The first volume of Chinese in grade four: the teaching design of cats 1 teaching objectives;
I. Knowledge and ability:
1. Learn 7 new words and correctly pronounce the polyphonic words "de" and "zhe"; To understand the meaning of the new word 19, you can make sentences with "step by step" and "carefree", understand the turning point of "but" in the sentence, and say a paragraph with the sentence pattern of "say it … but ……".
2. Learn to summarize the general idea of a paragraph in an abstract way.
3. Read the text with emotion and be able to recite the fourth paragraph of the text.
Second, the process and method:
1, taste words, read repeatedly, feel the author's language, and feel the author's emotions.
2. Create a good autonomous learning situation for students, use a variety of strategies flexibly, stimulate students' interest in learning, pay attention to cultivating students' awareness and habits of autonomous learning, and guide students to learn in practice.
Third, emotional attitudes and values:
Feel Mr. Lao She's love for cats and cultivate students' love for small animals and interest in observing things.
Teaching focus
Summarize the general idea of the paragraphs in the two texts by using the method of excerpt, and realize Mr. Lao She's love for cats as a whole.
Teaching difficulties
Experience the elusive character of cats and the author's love for cats.
First teaching time
Teaching objectives
Read the text for the first time, learn the words, understand the main idea of the text and divide it into chapters, and learn the second paragraph.
teaching process
-Reveal the topic and introduce the author:
1, blackboard writing: cat. Do you know cats? Familiar with cats? Ask familiar students to talk about your cat.
2. Name it.
(1) If students can speak more carefully, encourage them in time: You are really observant! I learned to observe things carefully like the great writer Lao She.
(2) If what you said is just a thick line: If the teacher wants to draw the cat you said, I can't draw it, because you didn't make the image of the cat specific and detailed. Today, let's take a look at what the cats written by Mr. Lao She look like.
3. Introduce Lao She. Let the students speak first, and the teacher will add. (blackboard writing: Lao She)
Lao She, formerly known as Shu Qingchun (writing on the blackboard), is also called Shu Sheyu. China is a famous novelist and dramatist, known as "master of language" (blackboard writing). Representative works include Four Generations under One Family, Longxugou, Teahouse and Camel Xiangzi. In addition to writing, there are two outstanding hobbies in his life, one is raising cats and the other is raising flowers. We will also learn "flower cultivation" in the sixth grade. Let us feel Lao She's language charm and his emotional world between the lines of Wen Mao.
Second, read the text for the first time and understand the meaning:
1 Please open your textbook and learn the text by yourself:
A, read (writing on the blackboard) fully, and read it twice if it is not enough (read the sentences that are incomprehensible or impressive several times).
B, read aloud, then read silently. Read and see which new words you should pay attention to and which words you can't understand. Draw the context or solve it with a reference book, and mark the unsolvable ones.
2, check the self-study:
(1). Words
In terms of new words, are there any words that you want to remind the students in particular, or are there any words that you can't solve but you really want to know? Let's ask them now.
⑵ Read the text by name, check whether the reading is correct, and give feedback in time.
Listen carefully. What did you read wrong? Think again about what the text says.
3. Understand the content of the text
What two kinds of cats are mainly written in the article? (blackboard writing: big cat and kitten)
Let's do an interesting fill-in-the-blank question: Who can add a quantifier in brackets and tell me how many cats and kittens are written in the text? Find out why.
Big cat, what is the reason for "one" Yes, the author vividly wrote the cat's character by carefully observing a big cat at home. Kitten: What is the reason? Think about what words we can fill in before "one" to explain the personality characteristics of a big cat. (Weird) What about in front of a group of kittens? (cute)
Read together: (weird) (a) Big cats (cute) (a group of kittens). Next, we will use these words to help us do three things.
A, the first thing is to ask it to help us with a penny. How do you think it can be divided? Students communicate with each other and mark them with "||".
B, the second thing is to ask it to help us summarize the general idea of the paragraph.
What did the first paragraph say? About a big cat. It's weird. Would you please find a sentence with the same meaning in the text to sum it up? -Draw the general sentence, "The cat's personality is really a bit odd". Read it together.
What is this sentence in the first paragraph? How do you sum up this paragraph according to this sentence? (direct excerpt)
What does the second paragraph say? Can you find a sentence with the same meaning in the text to sum it up? -also draw a total sentence, say it again.
C, OK, let's finish the third thing: Can you tell me what this text is mainly about according to these words or two sentences?
(Students practice oral English-students stand up and speak freely)
What kind of cat do you like?
