The teaching goal of the first volume of senior one Chinese 1;
Knowledge and ability:
1, understand the main content of the article, and clarify the author's ideas and key points of the article.
2. Master the psychological changes of children in the process of searching for the moon.
Process and method:
1, read the text with emotion, know the author and master the new words in this lesson.
2. Taste the moon and vividly describe the moon in your heart with imagination or association.
Emotions, attitudes and values:
Cultivate students' positive attitude of loving life and pursuing beautiful things, and develop their imagination.
Teaching emphases and difficulties:
1, explain the content of the article and understand the author's feelings of looking at the moon.
2. Taste the beauty of the moon and realize the author's love for life.
Teaching time:
1 class hour
Teaching AIDS:
mixed-media
Teaching process:
First, set the situation and introduce new lessons.
Teacher: Students, what is a traditional festival related to the moon? Do you know what people do for Mid-Autumn Festival? Students are free to speak. Can you recite the poem about the moon? ("Throw bricks to attract jade").
Since ancient times, people have used the moon to express their yearning for their motherland, hometown and distant relatives, especially on the night of Mid-Autumn Festival, people are looking for and enjoying the moon.
Courseware display: lunar trajectory
Let's go back to the Mid-Autumn Festival night of childhood with the author and look for the moon and enjoy it in the moonlight!
Second, read the text for the first time and understand the main ideas.
Courseware demonstration:
1, by Jia Pingwa (1952 ~), a contemporary writer, formerly known as Jia Pingwa. Fengdan, Shaanxi. 1975 graduated from the Chinese Department of Northwest University. He is the author of a collection of novels: Notes of Shangzhou and Tiangou; The novel "Impetuousness"; Prose collection: Moon Traces, Heart Traces, Traces of Love, etc.
2. New words: (omitted)
3. Students read the text and think: When, where and who wrote this article?
Clear: Time: Mid-Autumn Night.
Location: "in the central hall", "in the yard" and "outside the yard"
Person: Grandma, me and my sister-in-law.
Things: Looking for the Moon, Looking for the Moon and Talking about the Moon.
Third, teacher-student cooperation to explore the text
1. Students read the text carefully and silently to see where the author found the trace of the moon. What's the difference between the moons in different places?
Clear: on the mirror (3)→ in the yard (5)→ in the wine glass (24)→ in the river (28)→ in the eyes (30)
The moon in the mirror is white → semicircle → circle → no moon shape.
The yard is full of jade and silver.
The moon in the cup is full, so pitiful.
The moon in the water is silver and bright.
In the eyes, the moon is small and numerous.
2. What changes have taken place in the children's psychological mood in the process of searching for the moon? Try to find words that express the psychological and emotional changes of the characters from the text.
Clear:-The moon in the mirror disappears from the circle, and everyone is "disappointed". -I heard that there are trees and people in the middle of the month, and the third sister in the middle of the month is as beautiful as Chang 'e. Third Sister thinks that the moon belongs to her alone, and everyone is "envious" and "jealous", so they can't help quarreling. -Listen to grandma said "the moon belongs to everyone, it didn't go", everyone "more and more feel strange". Looking for the moon in the river, I can see the moon in my eyes. "There are so many moons." After some discussion, everyone was "satisfied".
3. What do these children's psychological changes show?
Clarity:-Disappointment caused by temporary ignorance reflects children's strong curiosity about the outside world. -jealousy and disputes caused by the absence of the moon reflect the competitive psychology of children. -everyone is "more and more surprised", which also shows the children's strong curiosity about the outside world. Realizing that the moon "belongs to us and everyone" is "satisfied", no one wants to monopolize the moon, as long as everyone has it, which shows the purity and beauty of childlike innocence.
In the process of children looking for the moon, grandma's character can't be ignored. What kind of person is grandma? What role does this image play in the text?
Clear: ① people who are passionate about life and even childlike; A talented educator pays attention to guiding children to pay attention to the outside world, exploring nature, mediating contradictions and disputes between children, and constantly bringing children's minds to a new' noble position'. Function: Without the image of grandma, there would be no children's search and discussion about the moon, and there would be no sublimation of children's hearts.
