The teaching goal of peanut lesson plan 1;
1. Learn the new words "Bi, Mao, Zha, Mu" in this lesson and understand the two words "Actually" and "Love" in the context.
2. Read the sentences, understand the meaning of the dialogue between dad and "I", and learn the character of peanuts that don't seek a false name and contribute silently. Let students understand the truth that "people should be useful, not just decent, but useless to others".
3. Summarize the central idea of the text, and learn the writing methods of highlighting the key points of the text, distinguishing between primary and secondary, and using things to describe people.
4. Practice making sentences with "actually" and "mature".
5. Read the text with emotion. Recite the last four paragraphs of the text.
6. Through cooperative learning, demonstration and classroom interaction, let every student experience the happiness brought by learning and cultivate students' learning interest and learning ability.
Teaching focus
1, understand the profound meaning of father's praise of peanuts.
2. Prioritize according to the central exercise of the text.
Teaching difficulties
Understand the profound meaning of father's praise for peanuts.
Preparation of teaching AIDS: new word cards and text illustrations
Division of class hours: 2 class hours
first kind
First, put forward the learning objectives.
1, session import, blackboard writing topic
(1) riddle: hemp room, red curtains, a white fat man (peanut) sleeping in it.
(2) Teacher's problem solving: Peanut is also called groundnut, because when the flower of peanut falls, the ovary stalk drills into the room and grows into peanut pods, so it is called groundnut.
③ Introduction Author: Xu Dishan, the author of this article, a modern novelist and essayist. Because his father's words about peanuts left a deep impression on him when he was a child, he was determined to be a useful person like peanuts, so his common pen name was "peanuts". So, how does his father talk about peanuts and how does he talk about peanuts? Let's have a look at this text.
(blackboard writing project 15, groundnut)
2. Guide students to put forward learning objectives (combining unit guidance and text tips).
Read the text smoothly. What is the main point of this text? Read the difficult words and sentences several times.
② Grasp the key words and understand the ideological content of the text. Leave traces of your thoughts in the book, mark them in batches, and make reading notes beside them. )
③ Read the text with emotion.
(4) be able to combine the understanding of the text and show your learning achievements.
Second, show the learning results.
Give students about 8 minutes to study independently and solve problems. )
Requirements: 1. Show students with learning difficulties-ordinary students-excellent students in the group.
When others are performing, other students should learn to listen and comment.
(1) Basic knowledge presentation (within the group)
1. In this lesson, I learned the words of development, discrimination, excavation, harvest and maturity, and understood the meaning of love, sureness and decency.
2. I will say a sentence with words like actually and command.
I will read paragraph 10 fluently.
I'll answer (think after class and practice in each class).
(The teacher went to the students in time to guide the demonstration)
(B) the demonstration of learning and understanding (in the group or the whole class)
1, sort out the paragraphs of the text and summarize the main idea of the paragraphs.
① Teachers model the text, and students think: Why is the title of the text "Peanut" and what is written around the title?
Peanut is the center of this paper, so peanut is the theme. The full text is about planting peanuts, harvesting peanuts, tasting peanuts and discussing peanuts, all of which are written around the topic)
(blackboard writing: planting peanuts, harvesting peanuts, tasting peanuts and discussing peanuts)
Students may not summarize what they have written around peanuts. Teachers guide students to read relevant sentences and help them summarize.
Divide the text into paragraphs and summarize the main idea of the paragraphs.
The first paragraph (1 paragraph) is about planting peanuts and harvesting peanuts.
The second paragraph (the second natural paragraph) writes that my mother proposed a harvest festival and made preparations for it.
The third paragraph (from the third paragraph to the end) is about eating peanuts.
Encourage students to express their views when dividing the paragraphs. Divide the 1 natural paragraph into the first paragraph, and students will not have any differences; Students will have different opinions on the division of the second paragraph. Some students will divide the second paragraph from the end into the second paragraph on the basis that this large paragraph is about the family harvest festival. Teachers should affirm this subdivision method of students.