Third, learn the second paragraph (kitten)
1. Learn the total sentence: A kitten with a full moon is cuter.
Read this sentence repeatedly. Tell me what you have read. (grasping the word "G") means that the big cat is cute and the kitten is cuter. This sentence also played a connecting role.
Read this article again and again and think about how you realized it.
Step 3 communicate
(1) My legs and feet are still unstable, but I have learned to be naughty. (It's really playful, because it's naughty and cute)
(2) A chicken feather, a ball of thread ... playing endlessly. (naughty for a long time, tireless)
(3) ..... Get up when you fall, run and fall again. Dare to try, not afraid of failure, enjoy it.
The first volume of the fourth grade Chinese: the teaching goal of cats, teaching design II;
1, learn to master the new words in this lesson.
2. Perceive the content of the text and experience the thoughts and feelings of the article and the philosophy of life contained in it.
3. Learn the writing characteristics of the article.
Teaching emphasis: learning the writing characteristics of articles.
Teaching methods: reading aloud, guiding and discussing.
Teaching process:
First, language import
A cat is a small animal that everyone is familiar with. Many families keep cats because they are cute. Zheng Zhenduo, a famous writer in China, once had three kittens at home. From the process of raising these three kittens, he realized some philosophy of life and principles of being a man. What kind of philosophy is it? Today, we are going to study Mr. Zheng Zhenduo's essay Cats. Writing on the blackboard, author)
Second, preview the test.
1. Please note the following bold characters.
Dirty () encourages () crouches () punishes () disappointments () curses () red edges ()
2. One of the following words is ().
A. encourage others to do it. B. Early warning: prepare the police
C. squat: bend down and lie down. D. disappointment: an unpleasant appearance.
Third, read the text aloud, feel the meaning of the text and feel the thoughts and feelings of the article.
1. Read the text and complete the table below.
2. Why am I more sad about the death of the third cat than the death of the first two cats?
Clear: Because of the death of the third cat, the responsibility lies with "me". I subjectively assumed that it killed the bird. In a rage, "I" hit it with a wooden stick, and it was wronged and had nowhere to plead, and finally died on the eaves next door. I think I killed it, and this mistake is irreparable.
3. What did you gain from studying this article?
Induction: Don't jump to conclusions in everything, or you will make irreparable mistakes.
Fourth, reread the text and grasp the writing characteristics of the article.
Fifth, skip the text and think about it. What is the most striking writing feature of this article?
Induction:
1, the plot is tortuous and the structure is rigorous. The article tells three stories around the center, each of which is based on the death of a cat and has relative integrity. The three stories are arranged in a string in chronological order, which constitutes a tragic history of family cat raising: getting a cat-raising a cat-dying-getting a cat again-dying again-getting a cat again-dying again, never raising a cat again. The plot is three ups and downs, and it is promoted layer by layer.
2, the beginning and end echo and foreshadowing settings. The connection and echo are as follows: at the beginning, I explained the ending of raising cats several times, threw clues, and always got the full text. The ending is "My family will never have a cat", which opens up a profound meaning and echoes the beginning. There is a transition between these three stories. The foreshadowing is set as follows: the first cat suddenly loses weight, which indicates its death; Write that the second cat is running in the street, indicating that it has been caught; Write the third cat staring at the birdcage, indicating that it was killed unjustly. Therefore, all these have played a role in threading the needle and connecting the three stories and the plots between them into a whole, which is natural and seamless.
Extended transfer of intransitive verbs
Have you ever blamed others or been misunderstood in your life? Tell this story to other students and discuss it with them. How can we reduce the misunderstanding between them?
Blackboard writing:
cat
zheng zhenduo
The story of "I" raising cats three times: 1, 2, 3,
Attitude: like it or not, like it or not.
Emotion: sadness and remorse.
You can't do things subjectively. Find out the facts
Don't be prejudiced against people and things, be kind to animals.
Sixth, the class summary
This article is about cats, but the author skillfully uses things to express his feelings, twists and turns, expressing sympathy and love for the weak. The characteristics of the organizational materials in this paper are consistent and coherent from beginning to end, and the structure of the article is seamless and clear.
Seven, homework.
1. Finish Exercise 24 after class.
2. Read the full text to understand the content and feelings of the article.
3. Write about the psychological activities of the third cat after being wronged.
Teaching reflection
When I was teaching Wenmao, I found that the article was ingenious and meaningful. In view of the present situation of the text, the focus of my teaching design is how to make students fully occupy their own learning time in class and let them get more standardized and effective language training. Therefore, I chose the course "Speaking and Reading". Talking about reading is your own reading experience.
