"Lantern" 1 handout draft I. Brief analysis of teaching materials;
Lanterns and torches all over the mountain is a text in the first volume of Grade Four. This is a story of the author's childhood growth, which is close to the reality of students' life and conforms to the age characteristics of children. The article is accompanied by two vivid illustrations, telling the touching story of the author who lived in the rural grandmother's house, one day, the author fell into the dirt well on the edge of the field in the wind and rain, and was finally rescued by the rural people. From this, we can feel the excellent quality of people and learn from the author's good ideas and brave and strong qualities.
Second, talk about teaching objectives
According to the requirements of curriculum standards, the characteristics of teaching materials and the reality of fourth-grade students, the following teaching objectives are formulated:
1, learn the new words in this lesson independently, learn the multi-tone word "card", and finish exercise 3 after class;
2. Read the text aloud, grasp the key words, and experience the industrious and kind quality of rural people;
3. Pay attention to the examples in the article, and understand that you should be good at thinking, brave and strong through the author's psychological and emotional performance.
Emphasis and difficulty: the second and third goals.
According to the teaching objectives and difficulties, this course is scheduled for 2 hours.
Third, oral teaching methods
In view of the distinctive characteristics of the author's emotional expression (crying-not crying or shouting-tears streaming down his face), in teaching, teachers take the author's emotion as the main line and pay attention to students' psychological activities such as personality perception, association and experience throughout the teaching. Adopting "reading to promote enlightenment" as the main teaching method, supplemented by "intuitive teaching method and imaginative description method"
Fourth, the methods of speaking and learning:
Students are the main body of learning and development. By using the methods of self-questioning, cooperative solving and reading aloud, passive learning is changed into active learning, which embodies the teaching principle of "teachers take the lead, students take the main body and training is the main line".
Five, said the teaching procedure:
first kind
First of all, read the introduction to understand the general idea.
(Ye Lao said: Teaching is to not teach. The editor specially designed the introduction to give students guidance in studying law, and the teacher should guide students to find ways to pave the way for learning the text.
Second, the introduction of conversation, ask questions
(Einstein said: It is better to solve problems than to ask them. Starting from the topic and asking questions boldly can stimulate students' curiosity and thirst for knowledge.
Third, read the text for the first time and read by yourself.
1. Read the text softly and draw new words.
2, deskmate cooperation, mutual reading and mutual revision.
3, the method of group communication literacy
4. The teacher taught himself by examination.
(In class, return the time and space to the students, let the children independently, cooperate and exchange literacy methods on the basis of full reading, and develop the habit of active literacy. )
Fourth, reread the text and feel it as a whole.
1. Read freely and tell me what you have read. Mark what you don't understand.
2. Communication in the lobby: What did the message say?
3. Questioning and asking difficult questions: Let students say what they don't understand and pay attention to the generation in the classroom.
4. Sort out the questions and put forward the paging title #e#
Learning begins with thinking, and thinking begins with doubt. Questioning can make teachers more targeted, make students understand the text more deeply, promote students' active exploration, be sensitive to discovery and activate students' thinking. )
5. Homework: Read the text carefully and think independently.
Second lesson
First, the combination of graphics and text, cut to the chase. (Study 2-5 Natural Section)
1, observe the text diagram 1, and say what you see and think.
Read the text again with questions.
3. Organize students to cooperate, discuss and communicate in groups:
A, why is the result of disorderly earning only worse? Imagine the result of disorderly earning and understand the meaning of "persistence". )
B, what inspiration did the author give you?
(1) The intuitive teaching method is adopted to let students get in close contact with pictures, cultivate students' ability of observation, thinking and expression, appreciate the excellent qualities of the author, such as courage, firmness and being good at thinking, and highlight key points. Secondly, using the blank of the text to stimulate students' imagination and deepen their understanding of the text content will play a subtle role in cultivating students' imagination and innovative spirit. )
Second, reading comprehension and reading experience.
1. Read the text silently and think about it: What scenes moved you the most?
2. Read the names of the moved sentences and explain the reasons.
3, graphic combination, understand the meaning of the text, can be called and used.
