Manuscript of Chinese Lecture 1 Leaders, experts, judges and teachers:
Good morning.
I said that the topic of the class is "The Story of a Small History Pond", which is the classical Chinese in Unit 4 of Grade 8 (1) of Jiangsu Education Press. Next, I will state my teaching design and design concept from the following six aspects.
I. teaching material analysis
The Story of Little Stone Pond is the fourth of Liu Zongyuan's eight stories in Yongzhou. The full text is less than 200 words, but it clearly describes the whole process of the author's travel, sightseeing and return, and describes in detail the scenery, atmosphere and deep and cold silence of Xiaoshitang. The author conveys his lonely and sad mood in his relegated life in his scenery writing, which is a masterpiece of scene blending. The textbooks selected in this paper are intended to cultivate students' ability to read ancient Chinese, taste the beautiful artistic conception of the article and improve their aesthetic taste.
Second, the teaching objectives of quality education
Knowledge and ability goal: Understand the common sense of Liu Zongyuan's works, use reference books and notes to dredge the meaning of the text, learn how to grasp the characteristics of the scenery to write the scenery, and express feelings through the scenery.
Emotional attitude and values goal: to understand the author's frustration and relegation, and to express the author's anguish and sadness; Experience the beautiful scenery of Xiaoshitang in Yongzhou written by the author and cultivate healthy aesthetic taste.
Third, the focus and difficulty of teaching
This article is a travelogue about mountains and rivers, and its main writing feature is to grasp the characteristics of the scenery and write the scenery with close-ups, which should be the focus of this article. The language expression in this paper is implicit and profound, which is difficult for eighth-grade students to understand. So it is difficult to understand the author's thoughts and feelings about mountains and rivers.
Fourth, teaching methods and learning guidance
Reading aloud is the most basic method and task in classical Chinese teaching. Today I'm going to talk about the second category. Mainly using reading, questioning method, discussion. The specific implementation will be shown in the later teaching process.
Fifth, talk about the teaching process.
1, import (In the first class, we learned about the author and background information and made clear the meaning. So this lesson is to check words and sentences)
Design intention: Implement basic knowledge through practice. This is a key point in classical Chinese teaching.
2. The overall impression is close to the story of Xiaoshitang.
Read aloud to read the clues of the article; This is an understanding of the article.
Enjoy reading and paint a beautiful picture. Ask the students to choose their favorite scene in the text, and allow imagination to be used as an image description.
Design intention: I designed this link, which not only trained students' thinking ability in images, but also trained students' writing expression ability and improved students' aesthetic interest. Achieve the purpose of aesthetic education.
3. Traveling with Liu Zongyuan
Read the text again and understand how to write the scenery by grasping the characteristics of the scenery.
1) projection problem to guide students to think: (mainly to explore the method of writing scenery)
What are the attractions and characteristics of Xiaoshitang? How does the author write?
Design intention: (group discussion, teacher's guidance summary) to reflect students' dominant position.
4. Experience feelings and talk to Liu Zongyuan.
Intensive reading of feelings, experience the writing method of writing feelings with scenery.
1) Explore deeply and walk into Liu Zongyuan (Ask students: The "happiness" in the first part and the "worry" in the second part are both mixed. Why? )
Which sentence in the fourth paragraph reflects the author's feelings? Faced with such a beautiful scenery, the author is so sad. Can you combine the writing background and analyze where the author's melancholy comes from?
