As a hard-working educator, I often have to write an excellent teaching design. With the help of teaching design, students can learn more knowledge in a unit of time. So the question is, how should instructional design be written? The following is the teaching design of the Chinese language "Song of Flowers" that I have compiled for you. It is for reference only. You are welcome to read it. Chinese language "Ode to Flowers" teaching design 1
Teaching objectives:
1. Be able to recognize and write new words in this lesson;
2. According to the students' own Understand and recite favorite paragraphs;
3. Initial experience of anthropomorphic writing;
4. Accumulate words.
5. Cultivate students’ feelings for pursuing beautiful things.
Teaching difficulties:
Understanding "I always look up to the sky, not to see my fantasy, but to see the light"
Teaching time:
1 class hour.
Teaching process:
1. Introduction of new lessons.
1. Introduction:
(1) Students, what is our theme in this unit? (Flowers)
(2) What flowers have you accumulated? four-letter words.
(3) What do you think of when you hear these words?
(4) Conversation: Yes, the colorful spring has brought us bouquets of flowers. , the gorgeous flowers make the spring sky extraordinarily enchanting. Today let us learn a poem related to flowers, "Ode to Flowers".
(5) Introduction to the author: This is the work of Gibran, a famous Lebanese poet. This poet is best at using objects to express emotions.
2. "Ode of Flowers", use the dictionary to look up the meaning of the word "Ode" and interpret the topic. (Communicate by name and show the meaning of the words.)
Recite and sing slowly in a certain tone.
Use poems and other words to describe it.
3. Which explanation should we choose in "The Song of Flowers"? We will understand it after studying the text.
2. First reading the text.
1. Normal school.
2. How do you feel after listening to the reading of this article?
3. Learn words.
1. We have previewed the text, have you learned the new words?
2. Read freely, listen to each other at the same table, and read the pronunciation of the words correctly.
3. Read the four characters by name, and act as a little teacher - if you have mastered them all, stand up and read them - and if you have not mastered them, stand up and read them again.
4. Drive the train and read all the new words.
5. What words have you understood through preview?
6. Student communication. (Emphasis on the method used to understand.)
4. Understanding.
1. Read the text softly, find your favorite passages, read them again, and think about why you like these passages the most.
2. Student exchange.
Understand the beauty of reading aloud: connect the context, talk about how these words make you feel, and understand the benefits of using accurate words.
Vomit, collect, hide (love)
Blue, green (beautiful)
Conceive, be born, raise, urge (to be loved)
A gift, a colorful crown, a gift (dedication)
Join hands and declare (pursuit)
Dance lightly, sigh and breathe, and the fragrance is overflowing , lying drunk, soliciting
Sip, drink, listen, look up to the sky (pursuit)
3. Feel the beauty of reading aloud: read the sentences or paragraphs you like, and try to use your own Express your feelings after reading in whatever way you think is appropriate.
4. A group of four people communicate with each other, read aloud, and talk about their feelings.
5. Read the text with emotion. (Free reading - reading with music)
5. Clarify the personal pronouns.
1. Do you know them?
2. Show the sentences.
3. Discuss and understand. Read aloud.
6. Understand the "Ode of Flowers".
"The Ode of Flowers" - "The Singing of Flowers"
7. Use your imagination to create beauty.
1. It’s great. I am a flower. The author transformed himself into a beautiful flower and used the flowers to sing what he was thinking. How is this written?
2. How wonderful! I am the flower, listen, I am singing... Flowers, what else can you sing? Use your imagination, sing what is in your heart, and make them as beautiful as these flowers.
2. Read it to your classmates and ask them to be your little teachers.
8. If you have doubts, resolve them.
1. Discussion: Why is it called "Ode to Flowers" instead of "Ode to Flowers"
Summary: This is a more appropriate title.
2. Speak freely: Tell us your understanding of "I always look up to the sky, not to see my fantasy, but to see the light."
3. Ask questions.
9. Classroom exercises: listen to and memorize new words.
10. Homework: 1 Try to recite the full text.
2. Look for articles written in the first person personification like this article and read them.
Blackboard writing design:
Ode of Flowers
I am (a word, star, daughter,) feeling beautiful
I am ( Gifts, colorful crowns, gifts) to contribute to beauty
Pursue beauty on the grassland, in the air, and in the dark
Announcement, farewell, solicitation, and embrace of light Teaching design of the Chinese language "Ode to Flowers" 2
Textbook analysis:
This lesson is a prose poem by the famous Lebanese poet Gibran. The author uses personification to write Hua'er's inner voice in the first person "I" tone: "I am a word", "I am a star", "I am the daughter of the earth"... "I will always look up to you" My eyes are turned to the sky, not to see my fantasy, but to see the light. "The article is beautifully written and meaningful. On the surface, it is a description of flowers, but in fact, the author is using objects to express his emotions. At this time, the poet and the flowers have become integrated. In one piece, every word in the article is filled with the author's appreciation and praise for flowers, hiding the author's desire and pursuit of beauty and light.