Fourth, the class summary:
There is beauty everywhere in life. As long as we have a heart to pursue beauty and strive to discover beauty, we will certainly find the beauty we need, and beauty belongs to each of us.
Five, divergent thinking:
There is "beauty" everywhere in life and "goodness" all the time. Let's use these polished eyes to find the "goodness" around us!
Tip: In classrooms, campuses, families, communities and villages. ...
The first volume of junior Chinese "The Trace of the Moon" teaching plan 2 teaching objectives
1, can recognize seven new words such as "Ma Dao" and "Chang", and master the polyphonic word "tired".
2. Clarify the thinking of the article, grasp the main content and divide the paragraphs of the article.
3. Read the beautiful and childlike language and appreciate the beauty of the moon.
4. Feel and learn from the author's feelings of pursuing good things.
Teaching focus
1, divide the article into paragraphs.
2. Read beautiful and childlike language and appreciate the beauty of the moon.
Teaching difficulties
Feel and learn from the author's feelings of pursuing good things.
training/teaching aid
courseware
Teaching design
First of all, an exciting introduction.
Students, when you see the topic, you think of a poem: (Show Courseware 2)
When I was young, I didn't know the bright moon in the sky, so I called it Bai Yupan.
I also suspect Yao Tai Jing, flying into the Qingyun end.
This poem is the moon in the eyes of children. What a beautiful metaphor "White Jade Plate" and "Yaotai Mirror". This shows how beautiful the moon is in children's eyes.
Today, this article also wrote about the moon in children's eyes. Let's go and have a look now.
The words on the blackboard: the trace of the moon
Second, I have a preliminary perception when I read the text for the first time. (Show Courseware 3)
1. Read the text in your favorite way and circle the new words.
2. Use reference books or consult others to solve these new words.
3. Read the text silently, divide the text into paragraphs and summarize the meaning.
Students report their academic achievements.
The text is divided into three parts:
Writing on the blackboard: (showing courseware 4)
The first part (1 ~ 2) describes the Mid-Autumn Festival night, and "we" look forward to the arrival of the moon.
The second part (3 ~ 23) describes the process of "we" observing and discussing the moon in the yard and looking for the moon in the river.
The third part (24) writes that "we" are looking for the moon on the beach to express our feelings.
Third, read carefully and look for traces of the moon.
1, on the basis of preview, free to read the article, (show courseware 5)
Thinking: What does the article mainly write about the traces of the moon?
Summarize, summarize:
On the Mid-Autumn Moon Night, children look for the moon in the courtyard and by the river.
2. Read the text silently and summarize: Where did the children find the trace of the moon?
Students Summarize and Induce (Show Courseware 6)
The blackboard says: the moon in the mirror, the moon in the yard, the moon in the cup, the moon in the water and the moon in the eyes. ...
Fourth, read and appreciate the beauty of the moon.
1. Encourage students to read the text in their favorite way and think about the following questions: Let's look at the moon in the mirror first. Do you think the moon in the mirror is beautiful? Where is the beauty? (Show Courseware 7)
Moon in the mirror: the words "slippery, with legs, crawling" vividly depict the naughty and lovely moon in anthropomorphic ways. Leisurely vividly shows the softness and elegance of the moon.
The words "gradually, slowly" vividly describe the changing beauty of the moon, which gradually rises, turns from deficit to surplus, and then disappears.
2. Read the text freely and think: What else do you like about the moon? Why? (Show Courseware 9)
Qing: (1) Moon in the courtyard: "Jade jade, silver and silver" writes the color beauty of moonlight.
The words "thick, sparse and complex" set off the hazy beauty of moonlight. Writing about children seems to have experienced the moon, which is wonderful.
Reading as a whole is like reading a poem, full of poetry. (Show courseware 1 1)
(2) The moon in the cup: The words "small, fragile and quivering" make "we" feel that the moon in our eyes is so pitiful.
Fifth, read again, the metaphor of exploring the moon (show courseware 12)
1, intensive reading, deep thinking: outside the courtyard, the children have not stopped looking for the footsteps, and the moon is everywhere. In the river again, I found the moon in the children's eyes. What does the moon represent in the eyes of "me" and my brothers and sisters?
