The draft of Pony Crossing the River is 1. First, teaching materials:
"Pony Crossing the River" is a text in the third textbook of primary school Chinese in Beijing Normal University. The article is long in length, involving many things and profound in philosophy. But words are beautiful in plot, things and composition. We can stimulate students' interest in learning, create situations and train students' language in a down-to-earth manner with the beauty of words in lively teaching.
This lesson is a fairy tale. Described the pony carrying wheat to the mill and crossing a river on the way. The old cow said the water was shallow, the squirrel said the water was deep, and his partner had just drowned. Pony had no idea, so he had to run back and ask his mother, who let him try it himself. The pony returned to the river and crossed it by himself. It turns out that this river is neither so shallow as the old cow said, nor so deep as the squirrel said. Explain that you should use your own brains to find ways to overcome difficulties and find answers.
The training focus of this unit is: say a paragraph in the order of things. According to the requirements of the syllabus, combined with the training focus and the characteristics of teaching materials, the following teaching objectives are formulated:
1, can tell the story of the pony who came to the river for the first time but didn't cross it according to the order of things.
2. Read the text correctly, fluently and emotionally. Read the text in different roles.
3. Learn the content of the text and know that you can't just listen to others when you encounter problems. You should think with your own brain and seek answers from practice. Combining with the training focus of this unit, it is the key and difficult point of this question to sort out the order of a paragraph and retell the pony's first visit to the river in order.
Second, teaching methods:
Learning methods have long been concerned with how teachers teach and neglected how students learn. In this lesson, we will pay attention to students' learning methods and use students' "learning" to determine teachers' "teaching". So as to guide students to study independently, cooperatively and exploringly. On the basis of students' independent reading, they are influenced and infected, and then communicate their feelings with teachers and classmates. Under the guidance of this design concept, I intend to adopt the following teaching methods:
1, independent cooperative inquiry method.
Chinese curriculum standard puts forward: "Students are the main body of Chinese learning and development". According to the training requirements of this group of texts, I take students as the main body and adopt the teaching method of "autonomy, cooperation and inquiry" to guide students to find, ask, explore and solve problems.
2. Reading promotes enlightenment. Read aloud and let the students solve their own problems. Understand the meaning of the text in different forms of reading aloud. Students mainly adopt the following learning methods: self-questioning method, cooperative solution and self-study since the enlightenment.
Third, talk about the teaching process:
1, picture import, wonderful and interesting.
Clever opening can attract students' interest. In this lesson, I use the picture of the protagonist pony to ask questions, so that students can get into the role immediately. Let's reveal that the text to be learned today is "Pony Crossing the River".
2, reading the text for the first time, the overall perception.
Read the text with the help of Pinyin, and think while reading: Who is in the story? what did you say ? You can discuss it with your deskmate after reading it. The discussion is arranged here because the problem is relatively simple, and everyone can express their opinions. After the discussion, I arranged for them to read the text freely, thinking when reading: Why did the pony cross the river? How many times has it been by the Little Malay River? Did the pony pass? After reading the text for the first time, let the students know the main idea of the text and have a preliminary understanding of the story.
3. Read the text carefully and understand the content.
By reading the text for the first time, the students have understood why the pony crossed the river and came to the river many times. Then I teach in sections according to the order of the text. In the first natural period, the main training is to say a word with "where", "who lives" and "who". The second paragraph mainly guides students to read pony's words in a pleasant tone. There are many dialogues in the third to fifth paragraphs. I pay attention to guiding students to read different words with different tones. The main "characters" in this story are pony, old horse, uncle Niu and squirrel. The tone of these "characters" is different from the emotional color of the language. The old horse is the "mother", so speak kindly. Uncle Niu is the older generation. When reading aloud, he should have a rich voice and a steady tone. When the squirrel jumps down from the tree, he should speak in an urgent tone. Pony is naive and polite, so he should express it in an appropriate tone when reading. All these should be made clear to students when guiding reading aloud. According to the order of things, show things with courseware, read aloud while showing, and guide students into the situation. By training reading aloud in this way, students can feel the beauty contained in the story in a pleasant atmosphere. The seventh paragraph is mainly about the dialogue between pony and old horse. Pay attention to the different feelings of different roles. The eighth paragraph mainly trains to speak with "neither like … nor like". When reading the text carefully, I mainly use different reading methods to improve students' interest, such as reading together, reading by name, reading freely and reading silently.
4. Summarize the class and highlight the theme.
Fourth, write on the blackboard:
Since there are no pictures, I use the simplest font to express the different sizes of "people" in the text. This is both direct and simple, and students can see it at a glance.
Draft of the second lesson of "Pony Crossing the River" 1. Talking about the textbook
The content of today's lesson is Lesson 14 "Pony Crossing the River", the second volume of the second grade Chinese experimental textbook published by People's Education Press. This is a well-known fairy tale. It's about a pony who met a small river on the way to help his mother carry wheat to the mill. I don't know whether it is deep or shallow, and finally I crossed the river safely under the guidance of my mother. Taking "crossing the river" as a clue, this paper uses concise and vivid language to let students know that they can't just listen to others, but think and try for themselves.
