Diving teaching design 1 teaching objectives
1, understand the content of the text and learn the captain's thinking method of decisively dealing with rational problems in a hurry;
2. Learn how to pay attention to the connection between things and deeply understand the content of the text;
3. Learn the words and new words of undergraduate students and make sentences with "imitation" and "determination";
4. Read the text emotionally.
Teaching focus
Grasp the connection between the man on the boat and the monkey and understand the text.
Teaching difficulties
Experience shows that the return flight is the relationship between the occurrence, expansion and result predicted by "calm".
Teaching preparation
Self-made slides show Dr. Peng's educational software.
Teaching difficulties
2 class hours.
teaching process
first kind
First, review and introduce new lessons.
1. What connections did you know from the moment the snake and the crops? What did you learn from studying the text?
2. Today, let's learn the lesson of "diving" and see what this lesson mainly writes and the relationship between what?
Second, check the preview.
1, check the pronunciation of new words, and microcomputer displays new words-train reading.
2. Read the text by name.
3. Question: Who is the author of Diving? Who mainly wrote the contact with whom?
Show the "materials" section and get to know the author.
Third, retell the text, understand the main idea and clarify the level.
1, showing the slide self-study outline.
(1) What is the reason of the story? What was the result?
(2) Are there natural paragraphs in the text? Who has anything to do with who in each paragraph?
(3) according to the order of things.
2. Students preview as required.
Step 3 discuss the above issues
Fourth, read the text carefully, grasp the connection and deeply understand the content of the text.
1, read the first paragraph.
Find out the sentences that cause this story.
Understanding: It is obviously presumptuous to have fun.
Mingming wrote about the reason why monkeys are presumptuous, and Therefore wrote about the reason why people make fun of monkeys.
2. Guide the study of paragraphs 2 and 3.
(1) Read silently and think: Why do children chase monkeys? From those words, did you see that the child's self-esteem was hurt?
(2) Discuss and answer.
Read the fourth paragraph.
Read the text freely and think: where can you see that children are in danger?
Microcomputer display illustration: guide the picture to see the distance between the highest crossbar and the deck and the width of the crossbar, and understand the child's dangerous situation-difficulty in turning around.
What about the sailors on deck?
4. Read the fifth and sixth paragraphs.
Read the text by name.
Discussion question: What did the captain do when he saw the dangerous situation?
Why do people think 40 seconds is too long?
Verb (abbreviation of verb) is a summary of the whole text.
Sixth, homework
1. Read the text aloud and find the connection between the paragraphs.
Step 2 copy new words
Second lesson
First, read the full text.
1, read according to the study group.
Step 2 summarize the problem
(1) The text mainly focuses on who is in contact with whom? How did these connections develop?
(2) What are the causes of children's distress?
(3) What is the reason for the child's salvation?
(4) What is the relationship between the occurrence and development of "peace" on this day?
5] What did you go backwards after reading this text?
Second, link "imitation" and "calmness" to make sentences
1, find a steady sentence to read.
2. Make spoken sentences with names and correct them.
3. Students make sentences in written form
Third, homework
1, copy new words
2. Preview the ships in Venice.
blackboard-writing design
6 diving
Teasing command
Sailor-monkey-child-captain
← - ← - ← -
A reckless chase/dive
seaman
Teaching notes
There are many characters listed in the article, and the relationship between them is very complicated. To guide students to understand the relationship between characters, we should know that orgasm is the result of the comprehensive influence of various relationships, not just the relationship between monkeys and children.
The second teaching design of diving teaching goal: cooperative inquiry and key paragraph learning.
Teaching process:
First, read the text correctly and fluently.
Second, cooperative inquiry, learning key paragraphs
1. Read the text and tell me what happened under what circumstances.
2. Projection shows that it is even more presumptuous because it clearly knows that people take it for fun.
The teacher described the reason why the monkey was "presumptuous", and the students went on to say the result of "presumptuous".
Students describe the reason why monkeys are "presumptuous", and the teacher reveals the result of "presumptuous".
Say a word with "obviously".
3. What happened because of the monkey's debauchery? Let the students read the relevant paragraphs.
How do monkeys give birth to children? Draw the words that represent the movements of monkeys, and then read them to see if you can use other verbs instead. )
The projection shows that as soon as the child slips, he will fall to the deck and break into pieces. Even if it's not slippery, it's hard to turn around and walk back with a hat. In-situ discussion: what happens when you slip; What will happen even if you get the hat?
Read the text silently and talk about what the captain did in an emergency.