2. Understand the main content of the text.
I know this article. Through this article, I focused on the experience of this family celebrating the peanut harvest festival. Through the discussion on the benefits of peanuts, I revealed the peanut's unwilling to live up to its reputation and silent dedication. It also tells us that we should be a useful person, not a person who only pays attention to decency and is not good to others.
3. Read the text with emotion and understand the ideological content of the text.
(3) Creative presentation (to the whole class in the form of a group)
1. Read the new words in the text in groups.
2. Read paragraph 10 of the text in groups.
3. Read aloud in groups of different roles.
(There are many forms of group presentation)
Third, stimulate knowledge conflict (combined with class hours)
Fourth, the expansion and extension of knowledge.
1. Read the text with emotion and recite the last four paragraphs.
2. Collect and extract sentences about borrowing things to describe people.
Verb (abbreviation for verb) assignment
1. Copy new words.
2. Read the text with emotion.
Second lesson
First, review the text and put forward new goals.
1, review and check.
Dictate new words.
2. Introduce new courses.
Name three students and ask them to read the text emotionally in sections. Ordinary peanuts lead to many topics at home, which makes us admire peanuts. With this admiration, let's study the text.
3. Guide students to put forward learning objectives (combining unit guidance and text tips).
(1) Read the whole article again with emotion and think about why the title of the article is peanuts.
(2) What does the text say about peanuts?
⑶ Recite the paragraph 10, and tell me what is the most precious thing about peanuts.
(4) From the expression method of borrowing things to describe people in the article, what is worth learning.
5. Collection and display of extracurricular materials.
[6] Combine your own understanding of the text and show your own personality creation.
Second, show the learning results.
(A demonstration of learning and understanding (in the group or the whole class) (this link can sometimes be combined with "creative demonstration")
1. Students feel emotion and writing style from keywords.
(1) Read my father's first argument. Thinking: How does my father explain the most valuable place of peanuts by comparison?
Father compared peanuts with peaches, pomegranates and apples. By comparing the appearance of the fruit with the position of the fruit when it bears fruit, the most valuable place of peanut is explained.
Teachers help students grasp the key words such as "buried in the ground", "bright red and light green", "hanging high on the branches" and "growing short on the ground" to analyze and understand the obscurity and simplicity of peanuts.
(2) Read the father's second argument and think: What kind of person does the father educate his children to become with peanuts?
Modest and simple, regardless of fame and fortune, will not show off themselves, useful to others.
(3) Does the author understand what his father said? Where did you see it? Read the relevant sentences.
(1) Show the blanks and guide the recitation.
"People should be (useful) people, not (only decent) people, but (no good) people."
Do you understand what the author said? What is a useful person? What do you mean, it's not good for people to talk about decent people? Combined with reality, give examples.
③ Summary: Inspired by his father, the author said that this passage is the center of the whole paper. It explains the truth of being a man from both positive and negative aspects, and praises those who are down-to-earth, hard-working, humble and simple, regardless of fame and fortune, and have real talent and learning without showing off themselves; Praise all unknown people, do good deeds for the people and contribute to society. Criticized those superficial, greedy for fame and fortune, ignorant and useless to society. Father's teaching is deeply impressed on the author's heart, and the spirit of "groundnut" is carried out in his life, writing and teaching.
2. Students demonstrate their reading ability.
* * * Practice reading in groups and read individually; Read the paragraphs you found out to everyone; You can invite other students to read with you.
3. Prioritize according to the central exercise of the text.
① Summarize the central idea of the text with a passage of "I".
Through the discussion of the benefits of peanuts by family members at the Harvest Festival, the text shows that you should be a useful person to others, not a decent person who is not good to others. )
② How long did it take from planting peanuts to harvesting peanuts, and how much space did it take in the article? From eating peanuts to talking about peanuts, from talking about peanuts to talking about life, how long did it take and how much space did it take in the article? Why did the author arrange this?
