1, can read the text correctly, fluently and emotionally.
2. Learn the new words in this lesson. The new words on the green line are only known and not written. Understand the words made up of new words.
3. Be able to segment the article and summarize the general idea of the paragraph. On the basis of understanding the content of the text, I can talk about how Mrs. Bonod's family dealt with the Germans at a critical moment.
Through the training of reading the text aloud, I felt the agility and courage of Mrs. Benod and her mother when they struggled with the enemy at a critical moment, and learned their spirit of loving the motherland.
Teaching focus:
Understand the content of the text and how Mrs. Bernod's family responded to the Germans in crisis.
Teaching difficulties:
Feel the agility and courage of Mrs. Benod and her mother in fighting against the enemy at a critical moment, and learn their spirit of loving the motherland.
Prepare teaching AIDS: CDs and pictures
Teaching time: three class hours.
first kind
First, reveal the topic.
1, blackboard title: 23 and a half candles
2. Reading the topic, the students questioned: Why did the text use "half candle" as the topic? Is there anything special about this half candle?
3. The teacher questioned: What did the text write about "half candle"? Please read the text with questions.
Second, read the text for the first time and feel the content.
1. Students can read the text freely.
2. What problems did you solve by reading the text aloud?
3. Students communicate.
4. What does this article say about "half candle"? Please describe the time, place, people and things roughly.
Third, read the text again and focus on learning words.
1, clear requirements: with the help of Chinese Pinyin, read the pronunciation of new words, read sentences in order, and read the full text; When reading, draw unfamiliar words in circles and solve them by asking questions or looking them up in a dictionary.
2. Check the self-study situation.
(1) is pronounced correctly.
(2) check the meaning of words.
3. Discuss the main contents.
4. Divide the text into paragraphs and summarize the general idea of the paragraphs.
Paragraph 1 (1- 2): Mrs. Benod hid a small metal tube with information in half a candle.
Paragraph 2 (3): A German officer lit a candle containing information, and Mrs. Benod took out an oil lamp and blew it out, thus temporarily avoiding a crisis.
Paragraph 3 (4-5): Jack, the eldest son, tried to collect firewood to make a fire and took away half the candles with information, but failed.
Paragraph 4 (6-7): My youngest daughter, Jacqueline, evaded taxes and took the candle with information at a critical moment, thus avoiding a crisis.
5. Read the text by name.
Fourth, classroom exercises.
1, writing practice.
2. Use red strokes and write temporarily.
3. Copy words.
Second lesson
First, learn the first paragraph.
1. Students are free to read the text softly and underline the words they don't understand.
2, students questioned: top secret, wonderful.
3. The teacher questioned: What does Mrs. Benod think of the collection of top secret information? Why are you doing this?
Top secret information should be collected in a wonderful way. What is the beauty of Mrs. Benod's "brilliant idea"?
5. Show sentences: Underline the sentences you think are important.
For the sake of information security, she thought of many ways, but she was never at ease. Finally, she came up with a brilliant idea-hiding a small metal tube with information in a half candle and then inserting it in the candlestick. Because the candle was placed on the conspicuous table, it deceived the Germans who came to search.
Read the name out loud and tell me what you have learned from it.
Second, clarify the story and introduce the procedure of arranging the textbook drama.
1. Students read the text deeply and find out the story.
2. Instruct students to express stories with pictures and words.
3. Guide the arrangement of the textbook drama.
Third, the arrangement of the first scene.
1. Read the text silently and think: Who is the central figure in this play? How to play this role well?
2. Find out the sentences that reflect the action, language and psychological activities of the central figure, circle the key words and read them repeatedly.
3. Students exchange how to perform.
4. Practice reading the text with emotion.
Fourth, arrange the preparatory work.
Fifth, assign homework.
1, read the text with emotion.
2. Write words with your heart.
The third category
The first is the choreography of the second scene.
1. Read the text silently and think: Who is the central figure in this scene? How to play this role well? Find out the sentences that express the action, language and manner of the central characters, and experience the psychological activities of the characters from them.
Students exchange experiences.
2. What would you do if you were asked to play Jack?
3. How to play other roles?
4. Continue reading the text, circle the key words, and understand Mrs. Benod's mood while reading.
Read the third paragraph of the text together.