Blackboard: Look for the moon. The moon is everywhere.
Let's read the last two sections of the article together with this beautiful yearning.
3. Find out the static and dynamic descriptions of the moon in the text and appreciate the benefits of this description.
Sixth, practice writing. Imitate sentences as required.
The white light in the yard is jade silver, and the light is not so bright. In the middle of the yard, there is that stout osmanthus tree with sparse branches and luxuriant leaves. Osmanthus fragrans hasn't blossomed yet, but it has many bones. (Use reduplication and personification rhetoric. )
Seven, homework.
Extract beautiful sentences describing the moon from the text and accumulate them.
Teaching reflection:
1, in the teaching process, I pay attention to students' mastery of reading aloud. In the process of reading, I guide students to grasp the key words, and let them understand the whole sentence by understanding the feelings contained in the key words, so as to understand the whole paragraph.
2. In teaching, I also pay attention to the cultivation of students' self-study ability. In the process of reading the text for the first time, I ask students to guide them to learn new words through reference books or consulting others, so as to master the basic knowledge.
The first volume of junior Chinese "The Trace of the Moon" teaching plan 3 teaching objectives:
1, understand the clues in the text, and grasp the children's psychology and its development and changes in the process of finding the moon.
2. Understand the children's mood of pursuing good things and their pure desire for everyone's good things. You can tell the author's feelings by looking for the moon.
Teaching focus:
Grasp the psychology of children in the process of finding the moon and the process of its development and change.
First, preparation before class: review poems about the moon;
Second, reading the text, the overall perception:
When, where, who and what kind of things to write?
Third, the process of searching for the moon, taste the text:
1. At the beginning of the text, it says, "We children feel fresh about everything and are often dissatisfied with everything", and at the end, it says, "Everyone feels satisfied". Why?
2. Make clear the process of searching for the moon: (the process of searching for the moon and the development and change of children's psychology)
3. "The moon is fine", how do you understand what my sister said?
I suddenly feel that we have the moon and the boundless sky is ours. Is not the moon our seal in the sky? "
Teacher: After students' discussion and analysis, we have a deeper understanding of the text. Now, I want to ask a question-why do you want to take "The Moon" as the topic? (the meaning of the trace of the moon)
Fourth, extracurricular exploration:
1. What kind of person is Grandma? What role does this image play in the text?
2. What is the difference between this poem and the traditional poem about the moon in thoughts and feelings?
Read the passage from "Our Children" to "Guishu" and complete the following exercises:
1. What is the function of the first sentence?
2. What rhetoric is used in the sentence "Sure enough, there is a moon, and it sneaked in and appeared on the mirror in front of the window"? What are the modal explanations of "leisurely" and "quiet" for the moon?
3. "We are all very happy, but we can't hold our breath, for fear that it is a dusty shadow blown away in one breath"?
4. "But this is no longer a complete circle, ... so bright." How to write the moon from several angles?
5. Why does the author write about the osmanthus trees in the yard while writing about moonlight?
6. What do you think the author means when he says "everyone has a moon in his heart"?
The first volume of the first grade Chinese "The Trace of the Moon" teaching plan 4 Teaching objectives:
1, grasp the content of the article and clarify the structure of the article.
2. Explore the theme of the article independently and gain the influence of beauty.
3. Feel the childlike language and stimulate the love of beauty.
Teaching focus:
1, independent cooperation to explore the theme of the article, get the influence of beauty.
2. Feel the childlike language and stimulate the love of beauty.
Teaching difficulties:
Independent cooperation to explore the theme of the article, to stimulate students to love and pursue beauty.
Teaching preparation:
Multimedia materials, student groups (Moon Brothers Group and Moon Sisters Group)
Instructional design:
First, the introduction of passion, the poetry of the moon.
Teacher's default 1: Please close your eyes slightly and listen to a song before class. (Playing the song) What does this song remind you of?