Thinking about this problem can make students have a concrete feeling about the primary and secondary of the article and a more concrete experience about the relationship between the primary and secondary of the article and the central idea.
(Write on the blackboard: write simply and write in detail)
(B) creative display (in the form of a group to show the whole class)
1. Read the text in groups.
2. This group showed an article they wrote by imitation.
3. This group expresses its personality by reading the poems it created.
(There are many forms of group presentation)
Third, stimulate knowledge conflict (timely)
1. What does the text say about peanuts?
2. Why should the text be titled "Peanut"?
(This link is sometimes combined with "learning achievement presentation")
Fourth, the expansion and extension of knowledge.
1, displaying the collected data.
Students show the collected articles describing people with things.
2. Personality creation and display.
Bring broom, silkworm, eraser, pen, etc. As an example. What life lessons have you learned from them?
Verb (short for verb) homework
1. Recite the last four paragraphs of the text.
2. Bring broom, silkworm, eraser, pen, etc. A small exercise pen written to imitate this article as an example.
Example of peanut lesson 2
first kind
First of all, an exciting introduction.
1. Inspiring dialogue: Students, have you ever eaten peanuts? Today we are going to learn a text about writing peanuts.
2. The teacher writes on the blackboard and the students read the questions together.
3. "groundnut" is the peanut we usually eat, but why is it called "groundnut"? Before class, all the students looked up the materials. Who wants to talk about it?
4. Transition: What did the text say to peanuts? Students will know by reading the text.
Second, the preliminary reading of the text, the overall perception
1. Free reading of the text requires accurate pronunciation, fluent reading of sentences and natural paragraph numbers.
2. Read each other's texts at the same table, check each other and correct mistakes or broken sentences.
3. Check the recognition of new words with the new word card (you can read them by name, read them all at once, read them by branches and read them in groups).
4. Check the students' reading of the text, name the designated paragraph and comment on the reading.
5. Read the text silently and think: What does the text say to peanuts? (1) Planting peanuts and harvesting peanuts. Mother proposed a harvest festival and made preparations for it. ③ Discussion when eating peanuts. )
Teacher: According to the three things mentioned in the article, we divide the text into three parts to understand.
Third, learn the first and second parts of the text.
1. Read the first and second paragraphs silently and think while reading: What have you read and what don't you understand?
2. report and exchange.
(1) Tell me what you saw.
(2) Questioning and dispelling doubts.
(1) What does "pioneering" mean? Why not "develop" a clearing?
(2) How to understand the word "unbelievable"? Can you find a word with similar meaning?
3. Guide emotional reading.
Fourth, homework
1. Learn the text.
Preview the third part of the text.
Second lesson
First, review the introduction and explain the exploration goal.
1. Think about peanuts in the text.
2. In this lesson, we will continue to explore the text, learn the third part of the text, find out why the author has special feelings for peanuts, and learn the way the author expresses his thoughts.
Secondly, the text of the third part is discussed in depth.
1. Read the text silently and think about how many layers of meaning this part of the text has said.
There are two meanings. The first paragraph (3- 1 1 natural paragraph) talks about the benefits of peanuts. The second floor (12- 15 natural section) from talking about peanuts to talking about life.
2. Read the text by yourself, draw what your father said, talk about your own understanding, experience the discussion about the benefits of peanuts, and how to talk about life from peanuts.
3. Discuss and communicate in groups.
4. Classroom communication and teacher guidance.
(l) Understand the first meaning (focus on understanding the father's words)
(1) projection shows his father's words.
Read your father's words by name and fill in the blanks as follows:
My father mentioned _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.
③ Analyze the father's words, and the students discuss and answer.
A. what does "love" mean? What is a "loving heart"?
B.does the father have admiration? What does father admire? Which word did you see it from?
C. what is "the most valuable"? Why does father think peanuts are the most valuable? Guide students to understand that apples, peaches and pomegranates hang high to show off themselves, while peanuts are down-to-earth and dedicated to obscurity, with the virtue of hiding but not revealing. )
D students read the words of their father again, and judge whether the following sentences are correct according to their own understanding, and give reasons.
