"Peasant" Teaching Plan Design Part I Learning Objectives
1. Do you know? Eaves? Decoration? Wait for five new words. Can you write? Give up? Decoration? Crown? New words such as 14. Read and write correctly? Decoration? Harmony? Words like that.
2. Read the text correctly, fluently and emotionally.
3. Understand the content of the text, approach the rural people, feel the pastoral poetry, and stimulate students' interest and love for rural life.
4. Lead students to taste beautiful language and accumulate wonderful sentences.
5. around? Go into the countryside and love the countryside? Carry out comprehensive learning activities.
teaching process
first kind
First, import
1. Show two sets of slides.
The first group: high-rise buildings, beautiful cars and lively squares.
The second group: low brick houses, ducks and geese swimming in the river, and people in plain clothes.
(You can also use some illustrations in the book instead. )
Question: What do you think of when you see these two sets of pictures?
2. Let the students talk about your understanding of rural life according to their own actual situation.
A writer described the life of rural people for us with very delicate and beautiful brushwork. Do you want to see it? Today, let's learn lesson 2 1, walk into rural life and enjoy its unique beauty together.
Second, learn new words by yourself, read the text for the first time, and feel the whole.
Can I see it? Self-study guidance? ：
1. Read the text freely, read the pronunciation correctly with the help of Pinyin, and mark the words and sentences you don't understand.
2. Practice reading the text smoothly.
3. Read the text silently and find out which paragraph of the text summarizes the characteristics of rural people. Mark with a pencil.
Third, report and communicate to understand the situation of self-study.
1. Specifies to read new words and phrases.
2. Tell some students to read their favorite paragraphs, pay attention to accurate pronunciation and read the text as smoothly as possible.
3. Communicate the results of silent reading and find out the central paragraph of the full text (the last section).
Fourth, reading comprehension.
1. Read the last section together, understand? Unique? Charming? Then understand the meaning of the whole paragraph.
2. After the students discussed, the teacher summarized:? Unique? Meaning? Unique, different? ; ? Charming? You mean? Charming? This sentence means that rural people have their own unique and attractive beauty at any time and in any season. Let the students read the text and find the rural people from the author's language description. Charming? Unique? The beauty of.
3. Read the text freely, find out the sentences that you think best reflect the charming and unique beauty of rural people and mark them. You can write down your feelings on the side, then look at them beautifully and draw a beautiful picture in your mind.
4. Group exchange self-study income to prepare for the whole class exchange.
Five, guide the writing of new words
1. Read all the new words and tell me what to pay attention to when writing.
2. What is the teacher's key model? Crown? Rate? Moving? Three difficult words to write. Pay attention to the structure of words and put them symmetrically.
3. Students practice writing: copy new words and phrases.
Second lesson
First, check the import.
Show the new word cards and read them by name.
Second, independent reading.
Read the text freely, imagine the picture depicted in the text, and review the gains from reading the text in the last class to prepare for communication.
Third, the whole class exchanges
From which sentences in the text do you realize the unique and charming beauty that rural people exude whenever and wherever they are? Can you express the beauty you feel in reading aloud?
In the process of students' communication, the teacher reminds students to grasp key words and phrases to experience the unique and charming beauty of rural people, and guides students to read the text emotionally with their cameras so that other students can pass? Review? The way to participate in learning. )
Taking the first section as an example, we can grasp the following two teaching points.
1.？ No funny decorations.
(1) Do you understand? Are you kidding me? And then what? Decoration? Meaning of. Look it up in the dictionary to connect with real life. )
2 here? No interesting decorations? What does this mean? Please read the description. )
Why are you saying this? No interesting decorations? And then what?
2.？ It is much cuter than a pair of stone lions crouching in front of that tall building or two big flagpoles erected.
( 1)? Are there a pair of stone lions or two big flagpoles squatting in front of the tall building? Where can I usually see it? (in the city)
Close your eyes and listen to the teacher read the description of the scenery in front of the country house in the text. Imagine the picture again? Are there a pair of stone lions or two big flagpoles squatting in front of the tall building? The sight of the city, tell me how you feel.
(3) Through comparison, feel the simplicity and loveliness of rural people.
(4) Can you use your reading to express rural people? Cute? Really?
(Note: The design of the above teaching links is only a preset. In actual teaching, students' speeches should be the main line, and teachers' explanations and guidance should be interspersed appropriately. Students should not be led by the nose. )
Fourth, organize review and expand imagination.
1. Just now, we studied the text together and found that rural people really have their unique natural beauty, whether in front of the house, in the yard or by the river, whether in spring, summer or autumn. Now let's read the last section of the text together. Now, you must have a deeper feeling.