Student analysis:
Flowers are very common around us and are also things that everyone likes. Students are relatively familiar with it. "Ode to Flowers" is the third text in this unit. Through the study of the first two lessons, students have a basic understanding of the writing technique of using flowers as metaphors for people. The author of this article not only expresses his praise and love for flowers, but also expresses his pursuit of beauty and brightness. With the previous learning foundation, this article is not difficult for students to understand. As a teacher, you should create situations so that students can resonate with the author's emotions during the full reading process.
Teaching objectives:
1. Use a variety of methods to independently read and learn the 8 new words in this lesson.
2. Guide students to read the text in their own favorite way and recite their favorite passages.
3. Learn first-person and personification writing techniques, and be able to use this writing technique to imitate a paragraph.
4. Understand the author’s desire and pursuit of beauty and light through reading the text.
Teaching focus: Understanding the sentence "I always look up to the sky, not to see my fantasy, but to see the light."
Teaching process:
First lesson
1. Introduction of new lessons
1. Students, do you like flowers? Who can use the most beautiful words to praise the flowers you like?
2. Writing on the blackboard topic: Ode of Flowers
Look up in the dictionary and talk about what "Ode to Flowers" means?
Combined with the preview, think about "Ode to Flowers" What does "chant" mean? (The chant of flowers is the singing of flowers)
Do you want to know what the flowers sing to us? Then let us study the text together!
[The topic is introduced by children chanting flowers. Through comparison, students naturally understand that the chanting of flowers is the singing of flowers. ]
2. Self-reading and self-enlightenment
1. Students read the text independently and learn to read in their own way.
2. Think about what the text is mainly about. Mark the difficult-to-understand places you encounter in the text.
3. Students read to each other to check whether the words are read correctly.
4. Share your feelings after reading the text.
[Fourth-grade students already have a certain ability to learn Chinese independently. Students should be given sufficient time in class to allow them to read and understand themselves, question and ask questions, and give full play to students' initiative. When students study the text, will be more positive. ]
3. Whole-class communication
1. Who is willing to "sing" his or her own voice instead of Hua'er? (Read by name)
2. What do you think? How did they read? (Mutual comments between students and students)
3. Tell me what Hua’er expressed his feelings? (Student answer)
4. Ask questions that you don’t understand, and explain what you don’t understand. Prepare for further study of the text.
4. Excerpts of words and sentences: Extract good words and sentences from the text and communicate with each other.
Second Lesson
1. Introduction of New Lesson
In the last lesson, we perceived the text as a whole. This lesson allows us to enter the text again. Listen to the flowers' voices.
2. Read the text
1. Read the text freely in the way you like, and read the passages you like several times.
2. Tablemates read their favorite passages to each other and talk about the reasons why they like it.
3. Choose the passage you like and express your feelings after reading it in your favorite way. You can communicate through language, you can also draw a picture, sing a song, and recite a poem.
(1) When talking about the fourth paragraph, the teacher guides the students to talk about their feelings based on the actual life and understand the beautiful meaning of flowers.
(2) Paragraph 7 is the key paragraph of the article. When talking about paragraph 7, the teacher can introduce the author's information to the students on camera, so that students can understand that "pursuing light" is the lofty ideal of Hua and also the author. The pursuit of allowing students to understand the characteristics of using flowers as metaphors in the text.
[Students have different personalities and experiences, and may have different understandings of the text. As long as the children can express their feelings after reading in their own way, the teacher will give timely guidance, and other students can add appropriately. However, teachers must require students to read the original text emotionally first, and then talk about their own understanding based on the words and sentences of the original text, so as to develop good speaking and thinking habits. ]
3. Emotional reading
1. Read the text with music.
2. Reading competition.
3. Recite your favorite passages.
[After students fully communicate their understanding of each paragraph, guide students to read the text emotionally and deepen their understanding of the article through recitation. ]
IV. Small pen practice
1. Based on the structural characteristics of the first four natural paragraphs, try to imitate a paragraph.
2. Communicate with each other.
5. Summary of the full text
After studying Gibran's "Ode of Flowers", we not only feel the beauty of the flowers from the flowers' self-singing, but also appreciate the author's Noble ideals and pursuits.
Teaching postscript:
This text has beautiful language, fresh writing, magnificent imagination, and novel metaphors. The author uses the first person "I" tone to write the flower's inner voice and express It reflects the author’s pursuit of beauty and light. Since the content of the text is relatively simple, and the students have already had the learning experience of the first two lessons, I focus on reading when teaching. Through reading aloud at multiple levels and in a variety of ways, I allow students to read and understand on their own, and guide students to talk after reading. Express their own feelings so that they can understand, accumulate and gain insights while reading.
First-person and personified writing is a major feature of this article. After studying the text, students have already understood this writing method. At this time, students are guided to try to write based on the structural characteristics of the first four paragraphs of the text. When imitating a paragraph, most students were relatively successful in imitating and were able to achieve basic similarities. Some of the students' language was quite wonderful, which won warm applause from everyone and became a highlight of this class.
When children talk about their feelings after reading the text, although the teacher tells the students that the form can be flexible and diverse, most of the children choose to express it in language, and the expression lacks individuality. This is worth thinking about.