A) Peanuts are good, but peaches, pomegranates and apples are not. ( )
B) Everything buried in the ground is good, and everything hanging high on the branches is bad. ( )
C) we don't need physical beauty. ( )
Teacher: Compared with peaches, pomegranates and apples, the peanuts used by my father in this class are only based on whether the fruit is exposed or not, which highlights the character of peanuts that are not ostentatious and silently dedicated. It is not that these three fruits are just beautiful in appearance and have no practical use.
Is there anything else in life that makes people fall in love at first sight? Do you have any peanut quality? Can you use the word "love"?
(2) Understand the second meaning
Transition: My father pointed out that peanuts are different from peaches, pomegranates and apples. Did my father just say peanuts?
(1) projection shows his father's words.
② Students read together and talk about understanding.
(The father's purpose in guiding children to talk about peanuts is to talk about life, and his praise of peanut's character is also to explain what kind of person a person should be; Father teaches children to learn the excellent character of peanuts, pay attention to reality, do not show off themselves, and be a useful person to the country, society and others. )
Teacher: Do the children understand what their father said? Where did you see it?
④ Understand what "I" said:
A. read together
B. Discussion and communication
What do you mean by "decent"? What do you mean, "just talk about decency"? What is a "useful person"? What is the connection between "useful people" and peanuts?
C. Is there anyone around you who is so silently dedicated? Make it clear.
D. what kind of people will we become?
5. Read the third part of the text emotionally with different roles.
Third, prioritize.
1. Fill in the blanks in the order described in the article, and then say which part is the main one. (Thinking Exercise 2)
Planting peanuts → () → () → ()
2. Thinking: How long did it take from planting peanuts to harvesting peanuts, and how much space did it take in the article? From eating peanuts to talking about peanuts, from talking about peanuts to talking about life, how long did it take and how much space did it take in the article? Why did the author arrange this?
3. Read and write examples of "prioritizing articles".
Fourth, summarize the full text.
1. Read the text by role.
2. What do you want to say after reading this text? Communicate your ideas with your classmates.
3. Summary: The text tells the story of a family's peanut harvest festival. By talking about the benefits of peanuts in the harvest festival, it shows that you should be a useful person to others, not a decent person who is not good to others. When talking about the text, the primary and secondary contents are clear, the secondary contents are short, and the main contents are detailed. It is precisely because the main meaning is clearly defined that although the article is short in length, it gives people a clear impression and makes people realize the intriguing philosophy from ordinary things. Pay attention to distinguish the primary and secondary articles when reading or writing articles in the future.
Verb (abbreviation of verb) extension and expansion
People often learn some truth about being a man from the characteristics of something. Can you give an example of a common thing and tell me what you have learned?
Sixth, consolidate literacy, memorize new words and read and write words.
Seven, blackboard design
Comments on teaching plans:
Introduce the topic, stimulate students' interest in learning through enlightening conversation, and guide students to focus on the discussion about eating peanuts. Through talking about experience, doing exercises, emotional reading and other forms, we can understand and feel the meaning of what our father said, and educate students to learn peanut's character of not seeking a false name and silently contributing. On the basis of understanding the ideological content of the text, distinguish the primary and secondary of the text and understand why the author arranges it this way. Students can learn about peanuts by consulting materials or asking others. Through self-talk since the enlightenment, group discussion, classroom communication, role reading and other forms of in-depth exploration of the text.
Investigation activities
Debate:
1. Modern society, do you want to be a peanut or an apple? Why? Please discuss in each group, express your opinions, tell the truth, and the teacher should not show bias.
2. Please invite people who want to be peanuts to the stage, and those who want to be apples to sit down and debate in two camps, with the teacher as the host.
3. Complete the exercises on the basis of full debate. Write a paragraph or two on the topic "What kind of person do I want to be", seeking truth and understanding. Collect and sort out the teaching plan of "Peanut" in the fourth grade of primary school. Please indicate the source for reprinting.