2. The teacher and the students read the last section together.
Imagine what it might be like in winter in other parts of China. Describe it in your own words, and then tell your classmates.
4. Communicate with the whole class.
Stimulate interest and arrange tasks of comprehensive learning activities.
1. After reading this text, do you feel the poetry of rural life? Shall we do it once? Into the countryside? Comprehensive learning activities!
Read the tips in the book, and then discuss in groups how your group is going to carry out this activity (such as rural photo exhibition, collection of rural living materials at home and abroad, rural poetry reading competition, etc.). )
3. Each group exchanges and reports its own group's activity plan.
4. Teachers make overall arrangements and determine the activity schedule.
The lesson plan design of "Country Man" The second part is the background of the lesson plan
The students in our school are located in the fringe of urban and rural areas. They have some experience of rural life and feelings about people and things in rural areas. It is not difficult to understand the text. This lesson belongs to the first text (No.21lesson) of the sixth group in the textbook of the fourth grade. The unit training requirements of the sixth group: feel pastoral poetry, appreciate beautiful language and accumulate wonderful fragments. After more than three years of study, students have a certain foundation in reading ability.
teaching process
First of all, review the creation and introduce new lessons.
1, today, we continue to learn? Students read the questions together. Last class, we learned words and read the text for the first time. Who can say what is the main content of this text?
2, student report: the main content of this text, timely lead to the central sentence.
Show it on the big screen: (central sentence: rural people have unique and charming scenery at any time and in any season. ) read together, (teacher writes on the blackboard: unique and charming).
4. The teacher concluded: Is this really the case? Shall we keep walking? Peasant, feel it? Unique? 、? Charming? The charm of.
Second, look at the beautiful pictures and accumulate feelings.
1, please read the natural paragraphs of Text 2-6 silently, draw the key sentences in the paragraphs according to the study in the last lesson, and write down your own understanding and experience in the blank space next to it.
2. Group communication. (Teachers visit)
3, the whole class communication:
In the process of students' communication, the teacher reminds students to grasp key words, especially anthropomorphic sentences and figurative sentences in the text, to experience the unique and charming beauty of rural people and guide students to read the text with emotion. Students may report the following sentences by default:
Flowers in full bloom:
Key sentence 1: Some people, who are open in turn according to the seasons, are simple and somewhat gorgeous, presenting unique farm scenery.
(1) Guide students to understand the experience in connection with life practice. Writing on the blackboard in time: connecting with practice
What words can you use to describe these flowers in front of you in connection with the reality of life and our imagination? (colorful, colorful, let a hundred flowers blossom? )
Is this what the book says? Gorgeous? Why does the author say? Is there anything gorgeous in simplicity? And then what? How to understand it? Simple? what's up Yes, they are not set off with beautiful vases like flowers in the city, but packed with beautiful colored paper. Flowers in the countryside are planted there casually, which is simple and natural, and the natural ones are often the most beautiful. Contrast. )
Come on, let's read it beautifully together! (Read by name, evaluate words: stress, read together) Do you have any other sentences you want to communicate in this paragraph?
Key sentence 2: When you walk there after several spring rains, you will often see many fresh bamboo shoots sticking out of the soil in droves.
(1) anthropomorphic technique, writing the curiosity, naughtiness, cuteness, liveliness, anxiety and vitality of bamboo shoots?
2 here? Exploring? What other words can you change? (drill out, pop out, stretch out), big screen display: a group of sentences: the advantage of comparing anthropomorphic sentences-vivid image.
(3) Read this sentence with actions, ok? (Read by name, read together) What a lovely group of small bamboo shoots!
(4) The key sentence we just caught is anthropomorphic sentence. Think about it. Where else in the text are anthropomorphic sentences used? Draw a picture in the book and experience it. (Teachers patrol and guide, students report)
(2) Chicken and duck feed:
Key sentences 1: Walking in front of and behind their house, you will definitely see a hen leading a group of chickens to feed in the bamboo forest; Or see a rooster wagging its tail and striding up and down on the ground. (anthropomorphic sentences, through keywords? The leader strode? Understand that the chicken family is responsible, powerful, harmonious, harmonious and happy. Read the sentences of hen and rooster. )
Key sentence 2: Under the shade of green trees, you will see a flock of ducks playing in the water, and from time to time put their heads into the water for food. Even if there are women on the rocks nearby, they are never surprised. (Understanding: What questions can I ask? Dress? Connecting with the reality of life; Never surprised, the harmony between nature, people and animals)
(3) Sleeping on a moonlit night:
Key sentences 1: It's autumn, and the weaver girl lives on the melon shelf in front of their house. In the quiet night, they sang:? Weave, weave, weave, weave! Weave, weave, weave, weave! ?