Teacher's presupposition 2: Whenever the full moon hangs in the sky, it will always arouse our infinite poetry. "When will there be a bright moon? Ask the sky for wine. " Su Shi's lofty sentiments echoed in our hearts. What poems do you think of when you see the moon?
The moon brothers and sisters spoke in succession, and the teacher affirmed in time.
Second, overall perception is better than looking for the moon.
1, the first time I met the author.
2. Teacher's presupposition: Can you summarize the content of the article in one sentence? (Hint: Grasp the time, place, people and what happened. )
Looking forward to the moon (1-4), looking for the moon (5-30) and discussing the moon (3 1-36).
3. Teachers' presupposition: Students have previewed the text. Have you noticed the next batch of "perception, taste and appreciation"? Comparing these, we can easily find the process of children looking for the moon.
Please read the text again, find out the process of the child looking for the moon, and think about the feelings of the child at that time (hint: it can be expressed in one word. )
Moon brothers and sisters complete one by one according to the picture.
* * * Summary: With the constant change of the lunar footprint, children's psychology is also changing. It turns out that the process of finding the moon is the process of children's satisfaction, and the process of finding the moon is the process of sublimation of childlike innocence!
Third, read the sentences well and appreciate the beauty of the moon.
Teacher's default: The moon is magical, so it attracts children's attention. So, what does the moon look like in children's eyes? Please find out the sentences describing the moon in the text by drawing circles, make comments and talk about your feelings.
Multimedia demonstration example:
A, "Sure enough, there is a moon, so you sneak in ..."
Brother Moon: "Youyou" uses overlap to describe the beautiful posture of the moon, which comes from Youyou.
How elegant!
"Slip" describes quiet, as if playing hide and seek; "Long legs" personification technique, a lively and lovely moon is coming to us.
B, "Oh, woman, I think: ..."
Sister Yue: After listening to the story of grandma Chang 'e in the middle of the month, I imagined that the Moon Palace should be made of ice sculptures and jade articles, and the women living in it should be beautiful. Everything is so beautiful!
C, "ah, ah! The moon belongs to me. "
Sister Moon: Because I like the moon, there will be disputes, which reflects the children's love and desire for beauty.
D, "Everyone drinks ..."
Brother Moon: Drinking the moon means putting beauty in your heart. If you have beauty in your heart, everything is beautiful.
E, the moon belongs to everyone. It hasn't gone. Look for it again.
Brother Moon: If there is beauty in everyone's heart, we can find beauty and beauty.
F, "We have the moon, and the boundless sky is ours. Isn't the moon our seal in the sky?
Sister Moon: It's not enough to have the moon, the sky and the beautiful scenery.
We should also discover beauty and create beauty.
The teacher concluded: Great! With the moon, you have the sky, and with a beautiful mind, you can discover and create beauty. It turns out that the moon is a symbol of beauty, and the process of finding the moon is the process of finding beauty!
Children have beautiful hearts, so beauty can be found. Isn't this the embodiment of childlike innocence? The author uses such childlike language to express children's love and pursuit of beauty.
Fourth, strive to explore the moon metaphor and compete for the moon.
1, "The moon is good." What is the moon in your eyes? If you ask me, I will answer like this: ...
Let's talk about it
The moon brothers and sisters spoke in succession, and the teacher affirmed in time.
Let's enjoy the moonlit sky and express our love for her in our interesting language.
The teacher gave an example.
Please write down your feelings. Next class, we will enjoy your excellent works together.
The first volume of the first grade Chinese "The Trace of the Moon" teaching plan 5 I. Teaching objectives:
1, let the students read the text, arrange the writing order of the text and know where the children found the moon.
2, contact the context, understand the key words in the article, understand the author's deep love for his hometown when recalling his happy childhood, and understand the profound meaning of "the moon belongs to everyone".
3. Master the new words and phrases in this lesson. Read the text with emotion, cultivate students' yearning and love for beautiful things and develop students' imagination.
4. Practice solving some difficult problems in self-reading by consulting materials or asking questions.
Second, the focus and difficulty in teaching:
Read the text and understand the meaning of "the moon belongs to each of us".
Experience the feelings of loving life and hometown expressed by the author when recalling the beautiful life of childhood.