Second, the guidance of the third scene.
1. Read the text silently and think: Who is the central figure in this common play? How to act? Find out the sentences that express the language, movements and demeanor of the central characters, and experience the psychological activities of the characters from them.
Students exchange experiences.
3. Understand "Jiaosheng": sweet and lovely children's voice.
Question: Why did Jacqueline talk to the commander in a "sweet voice"?
What did you learn from it?
4. Students practice Jacqueline's inner monologue.
5. Read the fourth paragraph in different roles.
6. Teacher's summary.
Third, read the text with emotion.
Fourth, name students to perform textbook plays and evaluate each other.
Fifth, homework.
Go home and tell your parents the story of half a candle.
How can the teaching of ancient poetry in lower grades be effective? I will talk about how to do a good job in the teaching of ancient poetry in lower grades from three aspects:
First, stimulate interest and arouse students' enthusiasm for learning.
This is the premise for students to play the main role, and the enthusiasm of primary school students mainly comes from interest. The revised syllabus points out that in the teaching process, we should strengthen independent Chinese practice activities, guide students to actively acquire knowledge and form abilities in practice, and stimulate students' interest in learning Chinese. However, junior students are easily distracted and have unstable interests because of their young age. Therefore, in the teaching of ancient poetry in lower grades, whether before or after class, we should take stimulating students' interest as the top priority, so that students can learn with interest. For example, at the beginning of a new lesson, the teacher can play the song "rooster" and let the students listen and guess what animals are singing. This immediately aroused students' strong interest, brought them into the specific situation of the text, and made them have a strong desire for knowledge. For another example, when learning the poem "Sleeping in the Mountain Temple", when the attention of junior students is gradually dispersed in class, teachers can guide students to discuss how to perform with poems in groups and build a stage for students to perform and read freely. This undoubtedly brought a torrent of living water to the classroom, and all the students were in high spirits. Another example is that at the end of the teaching of the poem Plum Blossom, the teacher asked each student to draw a plum blossom and color it. Students doodle in soft music, and then show their carefully drawn works after painting. This practice not only tests students' understanding of ancient poetry, but also activates students' interest in learning ancient poetry, making students feel that the class is not finished.
Second, based on reading, cultivate students' reading ability.
Chinese curriculum standards point out that primary school reading teaching pays attention to reading aloud, so that students can fully read, feel the whole in reading, feel things in reading, cultivate a sense of language in reading and be infected by emotions in reading. A large number of facts have proved that it is impossible for junior students to learn ancient poetry well by relying on the teacher's sentence-by-sentence teaching; We must make more use of reading, so that students can read, learn words, analyze sentences and understand the content in repeated reading, and cultivate their reading ability and habits. In the classroom teaching of ancient poetry in lower grades, teachers should always focus on students' reading. When reading ancient poems for the first time, teachers can let students draw new words by themselves according to pinyin, so as to read them correctly, without losing words or adding words, and read poems correctly and smoothly. Doing so is conducive to reviewing Chinese Pinyin, and also helps students overcome dependence and improve their reading ability. After self-reading, you can name individual students to read aloud, so that students can comment on each other and correct typos. Then, the teacher vividly demonstrated the reading to edify the students, and with the help of vivid reading, the students' ears, brains, mouth and eyes coordinated their activities, paid attention to the pause and rhythm of poetry, read out their own feelings, and felt the beauty of language, rhythm and rhythm of poetry, thus gradually entering the artistic conception of ancient poetry. Then change a variety of reading forms, such as individual reading, gender reading, group reading, overall reading, light reading and so on. Let students experience the pleasure of reading, the artistic conception of poetry and improve their reading ability. In this ancient poetry teaching class, students read poems for more than 20 times, enjoying it, and the more they read, the higher their interest. Their reading is more interesting every time, and most students can learn to recite, so reciting in class is not a problem at all. In this way, teachers should read aloud throughout the whole process of ancient poetry teaching, and carry out reading training step by step and in a down-to-earth manner, which fully embodies the students' dominant position in the teaching process.
Third, combine knowledge with writing to strengthen students' writing guidance.