(Desire, everywhere, tears, so hot)
4. Read the last paragraph and know the rhetorical question.
According to the Chinese curriculum standard, reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice. Therefore, teachers should boldly let go, let students read the text independently, discover themselves, and guide students to grasp key words to understand the text content and tell their unique experiences. )
Third, review the full text and appreciate the sentiment.
1, read the text with emotion when driving the train.
2. Find the words that can best express the author's feelings.
3. Try to retell the story
Curriculum standards point out that the best way to accumulate language materials is retelling. The teaching goal of reading emphasizes that students can retell the main idea of narrative works, initially feel the vivid images and beautiful language in the works, care about the joys and sorrows of the characters in the works, and communicate their reading feelings with others. )
Notes on Lantern 21. Speaking of teaching materials
Lanterns and torches all over the mountain is an intensive reading text in Unit 3, Volume 1, Grade 4, Version S, a Chinese textbook for primary schools. This paper describes a touching scene in which the author encountered a crisis when he was a child and the whole village went out to rescue him together. Educate students to be brave, strong and smart in the face of danger, and to care and love others.
Second, talk about learning.
This unit takes "growing up" as the theme, and writes unforgettable things of different characters in the process of growing up. They were close to the students at that time, and it was easy for them to study. The fourth-grade students are active and have a certain understanding ability, so it is not difficult to understand the thoughts and feelings of the article. But it is difficult for students to get some inspiration from the author, which requires teachers to pay attention to inspiration and guidance in teaching. In addition, it is difficult to understand the sentence "only tears keep flowing and it is hot".
Third, talk about teaching objectives.
According to the educational concept of the new curriculum, the following teaching objectives are formulated:
(1) Knowledge and ability objectives:
1. Learn 9 new words and phrases in this lesson.
2. Understand the meaning of key words in the text.
3. Read the text correctly, fluently and emotionally.
4. Learn to write a sentence with "Persistence, Desire, Everywhere".
(2) Process and method objectives:
Guide students to learn the text by "reading, looking, drawing, discussing, understanding and speaking", so that students can deeply understand the love of the whole village for me.
(3) Emotion, attitude and values:
Experience the strength, courage and intelligence of "I" in times of crisis, and educate students to care and love others.
(4) Teaching emphasis:
Guide students to grasp the key words to understand the content of the text and understand the thoughts and feelings expressed in the article.
(5) Teaching difficulties:
Let students get enlightenment from the author's unforgettable childhood.
Fourth, the teaching method of speaking.
According to this text and the characteristics of the students in this class, I adopted this method in my teaching:
(a), to read instead of saying, to understand the truth. "Read it a hundred times, and its meaning will show itself", give full play to the main role of students' learning, and let students read aloud, feel and understand the thoughts and feelings of the article.
(2) Analyze sentences with words and emphasize understanding. In teaching, through the understanding of key words and phrases, we can grasp the main content of the article and get inspiration from it.
(3) The combination of pictures and texts helps the experience. Make full use of the illustrations in the text to make students feel the picture and experience the terrible weather and the spectacular scenes of lanterns and torches all over the mountains.
Verb (abbreviation of verb) and learning methods
In this lesson, according to the age characteristics and learning experience of grade four students, I instruct students to adopt the following learning methods:
(1) Use the method of "reading, searching, thinking, discussing, understanding and speaking" to understand the content of the text.
(2) Adopting the method of group cooperative learning to improve students' self-study ability and cooperative learning ability.
Sixth, talk about teaching procedures.
I'm going to finish the teaching task in three hours in this class, and here I only talk about the teaching procedure for the second hour.
(1) Create a situation to stimulate interest: (about 4 minutes)
1, multimedia display text illustrations 1, ask students to observe and think carefully: What do you know from the pictures? What would you do if you were the child in the picture?