Design intention: Liu Zongyuan, as a relegated official, traveled all over the eight scenic spots in Yongzhou as a "sinner". He was there, and he had feelings in his heart. "Smelling the sound of water" can certainly make the author "happy", and the "wandering" of swimming fish can also make the author feel happy with it. However, the identity and situation of the author caused the contrast between his external sensory feelings and his internal spiritual feelings. The more elegant and quiet the environment, the more unbearable loneliness and loneliness the author feels. In the process of instruction, I came into contact with the scene of "a small bridge flowing with water" in Ma Zhiyuan's Jing Tian Sha Qiu Si, which is such a warm scene and evokes the wanderer's deep homesickness. Liu Zongyuan was also sad because of the beautiful scenery, and his mood was suddenly touched, which made the author almost escape from the small stone pond that had just brought him happiness, so he had the feeling that "it would be too clear to live for a long time". This is the difficulty of teaching in this paper. If students can understand the feelings contained in the article through the analysis of the content and the author's background information, this is the feelings in the scene, thus breaking through the difficulties of the article.
2) Teachers guide students into the situation and talk about their feelings about the beautiful scenery: the beautiful scenery of Xiaoshitang is dizzying, as if they were there. If you sit by the pool, can you understand Liu Zongyuan's sad mood at that time? Please use "Liu Zongyuan, I want to tell you" to talk to Liu Zongyuan.
Intention: The main purpose of designing this link is to listen to the students' views on Liu Zongyuan's attitude towards life, and also to know how they view the adversity in life. This reflects the emotional attitude and values in the three-dimensional goal.
5, teacher-student summary: (talk about harvest)
1. What knowledge have you learned and mastered in this course?
Design intention: let students draw lessons from the techniques of describing scenery in this article in their writing.
6. Homework: (Collect famous sentences about scenery)
1. You have learned a lot of ancient poems describing scenery. Try to extract famous sentences describing the scenery from them.
Design intention: train students to accumulate in appreciation and use in accumulation. Improve the ability of appreciation and stimulate the love for the great rivers and mountains of the motherland.
Sixth, blackboard design
The blackboard writing is gradually written in the process of students' exploration and discussion. This blackboard writing design clearly shows the writing order of articles. It can help students master the content and writing methods of the text and better understand the author's emotions.
Seven. reflect
After teaching this lesson, I feel very successful: when analyzing the main points of the article, it is to guide students to understand the techniques of writing scenery on the basis of appreciating words and phrases. For example, the first paragraph ponders a series of verbs, and the second paragraph discusses the word "head" in "a fish in a pool can make hundreds of heads" How to use "head" as a quantifier for fish? Guide students to use quantifiers such as "bar" and "tail" to compare the context of reading and text. It is concluded that the word "head" is used to write the cute state of fish and take care of the specific lens that is still. The word "canine teeth" in the third paragraph is also questioned. Why not use "pig teeth" or "cat teeth"? It depends on which tooth describes the "shore potential" most vividly. A contrast is still the most subtle in the original text.
Through thinking, discussion and analysis, students can master and understand the skills of changing scenes, close-up, profile description of characters and using rhetoric to write scenes. The focus of this article is easy to solve.
Disadvantages: In terms of difficulties, students' autonomy is not well reflected.
Chinese lecture manuscript 2 i. Oral teaching materials
"Growing Up" is lesson 1 1 in Unit 3, Grade 4, version S of primary school Chinese. This is an intensive reading text.
The four texts in this unit are all about growing up, and they are written about unforgettable things of different characters growing up. The training focus of this unit is to "grasp the events described in the key parts of the article and understand the thoughts and feelings expressed in the article with your heart." From the story of an Italian child selling newspapers and buying sausages, growing up tells people that John's parents' practice of cultivating his life ability from an early age is more conducive to his growth, which is the true love of parents for their children. The purpose of learning this text is to let students know that it is more conducive to their growth to exercise their life ability from an early age, grasp the key parts of the text and understand the thoughts and feelings expressed by the author. This text is a narrative. Taking "I" as the first person makes the article more intimate and natural, and it is easier to resonate with readers.
Second, talk about learning.
1, students' existing knowledge and skills
Entering middle age, students' ability to analyze and understand texts independently has been improved. On the basis of using annotations in the last school year, students can record their feelings about keywords, words and sentences. In the class of student-oriented concept, students' initiative is improved, and students are willing to communicate in class. They are willing to show their views to other students in class, and there are various forms of communication. All these are conducive to cultivating students' analytical ability and language expression ability.
