, and the story is concise and interesting, but it has far-reaching significance. In the teaching of this course, I strive to let students know to correct their mistakes in time while appreciating the language, acquire the language in the process of understanding and correcting the mistakes in time, and improve their Chinese literacy.
Follow the law of reading teaching and attach importance to experience and sentiment. The new curriculum standard clearly points out that reading is students' personalized behavior, and teachers' analysis can't replace students' reading practice, so students should deepen their understanding and experience, feel and think in positive thinking activities.
Under the guidance of the above ideas, I try to achieve three goals by carefully designing teaching links. So, I designed the following teaching process.
Third, talk about teaching design:
(a), exciting conversation:
1. Do students like to listen to fables? Why?
Today, we are going to learn another fable. Watch the teacher write a topic: better late than never.
3. Read by name and read together.
(2) 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?
2. Name the doubt and say how to understand it.
Death: lost. Prison: a pen for keeping animals, which refers to a sheepfold in the text.
Say 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"?
The design of this link is to let students ask questions, let students master the initiative of learning, and let students become the masters of Chinese learning. In doing so, it points out the direction of learning for students and also reflects the leading role of teachers. ]
(3) Read the text for the first time and understand the content.
1, did you guess right? Let's read the text. Note: when reading, you should read the correct pronunciation and read through the text.
Tell this story to everyone in your own words and guide the comments.
Sheep breeders have lost their sheep several times. Why?
4. Summary: It can be seen that our guess before reading is completely correct. When reading, you should think while reading, think before reading and think while reading.
Fourth, read the text intensively and understand the content.
1, which paragraphs of the text are about losing sheep?
2. Free reading 1-4, thinking: If a shepherd 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.
(2) "hole" is-(hole). How to remember these two words? Instruct students to write "holes"
(3) 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) Make clear the connection between the three sentences in this section and try to recite them.
(6) name names. (boot method)
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.
(7) The teacher said the prompt, and the students tried to recite the dialogue.
See what happens if he doesn't listen.
(1) Read Part 4 by name and comments.
(2) Why do you want to read the word "you" well? Contact the first section and think about it.
(3) Read Section 4 together.
(4) The fragment we just learned can be summed up in two words in the title, that is-(a dead sheep).
6. Give this clip a name. Note: Some contents can be added appropriately. For example, the psychological activities of characters can be expressed through language and action.
Children have a desire to express themselves, and reading aloud in different roles in class is what children love. Therefore, I designed reading for different roles. In this session, students are both performers and spectators. It can not only exercise courage, but also train observation.
7. What do sheep farmers think and do after throwing sheep for the second time? Read the fifth part freely and underline 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 read Hurry up? 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".
(9) clarify the relationship between sentences and recite section 5.
Fifth, experience meaning.
1, showing 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 person doesn't rebuild the sheepfold?
4. Reveal the moral: It can be seen that if a sheep farmer makes 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.
1, reread the topic and understand its meaning. (Original meaning, extension)
2. Summarize the general method of learning fables: understand the meaning of the topic-understand the content-connect with the reality and realize the meaning.
VII. Expansion and Supplement
1, the story "Better late than never" originally came from an eight-character idiom followed by four words, you know?
Xiu: It's not too late to mend.
He has two other versions. Do you want to know?
Xiu: It's not too late to mend.
It is never too late to mend.
(Read and take notes)
Do you know where this idiom comes from?
(Introduction to the Warring States Policy) The Warring States Policy is a compilation of historical materials during the Warring States Period. The time recorded in the book, from the early Warring States to the unification of the six countries by Qin, reflects the life at all levels of politics and society at that time.
Do you want to know how this idiom comes from? (Show the story)
4. Cumulative copying
The content of this lesson is one of the two fables in the ninth lesson of the sixth volume of primary school Chinese. I want to talk about teaching materials, teaching methods and learning methods, teaching design and blackboard design.
First of all, talk about textbooks.
The text "Better late than never" is selected from one of the two fables in Book 6 of People's Education Publishing House. The content of this fable is easy to understand, the story is concise and interesting, but the meaning is profound. The main purpose of choosing this text is to let students understand the characteristics of fable expression, grasp the content of the story, and experience the truth contained in the story in combination with real life. At the same time, increase students' accumulation of traditional culture, guide them to like fables and learn to read.
Based on the understanding of teaching materials, combined with the training intention of this group of texts and the actual situation of students in our class, I have formulated the following teaching objectives:
Teaching objectives:
1. Learn the new words in this lesson and pay attention to the pronunciation of the polyphonic word "circle".
2. Read the text aloud and use your own words "Better late than never" and the meaning of this idiom.
3. Understand the content of the fable "Better late than never", understand the truth contained in the fable, and know how to correct the wrong things in time.