Read the fifth paragraph of the text by name. Do you have any better way to save the child? Explore in groups and express your opinions.
If the child doesn't dive, will the father shoot? (Group debate, free speech)
Ask the students: Why do you think forty seconds is too long? Why do children have to get their hats back? What would you do if you were that child?
Third, return to the whole and summarize the full text.
1, the teacher compares the blackboard and summarizes the full text.
2. Read the text with emotion.
Diving gives a lot of inspiration. Lev tolstoy wrote this story. What's he trying to tell us? Guide students to discuss and report;
(1) Keep a cool head in case of danger;
(2) When encountering problems, we should solve them according to the specific situation at that time;
(3) Don't make too many jokes.
Fourth, extend and stimulate imagination.
What will the child say after this incident? What would the captain say? What will the sailors say? Expand your imagination and say what they want to say.
Diving Teaching Design Part III I. Scene Introduction
Students, there is a story: a child climbed to the top of the mast of a ship in order to get back the stolen hat, and his life was dying. What's going on here? What will happen? Today, we will learn this story together-diving.
Second, exchange preview learning and teaching.
1. The students have read the story before class. Who can tell us when and where this story happened? How did this story come from?
2. When reading this story, what questions did you not understand or want to understand further? Sort out the problems and learn to teach. According to the number of students' questions, decide whether group communication is needed. ﹚
Third, autonomous learning, reading comprehension
1. As the students have said just now, the story was caused by sailors making fun of monkeys. Which paragraph of the text explains the cause of the story?
2. How did it happen? Now, please continue reading paragraph 234 of the text, find out what impressed you most when you read it, read it several times and try what you have learned from these sentences. What prompted the child to climb to the top of the mast regardless of his life? What is the situation at this time? Where did you learn that? Just try it. Can you read your experience?
What would you do if you stood on the deck and saw such a dangerous scene? Faced with such a dangerous situation, how did the captain, the father of the child, do it? Read the last two paragraphs of the text by yourself and see how the captain does it. Just now, the students asked such a question: Why did the captain force the child to jump into the water with a gun? Please read these natural paragraphs again and think about it: what would the captain think at that time? Communicate your ideas in the group first, and then communicate with the whole class. Tip: You can say: The captain would have thought so or the captain might have thought so. ...
4. Perceptual interpretation: This is a witty, brave and decisive captain. Can you read your own experience?
Having said that, the teacher couldn't help thinking of such a true story: it was an autumn, and a family of three went hiking. When they were riding the ropeway, the rope suddenly broke. At this critical moment, parents also want to save their children. What happened at the moment when the rope was about to land? Both parents held up the child with both hands, and the child survived, but the parents left her forever.
6. Summary:
Students, after hearing this story, you must be shocked! When the child is in the most dangerous time, parents will try their best to save it, which can turn the hopeless things around and make miracles happen.
Fourth, the full text summary
Please read the whole article again and think about it. What impressed you most about the story of diving?
Verb (abbreviation of verb) summary and expansion
Students, the child has been saved. What will the captain, sailors and children say after the child is rescued? You can think, discuss or act in groups.
The fourth part of diving teaching design teaching requirements:
1, understand the content of the text and learn the captain's thinking method of decisively dealing with problems in times of crisis.
2. Learn the method of "having an independent mind when reading" and deeply understand the content of the text.
3. Learn 9 new words and phrases in this lesson and accumulate good words and sentences.
4. Read the text with emotion.
Teaching focus:
Understand how the child stepped onto the crossbar at the top of the mast step by step and the process of being saved.
Teaching difficulties:
Why did the captain force the children to dive with a gun? Is diving the best way?
Teaching process:
first kind
First, the teaching objectives
(1) Learn the new words and phrases in this lesson and understand the key words.
(2) Clear the context of the article and summarize the general idea of the paragraph.
(3) Read the text and get a preliminary understanding that things happen and develop in contact and change.
Second, the focus of teaching
(1) Clarify the context of the article and summarize the general idea of the paragraph.
(2) A preliminary understanding of the occurrence and development of things in contact and change.
Third, teaching difficulties
Divide the text into paragraphs and summarize the main idea of the paragraphs.
Fourth, the teaching process
(1) Prompt the topic.
Students, today we learn lesson 8 "Diving" together. Please look at the topic together. What do you know from the title?
The teacher narrated the topic and wrote on the blackboard:
(blackboard writing: "diving")
Starting from the topic, let students question, expand their imagination, let students go deep into the text with questions and interests, and naturally change from "asking me to learn" to "I want to learn".
Students will ask a lot of questions.