2. Students may encounter problems when studying this lesson.
Students' understanding of the article in the learning process is not deep enough, and their thinking is limited. Maybe just focus on
The little boy John's personality characteristics can't connect the text with the main idea of the article well. Therefore, the guidance of teachers is very important.
Third, the teaching objectives
Combined with the requirements of unit teaching and the characteristics of this course, according to the three dimensions of "knowledge, emotion and emotion" in the new curriculum standard, I have determined the teaching objectives of this course as follows:
1, guide students to annotate with keywords, and understand the personality characteristics of the characters and the thoughts and feelings to be expressed in the article.
2. Learn how to describe people by circling sentences that describe their appearance.
3. By understanding the text, I know how to exercise my life ability from an early age, which is more conducive to my growth. The teaching focus of this lesson is to guide students to annotate with keywords, understand the personality characteristics of characters and learn the methods of describing characters.
The difficulty of this lesson is to grasp the key parts of the text and understand the thoughts and feelings that the author wants to express.
Four. Oral English teaching methods and learning methods
Grade four students have the ability to analyze and understand the text independently. Therefore, in teaching, they should continue to apply the student-oriented concept, combine the key points of unit training and teaching objectives, and design homework (courseware) suitable for students. In the classroom, give the classroom to the students to the maximum extent. Teachers only need to play the role of listening, teaching and leading in class.
In terms of learning methods, students circle key words through comments. Then finish your homework with comments and record your feelings. In the classroom, we should continue to play the role of group cooperative learning and promote reading guidance and evaluation among students.
Fifth, talk about the teaching process.
Summary: In order to achieve the teaching goal, solve the teaching key points and break through the teaching difficulties, I am going to press.
The following five links were carried out: text review, group inquiry, report exchange, teacher guidance and expansion generation:
Link 1 text review: The lead I designed is "We are very familiar with the growth story that happened to John last class. Who can give us a summary of the main contents of the article? " This link is designed to enable students to consolidate their generalization ability, guide students to review the text and arouse their memories of the text.
Link 2 groups of queries
In this link, the cooperation and communication of four people in the group are mainly reflected. The students in the group will revolve around
"What did John's parents do to help John grow up?" When communicating with peers, this prepositional question. In this process, students can supplement their feelings, and team members can also ask questions, supplement and refute in time when listening to others' reports. In this link, teachers should patrol and participate in group communication, and have a preliminary understanding of the report content of each group. This also laid the foundation for teachers' guidance and guidance in the next link.
Link 3 Reporting and Communication
This link is a demonstration process of group learning, and the whole class has targeted communication when listening to the report of the representative group.
When understanding the text, students can pay attention to the following points:
Then, a boy in a red coat and hat got off the bus. The boy has a big schoolbag on his shoulder. He went to the mailbox of every household and delivered a newspaper. After investing in this community, the bus goes to another community ... "Students may realize that John is a serious and responsible child, and he will finish the task even if it snows heavily.
Paragraph 9 of the text is "My mother." Before I could finish, he smiled and replied, "It snowed so hard that my mother didn't trust me. She must accompany me to deliver the newspaper ... "He smiled sweetly, and two dimples appeared on his chubby cheeks. Students will feel John's mother's love for their children from John's simple words and expressions. From John's words, we can see the mother's instinctive maternal love, because she is worried about delivering newspapers to her children on snowy days. On the other hand, it is to educate children to be responsible and not to delay work because of snow. The latter is John's mother who helps John grow up. If the students can't say perfection, the teacher should lead the students to understand deeply. Since John's mother is worried about the safety of delivering newspapers in snowy days, why not help John deliver newspapers herself or persuade John to give up delivering newspapers in snowy days? "What is the main purpose of mom doing this?" This kind of question brings students closer to the main idea of the article.