I chose three topics: talking about cats, talking about people and talking about writing. Each topic is divided into two aspects: talking about cats, the beauty of life and the sadness of fate; Talking about people, the happiness of raising cats and the pain of losing cats; Speaking of it, the beauty of language and the ingenuity of structure.
Throughout the class, students talk and read while reading, and students walk back and forth in the text. The classroom atmosphere is relaxed and lively, and students accumulate rich nature.
I think the biggest highlight of my class may be that I boldly tried "problem-free design" in classroom teaching. From the perspective of "questioning", there are the following situations in our Chinese classroom teaching: First, "broken questioning" is always asking questions, so dense that it can no longer be called "questioning"; Second, "ask more", ask more, and the quality of "ask" is not high; The third is the "main question", asking only a few main questions. The problem is deep and tractive, and students can fully move; The last situation, which is also the most subtle and interesting, is "Don't ask". You don't need questions to construct a classroom or organize teaching.
Of course, due to the tension in the teaching process, the transition of each link is not natural enough, and the "taste" link is not ideal enough, which needs to be considered and scrutinized in the expansion link and further improved in the future teaching experience.
The first volume of fourth grade Chinese: the teaching design of cat 3 learning goal
1, can recognize seven new words such as "good", can write "you" and so on 13, and can correctly read and write "personality, letting go, playfulness, seriousness, manuscript paper, plum blossom, falling, pioneering, scratching, hurting and hurting, holding your breath, changing a lot, breaking branches and falling flowers." 56636.68686866666
2. Read the text with emotion and recite your favorite parts.
3. Understand the eccentric personality and childhood cuteness of big cats, learn real and concrete expressions, feel the author's love for cats, and cultivate the author's affection for small animals and interest in observing small animals.
Emphasis and difficulty in teaching
Understand the eccentric personality and childhood cuteness of the big cat, learn real and concrete expressions, and feel the author's love for cats.
Preparation before class
1, courseware (or video, picture) for cats and other mice to catch mice out of holes; Cat meow tape.
2. Students collect pictures and documents about cats, post them on relevant columns in the classroom, and hold an exhibition of "Cat Fun".
first kind
Introduce a new course
1, communication between teachers and students.
A. Introduction: After watching the "Cat Fun" exhibition carefully arranged by the students, the teacher's understanding and love for cats went further. This little creature is really interesting and cute! What do you want to say most after visiting the "Cat Fun" exhibition?
B. Teachers and students express their opinions and talk about "fun" passion.
2. Reveal the topic and introduce Lao She.
Overall chaos
1, practice reading the text freely to achieve correct fluency. (You can watch it by yourself or at the same table)
2. Feed back the preview of new words.
If you speak freely, it is easy for the other person to think of new words that are mispronounced or misspelled.
3. The teacher reads the text and the students communicate after listening: What's your first impression of Cat written by Mr. Lao She?
4. Read the text silently and think while reading: What methods can quickly grasp the main idea of the text and clarify the text?
5. There are three "methods" to show communication and clarify the context:
A, grasp the key sentences that can summarize the main meaning in each paragraph and read them together.
B. design fill-in-the-blank questions, such as:
The text * * * has a natural paragraph (), and paragraphs () to () are written by Big Cat (); The first paragraph () describes the full moon kitten ().
C, design blackboard writing, such as:
Honest, playful and earnest.
(Big cat) has a strange personality. When you are happy ... when you are unhappy. ...
Timid and brave
Naughty and cute (full moon kitten)
Analyze "quirks", appreciate "cats" and understand "emotions"
1, read the first, second and third paragraphs of the text by yourself, briefly summarize several aspects of the cat's eccentric personality, and then communicate with the class.
2, group cooperative learning:
Take a cat's personality as an example, and read the sentences that describe this characteristic in detail to your companions.
3. Learn deeply, taste words and experience emotions.
A, deskmate communication: Does Mr. Lao She like this "somewhat odd" flower cat? What descriptions have you experienced?
B. Set an example.
Give me an example: "it held its breath and stared for hours, and had to wait for the mouse!" " "
Guide appreciation: grasp "hold your breath", "persistence" and "must"
C. communicate with the whole class.
Find out the most experienced sentences, and experience the love between the lines by reading aloud, comparing and appreciating the key words. For example:
Call it fun, and it is. Why else don't you go home for a day and a night?