Who dives? Why dive? What is the result of diving? Wait a minute.
(B) Fan read the text, students think.
This passage is about who and what happened between who?
A monkey hung the hat worn by the captain's son on one end of the highest crossbar of the mast, and the child stepped on the crossbar in order to take back his hat. At the critical moment, the captain ordered his son to dive so that the child could turn the corner. )
What is the connection between people and things in the text? Please use symbols to indicate it.
Let students participate in learning activities with multiple senses, which requires both brains and hands-on. Please draw on the blackboard, and the others are in the notebook.
(3) Subparagraph and summarize the meaning of this paragraph.
According to the blackboard, let the students talk about the development process of things and understand that things happen and develop in the process of mutual connection and change. The ending.
Who will talk about the cause, development, climax and result of the matter?
(Cause: The sailors make fun of monkeys, which is very presumptuous; Development: monkeys tease children, and children climb masts to chase monkeys; Climax: Children's life is in danger when walking on the highest crossbar; Results: The captain ordered the child to dive and the child was saved. )
According to the development order of things, segment and summarize the meaning of paragraphs.
The first paragraph (1 paragraph): It is said that the monkeys on the sailboat are very presumptuous. The second paragraph (the second paragraph and the third paragraph): It is said that monkeys tease children, and children climb the mast to chase monkeys. The third paragraph (the fourth natural paragraph) says that the child is on the highest crossbar and his life is in danger. The fourth paragraph (paragraphs 5 and 6) tells that the captain ordered the child to dive and the sailors rescued the child from the ship.
(4) Check the preview.
1, fill in the glossary.
2. Read the pronunciation correctly.
New words:
3. Look it up in the dictionary or explain the words in combination with the text.
4. Similar words:
Five (5) ships have completed the voyage (sailing) (grin)
Find (collect) hoarseness (hoarseness) and resist (overcome) colds (colds)
Aim at the mast to scare the seagulls
Describe (depict) brittle tiger (tiger) Europe (Europe)
5, combined with the meaning, distinguish synonyms and antonyms:
Synonym:
Travel around-travel around slowly-slowly
Solemn-solemn and painful-sad
Strong body
Crying-sneering kindness-kindness
Face to face
Antonym:
Anxiety-patience, happiness-pain
Kindness-Awakening of Dignity-Confusion
Unconstrained rules
(5) Read the text in groups.
Read the text in groups and draw questions that you don't understand. Students in the group answer each other and ask difficult questions. If there are any problems that the group can't solve, just bring them up and solve them when we talk about reading the text. The purpose is to cultivate students' ability of active learning and independent thinking.
(6) homework.
1, familiar with the text.
2. Copy new words.
Second lesson
First, the teaching objectives
(1) Understand the content of the text and learn the captain's thoughts and methods of dealing with problems decisively in times of crisis.
(2) Pay attention to the connection between things and deeply understand the content of the text.
(3) Read the text aloud.
Second, the focus of teaching
Understanding the development of things is because of the connection, production, development and change between people and monkeys on sailboats.
Third, teaching difficulties
Let students know that things are related, developing and changing, and take corresponding decisive actions according to the changes of the situation.
Fourth, the teaching process
(1) Introduce the author and introduce new lessons.
Students, do you know who wrote this article about diving?
(He is a famous Russian writer Lev? Tolstoy wrote it. He wrote many works in his life, such as War and Peace and Anna. Karenina, resurrection, etc. The article "Diving" was written by Tolstoy for our children, and the story is thrilling. Let's study together! )
(2) Learn the first paragraph.
Ask a student to read the paragraph 1. Other students think about it. What did the author introduce to us in this paragraph?
(The author first explained the location, characters and causes of the story. Location: on the deck of the sailboat; People: sailors and monkeys; Cause: Everyone makes fun of the monkey, and the monkey is presumptuous. )
What is licentious? Where do you know it is presumptuous?
(unbridled is willful and completely unconstrained. A big monkey crawled around in the crowd, imitating people's movements and making everyone laugh. It obviously knows that people make fun of it.
What does "obviously" mean here? What role does it play?
(obviously, very obvious. It plays a connecting role here. )
Under what circumstances do people make fun of monkeys? Please use stick figures on the blackboard. Students read the first paragraph together to deepen their understanding of the article. The teacher concluded that in a calm environment, people made fun of monkeys on the deck.
(3) Learn the second paragraph.
Read the second paragraph freely.
Read and think: where do you see that monkeys are getting more and more presumptuous?