3. In paragraphs 13 and 14 of the text, John's remuneration contrasts with the money he spent on 2 yuan. Perhaps this is because John's parents taught their children not to spend money recklessly and learned to arrange and use their own labor remuneration. The idiom "inadvertently" appears in the natural paragraph of 13, which can guide students to explain words in context and increase reading practice, making John's image more vivid. Paragraphs 3, 4 and 5 share the same view. From "don't. Buy one for two dollars and drink a can of coke. " Students will realize that although John is a child, he spends money sparingly.
Finally, students may hear the second paragraph. John always drags his voice to me affectionately every time he comes to the bakery, from which it can be inferred that John's parents taught him to be a polite child. Although this has little to do with the main ideas expressed in the article, it is also the teaching of parents on their own growth path.
The whole group report session is student-centered, and the teacher should guide and ask questions according to the students' speeches, focusing on the theme of the text.
Link 4 Teacher Guidance:
In the process of students' communication, teachers' guidance and guidance play a vital role. The student's speech may only focus on "John's parents taught John to be a responsible and persistent child and learn to use money reasonably." Although these are all John's advantages, they are not the main meaning of the author. If the students don't mention it or explain it thoroughly in the report, the teacher will lead the question to the depth and go straight to the subject. What does the sentence "this is more conducive to his growth" mean? Why "this will be more conducive to his growth". With such questions, students can think and even have a second discussion in class when necessary. Let students write their own understanding, which not only solves the difficult problems in this class, but also forms the text generation in the classroom.
In addition, the article uses a lot of methods to describe characters, and teachers should help students summarize. Please find out how the article describes John. Starting with this question, let students gradually clarify their writing methods. If necessary, let the students try to say one of them. This part of the content will be practiced in the form of "writing after class: writing a familiar person with the method of describing characters in this article (just a fragment)"
Link 5 extended generation
In this session, combined with homework, "Please write in three or five sentences what your parents did to help you grow up." This link focuses on guiding students to grasp the core issues of this lesson. "Parents' practice of cultivating his living ability from an early age is more conducive to his growth. This is the true love of parents for their children. "The expansion from textbooks to extracurricular activities reflects the openness of Chinese classes and the combination of Chinese classes with society and life.
Sixth, talk about blackboard design.
Under the student-oriented concept, the classroom advocates "student-centered", which not only gives lectures to students, but also encourages students to independently design blackboard books around texts and homework before class. Students' blackboard writing may present such an effect (blackboard writing). As long as the students' blackboard writing can closely focus on the content of this lesson and highlight the theme. At the same time, after the introduction of blackboard writing, the whole class can communicate with blackboard writing. This is to cultivate students' ability of induction and summary. A good blackboard writing is like a miniature teaching plan, which tries to convey the teaching content to students in a comprehensive, concise, clear and intuitive way, so that students can understand and remember and sort out the context of the article.
Above all, I will explain this lesson from six aspects: teaching materials, learning situation, teaching objectives, teaching methods and learning methods, teaching process and blackboard writing design. This is the end of my speech. Thank you, judges and teachers.
Chinese lecture manuscript 3 I. Oral teaching materials:
This article is an article in unit 6 of the first volume of the sixth grade of the new curriculum standard. This is an article about people. The text captures the detailed description of the characters' language through two concrete examples, and describes that Lincoln, who was elected twice as president of the United States, defended his dignity and won everyone's trust and love in the face of the ridicule of the so-called "superior" who was arrogant and self-reliant in the upper class.
The full text consists of six natural paragraphs. The first paragraph naturally says that when Lincoln became president of the United States, those upper-class people were a little embarrassed and wanted to humiliate Lincoln. In the second, third, fourth and fifth paragraphs, Lincoln faced the ridicule of the senator and won everyone's respect for his outstanding talent. In the sixth paragraph, Lincoln resolutely opposes national division and the people safeguard national unity.
In this lesson, the author writes most about the characters' language. If you want to read Lincoln, you must master the language descriptions of these characters. Let students feel the characters through the text in the reading process.