(Design intention: Illustration is an important part of the textbook, which plays an important role in training students' observation ability and correctly understanding the ideological content of the text. Let students observe the illustrations, mainly to stimulate students' interest in learning the text and pave the way for understanding the whole text. )
2. According to the students' speeches, the teacher reveals the topic and writes it on the blackboard.
(2) Reading the text for the first time, the overall perception: (about 7 minutes)
1. Read the text in your favorite way and think about what the text mainly says.
(Design intention: advocate the autonomy of reading, let students read with questions, and combine reading and thinking to enhance the reading effect. )
2. Read the text again, and read what you think is moving several times.
(Design intention: Reading is students' personalized behavior, cherishing students' unique feelings, experiences and understanding, which not only trains students' generalization ability, but also cultivates students' perception of language. )
(3), graphic combination, reading comprehension: (about 20 minutes)
1. Use multimedia to show the diagram again 1. Ask the students to draw the words describing the weather while looking at the pictures. According to the students' speeches, the teacher wrote on the blackboard: Take a shortcut when it rains heavily.
(design intent: entering the situation is a necessary prerequisite for understanding the following. The combination of pictures and texts can guide students to understand the bad weather at that time and let them be there. )
2. After students understand the weather at that time, guide them to think: How did I fall into that dirty well? What was the scene at that time? The students answered the questions, and the teacher's camera instructed: Because my foot slipped, "I" accidentally fell into the dirt well, and I was very afraid of anxiety and helplessness at that time. Write on the blackboard: feet slipped and fell into the well.
3. Then, I asked: How did I do it under such circumstances? Please read paragraphs 3 to 5 of the text silently. Here, I designed three small links:
(1) Students discuss and communicate in groups: ① Why don't I struggle and stop crying? Praise the "I" in the text with your own words.
(Design intention: Chinese curriculum standards advocate independent, cooperative and inquiry learning methods. So this year, I asked students to study in groups. In the process of discussion and communication, I let every student participate in the discussion, give full play to the main role of students, and cultivate students' reading ability and cooperation ability. )
(2) Show the words "I am brave, strong and calm" with courseware: "I can't struggle blindly any more, and the result of chaotic struggle will only be worse. I should save my strength, insist on not falling down again and wait for someone to save me. I know that my relatives will definitely come to save me. " "Although my limbs are numb and trembling and my body is a bit terrible, I still insist and firmly believe." Read the sentences together and understand the meaning of "persistence" in the context. Then ask students to speak with "persistence".
(3) Guide the students to read the sentence again with emotion and talk about the enlightenment from it. Teacher's camera blackboard writing: know how to save physical strength
(Design intention: Through repeated reading and understanding, teachers guide students to realize the will quality of "me" in times of crisis, such as being brave and strong, calm and calm, trying to find ways to protect themselves when things go wrong, etc., which is not easy for ordinary younger children. )
4. Ask questions and introduce the next part of the study: Yes, such a scene is both thrilling and touching! The "I" in the article is trying to persist, waiting for relatives to save him. What is the result? Please read aloud paragraphs 6-8 of the text in your favorite way.
(1) Show Figure 2 in the teacher's courseware. Ask the students to observe the pictures carefully and find out the sentences describing the villagers looking for "me" with lanterns and torches in combination with the text.
(Design intention: The display of courseware provides students with an intuitive picture, allowing students to intuitively feel the spectacular scene of lanterns and torches all over the mountains and deepen their understanding of the villagers' love for "I". )
(2) The teacher showed the sentence with courseware: "Suddenly, the voice I was eager to hear came from the direction of the distant village. This is one anxious, cordial and long phone call after another. Then I saw the gushing light, first a line, and then a light. The lanterns and torches all over the mountain are getting closer and brighter ... Suddenly, I burst into tears. "
① Instruct students to read sentences aloud and understand the meanings of "longing", "mountains and plains" and "tears gushing" in combination with the context. Ask students to speak with "longing" and "mountains and plains".
Let the students talk about what they have learned from the sentences.
(3) Let the students read the sentences in a touching tone to deepen their feelings.