After reading it, mark the words that describe the monkey's movements with △, and draw the words that describe the child's main demeanor with straight lines. Let students use their hands and brains to deepen their understanding of key words and the author's writing methods. The understanding of things is developing in constant contact and change.
(Monkey's movements: jumping, picking, wearing, crawling, sitting, biting, tearing, scratching and crawling. The child's demeanor: dumbfounding, blushing. )
Ask a classmate to read this part emotionally. Think about it, other students. What is this part mainly about? Read the full text
The monkey teased the child, and the child climbed the mast to chase the monkey. )
Students sum up the teacher and write on the blackboard:
What is "dumbfounding"? Why do children laugh and cry?
("Laughing and crying" here means being teased by a monkey that makes people laugh. It's not angry, and it can't laugh. Describe an embarrassing situation and don't know what to do. The child is crying and laughing, because the monkey takes off his hat and puts it on his head, which makes people laugh. The child was teased by the monkey, and his self-esteem was hurt. )
Now, let's experience the monkey's movements, the child's demeanor, and the students in the same seat cooperate with each other to perform.
(writing on the blackboard: I can't help laughing and blushing)
On this basis, the teacher asked two or three groups of students to perform before the stage. Such situational teaching can not only help students understand key words, but also stimulate students' interest in active learning, enliven classroom atmosphere and cultivate students' creative ability.
(4) Learn the third paragraph.
The child was teased by the monkey and was unwilling. He's been chasing him. What was the result? Please read the third paragraph silently.
Let the students continue to mark the monkey's movements and draw the words with a child's expression in the textbook. Then ask the students to answer the questions.
(Children's actions: teasing, crawling, hooking, hanging, sitting, twisting, wilting and grinning. The child's manner: extremely angry. )
Please invite two students to perform on stage.
What is the monkey's psychological activity at this time? What will the child say when he sees the monkey at this time?
Diverse students' thinking, cultivate students' imagination, enrich the content of the article, deepen the understanding of the text and prepare for the next development climax.
The monkey thinks: Here's the hat. Come on up! Dare you come and get it? No way! Not as good as me!
The child will say, "You can't run away. I have to catch you, I can't scream. " ; "Wait and see, I must get my hat back!" )
The monkey was so presumptuous that the child was extremely angry. What is "extreme anger"?
(blackboard writing: Anger is extreme, regardless of the existence of danger. )
Ask a classmate to read this part.
Listen to the teacher and read this part. Close your eyes and feel the scene at that time.
After reading the teacher's words, please talk about your feelings and focus on these two sentences: "As long as the child slips and falls directly on the deck, it will be dead." "Even if he hangs his hat on the crossbar, it is difficult to turn around." Let students feel the danger of their children's situation. Think with the illustrations in the book; Will the child slip? Why can't he turn around when he gets the hat?
Students should fully discuss on the basis of reading books and illustrations.
The child will slip. Because the crossbar is too high from the deck, as long as he looks down, he will tremble with fear. When he is nervous, he will lose his balance, and he is likely to fall and fall straight on the deck. Because even after he gets the hat, it is difficult for him to turn around because the crossbar is very narrow. If he gets it back, he will fall off the crossbar more easily.
Just then, a man on the deck screamed in fear. When the child heard the crying, he realized that he was in a very dangerous situation. He couldn't help lowering his head and his legs trembled. Who appeared at this critical moment?
(Blackboard: Captain)
(5) Learn the fourth paragraph.
How did the captain save the child? We study the fourth paragraph together.
Teachers lead and students follow. The teacher focused on guiding "jump into the sea! Or I'll shoot! One! Two! Three! " Read dad's strict and mandatory command tone. Then ask the students to answer the questions.
Dad forced the child to jump into the sea with the gun in his hand. )
Students answer the teacher while writing on the blackboard:
Let's discuss what is good about the captain's method of letting the children "dive".
Only when children jump into the sea can they not directly fall on the deck and die, and they can get out of danger and save their lives. )
Isn't the captain afraid that the waves will roll up his son? Read the paragraph 1 again.
It's a calm day. )
What do you mean calm down?
There is no wind or waves, and the water is very calm. )
Let students know the role of "calmness" in the text, which is the premise of the occurrence, development and ending of things. In this special environment, things are constantly developing and changing.
From the time of crisis to the time of safety, what kind of person is the captain we see?
Writing on the blackboard: (witty, brave, calm and decisive)
This part is the climax of the article, so students should be guided to summarize the central idea of the article in time. It is mainly the captain who knows the article about diving, not the children and monkeys. Ask a classmate to read the last paragraph. Other students think: the author used a metaphor to describe what is what? What are the advantages of this comparison?
