Teaching objectives:
(1) Knowledge and skill goal: Students will realize that _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ can read the text correctly, fluently and emotionally, and recite their favorite paragraphs.
(2) Process and Method Objective: Through repeated reading/group cooperation/discussion and exploration/contact with context/real life (optional), analyze key paragraphs/ponder beautiful sentences/understand the meaning of keywords (optional), and improve the ability to analyze works.
(3) Emotional Attitude and Values Goal: Understand the feelings expressed by the author in the article, and cultivate the feelings of _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.
Teaching emphases and difficulties:
(1) teaching emphasis: master the vocabulary of the students in this course, be able to read the text skillfully and emotionally, and master the explanation methods such as _ _ _ _ _ _ _ _.
(2) Teaching difficulties: understanding the _ _ expressed by the author in the article and cultivating the feelings of _ _ _ _ _ _ _.
Question 2: Please briefly summarize the characteristics of this text.
Answer the idea:
(1) This article is a narrative of people's notes/scenes.
(2) According to the writing structure/writing order of _ _ _ _ _ _ _ _ _, the article uses _ _ _ _ _ _ and other writing techniques. (Writing structure: total-minute-total, total-minute, minute-total, etc. Writing skills: characterization skills, rhetorical skills, etc. )
(3) This article describes _ _ _ _ _ _ _ _ _ _ _ _ _ (briefly summarizing the contents) and expresses the author's _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.
Question 3: Teaching link design
1. New curriculum import design (three main import methods are optional)
(1) multimedia import
(1) At the beginning of class, use courseware/multimedia to show/play _ _ _ _ _ _ _? Pictures/videos/music guide students to watch/listen carefully.
② After the play, ask the students: "Students, what do you feel/think after seeing the pictures/videos/music displayed/played by the teacher?" Encourage students to speak freely and express their audio-visual feelings boldly.
(3) The teacher comments on the students' answers one by one, summarizes them in time, and leads to the topic of this lesson, which is the topic of writing on the blackboard.
(2) Life instance import
① At the beginning of the class, ask the students, "Classmates, have you seen/experienced ……" Encourage the students to speak freely and share their experiences.
The teacher commented on the students' answers one by one, summed them up in time and guided them in time: "Students, the text we are going to learn today is very similar to what you have seen. Let's take a look at what _ _ _ _ _ _ looks like in the author's eyes. " Lead out the topic, homeopathic blackboard writing topic.
(3) Story introduction
① At the beginning of class, interact with the students: "Students, before class, the teacher will tell you an interesting little story, so you should listen carefully ..." (Tell a story)
(2) After the story is finished, ask the students: "Students, what do you think/think of the teacher's short story?" Encourage students to speak freely and express their ideas boldly.
(3) The teacher comments on the students' answers one by one, summarizes them in time, and leads to the topic of this lesson, which is the topic of writing on the blackboard.
Design reasons (General Edition): This lead-in method can effectively stimulate students' interest in learning and arouse their enthusiasm for participating in the classroom; At the same time, enthusiastic teacher-student interaction and student-student interaction can effectively narrow the distance between teachers and students, create a good classroom atmosphere, and pave the way for the teaching of new courses.
2. Overall perceptual design
(1) Guide the students to read the text aloud, outline the new words they don't know in the reading process, and think about how the article is divided into several parts/what features are mainly introduced.
(2) After the students read aloud, the teacher first demonstrates keywords such as ×, × and asks the students to answer the questions. The communication between teachers and students can be summarized as _ _ _ _ _ _ _. Design reason: The whole perception link can help students grasp the writing content of the article as a whole, clear the reading obstacles and lay a good foundation for the in-depth study of the text.
3. Study the design deeply
(1) Take notes
On the basis of overall perception, ask students questions: ① From _ _ _ _ _ _ _ _? You can see the mood of the character _ _ _ _ _ _ _ _/What kind of person is XX?
What is the meaning/advantage of a sentence/word/word in the text?
What have you learned from this document? /What kind of emotion did the author express?
(2) Writing about scenery
On the basis of overall perception, ask students questions:
(1) What rhetorical devices does the author use in this/sentence? What's the role?
② Is a word/word used well? Where's the good news?
(3) Through the description of xx, we can see what kind of feelings the author has for xx.
Design reason: Ask questions in depth, and gradually guide students to understand the words and phrases in the text.
Rong, feel the emotion of the article.
4. Expand the extended design
Answer ideas (only choose two ways):
(1) Guide students to read the text through roles/music and deepen their understanding of the text.
(2) Ask students to make sentences with ×× skills/×× words in the text, and encourage students to share and communicate with each other.
(3) Let the students talk about their views or feelings about ××/what they have learned from this text.
Design reason: Expanding the extension link can help students to further deepen their understanding of the text content and consolidate their knowledge.
Learn knowledge and sublimate emotions.
5. Summarize the operation design
(1) Teacher asks: Who can tell the teacher what we learned today? Students speak and the teacher summarizes.
(2) Give students homework: recite their favorite paragraphs, collect/watch/organize materials/videos related to _ _ _ _ _ _, and communicate with other students in the next class.
Design reason: the summary session can help students review the text content. Open homework can extend learning from in-class to out-of-class, consolidate what you have learned and broaden your horizons.
Question 4: blackboard design
There are mainly the following types of blackboard writing design.
(1) Outline blackboard
Outline blackboard writing is mainly expressed in words, which summarizes the contents of teaching materials and forms a distinctive blackboard writing style.
(2) Clue blackboard writing
According to the knowledge structure and internal logical relationship, the order and subordinate relationship of teaching materials are connected in series with clear clues, which is convenient for students to understand and master the knowledge system, knowledge structure and logical relationship of teaching materials.
(3) Graphic blackboard writing
Graphic blackboard writing is to draw different graphics and charts with different lines and colors, so as to intuitively show the logical relationship of the contents of the textbook, facilitate students to grasp the internal relationship between the knowledge of each part of the textbook, and deepen their understanding of the knowledge, which is very intuitive.
(4) Form blackboard writing
Tabular blackboard writing refers to the blackboard writing form composed of tables and words. It can integrate historical events and people's activities in chronological order or related projects, which is characterized by concise form and concise content, which is not only convenient for students to master knowledge, but also can improve their comprehensive ability. Tabular blackboard writing has strong applicability and can be used for different courses and teaching contents.
Design reason: This blackboard writing design is clear and difficult, which can help students sort out the context of the article and deepen their impression of the text content.
Question 5: Teaching design of literacy and writing (please design the teaching process around the word "×")
Thinking of answering questions (taking radical classification as an example);
(1) Show the Chinese character "×" on the blackboard or on a new word card. The teacher will demonstrate reading and the students will follow.
(2) Using radical classification to help students memorize Chinese characters. First, remove the radical of the Chinese character "X" and leave it.
On the basis of the rest, add other radicals, such as _ _ _ _, so that students can identify and classify, thus accumulating Chinese characters.
(3) Teachers demonstrate the writing of "×", emphasize the difficulties in writing, and guide students to Tian Zi Gerry.
Imitate writing and correct and encourage it.
(4) Guide students to practice word-formation/sentence-making, and consolidate their impression of the word "×".
Source: Primary and secondary school teacher qualification examination
Source: Primary and secondary school teacher qualification examination