"Chinese Curriculum Standard" points out that teachers must attach great importance to the understanding and guidance of new words and strengthen guidance. In the teaching of ancient poetry, we must set aside some time to guide students to write carefully, focusing on the words with new strokes or new radicals in the poem, and teaching students the basic knowledge about the order of Chinese characters and the writing methods of Chinese characters. For example, in poetry and painting, students can find the new word "Chun" with the prefix "Chun" on the basis of their overall perception of poetry, so that students can try to write it out and then the teacher can demonstrate it. You can also use the word-formation rules of Chinese characters to guide students to analyze, recognize, remember and memorize shapes. For example, the pictographic character "Ren" allows students to connect with the image of people standing with their feet apart in reality, thus discovering their own font writing methods. When guiding writing, we must give full play to Tian Zige's role, let each student pay attention to the specific position and writing method of each stroke in Tian Zige, and let students write 2-5 strokes by hand. Teachers should emphasize sitting posture and writing posture before each writing; Teachers patrol and give individual guidance when writing; After writing, the teacher projects representative homework and corrects mistakes in class. Students can understand some basic laws of writing and complete writing tasks with good quality and quantity. In this way, the writing process is interspersed in the teaching of ancient poetry, and the combination of dynamic and static can adjust the students' mental work, raise their mood, and cultivate their literacy and writing ability in rich practical activities.
In short, the teaching of ancient poetry in lower grades must conform to the age characteristics of primary school students and their learning psychological principles, closely follow the spirit of Chinese curriculum standards, and strive to make the whole classroom atmosphere active, the book sound loud, students fully read, fully speak and fully write, truly take students as the main body, students become the masters of learning, learn reading methods and improve their learning ability.
Every colleague who teaches Chinese feels that our students' compositions are either "fake, big and empty" or "one thousand people". The reason is not that children's IQ is not high, but that we have suppressed their personality. How can we make students change "study hard" into "study hard"? I think we should make use of children's "playfulness" and consciously guide and guide them to learn while playing. Let me talk about my personal experience in composition teaching.
1. Play the writing materials
It's not that students don't want to write a composition, but they don't know what to write. To solve this problem, we must start with life. Therefore, I often design games or activities using the contents of textbooks to help and guide students to accumulate writing content. For example:
Writing content: "give it a try", that is, give it a try. This is a very interesting practical activity. It may succeed or fail. But you'll find something. Write an attempt you have experienced in your life.
Preparation before class: (It's fun to see children making finger dolls on our children's channel! So I want the students to try. Materials: storybooks, stick figures, scissors, glue, crayons, white paper (or other solid color paper).
Teaching process: I showed some homemade fingers and asked: What did you find? What's the use? Which finger puppet do you like? Why? After students' observation and appreciation, I provide several methods and steps to design finger lovers, so that they can find their favorite characters from story books to make finger lovers and perform stories.
Observation requirements:
What finger puppet did you design and make? How did you do it? What did your group say when it was made? What was the scene like? Can you guess what the other groups want to perform?
After the activity, I asked: Can you tell me about the production process just now and then write it down? The students began to write without any difficulty.
Look, when children's emotions are aroused, they naturally have a desire to express themselves. Are you still worried about finding writing materials?
2. Give full play to writing knowledge
Writing teaching inevitably needs to teach students some necessary writing knowledge. If it is dry, the students will be boring. Suhomlinski once said: "Only when students experience happy emotions can they learn well. "The classroom is for children. For children, games are not casual play in the eyes of adults, but serious work. I let my children participate in the game and let them "learn from their teachers". \"
Teaching content: writing personal experience.
Game flow: every time I choose 13 students to participate, I will say a tongue twister to the first student and let him (her) pass it on to the second, and the second to the third ... until the end. I asked the first student to write what he or she heard on the blackboard, and the last student also wrote what he or she heard on the blackboard.
Observation requirements:
1. What about the students' language, manners and movements? The listener's expression. What about the action? what do you think? How did you do that?
2. What do you understand from what these two students have heard?
3. How did the students react?
4. Any ideas or suggestions after the game?
In this way, students can learn to write about people, events and scenes through play.
3. "Play" gives personality and "play" gives fun.