(1) Understanding: personification? Hosting, singing)
Do you know the Weaver Girl? Do you want to meet? (The big screen shows the voice picture of Weaver Girl)
③ Does it look good? Shall we say it with the beautiful voice of Weaver Girl? Guide reading well, imagine mother shaking the cradle with real life, gently and rhythmically, and read the taste of lullaby with action.
Key sentence 2: That singing is really nice. Did you beat it? , let? Dream. Sleeping people, whispering weaver girls and melon racks in front of the house make people intoxicated for a long time. In fact, not only does the author like to use anthropomorphic sentences to describe beautiful and harmonious rural scenery, but many writers and poets are also willing to use this method to describe rural scenery. Please look at the screen: show me the reading link and the teacher will read it.
Students silently read the reading links after class and draw anthropomorphic sentences in the text. Think about why the author writes like this.
2 correct the answer.
(4) Courtyard dinner:
Show key sentences: They moved desks and chairs to the door and ate them in large areas. The rosy clouds on the horizon, the evening breeze and the homing birds flying overhead are all their good friends. Together with rural families, they painted a natural and harmonious pastoral scenery.
(1) (understanding: atmosphere, boldness and vastness; Nature, harmony, figurative sentences) (blackboard writing: figurative sentences)
② The experience of reading at the same time.
Reading in a different way, thinking while reading, what do you read from it? The big screen shows the Xia Hong on the horizon/the evening breeze/the homing birds flying overhead/all their good friends/they painted a/natural, harmonious/pastoral landscape with the rural people. I saw it: it is both a painting and a poem. It is really picturesque and full of poetry.
(4) In connection with the context, what other scenes have formed a natural and harmonious pastoral landscape in your mind? Read and say. (blackboard writing: contact context)
This natural and harmonious picture makes us admire the teacher and students reading the last paragraph together.
Third, the full-text summary and extracurricular extension.
1, rural people are charming every season! But unfortunately, the author didn't write which season?
(Winter) Imagine what winter is like in the countryside in connection with real life and texts. Please use anthropomorphic sentences and figurative sentences. (Classroom communication)
I believe that with the beautiful pictures of students' winter scenery, we can confidently say that rural people have unique and charming scenery at any time and in any season.
The third part of rural family lesson plan design is learning objectives;
Knowledge goal: understanding? Eaves? 、? Decoration? Wait for five new words. Can you write? Give up? Decoration? Crown? Wait for fourteen new words. Read and write correctly? Decoration? Harmony? Words like that.
Ability goal: read the text correctly, fluently and emotionally. Taste beautiful language and accumulate wonderful sentences.
Emotional goal: understand the content of the text, approach the rural people, feel the pastoral poetry, and stimulate students' interest and love for rural life.
Preparation before class: making courseware
Talk before class: writing on the blackboard? Country? What do you think? (Talking about the familiar rural scenery and rural life)
First, import:
Teacher: What the students described just now is really beautiful. Look, the night in the country is so charming! Listen, who is singing?
Teacher: You can really imagine. I think there must be a weaver girl among them. It is also a kind of songworm on summer nights. Listen carefully! What a beautiful song, like a sweet lullaby, reciting the name.
Quietly, let's wait for the dawn and walk into "Country Man" (show the title).
Guide the reading theme.
Teacher: Do you want to see a house in the country?
Second, first reading
Teacher: Turn to page 100 and read the text freely.
1, the media shows the reading needs. (Teacher's reading requirements)
(1) Read the text, read the new words accurately with the help of pinyin, read the difficult sentences several times, and read the text smoothly.
Reading and thinking, you found those pictures from the text.
Third, new word detection:
Teacher: Country people are so enthusiastic. They have prepared a lot of rich fruits, waiting for you! (Courseware demonstration: new words)
1, who will see it? Name one. 2. Please hire a little teacher.
Fourth, the overall perception of the text:
Teacher: After we had a big fruit dinner, it's time to go for a walk in the village.
Teacher: See? (Courseware: Appreciation of Rural Maps, Divided Tables) What do you want to say at this moment?
Teacher: Yes, I can't get enough of these beautiful scenery. What pictures did the writer Chen Zuiyun write? Read the text silently, find, circle and click a little.
Can the students understand this word, and the picture can't be used? Circle, a little? ).
The courseware shows: the flowers are blooming, the weaver girl is singing, the chickens are foraging, the country people are having dinner, the ducks are playing with water, the melons are covered with bamboo shoots, and the rooster is stepping on the horizon. Xia Hong returned home in the evening breeze, and birds and women pounded green bamboo into shade. )
Teacher: Students are really good at reading. They have seen so many pictures. Which of these pictures are familiar to you?