Rub your legs with your body, ... Poke some small plum blossoms on the manuscript paper.
It will also call various cavities with different lengths, thicknesses and variations.
4. Read the first, second and third paragraphs with emotion.
Cumulative application
1, recite the part you like.
2, group cooperative learning:
Say the sentences with "anyway", "must", "anyway" and "but" to see who is more accurate.
3. Word expansion exercises
Greedy () nature () noble () adopt ()
Poor () surname () draft () step on ()
Second lesson
Display accumulation
Choose the most fluent and emotional part of the first, second and third paragraphs and recite it to your deskmate.
Appreciate "cuteness", crystal "love" and move "love"
1. Read the fourth paragraph of the text in your favorite way and think: From what aspects do you feel that "kittens are cuter at full moon" and from what descriptions do you realize the author's love for kittens?
2. Discuss at the same table and communicate with the whole class.
Observe the illustrations and realize the loveliness of Xiaohua Mall.
B. Compare the information collected before class about Mr. Lao She's love for flowers and plants with his description of "making Xiaohua Mall naughty" to deepen his feelings.
Understand "openness …" in the context.
3. Read the fourth paragraph with emotion and recite the favorite part.
Combing the whole and returning to the full text
1, panel discussion: Why can this strange and lovely flower cat written by Mr. Lao She leave an indelible impression on our minds?
2. The representatives of each group spoke, and the teachers and students combed together:
Observe carefully, describe the reality, treat the cat as a friend, and show pity between the lines.
3. Read the full text to deepen your experience.
Choose independently and accumulate vocabulary.
1, underline your favorite words and sentences, read them several times with deep affection, and then extract them from the honey book.
2. Communicate with each other at the same table.
Read the link, expand and extend it.
1. Look at the two paragraphs in the "reading link" after class and think about it: it is also a description of the cat. What are the differences in observation and expression between these two paragraphs and Mr. Lao She's Cat?
(Hint: The second paragraph is similar to the text "Cat", focusing on anthropomorphic methods to describe the life habits of cats, revealing the author's love for cats between the lines; The first paragraph directly describes the appearance characteristics of cats from the front. )
2. Group communication.
3. Pay attention to a small animal you like after class, take a photo or draw a portrait for it, and then narrate the photo or portrait.
The first volume of fourth grade Chinese: the teaching design of cat 4 learning goal;
1, read the text correctly, fluently and emotionally, and feel the author's emotional experience from disgust to love for hens.
2. The living habits of neighbor hens and the concrete embodiment of great maternal love in hens.
Compare the similarities and differences between this article and Cat in writing.
first kind
Key points:
(1) Perceive the content of the text as a whole and experience the thoughts and feelings expressed in the article.
⑵ Learn the material composition method with strict narrative structure and echoing from beginning to end.
⑶ Experience the detailed description of the article and the application of contrast techniques.
Difficulties:
Experience the thoughts and feelings expressed in the article.
(1) import
Blackboard 1: Zheng Zhenduo the Cat
Today, let's study an article by Zheng Zhenduo called Cats, which is actually about keeping cats. This is the first sentence from the article: "I have kept cats at home several times, but they always disappear or die." There is also the sentence at the end of the article: "From then on, my family will never keep a cat again." You can see. From "having a cat several times" to "never having a cat", there must be many tortuous stories. Let's listen to the text and see what happened. ...
(B) learning the text
1. Global perception
(1) Use the media to play the recording of the module reading text.
Requirements:
① Students sketch new words and words in the book.
② Summarize the main content of the article in one sentence.
Use the media to play slides of words and phrases that should be mastered.
Displayed above the fold (as shown below):
1. Use reference books to mark the following bold words with phonetic symbols.
Melancholy encourages crouching, punishment, filth and depression.
4. Explain the following words.
Depressed and encouraged to squat down for punishment.
⑵ Students complete pronunciation and word explanation.
⑶ Summarize the main content of the article in one sentence.
Clear:
Write about my family's three experiences of raising cats.
(4) Students read the text silently and think about the following questions:
① Play a thinking slide 1.
Display the second screen (as shown below):
Question 1: How much can the article write about my experience of raising cats?
② Students think, discuss and speak.
(3) On the basis of discussion, think clearly about the problem 1:
This article can be divided into three parts.
The first part (1-2) describes the process of raising the first cat.
The second part (3- 14) describes the process of raising a second cat.
The third part (15-34) describes the process and feelings of raising a third cat.
2. Read the text intensively.
(1) Students can read the text freely and further perceive the content of the text as a whole.