(3) Show the sentence "Only tears keep flowing, it's hot" with courseware. The teacher guides the students to understand the meaning of the sentence and makes them realize that this tear is a tear of emotion and gratitude. Teacher's lens blackboard writing: Save tears (string the blackboard writing into a heart)
(Design intention: By reading sentences, the teacher should let the students know that affection and friendship are great. As long as everyone gives a love, the world will be full of warmth and sunshine. )
(4) Summarize the full text and start the exercise (about 9 minutes).
In this section, I mainly teach it in two steps:
1, let the students talk about their gains and experiences.
Design intention: let students know that they should be brave and strong in the face of danger, use their brains to find ways to protect themselves, and educate students to care about others, love others and help others enthusiastically. )
2. Let the students talk about the things that they got care and help from their relatives and friends when they grew up.
(Design intention: link the classroom with extracurricular activities, so that students can apply their feelings in the classroom to real life, cherish family ties and offer love. )
Finally, the teachers and students ended the class with the song "Dedication of Love".
Seven, talk about teaching evaluation.
In this class, I closely focus on teaching objectives and teaching difficulties, give full play to students' abilities of autonomous learning, cooperative learning and inquiry learning, and at the same time closely combine inside and outside the classroom, so that students have received profound emotional education. In addition, through the teaching of this course, students can gradually understand what to do in the face of danger and enhance their awareness of self-protection.
"Lantern" Lecture Notes 3 I. Talking about Teaching Materials
1. Content: Lanterns and torches all over the mountain is an intensive reading text in Unit 3, Volume 1, Grade 4, Version S, a Chinese textbook for primary schools. This is an author's childhood growth story. It tells a touching story about the author's childhood living in a rural grandmother's house. On a rainy night, he came home from the field alone and unfortunately fell into a dirt well. After struggling and waiting, he was finally rescued by the villagers.
2. Illustrations: The article is accompanied by two vivid illustrations, which are close to the actual life of students and conform to the age characteristics of children. Illustration is an important part of teaching materials, which plays an important role in cultivating students' observation ability and correctly understanding the ideological content of the text.
Second, talk about teaching objectives and difficulties
(A) Teaching objectives
According to the content of teaching materials, the requirements of unit guidance, the age characteristics of students and their learning foundation (students have mastered new words in the first class, become familiar with the text, and have a preliminary understanding of the text content), under the guidance of the concept advocated by the new curriculum, I have set the teaching objectives for this class as follows:
1, knowledge target:
1. Read the text correctly, fluently and emotionally.
(2) Be able to grasp the key words to understand the text and realize the truth.
The new Chinese curriculum standard for primary schools regards reading aloud and understanding as an important goal of reading teaching in primary schools. )
2. Ability goal: Guide students to learn the text through the method of "reading, searching, discussing, understanding and speaking", so as to deeply understand the content.
According to the new curriculum standard of primary school Chinese, the training focus of this unit is "to pay attention to the cases described in the article, to experience with your heart, and to learn from others' growth experience that is beneficial to your own growth." " )
3. Emotional goal: to realize the strength and courage of "I" in times of crisis, and to educate students to care and love others.
The outline of basic education curriculum reform points out that the training objectives of the new curriculum should reflect the requirements of the times. Let students inherit and carry forward the fine traditions of the Chinese nation ... and gradually form a correct world outlook, outlook on life and values. " )
(B), teaching priorities and difficulties
The key point is: guide students to grasp key words and phrases to read and understand the feelings expressed by the author.
(Key reason: The new curriculum standard points out that fourth-grade students should focus on cultivating reading comprehension ability, which is of great basic significance for students to form lifelong learning ability. )
The difficulty lies in guiding students to get growth enlightenment from the text.
Reasons for difficulty: Primary school students are limited to social experience and intellectual development, and most of them are only children. They grow up in a comfortable environment and lack the experience of "suffering". )
Third, talk about teaching methods and learning methods.
(A) teaching methods:
I use this method in teaching:
1, reading comprehension method.