Teacher: Can you summarize the characteristics in words? The author is also intoxicated. What kind of exclamation did he make?
Since the word "face-to-face" has been displayed, why do students need to summarize it in words? )
Show me the sentences? People in the countryside have unique and charming scenery at any time and in any season. ? )
Read sentences together
Teacher: What is unique and charming?
Fifth, read the text
Teacher: In the text? Unique and charming? There must be a richer meaning, so where is the unique and charming scenery of rural people?
Read the text carefully, think and draw while reading, and what you see is a unique and charming picture.
Read sentences by name:
1, green and red melons, green vines and leaves constitute a unique and interesting decoration, which is much cuter than a pair of stone lions squatting in front of a tall building or two big flagpoles erected.
Teacher: (Comment: You are cute, too. ) tell me? No interesting decorations? What does this mean?
Teacher: What do you mean? Decoration? Do you have it on your teacher? (hairpin, your observation is really careful) The teacher spent ten yuan to make himself look more beautiful. There is one in the house? Decoration? Really? Yes, decoration refers to something attached to an object or body surface to make it look more beautiful. What does this text mean? (Sheng Qi replied), this is unique to rural families. If a seed and a seedling grow freely, they can grow green vines and leaves and produce green and red melons. It's really unique and interesting. Let's walk into that melon rack and feel its uniqueness and charm!
Teacher: (There are pictures in the courseware, seen from a distance) What do you see? Feeling? Who planted the melon seedlings?
Let's take a closer look (the courseware has pictures, look carefully). What do you see and smell? Really want to?
Then close your eyes and reach for it! Reading sentences in normal schools
Teacher: What a vivid picture. ) Bring your own feelings and let's read them together. Read the sentence, (it's really a vibrant picture)
Read the sentence, (what a lovely gourd doll)
Teachers and students read together.
Teacher: No wonder the author sighs like this? It is much cuter than a pair of stone lions crouching in front of that tall building or two big flagpoles erected.
How do you feel when there are a pair of stone lions squatting in front of that tall building, or two big flagpoles standing upright?
Teacher: Yes, the stone lion is so mighty and the flagpole is so high, but it is difficult to get close. The green melons, green vines and green leaves in front of our country house are so (kind) and so (natural) that the small house in the country house is decorated with a unique sense of interest. Let's read this sentence again. Read by name)
What other unique and charming scenery did you find? Read it to everyone.
Some families also plant some flowers on the ground in front of the door, such as peony, impatiens, cockscomb and dahlia. They are open in turn according to the seasons, simple and somewhat gorgeous, showing a unique farmhouse scenery.
Teacher: Can you tell me your understanding?
Teacher: (Show me your understanding of the opening hours of these four kinds of flowers? Open in season and order? What did you find after seeing this information?
Teacher: Let's choose a flower to perform!
Students imitate the flowers and stand up in turn. )
Teacher: Let the teacher color the flowers, and the students will have another beautiful bloom!
Students imitate the flowers and stand up in turn. )
Teacher: (interviewing two little flowers) Who are you? What an ordinary flower, so beautiful, what is your mood? Then read on (happily).
Who are you? What do you see when you drive so high? Read it happily.
Flowers, because of you, are open according to the season and order, and are somewhat gorgeous in simplicity. Rural people have flowers and seasons, flowers and enjoying the sun, and there is always a unique and charming scenery! Flowers are read with their own feelings.
Teacher: What other unique and charming scenery did you find? Read it to everyone.
3. Someone planted dozens of bamboos, green leaves and green poles behind the house and cast a shade.
Teacher: Let's feel the shade together. (Showing pictures) Is this shade ok? what's up what's up
Teacher: Read the sentences in the green shade.
Teacher: You will be pleasantly surprised to find that you are studying in under the greenwood tree?
After several spring rains, when you walk there, you will often see many fresh bamboo shoots sticking out of the soil in groups.
Teacher: Read, read. What do you see? Please do your best. How cute! Read it.
Teacher: It feels good to be quiet! Look! (Courseware demonstrates the animation of bamboo shoots unearthed) (Courseware shows sentence patterns: Ah, _ _ _ _ _ _ _ _ _ _)
Teacher: Students, read the lively appearance.
Teacher: Girls read the naughty and lively appearance of bamboo shoots.
Abstract of intransitive verbs
Teacher: Ah, people in rural areas have unique and charming scenery at any time and in any season. When the weather is fine, let's go for a walk in the country road! (Show reading links and read aloud with music)
Seven. classwork
exercise book
& gt& gt& gt More exciting next page? Reflections on the teaching of rural people?