Second, talk about learning.
Senior two students' reading ability is not very mature, so they can't always concentrate on the classroom. So I use pictures and texts to attract students and make them fall in love with learning and Chinese.
Third, talk about teaching objectives.
Following the curriculum standards and focusing on cultivating and improving students' humanistic quality, and according to the characteristics of second-year students who love reading fairy tales and can understand them initially, I have determined the teaching objectives of this course as follows:
1. Knowledge and skills: Know new words such as "Tuo" and "Mo" and understand related words.
2. Process and method: Be able to read the text correctly, fluently and emotionally, and read the text by different roles.
3. Emotional attitudes and values: guide students to know that they should not only think, but also be brave enough to try, and initially understand the truth of "practice first".
Fourthly, talk about the key points and difficulties in teaching.
According to the above teaching objectives, I am sure that the focus of this class is to learn new words and understand the text, so how to understand what the old horse said to the pony in the text and understand the truth contained in it has become the difficulty of this class.
Verb (abbreviation of verb) oral teaching method and learning method
In order to highlight the key points, skillfully break through the difficulties and successfully achieve the above three-dimensional goals, I adopted the method of "reading to promote understanding" in teaching methods, so that students can generate and solve their own problems through reading aloud and feel the connotation of the text in different forms of reading aloud. In order to better change students' learning methods, I abandoned the traditional teaching-oriented teaching method and adopted a new learning method supplemented by "students' independent inquiry and cooperative learning" and "teachers' timely guidance". The purpose is to let students master what they have learned easily in a pleasant atmosphere, so as to enjoy Chinese learning more.
Sixth, the theory of teaching process
I divide the teaching process of this class into five parts:
The first link: stimulate interest and inspire questions.
At the beginning of the class, I first showed a riddle to guide the children to type an animal name, which led to a new lesson in such an exciting way, so that the children felt the joy of learning in the relaxed guessing activities and experienced that the teacher was more like a learning partner. Then I showed it to the pony and asked, Who can say hello to the pony politely? Through the greeting just now, the distance between the child and the pony was brought closer, as if this story happened around us, which revealed the topic of "the pony crossing the river". Enlighten and question, do you have any questions to ask pony when you see this topic? By paving the way, let the children feel that the pony is among us, and stimulate the children's interest and open the question box through the question of "One stone stirs up a thousand waves". At this time, children's thoughts are naturally introduced into the active learning atmosphere.
The second link: reading the text for the first time and exploring literacy.
For the second grade students, I have learned dozens of short and interesting texts, so I have accumulated some experience and methods in literacy. Here I ask students to learn by themselves:
In the feedback, I use the three steps of recognition-belt-search, and "recognize" and take out the new word cards to learn with you. Do you have any good ways to remember these new words? A student's method becomes something everyone has, and knowledge is shared. Find a teacher to prepare a crossword puzzle, such as a white-haired man turned out to be an old uncle, so that students can taste the joy of exploration and experience the joy of success in the game.
The third link: reading instead of speaking, reading and analyzing sentences.
In this link, reading is the main task, and I will guide students to read the text repeatedly in different forms, such as reading by name, reading silently, and following.
Reading a book a hundred times is self-evident. Only in this way can students feel and understand in reading and achieve the purpose of teaching Chinese simply. During this period, with the advancement of teaching, pictures and texts coexist, allowing students to enter the situation, perceive the situation, and then play different roles in the story and read the proper tone.
The fourth link: study the text to solve doubts and doubts.
The key to the fairy tale "Pony Crossing the River" lies in facing the same river. The old cow said it was shallow, and the squirrel said it was deep enough to drown people. The opposite point of view puts pony in a dilemma when crossing the river. So is this river deep or shallow? Why? Understanding this reason is an objective factor for students to correctly feel this article. Therefore, let the students determine the answer through discussion, and the teacher will act as a guide for the students, making the profound truth simple and vivid, so that the students can feel that the cow says it is shallow, the squirrel says it is deep, and the pony tries it himself, only to find that it is not as shallow as Uncle Niu said, nor as deep as the squirrel said, so that the students can deeply understand the truth revealed in the article. The theoretical fulcrum is: from the text, to the text, and then jump out.
The fifth link: summarize the full text and expand it.
This link is divided into two steps: first, let students read the text freely, with the aim of making students familiar with the text, which is an effective test of students' learning situation; Second, combine speaking and writing, and ask such a question: What will the pony say to the old cow, squirrel and mother after crossing the river? This problem not only cultivates students' imagination, but also improves students' oral and writing skills. The organic combination of "reading, speaking and writing" is a favorable guarantee for students' Chinese ability.
This is the whole content of my speech today. Although I have made careful preparation and careful design, there are still some imperfections. Please give us more valuable advice.
"Pony Crossing the River" said lesson draft 3 Hello everyone! I am a Chinese teacher in XX township. My name is Ai Li. What I am talking about today is: the content of the first lesson of Lesson 15 "Pony Crossing the River" in the first volume of the fourth grade of Chinese published by People's Education Press. Below I will talk about the class from the following seven aspects. (PPT shows the title and subtitle)
First of all, talk about textbooks.