(Reading teaching, "reading" takes the lead. The new Chinese syllabus points out that students should be fully read, feel the whole in reading, feel things in reading and be influenced by emotions in reading. Therefore, I let students enjoy reading, feeling and understanding. )
2. Multimedia-assisted teaching methods.
According to the age characteristics of primary school students, multimedia-assisted teaching is conducive to improving the appeal of teaching content, stimulating interest and inducing emotion, so that students can actively participate in the whole process of learning from emotion and behavior. )
(2) Speaking and learning methods:
1, autonomous learning method
2. Cooperative learning method
The new Chinese curriculum standard for primary schools advocates independent, cooperative and inquiry learning methods. Therefore, in the teaching process, I let students study in groups, so that every student can participate in the discussion and exchange process, give full play to the main role of students, and improve their autonomous learning ability and cooperative learning ability. )
Fourth, talk about the teaching process
First, create a situation (to stimulate interest)
Show text illustrations with multimedia 1. Ask the students to observe and think carefully: What do you know from the picture? What would you do if you were the child in the picture?
With the help of illustrations, students can quickly enter the text situation and cultivate their observation ability. )
Second, self-reading sentiment (overall grasp)
1. Let the children read the text in their favorite way. Think about it: where is the "I" in the text? What happened? How did I do it? What was the result?
Advocate the autonomy of reading, grasp the main plot of the text, grasp the text as a whole, give students the methods to summarize the main contents of the text, and cultivate students' generalization ability. )
2. Students show their self-study results.
Check the effect of students' self-study, on the one hand, you can understand the students' learning foundation, on the other hand, you can adjust teaching strategies in time. )
Third, reading comprehension (highlighting key points)
① Read since the enlightenment by yourself: Read the text silently and think about it: Which sentence touched you?
② Cooperative inquiry: students discuss and communicate in groups.
(3) Style display: Ask the group representatives to read the moved sentences and share the reasons for being moved.
④ Collective discussion: guide students to understand key words and deepen their feelings.
Guide the students to read the sentences repeatedly.
The new curriculum standard of Chinese for primary schools points out that reading is a personalized behavior of students, and teachers' analysis should not replace students' reading practice. Therefore, teachers should boldly let go, let students read the text independently, discover themselves, and guide students to grasp key words to understand the text content and tell their unique experiences. )
In this link, I will guide the students to read which sentence they find with emotion, and understand, feel and be inspired with the students.
Under the guidance of teachers, through reading sentences, we can gradually implement knowledge goals, ability goals and emotional goals.
Fourth, Lenovo experience (breaking through difficulties)
In Chinese learning, we should give full play to students' imagination, which will play a good role in mobilizing students' emotions and understanding the text.
(1), find the villagers' actions to save "me", and put yourself in a performance to experience the villagers' love for me;
② Imagination 1: What will the villagers say to me when they hug me and pat me on the back?
According to the usual life experience, students may say, "Son, you have suffered." "Don't be afraid, son. You will be very good with us. " ..... shows the image that villagers love their children. Behind the understanding: "I have been crying, so hot." When this sentence came out, the problem was solved. The children realized that "I" was saved and were deeply moved by the villagers, so they shed tears. These are tears of excitement and emotion. ...
Imagination 2: What will I say to the villagers when I see lanterns and torches all over the mountain and face the kind villagers?
At this point, the teacher can guide according to the child's answer: we should also be caring and kind people.
Verb (abbreviation of verb) sublimation and expansion (full text summary)
The new curriculum standard points out that we should pay attention to the correct orientation of emotion, attitude and values in Chinese teaching.
(1), Say-Let students freely talk about their gains and experiences.
Author, you touched me and taught me.
Folks, you touched me and taught me.
Let students know that they should be brave and strong in the face of danger, think hard and protect themselves through their own words; Educate students to care about others and help others enthusiastically. Re-emphasize the key points and difficulties. )
2. Think about it-Tips: How do primary school students protect themselves?
Let students gradually understand what to do in the face of danger during the learning process, and enhance their awareness of self-protection. )
(3) Writing-assigning homework: Let the children write a short story about the care and help of their relatives and friends when they grow up.
Five, say blackboard writing
leave out