Simple play, without the guidance, support and sublimation of teachers, can not achieve the effect of composition teaching. Therefore, in addition to actively participating in students' "play", I usually pay more attention to the evaluation of students' homework. Every time I evaluate my homework, I appreciate it according to the students' own characteristics, try my best to tap the bright spots of students' clothes and give them full affirmation, so that students can build up confidence and experience writing. You have the capital of genius, come on! Another excellent student is writing the game in Example 2. The characters in Chinese Characters are very vivid, so I commented, "I can't help laughing after reading your vivid description. You see, our classmates are so cute in your pen! "You must be the commentator for the next game! "... Stilwell once said:" We think that teaching is not to impart skills, but to inspire, awaken and encourage. "My evaluation of' cheating' is just like' playing'. I think it can inspire, awaken and encourage students to write bravely, don't you think so?
I believe that in composition teaching, as long as we insist on happy teaching and let students play and learn in activities and games, we will certainly pave a green channel for children's writing.
Chinese curriculum standard requires: "From the first grade, students should be guided to read correctly, fluently and emotionally, and pay attention to cultivating reading interest". This shows that Chinese teaching in primary schools is one of the ways to cultivate students' reading ability. The ancients said, "Read it a hundred times, and you will see what it means", "You don't need to explain it when you are familiar" and "You can recite 300 Tang poems when you are familiar." So how to guide junior students' reading and oral training? Several Chinese teachers in Bailing College, under the leadership of Mr. Lu, the president, conducted an experiment of "reading with speaking, promoting understanding and promoting students' thinking development" in teaching. Received a certain effect, let's talk about understanding and practice.
First, read more and speak less, and strive to read accurately and fluently.
A class will spend a lot of time for students to read. With the help of hanyu pinyin, students can read the pronunciation of Chinese characters by themselves, and then check whether they read correctly one by one, which makes it easier to read the pronunciation of wrong words. Pay attention to let teachers talk less, let students read more, and take reading as the main form of training, so that the whole class can hear the sound of reading. Students are required to correctly pronounce each syllable in reading, so as to achieve the goal of "accuracy" and "smoothness" by not reducing, adding, changing, repeating, falling, pausing properly, reading aloud and singing loudly. After nearly two years of training, the students in our college can read the text correctly, fluently and emotionally, with accurate pronunciation and loud voice, and don't sing after a pause.
Second, attach importance to reading and reading model essays, and understand the meaning, thoughts and feelings of language and words in reading.
Psychological research shows that children who have just entered school have poor self-control ability and short attention maintenance time, and a single reading form is easy to make students feel bored and bored. Therefore, according to the requirements of different training contents and purposes, free reading, individual reading, group reading, group reading, role reading, old normal reading and guided reading are adopted. , so that students can never get tired of reading and gain something every time they read. Moreover, children are very imitative, so it is essential for teachers to read and read the model essays appropriately and timely. In model reading, I pay attention to showing my feelings, tone, intonation and speaking speed to students. For example, when I was teaching Celebration, that's how I read it. First of all, I read it in a relaxed and slow-paced tone. "The fields provide golden fruits, and the maple trees hold burning torches." Bring students into the artistic conception of poetry. Then I read happily, "The dove is flying in the blue sky and the sea is playing happy music." Render a joyful atmosphere with sound; Reading "/kloc-0.3 billion children, celebrate this beautiful day" induces students to experience poetry in a happy tone; Finally, read aloud with passion "October 1st, Mom's birthday!" Push students' emotions to a climax. Following the teacher's reading aloud, the students couldn't help being intoxicated. They seemed to be in a festive and warm holiday atmosphere, feeling the happy scene of that person like the sea and singing like a tide. Practice has proved that students like listening to and imitating the teacher's special reading very much. The better the teacher's exemplary role in reading aloud, the faster the students' reading level will improve. Teachers' correct reading will turn silent written language into emotional spoken language. Students can not only understand meaning, expand imagination and experience emotion, but also learn to punctuate sentences and correct dialects.
Third, reading and speaking, and speaking promote understanding.