According to the teaching objectives and the content and characteristics of this course, I have determined that the key and difficult points of this course are: on the basis of understanding the story content, guide students to understand the moral, and talk about their feelings in combination with the reality of study and life.
Second, teaching methods and learning methods.
1, choose teaching methods, clear thinking.
It is an important idea of the new curriculum standard to cultivate students' good humanistic quality and Chinese quality, as well as the spirit of independent cooperation and innovation. In order to achieve this goal, reflect the three-dimensional goal of the new curriculum standard, fully mobilize the enthusiasm and initiative of students, and build an open and active Chinese classroom. In teaching this course, I adopted situational teaching method and tutoring method.
2, learning method guidance, forming ability
Self-reading since enlightenment, combining reading with enlightenment, promoting enlightenment by reading, and creating feelings by enlightenment.
Grasp key words, read and appreciate, accumulate rich language and use language.
Third, talk about teaching design:
(A) cut into the theme, causing expectations:
Design concept: Starting from the topic, closely following the topics "death" and "prison" can not only arouse students' reading expectation, but also make students realize that the meaning of the same word will change in different language environments. )
(2) Learn the words and get the general idea.
1. Let the students read the text by themselves.
2. Show new words: collectively identify and correct them. Key guidance: polyphonic words: circle
(design concept: text dredging clears the way for text understanding. )
(D) In-depth study and understanding of morality.
1. Read the text and master the main content of the story.
2. Guide key sentence patterns and grasp the characters.
(1) Dialogue between sheep farmers and neighborhoods. (rhetorical question changed to declarative sentence)
Show me the sentence: He said, "Why build a sheepfold when all the sheep are lost?"
(2) The idea of the sheep breeder after the second time. (conversion sentence)
Show projection: he regretted it and should not refuse to accept his neighbor's suggestion.
(Design intention: through the guidance of key sentence patterns, let students understand the unique role of rhetorical questions and double negatives in expression; In various forms of reading aloud, students have deepened their understanding of the characters and paved the way for revealing the moral of the story. )
(4) Create communication scenes to reveal the moral of the story.
(Design intention: Students will feel immersive in specially created situations, and it is easier for them to enter the role. In the comparison of the consequences of "repairing" and "not repairing", it is natural to reveal the meaning. Using the principle of "mending after the sheep is dead" to deal with problems, students further realize the importance of mending after the sheep is dead, deepen the meaning and achieve the purpose of applying what they have learned. )
Fourth, talk about blackboard design.
According to the characteristics of the course and the actual situation of the students, I designed this blackboard book.
1, highlighting the fable genre of the story;
2. Reflect the characteristics of the story "fable";
3. Refine the story content
4. Beautify the form of blackboard writing.
In the design of the whole blackboard writing content, I fully follow the law of generation, attach importance to students' emotional experience, from perception to sentiment, step by step, and strive to promote the emotional integration between teachers and students and the text through blackboard writing, so that teaching is full of emotional spirituality, so that students' Chinese literacy can be continuously generated and internalized in the process of spiritual integration, and strive to promote the comprehensive generation of students' Chinese literacy.
The excellent lecture 3 "Make up after the sheep dies" is a short and pithy fable. In teaching, I firmly grasp the teaching goal of this class and complete the teaching task of this class by independent cooperative learning. So I set the theme of this lecture as: strengthening independent cooperative learning and easily breaking through teaching difficulties.
First, strengthen independent cooperative learning.
In the whole course, autonomous learning has a link, as shown below:
1, "Read through the story and tell the story", I showed some tips for self-study: please read the text in a low voice, read the difficult new words and phrases outlined in the preview several times with the help of pinyin, and get familiar with the story; Words that don't know the meaning can be understood by notes and pictures. And designed three links of autonomous learning detection: (1) reading new words by train. (2) When reading a sentence, it is required to accurately read the red words, new words and polyphonic words in the sentence. (3) Understand the meanings of "neighbor", "hole" and "reality" by combining life and pictures. This link of autonomous learning helps students clear the writing barrier and paves the way for smooth learning in the future.
Cooperative learning has two links, as follows:
1, cooperation question and answer
Teacher: There is a certain order in telling stories. Look at the topic. Ask questions first. We'll know the order of the story.
Health: How could you lose a sheep?
Health: How many times have you lost sheep?
Health: How to make it up?
Health: What happened later?
Teacher: (random blackboard students ask questions) Organize the story according to this idea. After reading the text silently, two people at the same table will cooperate to ask and answer questions.
Students ask and answer each other after reading the text. This kind of cooperation and exchange is to sort out the cause, process and result of the story and pave the way for the smooth telling of the story.
2, cooperative storytelling
Teacher's Tip: With an idea, you can practice telling stories by yourself. Students can tell the story to the group members individually according to the blackboard, or in groups, or by actions. After the students practice telling stories, the group reports to tell stories. Of course, during the presentation, some groups chose individual reports, while others chose cooperative reports. No matter what way, the children cooperate well!
Second, easily break through the teaching difficulties
This lesson has three teaching objectives:
1, remember the new words 12, and correctly read and write the words "fable, mending after death, sheepfold, hole, taking away, neighborhood, regret and advice".
2. Read the text and tell this fable in your own words.
3. Understand the characteristics of fables, and experience the truth contained in the stories in combination with real life.
Teaching emphases and difficulties:
1. Key point: You can tell this fable in your own words.
2. Difficulties: Experience the truth contained in the story in combination with real life.
Regarding the teaching focus "tell this fable in my own words", I adopted the method of asking questions according to the blackboard, asking and answering each other at the same table, sorting out the story order, and then telling stories in groups.
The teaching difficulty of "understanding the truth contained in the story in combination with real life" adopts the method of step by step and guiding the trend, such as:
Question: Emotional changes of sheep farmers. At first, she didn't listen to other people's advice and didn't care. Later, when she hurried to mend the sheepfold, she was very upset. What would you think?
The second director: a "hurry up" means that he wants to correct his mistakes immediately. We can praise him!
Santuo: This story has been circulated for more than 1000 years now. Sheep farmers are not around us, but after reading this story, we will naturally think of ourselves and the people around us. Is it also a matter of "mending after the sheep is dead"? Communicate, think and talk with your deskmate.
After the children communicate, the courseware shows that it is not too late for a person to do something wrong as long as he is willing to accept opinions and seriously correct them. And revealed the origin of this story, and learned related eight-character idioms.
Reflecting on this lesson, there are still many immature places. I beg you to give me valuable advice and make me progress. Thank you!
The teaching goal of the excellent lecture 4 "Better late than never";
1. Know 2 new words and master 2 polyphonic words.
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, reveal the topic and introduce new courses
1, show the topic, this is an idiom, let's read it together. Students read together.
2. Are there any words in this idiom that you don't understand?
Death: out of prison: Guan Niu's pen, which refers to the sheepfold in the text.
Do you know the meaning of this idiom now? Students try to explain
4. What do you know from this topic? Do you have any questions? Students can answer and ask questions freely.
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:
Choose the correct pronunciation
Kong KLóng；; Longkeng longkeng
Fang Fang Fang Fang Fang Fang Fang Fang Fang Fang
Round sheepfold
Study diamonds
Key point: the meaning difference of polyphonic words
How do you tell the difference between the two? Report by name and distinguish the different meanings of polyphonic words by looking them up in the dictionary.
2 emphasize the font and understand the meaning of words.
"Cave" is a cave prefix, so it is related to caves. Note that there is a horizontal line above the word "health" in the word "dragon".
Neighborhood: Is there a neighborhood in your home? Neighborhood means neighbor.
Third, read through the text and understand the content.
1. We have all come up with new words for this lesson. Can you read the text now? Read the text by name and think: what is the main purpose of this fable? Summarize in one sentence
Writing on the blackboard: the first time and the second time
2. How did the sheep get lost? Read the 1-4 paragraph of the text silently and think: What was the reason for throwing the sheep for the first time? What is the reason for throwing sheep for the second time?
Students are free to answer questions: the first time I lost a sheep was because there was a hole in the sheepfold.
The second time I lost the sheep was because I didn't mend the sheepfold in time.
Summary: So what two words can be used to summarize this part in the title? Yes, this part tells us how shepherds lost their sheep twice.
3. How do sheep farmers "make up"? What was the result? Let's read the fifth paragraph freely.
Combine reading aloud and answer freely: the sheep breeder regretted it, and quickly made up the sheepfold and never lost the sheep again.
Step 4 practice retelling
Fourth, reading evaluation, feeling the meaning.
1. Please evaluate this sheep farmer. What do you think of him?
Friendly reminder: we can't judge others casually without any basis. Any evaluation made by sheep farmers must be well-founded and well-founded.
2. The sheep breeder ignored it at first, but later regretted it and repaired the sheepfold firmly. If you are a sheep farmer, how do you feel now? Do you have anything full to say to everyone? I advise you, don't be like me, you can't correct your mistakes in time without listening to other people's advice. We should accept other people's suggestions with an open mind and correct problems in time. More importantly, remember that it is never too late to correct mistakes. There is also the second half of the idiom "Better late than never". Can you fill in the second sentence according to the truth contained in it? It is never too late to mend.
Five, clear meaning, guide practice
In this lesson, we learned the fable "Better late than never". What do you understand?
What should we do in our future study and life?