This is a well-known fairy tale. It's about a pony who met a small river on the way to help his mother carry wheat to the mill. I don't know whether it is deep or shallow, and finally I crossed the river safely under the guidance of my mother. Taking "crossing the river" as a clue, this paper uses concise and vivid language to let students know that they should not only listen to others, but also think hard and try in person.
Second, talk about learning.
Grade four students can't concentrate in class because their Chinese reading ability is not very mature. In particular, there is a great division between the two levels in our class, and some students are even tired of learning Chinese. However, at this age, they are very interested in pictures and animations, so I use illustrations to attract students and help them understand the text. Let students study easily and fall in love with Chinese.
Third, talk about teaching objectives.
Following the concept of curriculum standards and focusing on cultivating and improving students' humanistic quality, according to the characteristics of fourth-grade students who love reading fairy tales and can understand them initially, I have determined the teaching objectives of this course as follows:
1, knowledge and skills: know three new words 13, and can write seven new words, such as deep and shallow.
2. Process and method: Be able to read the text correctly, fluently and emotionally, and read the text by different roles.
3, emotional attitudes and values: guide students to know that not only do things with their brains, but also
We should be brave in practice and initially understand the principle of "practice first".
Fourthly, talk about the key points and difficulties in teaching.
According to the above teaching objectives and the learning situation of the students in this class, I have determined that the focus of this class is to learn new words, read and understand the text; The difficulty is to make students understand what the old horse said to the pony in the text and understand the truth contained in it.
Verb (abbreviation of verb) oral teaching method and learning method
In order to highlight the key points, skillfully break through the difficulties and successfully achieve the above teaching objectives, I adopted the method of "reading to promote understanding" in teaching methods, so that students can generate and solve their own problems through reading aloud and experience the connotation of the text in different forms of reading aloud. In order to give full play to students' enthusiasm, I adopted the learning method of "students' independent inquiry and cooperative learning", supplemented by "teachers' timely guidance". The purpose is to let students participate more in classroom activities in a pleasant atmosphere, and then enjoy Chinese learning better.
Sixth, the theory of teaching process
I divide the teaching process of this class into five parts:
The first link: stimulate interest and inspire questions.
First of all, I will show cartoon pictures of ponies, old cows and squirrels through multimedia, and ask students to name these animals and introduce them to each other. Such a simple introduction is to take care of the students who are waiting for advancement and resolve their fear of difficulties. Introducing students' understanding of small animals is to narrow the distance between students and small animals. Then, the topic of "pony crossing the river" is revealed. Enlighten questions, what do you think of when you see this topic, and what kind of stories will happen to small animals such as ponies? At this time, children's thoughts are naturally introduced into an active learning atmosphere.
The second link: first reading the text, overall perception.
By reading the text for the first time, students have a preliminary understanding of the story of the text. I help other students who have difficulty in understanding the text master the content of the text by guiding students to ask and answer questions. My default question is:
1. Why did Pony cross the river?
2. How many times has it come to the river?
3. Has it finally passed? How did you get there?
The third link: Read the text again and explore new words.
Grade four students have accumulated some experience in literacy, so I mainly focus on self-literacy, and put forward requirements for students: draw new words in the text with strokes, and understand the meaning of new words in sentences through students' questions and teachers' guidance.
The fourth link: reading instead of speaking, reading comprehension.
This session focuses on reading, and I will guide students to read the text repeatedly in different forms.
Play the animation of the text "Pony Crossing the River" first, and students can experience the emotion of reading aloud. Then read by name to overcome students' reading difficulties.
Finally, read the text in different roles, let the students enter the situation and feel the situation, then play different roles in the story and read the appropriate intonation. And guide the students to think and discuss: facing the same river, the old cow says it is shallow, while the squirrel says it is deep and can drown people. The opposite view makes the pony cross the river in a dilemma, so is the river deep or shallow? Why?
Read a book a hundred times and you can see its meaning. Only in this way can students feel and understand in reading and achieve the purpose of teaching Chinese simply. In the meantime, with the advancement of teaching, pictures and texts are illustrated to let students understand the difficulties of this text. Why does every small animal in the same river have a different answer? Understanding this reason is an objective factor for students to correctly feel this article. Therefore, let the students determine the answer through discussion, and the teacher acts as a guide for the students, making the profound truth simple, vivid and vivid, so that the students can feel that the cow says it is shallow, the squirrel says it is deep, and the pony tries it himself, only to find that it is neither shallow nor deep as uncle Niu said, so that the students can deeply understand the truth revealed in the article.
The fifth link: summarize the full text and expand it.
This link is based on the previous link. Stimulate students' reading enthusiasm through group competition and role competition, and ask students to read their own feelings. Through self-reading and self-evaluation, students' emotional understanding of the text is further strengthened.
Seven, say blackboard writing design
A good blackboard writing is a pocket version of an article and the essence of the text. A good blackboard writing should be enlightening. My blackboard writing tries to show this purpose:
12 Ma Xiao crossing the river
horse
Try (with your head)
Uncle Niu, squirrel
depth
That's all I have to say today. thank you