Junior students, whose language is in the development stage, have little language materials, so it is difficult to express themselves completely, and it is even more difficult to answer questions raised by teachers. I first guide students to read the sentences in the text, and then on the basis of repeated familiarity, I teach them to use the sentences in the text to guide their answers according to the form of answering questions. In this way, students can answer questions accurately and speak fluently, help students understand the text content on the basis of reading fluency, and conduct oral training on the basis of understanding the text content, so that reading and understanding the text content can be organically combined, and reading and speaking complement each other. For example, when teaching praise, let students understand the meaning of praise before asking: Who praised whom? I ask students to read the text first, find out the paragraphs and sentences in which the hedgehog praises the badger, and then ask students to think before answering. Questioning promotes reading, combining questioning with reading, thinking while reading, requiring students to read, think before answering with questions. The problems designed in teaching must be conducive to students' reading and oral training, so that reading and oral English can promote understanding. This improves the ability to speak and promotes the development of students' learning thinking.
Fourthly, reading and speaking can promote students' thinking development.
When students read aloud, the senses such as ears, mouth and brain cooperate closely, coordinate quickly and pay close attention. The complex perceptual process of transforming written words into audio language can broaden their thinking and stimulate their emotions. In the process of training oral English, let students read aloud the sentences in the text, help students organize their thinking, understand the text by connecting feelings and situations, reproduce the situation and understand the connotation. Or take the lesson of praise as an example to design such a question: (1) How does the hedgehog praise the badger? (2) What is the badger's behavior? What effect does the sincere praise of hedgehog have on badger? Let students read the text, think carefully, guide students to answer with complete, accurate and fluent sentences, internalize the language of model essay into students' own language, deepen students' understanding of language and text content, gradually standardize spoken English, develop language and promote students' thinking development.
The new "Chinese Curriculum Standard" clearly puts forward the following stage goals for middle-grade exercises: paying attention to the surrounding things, being willing to express in writing, and enhancing the self-confidence of exercises; Be able to write down what you see, feel and think in an informal way, and pay attention to expressing what you find novel, interesting or most impressive and moving; Try to use the language materials you have accumulated in practice, especially the fresh words and phrases. These goals can be summarized in one sentence: stimulate students' interest and desire in writing and guide them to learn how to write a composition.
The third grade is the primary stage of composition, and students have just entered the threshold of writing, and their requirements for composition are higher than those of lower grades, so many students are afraid of composition and feel that they have no way to start. As the saying goes, "Interest is the best teacher". Only by stimulating students' interest in writing and prompting them to practice writing spontaneously and consciously can students' writing level be improved faster and better. In my opinion, there are three main ways to stimulate students' interest in writing:
First, cultivate students' observation ability
Observation is the first step for people to know things. If students lack intuitive and perceptual knowledge of things around them, it is undoubtedly difficult to describe and comment on them. For the third-grade pupils, the main way to know the world is observation. Only by touching things personally and observing things carefully can we get real, profound and meticulous first-hand information, so that there is something to write when writing, and the articles written are more real and vivid. Therefore, composition teaching should focus on cultivating students' observation ability and guiding students to be conscientious in life. For example, when learning to describe a fruit, students can look at the pictures of pomegranate garden when learning the text "Pomegranate", so that students can have an intuitive understanding of the growth process and scene of pomegranate, and have a perceptual understanding of the color, shape and form of pomegranate flowers, and take out physical objects for students to observe, taste and deepen their impressions. This is not only conducive to students' understanding of the text, but also enables students to master the method of describing a fruit in a subtle way. When it comes to formal writing, it is easier for students to take out their favorite fruits and let them talk about what they should observe. At this time, teachers should strike while the iron is hot and guide students to observe and understand the shape, color, taste, eating method and so on of fruit in an orderly way. Stimulate students' interest in observation, and make them understand the importance of observation, and gradually develop the good habit of careful observation. Students have accumulated a lot of materials through observation, so writing a composition will not be difficult.
Second, to stimulate students' imaginative thinking
Rich imagination is the inexhaustible source of writing a good composition. In composition teaching, besides cultivating students' observation ability, it is also important to stimulate students' imaginative thinking. In the teaching process, teachers should always create situations to stimulate students' imagination, stimulate students' imaginative thinking and cultivate students' imaginative creativity. For example, Exercise 7 writes fairy tales with toys. Teachers can use courseware to show many lovely toys and animations to arouse students' interest. Let the students cooperate in groups, build relationships for some toys, make up stories and dialogues ... Students inspire each other and complement each other in cooperation and exchange, so that their imagination will be more full and vivid until a complete fairy tale is written. In this case, students get the opportunity to study independently and fully express themselves. With the space of free imagination, imaginative thinking is triggered and exercised, and their interest in writing is also improved. Their compositions are also more substantial and vivid.