Compare the child's body to a cannonball. This metaphor can better explain that the crossbar is high on the water and jumps into the water as fiercely as a cannonball. On the other hand, it sets off people's nervousness. )
"40 seconds-everyone already thinks that time is too long." What do dashes do in sentences? Why do people think 40 seconds is too long?
Let the students read this sentence fully and discuss it with each other in the same seat, then ask the students to answer.
The dash here indicates a turning point, showing the tense atmosphere and people's desire to save lives.
40 seconds is very short, and everyone thinks it is too long to save people. It shows that people are too nervous, so nervous that people can't bear it, and they can't wait to save the children at once. Every second is related to the safety of children. )
Read the last paragraph of nature together and feel the mood of the people at the scene.
(6) Read the full text of the blackboard summary.
The story of this article is closely related to the development of the relationship between things, starting with the connection between sailors and monkeys for fun. Then, the connection between things continues to develop and become the connection between monkeys and children. These contacts reach a climax in the change, and children are in danger. At the critical moment, the captain appeared, so as to get in touch with the child, and finally rescued the child safely, showing the excellent quality of the captain's wit, courage, calmness and decisiveness.
(7) Read the full text and talk about inspiration.
What do you think of after learning this text?
Encourage students to speak freely according to their own experience. As long as it is justified and reasonable, it will be affirmed and praised.
For example, in case of emergency, students will think of taking effective measures calmly and decisively like the captain;
Another example: you should consider the consequences when you do things, and you can't ignore the consequences because of anger like that child. Wait a minute.
Diving teaching design Part V Teaching objectives:
1. Summarize the full text and learn the captain's calm, witty and decisive methods to deal with problems;
2. According to the author's narrative method and the order of development, learn the basic method of writing a thing;
3. Develop students' potential to discuss and solve problems.
Teaching emphases and difficulties:
1, learn the captain's calm, witty and decisive methods to deal with problems and establish safety awareness;
2. Learn how to tell stories in reading.
Teaching process:
I. Thinking Training: The Story of Gold Mine
Second, practice in every class. PPT - 1
Third, summarize the full text. PPT - 2
(Assumption: Let the students ask these questions, and then everyone will solve them. Individual problems are put forward by the teacher for discussion and solution)
1, read on the blackboard and dictate the content of the text;
2. In your own words, what was written in the text?
This text tells the story that happened on a foreign ship. A monkey hung the hat worn by the captain's son on the crossbar at the top of the mast. In order to get his hat back, the child stepped on the crossbar. In an extremely urgent moment, the captain used his quick wits and decisively ordered his son to dive, so that the child turned the corner.
3. Choice: The main characters in the article "Diving" are:
A sailor b child c captain d monkey (and why? )
What do you think of the captain? What does the author write this article to highlight? ) (action and language imitation experience)
Experienced, witty, calm, calm and decisive.
5. What inspired you after learning this article?
Usually don't joke; Don't make too many jokes; Consider the consequences of doing things, not willful; Be calm and adopt the most appropriate method; Don't do dangerous things; We need your help to solve the difficulties. ...
Fourth, reading and writing guidance PPT-3
1. Fill in the blanks: The texts are written in order.
2. Thinking: What are the characteristics of writing in the order of things? (In chronological order, how things develop, write in the order of "beginning-passing-ending")
3. Make clear the writing order of this article: (Question: What is the beginning? What is the ending? The middle is open. Is it a little simple to change such a long content into two words-development and climax)
4. Guidance section:
The first paragraph (section 1) is about a monkey on board who is very presumptuous. cause
The second paragraph (2 ~ 3) is about monkeys teasing children, and children climb the mast to chase monkeys. develop
The third paragraph (subsections 4-7); It is said that the child stepped on the highest crossbar and his life was in danger. climax
The fourth paragraph (8 ~ 9) tells that the captain ordered the child to dive and the sailor saved the child. result
5, writing method guidance:
When writing an article, you should pay attention to writing clearly the cause, development, climax and result of the matter, so that the teacher will write in your writing comments: the narrative is organized, the hierarchy is clear and the structure is complete. Please close your eyes and recall: What did you learn in this class?
Six, listen to the text read aloud, aftertaste:
1. What is written in the text?
2. Understand the writing order of the text; Experience the captain's decisiveness in handling things;
3. Further taste and appreciate lev tolstoy's novel Diving.
Attachment: blackboard design
Note: In the column of "Stones from Other Mountains", there are relevant lecture materials.