⑵ Teachers inspire students to think about the following questions in combination with the text.
① Play the thinking slide 2.
Display the third screen (as shown below):
Question 2: Please analyze the characteristics of three cats from the aspects of origin, appearance, temperament and ending.
Question 3: Why did the author write not only the third cat, but also the first and second cats first?
② Students think, discuss and speak.
(3) Clear thinking Question 2:
The teacher is very clear, wrote on the blackboard:
Blackboard 2:
cat
zheng zhenduo
Origin, appearance, temperament, ending
The first one: the upcoming gray work spilled and died.
The second one: the coming yellow is more lively and lost.
The third one: the picked ash is not lively, throw it away.
(4) Clear thinking Question 3:
This writing makes the third cat in sharp contrast with the first two cats:
First, the third cat is a wild cat, in sharp contrast to the first two, both of which are very popular with their owners.
Second, he is ugly, melancholy and doesn't like swimming. The first cat rolls around in the sun in front of the porch like a snowball. The second cat can run around, climb trees and jump butterflies.
Third, it squatted lazily all day, while the second cat "actually caught a very fat mouse". So, nobody likes it. Just a "nonchalant animal", even the third sister who loves cats "doesn't pay attention", which is in sharp contrast with the status of the first two cats.
Because of the contrast between the first two cats, the fate of the latter is set off more tragically, which will inevitably arouse people's deeper sympathy and highlight the great mistakes and regrets of "I", thus more effectively highlighting the center of the article.
⑶ Teachers inspire students to think and discuss the following questions.
① Play the thinking slide 3.
Display the fourth screen (as shown below):
Question 4: My family has had cats three times. What has happened to my feelings?
Question 5: The article wrote three stories about the process of raising cats. What are the clues of the three stories? In what order does the article organize these three stories? What are the characteristics of the beginning and the end?
② Students think, discuss and speak.
3 Clear thinking Question 4:
First time to raise a cat: I laughed when Third Sister chased the kitten, and I felt "sour" when she reported the cat's death.
Raising a cat for the second time: entertainment after dinner is to watch it climb trees. As the news of the cat's death was confirmed, "I" was also "disappointed and angry".
Raising a cat for the third time: mood swings are greater. First of all, I don't like it very much. I was very angry when I heard that the hibiscus bird was bitten. After the fight, I was still angry and thought the punishment was not enough. Until I found another black cat holding a second yellow bird, "I began to think I was wrong!" " "I feel very sad in my heart" ... through the detailed description of a series of complex emotional changes of "I", the theme of the article is constantly sublimated.
The teacher is very clear, wrote on the blackboard:
Blackboard 3:
Feel sour, feel sad and blame yourself.
Teacher's guidance:
What the article describes is not so much the process of raising cats as the mental journey of "me", the introspection of the soul, and the self-reproach of people to animals.
(4) Clear thinking Question 5:
Every story is based on the experience of a cat. From the sentences of "once", "a few days later" and "winter morning" in the three stories, we can see that the article strings the three stories in chronological order: getting a cat → raising a cat → dying; Raise a cat again → raise a cat again → die again; Find the cat → find the cat → get lost → never get the cat, and the plot is ups and downs. At the beginning of the article, it is explained that the ending of keeping cats for several times always leads to the full text, and at the end, it ends with "Since then, my family will never keep cats again", which opens up the profound meaning and echoes the beginning of the article.
The teacher is very clear, wrote on the blackboard:
Blackboard 4:
My family had cats several times, and they always disappeared or died in the end.
Since then, my family has never kept a cat again.
(4) Students can read the text freely and experience the thoughts and feelings expressed in the article.
(3) summary.
Through the study of this lesson, we have an overall perception of the content of the article Cat and the thoughts and feelings expressed by the author. Learned the composition method of articles with strict narrative structure and echo from beginning to end; I realized the artistic characteristics of the detailed description and the use of contrast in the article, which we will appreciate next class.
(4) Transfer
1. Analyze the difference between the third cat and the first two cats from the aspects of pedigree, appearance, temperament and status in the family.
2. If I have a bird when I have a second cat, and the bird is killed, what will "I" think and do?
Key points to solve the problem:
To answer this question, we should use the method of "putting ourselves in the shoes" to experience and associate. We should start with the content of the text. The reason why "I" concluded that the third cat killed the hibiscus bird is very important because I have never had a good impression on this cat. If the bird is bitten while raising a second cat, "I" will probably take it out for other reasons because I like this cat.
(5) Blackboard design: