After the bell rang, students are still relatively noisy, the teacher immediately took measures - this class to take the group plus points system, which determines how much of today's group homework, fast and slow release; just now, the second group sits the most upright, plus three points.
First, the introduction of the new lesson
1, we read the subject together - "Sauvignon Blanc" ready to start.
2, "Long Xiang Si" is the name of the word. This poem is also a word, and the word is also called long and short sentences, the number of words is not symmetrical, there are long and short.
II. Vocabulary
Read the poem aloud and answer which word in the poem is a polyphonic word--"shore"
III. Ask questions you don't understand.
2. What are the questions in the discussion
(Students): What does "wind and snow" mean?
(Teacher): Which student can help him
What else don't you understand except this one? Okay, I'll test you.
3, sentence by sentence reading
"wind a more snow a more", read this sentence, you can imagine what the weather was like?
(students): It was snowing goose feather ...... bitterly cold wind blowing in the face
(teachers): There are other expressions?
"A journey of mountains and a journey of water", when you read this sentence, can you imagine what the soldiers went through at that time, what the environment was like at that time, and what places they traveled on the way of marching
(Students): The soldiers traveled thousands of mountains and tens of thousands of waters... ...the cliffs were treacherous and the rivers were frozen, but they didn't let go.
(Teacher): Is there any other expression? It's not terrible to be wrong, teachers appreciate you opening your mind.
These descriptions of the environment highlight what - the difficulty of marching
What did the poet think of in his hometown at that time?
What did the poet think of his hometown at the time?
Fourth, summarize
The poem uses what techniques - the scene lyric narrative lyric
expressed what emotion - the author of the hometown of the feelings of longing
Fifth, homework
small Exercise: If you are Nalan Seide, you have experienced the difficulty of marching. Please describe the specific environment of the march down.
Elementary School Listening Record Part 2
I. Introduction of the new lesson:
This lesson we continue to learn (read the subject together)
Second, review the old knowledge:
1, these words still recognize? (fishing, never seen, allow, abide by the rules, inscribed)
2, recall what the text is written? Can you say these words? (Students answer, the teacher board "fishing", "fish")
Third, into the new lesson:
The first plate:
1, by the student's answer to start, the teacher: fishing and fish release the child's scene at the moment? ?
2, guide to read the text one to four subsections:
a, (show the text: Tom - the famous American architect. He designed the works of many international awards, a few days ago ......) he was understanding the interview when he expressed gratitude to his father for letting him let go ......) we'll take a look at the designer ......
b, guide read the text one to four subsections. Students read the text. (Asked to read freely)
3, reading exchange: one to four subsections, you read what? (Students enthusiastically)
1) The text is written ......
2) I feel that the scenery there is very beautiful;
3) You understand what the ripples mean (the teacher asked casually and unobtrusively), we will "ripples" can be read more beautifully. More beautiful, read the sentence "ripples";
4) I read them happy: two exclamation points.
5) I read that the fish they caught was big: arc (read "big"), and who else understood that the fish was big? (big guy) And it was a big bass.
6) Read: "Wow! A big bass he had never seen before" (three people)
7) At this point, came the voice of Dad. Let's read Dad's language in the text. (Students read)
a. Show the text: the conversation between father and son: dad: "Son, you must let this fish go!" "Why?" Tom yelled reluctantly.
b. Guide the students to read these words aloud: a. Separate the main characters; b. Grasp the key words;
c. Why did Tom yell up reluctantly?
d. What is the reason why Tom refuses to release the fish? (Listening question: children, what was going through your mind as you sat quietly while others answered the question?)
e. Introduce the "rule" and ask, "Got it?"
f. Show the text, guide the students to read aloud, emphasize the tone (decisive): "Whether someone else sees it or not, we should follow the rules." First point to read separately, and then invite the men to read together; g. Show the class, guide students to use "no matter ...... what ......" to say things in life. (Student expression, teacher evaluation)
Fourth, summary board: consciously comply with the rules.
The second board:
V. I believe that Dad's sentence must be very deep inspiration for all of us, let's read this sentence together: "Whether or not anyone else sees it, we should comply with the rules." (read together)
Six, guiding students to read the text in the main characters, other students to do the judges (the beginning of the fifth subsection - "regulations") to guide the students to make proposals: read how?
VII, the dialog without prompts, requiring students to "use up" the proposal just now;
VIII, put forward new requirements: "add action, expression, props" to enhance the effect of expression; show the classroom with the teacher and students to work together!
IX. What was the result of the argument between Dad and Tom? What is the state of mind at this time? (Invite several students to answer)
Third plate:
X. Teacher summarizes the students' answers. Transition from "regret" to the following.
xi. Discussion: regret? (Ask students to help)
xiii, the teacher summarizes the whole text, showing the text: "In the blink of an eye ...... Unsurprisingly ...... morality is just a very simple question of right and wrong, but it is difficult to practice. ...... that moonlit night ...... 34 years ago."
xiv. Students,...... show the text: "It is to take the loss of a moment's gain, the gain of virtue is the wealth of a lifetime." To read aloud to beg students this sentence;
xv, read aloud again: "Whether or not others see, we should comply with the rules."
Primary school listening record Part 3
I. Review introduction.
1, this lesson we continue to learn Wing Hua Mountain. (Students read the topic)
2, (show the poem written by Kou Zhun) Named to read.
Comment: Review the introduction, after looking at the fill-in-the-blank questions to memorize the first paragraph, named to read "Huashan", not only checked the students' learning situation in the first lesson, but also highlighted the teaching focus of the lesson, guided the students to understand the background of the poet's creation, and fully demonstrated the craftsmanship of the instructor's design of the lesson plan.
(show class) ah! The Chinese mountain is so high! (Designate to read)
3, yes, Mount Hua is really high ah, which statements in the text write the height of Mount Hua? (Students in the second natural paragraph while reading to find)
Read softly, while reading and imagining, you seem to see what? (Students discuss)
Comment: The teacher attaches importance to the dialogue and exchange between teachers and students, students and text, students and students, focusing on the cultivation of students' imagination, so that the students in the imagination on the basis of perception, communication, and gradually deepen the impression of Mount Hua in the minds of the students in the majestic, tall.
Comment: students from the first lesson is full of curiosity about Mount Huashan, the teacher here to play the video of Mount Huashan, drawing sketches, for the study of the second natural paragraph to create a context, so that the students to further perceive Mount Huashan's "high" this characteristic.
Read it together.
4, in the second paragraph there is also a sentence also wrote the high mountains, see who is the most careful, can find out this sentence.
(出示课件)他们沿着山路艰难爬上山顶。
(pointing to the blackboard) Yes, no wonder Xiao Koujun exclaimed from the bottom of his heart:
Students read together: ah! The Huashan Mountain is so high!
5, the children were attracted by the treacherous scenery of Mount Hua, can not help but let out a sigh of admiration, which is - (point to the class Qi said: can not help it).
Comment: pay attention to the accumulation of words, can be combined with the text information to guide students to understand the meaning of idioms, the students quickly understand, it seems to be a waterfall.
Second, borrow the text to realize the poem.
Transition: Xiao Kou Zhun also like everyone, can not help but praise the Huashan.
1, the textbook shows the poem.
(1) Students look for the meaning of the verse in the text.
(2) Which sentence in the text shows the meaning of "There is only the sky above, and there is no mountain to match." means? (Show the old poem and the meaning of the sentence.)
(3) Which sentence says, "The red sun is near the head, but the white clouds are low in the back"? (Show the old poem and the sentence.)
(4) Understand the meaning of "looking back".
Comment: In the process of teaching, attention is paid to seizing some key words in the key passages and guiding students to evaluate the poet's use of words.
(5) Ask the girls to read the poem and the boys to read the sentences in the text.
2, point to the title, like we praise Huashan is -- (point to the title) Wing Huashan.
3, yes, little Kou Zhun can make such a good poem at a young age, no wonder Mr. nodded his head and praised: (-- show the third natural paragraph: Qi said)
4, let's pick up the book and Wing Huashan again! Read the text together.
Third, the extension of the class
1, supply the poems collected before class describing the mountain, students free practice reading.
2, name on the stage to recite, the teacher with music.
3. Encourage students to collect ancient poems about mountains after class.
Comment: Teachers can break the classroom limitations, lead students to the outside of the classroom, stimulate students' interest in reading, and improve students' reading appreciation skills.
Fourth, learning vocabulary, guide writing
(show) age Hua Qi
1, learning "mountain", lead reading.
2. What are the similarities between these three characters?
3, you see, these three characters in the field grid where?
4, students tracing red, the teacher patrol.
Primary school listening record Part 4
I. Stimulating the introduction
1, the teacher board draws the whale, stimulate students' interest in learning.
2, today we go to the vast ocean to see the real whale. (Play video)
3, see this tossing, leaping whale, you most want to understand what?
Second, the first reading of the text
1, the students read the text aloud freely.
2, check the vocabulary, name and read
Belly Lung Palate Tire
What was found?
生：都是月字旁
生：都是身体的某部分。
3. The teacher guides the writing of the characters.
Ask the students to come up and write these vocabulary words on the board.
4. Name the text to read aloud, check the students' reading scene, correct the pronunciation of the words in the reading, and guide the students to seize the key words and key phrases, and know how to seize the key when reading.
(1) The whale has a very big feature, used a word to write it on the palm of the hand.
Big, read a paragraph as one word, marvelous.
(2) Name the second natural paragraph and read it as a sentence.
Whales are mammals, not fish.
(3) Name and read the 4th natural paragraph
How is the first sentence of this section different from the other natural paragraphs? (Asked)
Third, study the third world natural paragraph, understand the whale's big, recognize the method of description.
1, can you change a word to say the whale is big?
生：巨大
生：庞大
生：庞然大物
2, unusually large, very large, extremely large, we say a lot of big words, you see, the text has this write big? Find out the words and phrases that write big.
Why is the same elephant than?
Student: The elephant is the biggest animal on this land.
Can you really get into the whale's mouth?
Student: That's hypothetical
3. Hire a senior narrator to tell you how big the whale is.
4. What characteristics of the whale are introduced in the first natural paragraph? What methods of description are used?
This short paragraph the author used a variety of descriptive methods to write about the whale's big? (The board: a variety of methods of description)
4, study the second paragraph, understand that the whale is a mammal, feel the language characteristics of the explanatory text.
1, just now we are studying the characteristics of the whale big, that the text is only to introduce this feature?
2, the clip is shown, students see what is different from the text?
Why use 2 very long?
Students: one very long is not enough.
Guiding students to read carefully and realize the meaning of the words "very long", "gradually", "completely", "the entire " and other words.
Class, none of these words can be missing, and there is another feature of this text that
(board: precise language expression)
3. Read the passage again, and emphasize the words that we have just ignored.
4. Show the sentence: we understand that whales have adapted to life in the ocean, but don't forget.
5. Understand the types and habits of whales and start a debate.
1, read sections 4 and 5 to understand the habits of whales.
2, around the teeth, baleen whales, the characteristics of the debate, to develop students' skills of argumentation.
Comment:
Teacher Lin shortened the distance with the students as soon as she came up, and the energetic language, together with the wonderful images, the students were quickly attracted.
Teacher Lin's original use of a small carousel allows students to discover the pattern of these words, which not only stimulates students' interest in learning, but also deepens their memory of these words, and allows them to understand which part of the whale these words refer to respectively.
Read with questions, so that students learn to think.
Teaching from the shallow to the deep, so that students appreciate the accuracy of the author's language expression.
The design of this link is very good to mobilize the students' aggressiveness, not only to develop the students' ability to think and argue at the same time, but also to develop the students' language skills.
Board:
Comparison
Multiple methods of illustration
Numbers
Assumptions
Precise linguistic expression
Overall:
Teacher Lin's class is too vivid, students have been adhering to a strong interest in learning, which is so rare!
Teacher Lin's teaching to learn to reach a harmonious and perfect unity, flexible use of reasonable optimization of the combination of a variety of teaching methods: the use of heuristic teaching method, the students to point; the use of self-study method, the group learning method, to develop students' self-learning skills; but also with the problem of reading aloud, so that students read to understand, from reading to understand. Give full play to the leading role of the teacher and the main role of the students, creating a pleasant and democratic teaching atmosphere, so that the students become the focus of the teaching and landing point, and cultivate the students' good learning habits.
Such a wonderful class that I will never forget.
Elementary school listening record Part 5
First, create a situation, stimulate the interest of the introduction:
1, the board of the subject, (students, you understand what the teacher is writing?) Read the subject: lotus.
2, language rendering: from ancient times to the present, the lotus is one of the literati favorite plants, describing the praise of the lotus countless poems, I ancient great poets Qu Yuan, Li Bai, Su Shi, etc. have chanted the lotus. People call the lotus as the "flower of the gentleman".
Today, we come together to learn an article about the lotus, which is the author of China's modern famous literati, educator grandfather Ye Shengtao, the title of the article is called "lotus".
3, which students have seen the lotus? Please use one word to describe the lotus flower that I have seen. I(Pavilion standing lotus flower, graceful lotus flower, thousands of lotus flower ......)
Such lotus flower, the students still want to see? Before studying the text, the teacher would also like to accompany the beautiful music with you to go to the lotus pond to enjoy the beautiful style of the lotus. Please think about what you see. (The class presents a number of lotus photos, play background music)
Second, the first reading of the text, inculcate the emotion:
1, arouse interest in reading: Teachers found that the students have just listened to, in the look of the time are fast fascinated. Teachers from your expression to see put forward, we are all by the wonderful music and beautiful picture y sucked. You are so look at the lotus, then how does the author look at the lotus? Next, let's come together to enjoy Grandpa Ye Shengtao's this "Lotus", see what kind of perfect enjoyment Grandpa Ye can bring us?
2, students read the text. Requirements: (l) meet the vocabulary read a few times, in addition to read the pronunciation of the words, but also to see the shape of the words. (2) Read the sentences smoothly. (3) Draw the words you don't know or understand.
3, check the self-reading scenarios:
(1) show the words:
by and by, the rosette, the flower bones, the fullness of the flutter, the dance, the dragonfly, the last night, the good dream, the rupture, a dress
(2) free reading; named reading; train reading; read together.
4, read aloud, activate the sense of language:
(1) to solve these reading "roadblock", we will be able to beautifully read this Grandpa Ye Shengtao "Lotus" it. Who wants to read this text out loud?
Name the students who will read the text aloud. For those who raise their hands, give full recognition to their confidence or bravery.
(2) Say how Grandpa Ye looked at the lotus? (Can't wait to see the lotus, enjoy watching the lotus ......)
(3) students experience how the author looks at the lotus, the teacher took the opportunity to guide the students to say from which passage of the text I experienced this, and then organize the study of the corresponding paragraphs recited over and over again. (The second paragraph of the text can be organized for the students to diffuse reading, encouraging students to read in a way that they like different feelings and flavor; the third paragraph of the text can be organized for the students to compete in reading, encouraging students to read better than one; the fourth paragraph of the text can be organized for the students to demonstrate recitation to the students to read as a model, encouraging the students to the students to learn from the students to read aloud.)
(The full recitation of the first reading is to make students read the text thoroughly and lay a solid foundation for the comprehension of the text. Read more, students understand more, teachers need to explain less. Ancient saying: "Read the book a hundred times, the meaning of its own see." This is the truth. Nowadays, we also often say that students read more, in the reading in the sense of understanding, but only rely on the lecture to read the text of the "read" is far from enough. A lesson, the teacher to lead the students to understand the text, but also to let the students read in the sense, time is simply not allowed, the result is still the teacher "do it all" - the teacher said more, the students read less. Therefore, in the first reading, we must let the students read the text, read through the text, after this pass, to the fine reading of the text, read the text, the students of the text of the sense of understanding, understanding will be water to the drain).
(4) In the process of repeated recitation, teachers help students, or students and students help each other, to solve the meaning of the words in each paragraph that they do not understand, such as:
① Fluttering: describes dancing lightly.
② crowded: this lesson describes the lotus leaves grow very dense, crowded with each other.
③ fragrance: a light scent.
④ full: so full that it swells.
⑤ Rupture: a crack.
⑥ Posture: the way the body presents itself.
Third, re-read the text, clear the vein:
1, show the problem, guide re-reading: Ye Shengtao said the following sentence: "The author thinks there is a way to comply with the road to recognize the true." Meaning, the author of the article is generally a full and rigorous thinking and preparation, the article is the idea that the inner vein can be found. We read and appreciate the article, if we can follow the author's thoughts, it is possible to understand and grasp the article's intention and the author's hopes more accurately.
Can we sort out the veins of this text and grasp the author's thoughts? With this question, please go back to read the text carefully.
2, group discussion.
3, exchange the results of the discussion: the text *** five natural paragraphs, in accordance with the order of viewing the lotus flowers is mainly written in the "see the lotus" and "think of the lotus" two major parts or "smell the fragrance of the first lotus "and then appreciate the lotus posture", "illusion of the lotus" three parts.
(In the new teaching ideas, we do not advocate the previous to the text divided into paragraphs. In fact, the understanding of an article is also "benevolent, wise", do not need a dead division, such as this article, can be divided into "see the lotus" and "think of the lotus" two parts Part or "smell the fragrance of the lotus", "then appreciate the lotus", "illusion of the lotus" three parts, and even other methods of division. But grasp the idea, clear vein is also needed, just in the method, the idea of some flexibility, as long as there is a reason to be able to, do not have to pursue a rigid, fixed answer).
4, conclusion: the article narrative, description, lyricism, clear veins, layer by layer, vividly and imaginatively show the beauty of the lotus, the author of the love of the lotus, love of nature emotion step by step to the climax. Let's read this article again beautifully.
5, read the whole text with music.
Fourth, set homework:
1, correctly, fluently and emotionally read aloud the text.
2, with the "access to" Poetry, ask parents, Internet search "and other methods to collect ancient famous poems and quotations of the lotus.
Life is like a candle, burning from the top to the bottom, always bright.
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