Third, teaching preparation.
mixed-media
Fourth, teaching hours.
Two class hours
Teaching process of verbs (abbreviation of verb)
first kind
First, set the situation and introduce new lessons.
Teacher: Students, a traditional festival related to the moon is coming. Do you know what this is? Do you know what people do for Mid-Autumn Festival? Students are free to speak. Can you recite the poem about the moon? (You can also recite "The Boat" first to "throw a brick to attract jade").
Since ancient times, people have used the moon to express their yearning for their motherland, hometown and distant relatives, especially on the night of Mid-Autumn Festival, people are looking for and enjoying the moon.
Blackboard: What does the title "Trace" mean?
Let's go back to the Mid-Autumn Festival night of childhood with the author and look for the moon together.
Enjoy the beautiful scenery in the moonlight!
Second, read the text for the first time and understand the main idea.
1) Presentation requirements: 1 Read carefully and master the pronunciation of new words. Draw a line where you have questions.
2) Put forward their own unsolved problems. Solve what students can solve on the spot, and sort out what teachers can't.
Teacher: Where did the children in the text find the moon?
1) Please read carefully, find and draw.
2) Communicate with the whole class. A casual understanding of words such as "nave"
3) What paragraph did nave write about looking for the moon?
Second lesson
Read the text first and experience the feeling of the scenery.
(1) Learn the second paragraph.
1 Read the second paragraph freely. Draw sentences describing the moon.
Display: "... Sure enough, with the moon, the circle on the mirror is full. "... the moon is still crawling on the bamboo curtain, ... disappointing. "
Understood: the money is full.
The author saw the moon rise. Have you seen it? Tell me about the scenes described in which sentences you have seen. (You can also demonstrate)
What are the feelings of the children after seeing this scene? Where did you feel it?
Students talk about their own experiences.
Read this paragraph again and read the children's mood at that time.
Read the name out loud and the teacher will give you directions.
Teacher: When the moon disappeared, the children found its trail in the yard. What paragraphs were written in the yard? Look for it.
(2), learning the second part
1. Read the second part silently, while reading. What do we see in the yard? What was discussed? Where did the children find the moon?
2. Communication: What did the children see in the yard? What's the scenery like in the yard? Where did you learn that? Practice reading the text with emotion.
Communication: What do the children think in the moonlight?
Children are daydreaming about the moon endlessly. What did the author think of at that time after listening to grandma's words?
Understand: look at each other and curl up.
You read what grandma said. What are you thinking about?
(If no one tells the story of the Goddess Chang'e flying to the moon, the teacher can add it. )
4. Read the dialogues of different characters to understand their thoughts and feelings.
Teacher: Children found the moon, grape Ye Er, porcelain flowerpot, grandpa's shovel blade, Shangwan, Xiawan, and-(in the eyes of younger brothers and sisters, let students add). Students, can you tell me where else I can find the moon?
Teacher: What was Third Sister's mood and expression when she thought the moon belonged to her? What about us?
Practice reading aloud with emotion and experience the beauty of the moon. How much children yearn for and love it. )
Teacher: But grandma says the moon belongs to all of us. Discussion in context: Does the moon belong to everyone?
group discussion
Communicate with the whole class, encourage students to talk about their understanding boldly, and ensure that the analysis is in place.
If students don't pay attention to the following paragraphs, they can guide them: What do children think the moon is? Let them pay attention to these words when they have questions. )
Second, summarize the full text.
When everyone knows that the moon belongs not only to the beautiful third sister, but also to everyone, they are satisfied. They fell asleep in the moonlight, sleeping so soundly. Look, my brother is laughing in his sleep. What will he dream?
Students' imagination
Students, the bright moon sends homesickness. The author recalls a Mid-Autumn Festival night in his childhood. What is this for?
Students think and answer.
Teacher: Students, the moon bearing the good wishes of mankind also belongs to each of you, as long as you want the moon.
Third, expand homework after class.
1. Collect poems, words and stories about the moon and moonlight, and make a handwritten newspaper.
2. Find out the paragraphs describing the moon and moonlight, read them and recite them.