Third, encourage students to accumulate language independently.
"If you don't accumulate steps, you won't reach a thousand miles", and the accumulation of quantity may bring about qualitative improvement. Students can't write good compositions without a lot of language accumulation. However, most students in Grade Three lack consciousness. Only constant encouragement and supervision can help them accumulate language and improve their language reserves. Students can be arranged to extract good words and sentences every day and check them regularly. Introduce some famous sayings, ancient poems and children's poems to students after class, so that students can read and learn to use them. In class and team class, sports activity class and rest assured class, interesting and beneficial activities such as reading exchange, recitation contest, literary knowledge contest and idioms solitaire are carried out to improve students' self-consciously accumulated interest and enthusiasm and deepen their impression on the language itself and its application. In addition to asking students to do more extracurricular reading, we should also urge them to develop good conscious study habits, understand and accumulate from life, and guide them to master more learning methods. For example, look up information from the internet, do experiments, consult others, observe carefully when traveling or going out, and take notes. This not only enriches students' knowledge, but also helps them to obtain real, vivid and unforgettable materials. In this way, after long-term accumulation and internalization, the language database of students' writing is constantly enriched and improved, the obstacles encountered in writing will be greatly reduced, and the composition will be vivid.
When students have interest and desire in writing, how to guide them to write a composition and learn to write a composition has become a crucial task.
First of all, primary school students in Grade Three are new to writing, so it is very important to help them build up their confidence in writing. Therefore, the proposition scope of writing should be relatively broad, and students should be given the greatest freedom to play. If there are too many restrictions, students' fear will be more serious, and the articles written will be empty and lack of vitality. Teachers should choose suitable topics according to the overall characteristics of students in the class, develop students' writing potential, and make students feel that they have something to write. Teachers can give more topics such as "I want to _ _" and "a little thing", so that students have more choices and more materials to choose from, so that they feel that writing is not too difficult and gradually establish their confidence in writing. In addition, students' writing level is not high when they are beginners. When correcting a composition, teachers should be good at finding the bright spots in the text, encouraging and praising more, thus enhancing students' confidence and interest in writing.
Secondly, students have accumulated a certain amount of life, and teachers should guide them to dig out suitable writing materials. Students spend most of their time at school and at home, and there are not many opportunities to contact the outside world. Therefore, when guiding writing, teachers should be good at leading students to experience according to their existing life experience, dig deep into the theme, create situations for students, move students' lives into the classroom, interpret wonderful fragments, give students real feelings, guide students to experience life and dig up materials. For example, when describing autumn scenery, teachers can induce students to talk about their autumn outing and autumn practice activities, help them recall the scenery they have seen and have an intuitive understanding, and then guide them to master the basic ideas, methods, good words and sentences of describing the scenery through mutual discussion and exchange and teacher's explanation. In this way, students can quickly extract materials and write more realistic articles.
Third, "Emotion moves with things, and words and expressions" make sentimental compositions rich and meaningful. Teachers should also be good at stimulating students' creative emotions. Teachers should stand on the students' point of view, approach their lives and understand their personality characteristics, hobbies, confusion and so on. For example, you can write a composition topic, such as "talk about my heart" or "what I want to say most", so that students can talk about their emotions, grievances, suggestions and feelings ... and stimulate their desire, need and enthusiasm for communication. Every composition should guide students to truly express their feelings and writing. Sometimes teachers can use students' doubts or curiosity to finish a composition. For example, after learning three bags of wheat, students find it not difficult to write fairy tales. Many people are eager to try. Students can adapt the text or continue to write the text. The composition written in this way is vivid and emotional.
In addition, the revision of the composition is also very important. Teachers should guide students to form a good habit of revising drafts, and explain some key points and methods of revision according to the situation of each composition, so as to gradually guide students to learn to revise their compositions and improve their literary talent.
Writing ability is a part of Chinese literacy. Writing teaching should start from the perspective of improving students' Chinese literacy, be close to students' reality, find suitable writing methods, make students pay attention to reality, love life and be willing to express their unique feelings in their compositions, so as to write beautiful and vivid articles. This is an important and challenging teaching task, which requires teachers to explore, practice and innovate constantly.