Difference tells the story of two young people working in the same shop. One of them can creatively work for the boss and be reused. The other can't handle problems flexibly and is not taken seriously. The following is the teaching plan of the fourth grade Chinese "Difference" I brought to you, hoping to help you!
The fourth grade Chinese teaching plan "Difference" 1
Teaching objectives:
1. Learn to write 6 new words.
2. Grasp the characters' practices and language, understand the content of the text, know how to do things with more brains, develop ideas, and give play to their initiative and ownership. Make extensive use of what you have learned, not stick to a fixed model, and improve your ability to solve problems.
3. Play the story by roles, pay attention to imagination, reasonably supplement the dialogue between characters, and cultivate students' thinking order and oral expression ability.
4. Learn from the author's expression of seeing the big from the small, pay attention to observing the small things in life, and express the character or philosophy of life through the details of life.
Teaching emphasis:
Summarize the "differences" between Arnold and Bruno, and exchange their inspiration from the text.
Teaching difficulties:
Learn from the author's expression of seeing the big from the small, pay attention to observing the small things in life, and express the character or philosophy of life through the details of life.
teaching preparation: slides
teaching time: two classes
teaching design:
the first class
first, introduce by differences, stimulate reading interest and perceive the text as a whole.
An ancient Greek philosopher once said: There are no two identical leaves in the world. Things in this world are very different, and there are always differences between us. What do you want to learn from the text when you see the topic? Let's enter the text together.
Read the text freely, pay attention to the correct pronunciation and understand the sentences.
check the self-study of new words and vocabulary.
Try to talk about what the text mainly talks about.
(The text mainly talks about Bruno complaining in front of his boss because he didn't get a raise. The boss made him realize the difference with Arnold by letting him and Arnold go to the market to buy potatoes separately)
Second, explore the text to find the difference.
Read the text again, find out the way and language of the characters from the article, and think about the following questions:
(Show the slides) Who is the difference between who is written in the text? What's their difference? What different effects have these differences brought to them? What is the reason for this ending?
Look in the text. What do you know about them from their practices? Leave traces of your own thoughts in the blank space of the page, and you can also communicate with the students around you.
third, exchange the gains from the first reading to further understand the important contents of the text.
1. Tell the difference between them in concise language.
Bruno: I went to the market three times and brought back little information, which was passive.
Arnold: I went to the market once and brought back a lot of information, so I took the initiative.
2. What effects have these differences brought to them? What's your preliminary understanding of these two people?
Fourth, class summary:
After learning here, we have a preliminary understanding of Bruno and Arnold's different ways of treating the same thing, which makes them receive different treatment. So what is their difference? It should be worthy of our deep understanding and thinking.
In the second class
First, review the text and ask questions.
judging from buying potatoes, what excellent qualities does Arnold have? What is the real difference between him and Bruno?
Second, read since the enlightenment by yourself, understand the meaning of the text, and realize the philosophy.
1. How does Arnold treat his work? Where did you feel it? What excellent qualities do you think he has?
2. What will Bruno think when he sees Arnold's performance?
what would you say to Bruno if you saw him? How will you make up for this gap?
3. Why is it so different to do the same thing? What is the real difference between them?
The difference between them is not appearance or diligence, but thinking attitude, way and observation ability. The main difference is the attitude and way of thinking. Both of them are hard-working, but it is not enough to be "hard-working". This is because everyone has different attitudes and ways of thinking and different attitudes towards problems.
4. who do you think you are closer to in combination with your real life? What did you learn from it?
third, role play and deepen understanding.
Act out the story in different roles. Before the performance, we can supplement the story. What do you think would be better?
student communication.
try acting in groups.
performance reviews.
Fourth, let your imagination fly and cultivate your ability
Has Bruno changed since then? Can he catch up with Arnold? Please make reasonable inferences, boldly imagine, guess the ending of the story, make up the next plot, and continue to write Difference.
V. Extracurricular expansion
Teachers provide reading materials such as "One Minute" and "Must Wash Seven Times" for students to read, appreciate, comprehend and understand after class.
The teaching plan of "Difference" in the fourth grade of primary school II
Teaching objectives
Knowledge and skills objectives:
1. Correct the two new words in the reading class and learn to write six new words.
2. To understand the content of the text and know how to do things, we should use our brains and open up new ideas, give full play to our initiative and ownership, make extensive use of what we have learned, and improve our ability to solve problems without sticking to fixed patterns.
process and method objective:
check students' self-study income through discussion, communication and performance.
goal of emotional attitude and values:
learn from the author's expression of seeing the big from the small, pay attention to observing the small things in life, and express the character or life philosophy through the details of life.
Teaching emphasis
Summarize the "differences" between Arnold and Bruno, exchange their inspiration from the text, and know that you should use your brains more, develop your ideas, and give full play to your initiative and ownership.
Teaching difficulties
Learn from the author's expression of seeing the big from the small, pay attention to observing the small things in life, and express the character or philosophy of life through the details of life.
Design concept:
Teaching design aims at promoting students' self-study and independent development, breaking the traditional teacher-centered approach, following students' learning path, allowing students to discover, explore and feel independently, and completely abandoning the teaching method of teachers leading students: giving students the right to ask questions; Return the reading time to the students; Give students the opportunity to speak; Squeeze the written arrangement into the classroom; Teach students the sense of innovation. Through the teaching process of "mock trial debate, performance and writing", the teaching characteristics of "stimulating learning with emotion, stimulating learning with interest, mobilizing participation, enlightening creation, focusing on internalization, striving for perfection and living" are embodied, so as to combine reading, speaking and writing and pay attention to the cultivation of students' creative thinking.
preview homework
1. Read the pronunciation correctly and read the text well. Write down the mispronounced words and difficult words in the preview book, and try to remember them
2. Draw out what you don't understand and ask questions.
3. Understand the main idea of the article and think about what kind of story this article tells.
Teaching process
First class
First, stimulate interest and lead in to arouse interest.
teacher: students, look, what's the teacher holding? (Apple)
Do students talk about imagination? The teacher shows the cut apple profile)
Teacher: Actually, this is also the difference of our thinking. (Teacher's blackboard writing topic: differences)
What we are going to learn today is a story about differences. (Students read the topic together)
Design intention: use the game lead before class to inspire conversation, arouse students' enthusiasm for learning and arouse their interest in learning literature.
2. Read the text for the first time and check the preview
1. Read the text in groups
We have previewed this text before class. Let's check the preview results in groups according to the preview requirements.
Present the requirements for group inspection preview:
A Read the pronunciation correctly and read the text thoroughly.
B write down the words that are easy to make mistakes, words that you don't understand and words that you like in a small notebook. Ask the teacher if the group can't solve it.
students read the text in groups by themselves.
2. exchange words that are easy to make mistakes.
The teacher emphasized the existing sexual problems in the whole class.
strengthening guidance is easy to make mistakes:
1. The words that are wrongly read in the text.
2. The teacher's default error-prone words.
3. Read the text silently and try to say something in this article in short sentences.
4. communicate with the whole class and clarify the context of the article.
design intent: based on "reading", we will have a preliminary perception in reading and appreciate in thinking.
third, show the central topic.
what do you think is the difference between Arnold and Bruno in the text? Who do you think did it better? First find out the basis from the text and talk about your own reasons.
self-study by students
Design intention: Through self-study, let students think fully and summarize and analyze the differences between the characters.
in the second class
recall the main content of the text.
second, independent learning and cooperative inquiry.
Show the central topic of last class "What do you think is the difference between Arnold and Bruno in the text? Who do you think did it better? Talk about your own reasons. "
1. the group exchanges the central topic and expresses their opinions.
2. Communication with the whole class:
Key points:
Bruno: Stick to the rules, do things without definite views and foresight, and can't foresee the development of the situation so as to make a better decision.
Arnold: thoughtful, independent, not obedient to his superiors' words, but creatively executed according to his own observation and understanding, thoughtful and far-sighted.
design intent: give full play to students' autonomy and improve their ability through discussion and communication.
Third, on the basis of reading since the enlightenment, tell me what I got from the text.
For example,
Revelation 1: Doing things is just like playing chess. Every step needs to consider how to walk in the following steps. The more you think about it, the higher your chess skills will be. When doing things, don't just pay attention to the immediate things, you should think more about the future development and learn to look at problems dynamically.
Revelation 2: People who have no long-term worries must have near worries. We should not only focus on immediate interests, but also be good at thinking and learning long-term plans.
Design intention: Through the previous study, students can understand the content of the article and form their own opinions. Teachers use students' existing cognition to enlighten and supplement, so that students' cognition can not only stay in this article, but also be improved.
fourth, role play and deepen understanding.
freely form a three-person group, divide the roles, add your own imagination according to the content of the text, supplement the dialogue between the characters and act out "Difference".
design intent: this link is intended to guide students to transform their understanding of the text into idioms and actions, internalize the language in a lively and relaxed form, and stimulate thinking.
After the performance, evaluate the performance against the text, and ask the students who performed to talk about their "creative ideas" and performance experience.
5. Let your imagination fly and cultivate your ability
Teacher: Has Bruno changed since then? Can he catch up with Arnold? Please make reasonable inferences, boldly imagine, guess the ending of the story (for "guessing"), make up the next plot, and continue to write Difference. It is an advanced puzzle "game", which is a bit like "Give you a riddle to guess". I believe that students will give full play to their intelligence, inference and imagination, and continue to write a colorful ending for Difference.
design intent: the purpose of learning a language is to apply it. Stimulating imagination and extending are all from classroom to life, from knowledge to practice. The design of guessing reading and continuing writing provides a broad space for the development of students' creative thinking, from "interpreting the text" to "reconstructing the text" to "surpassing the text", thus realizing reading innovation.
Sixth, writing extension
Do you think Bruno can catch up with Arnold? Please imagine reasonably, make up the following plot, and continue to write the novel Difference.
It is required to give full play to one's intelligence, inference and imagination on the basis of carefully reading the original text, and combine with the actual life to write a reasonable and colorful ending for Difference.
After-class test
First, think about it and talk about it.
what do you think by studying this article? Second, expand your imagination and write a sequel to this article.
The teaching plan of "Difference" in the fourth grade of primary school III
Teaching objectives:
(1) Knowledge and ability:
1. Learn to write six new words.
2. Understand the content of the text.
3. Learn from the author's expression of seeing the big from the small, pay attention to observing the small things in life, and learn how to express the character or philosophy of life through details.
(2) process and methods:
1. Let students read since the enlightenment by themselves.
2. deepen the understanding of the text through discussion, communication and performance.
3. Understand the content of the article by comparison.
(3) Emotional attitude and values:
1. To know how to do things, you should use more brains, open up new ideas, and give play to your initiative and ownership.
2. Know how to deal with competition and seize opportunities.
Teaching focuses on difficulties: knowing the reason why the boss raised Arnold's salary several times, but Bruno still took the original salary, thus gaining enlightenment from being a man.