Teaching requirements of the third lesson of peanut;
1, can understand what dad and I say, and practice speaking.
2. Initially learn to grasp the key paragraphs and deeply understand the reading methods of the text.
3, knowing how to be a man can't just talk about decency, but should be a person with real talent and practical learning, which is useful to people.
Teaching process:
First, import
New lesson.
Last class, we learned the words in the text and divided the text into paragraphs. In this lesson, we will learn the second paragraph of the text, focusing on understanding what dad said in the key paragraph. By the way, do you want to know who is the author of this text? The author's name is Xu Dishan (writing on the blackboard), and he is a famous modern writer. Uncle Xu gave himself a pen named Luo Huasheng. Why did you choose this name? Do you know that?/You know what? Let's solve this secret from the text in this class and see who is willing to use his head and who is the smartest.
Second, the overall impression of the second paragraph.
Teacher: Students read the second paragraph separately and fill in the blanks.
This passage describes five roles (), (), (), (), (), () and (). When describing them, the focus is on the characters' (), especially the language of (). He said () times, the first time (
) and () are the most important.
Third, pay attention to learning from father.
1. Who will read the first and second words of my father?
2. What did my sister and brother say?
(1) What do we three sisters say about the benefits of peanuts?
(2) How to combine the three sentences of our three sisters into one sentence?
3. Teacher: We three sisters talk about the benefits of peanuts from three aspects: taste, use and price. What does Dad think is the most valuable benefit of peanuts? Let's read what dad said for the third time and complete the fill-in-the-blank exercise.
My father mentioned four things (), (), () and () in his words. Father thinks that although (), () and () make people fall in love at first sight, () is more valuable than ().
4. What do you mean by valuable? Why does father think peanuts are the most valuable? Let's read my father's words silently and find out what are the differences between peanuts and peaches, pomegranates and apples?
peanut
Peach, pomegranate, apple
not good-looking
Bright red and green
Bury in the ground
Branches hanging high
We won't know until we dig.
Bright red and green
Teacher: Peanut fruit has many benefits, but it is buried in the ground and will not be known until it is dug up. It never shows off itself, but shows it to others in obscurity. (Blackboard: Unknown) This is the beauty of peanuts. Father is praising peanuts. We read my father's words again in a complimentary tone. How to read them? We should practice them ourselves first.
5. Teacher: After reading this article, Tintin and Xiaohua understand it this way. Is it correct and why?
Ding Ding said: peanuts are good, peaches, pomegranates and apples are not good.
The little flower said: Everything buried in the ground is good, and everything hanging high on the branches is bad.
Transition: Does the child understand what the father said? How should I understand and say it?
Fourth, learn from me.
1, show me what I said and read it all.
2. What does decency mean? What do you mean by decent? (Pay attention to good looks) Do people need dignity?
3. What kind of people are those who only talk about decency and are not good to others?
4. What kind of people are useful?
5. What is the connection between useful people and peanuts? (blackboard writing: useful people)
6. Are there people around us who are so silently dedicated? Please say something.
7. Students must be filled with love and praise for peanuts after learning these things. Well, who wants to praise peanuts in their own words and praise many people who are as useful as peanuts?
I like peanuts. It has many advantages. Although it has no (), it is valuable (). Isn't our () just like peanuts? He (). I praise peanuts, and I want to praise ().
8. Read the dialogue aloud.
Fifth, talk to solve doubts and deepen education.
1. Do you know why Uncle Xu took this pen name?
Teacher: Uncle Xu Dishan also talked about his pen name in an article. He said so. Let's read it.
I want to be as simple and useful as a peanut. I want to live and contribute to China.
Sixth, extracurricular extension.
After the literature class, the teacher will give everyone an assignment: after each student goes home, buy half a catty of peanuts. In the evening, the family sat around the table and tasted peanuts. Don't just eat, but also talk to your sister, brother and parents about peanuts, ok?