Second, tell the teaching objectives:
According to the characteristics of teaching materials and students' reality, I have determined the teaching objectives of this course:
1. Clear the train of thought of the article, understand Lincoln's three speeches, and feel Lincoln's excellent quality from them.
2. By understanding the key words in the text, guide students to be tolerant, modest and humble, and establish a correct outlook on life and values.
3. Guide students to read the text with emotion.
Third, talk about the difficulties in teaching:
The key to the lesson "The Shoemaker's Son" is to realize that tolerance is a kind of strength, and that Lincoln has the excellent qualities of common people's thought, broad mind, intelligence, tolerance and truth.
The difficulty lies in being able to read the dialogue with emotion, understand the meaning of Lincoln, and experience Lincoln's loving and tolerant personality charm and calm and confident coping ability.
Fourth, preach the law:
Teaching methods: It is the key to study Lincoln's speech firmly in teaching, and it is the key to let students dig deep connotation through the surface of language and writing. Seemingly plain and ordinary sentences contain profound philosophy, but only simple words. Only by understanding the inner feelings of the characters can we understand the gods of the characters and truly understand their charm. Therefore, in teaching, it is necessary to advance layer by layer, so that students can master Lincoln's language and discuss it sentence by sentence. For example: three "Forever", mentioning father and mending shoes many times. Let students have a substantial understanding of Lincoln, realize that he deeply loves his father, people and country, not only the son of the shoemaker, but also the son of the American people, and perfectly unify Lincoln's civilian thought and personality charm.
Speaking and learning method: mainly to give play to students' subjective initiative. Students can understand my questions in class through reading and thinking, so as to know Lincoln's characters.
Five, the teaching process theory:
1) Check the import
1. Last class, we met a great man. (showing his head) He is the 16 th President of the United States-Lincoln. Lincoln is-(reading topic: shoemaker's son)
2. How does the article evaluate Lincoln?
(blackboard writing: one of the most accomplished presidents)
Please open your textbooks and browse the full text to find out which two things can show that he is one of the most effective presidents.
2) Intensive reading comprehension
I. First speech
1, please find out the content of Lincoln's first speech.
Show:
I am very grateful to you for reminding me of my father. Although he has passed away, I will always remember your advice. I will always be the shoemaker's son. I know I can never be a good president as my father is a shoemaker.
As far as I know, my father once made shoes for your family. If your shoes don't fit, I can help you correct them.
Although I am not a great shoemaker, I have learned the art of shoemaking from my father since I was a child.
2. What did Lincoln do in the face of humiliation?
Let me see: I thank you very much for reminding me of my father. Although he has passed away, I will always remember your advice. I will always be the shoemaker's son. I know I can never be a good president as my father is a shoemaker.
(Dianhong: Thank you very much)
He regards humiliation as a kind of advice. What does the suggestion mean? What is this, Lincoln?
(blackboard writing: tolerance)
Guide reading, read Lincoln's tolerance.
4. Teacher: I found you particularly touched when you read Forever. Can you tell me why?
(red dot: forever)
The first "forever" embodies Lincoln's sincerity, and the second "forever" embodies.
Lincoln's pride, the third "forever" embodies Lincoln's humility and respect for his father.
Instruct reading aloud and read together.
5. What's the difference between the three "Forever" and how effective is the expression?
6. Transition: In silence, Lincoln said again:
As far as I know, my father once made shoes for your family. If your shoes don't fit, I can help you correct them.
What did you read from it?
Default A: "Help you correct", I read Lincoln's helpful, neither humble nor supercilious (blackboard writing: neither humble nor supercilious).
Premise B: "Although … but", I read Lincoln's diligence.
Presupposition C: "Art", I read Lincoln's respect for his father.
Instruct reading aloud and read together.
7. Then, what did he say to all the members?
Let me see: I thank you very much for reminding me of my father. Although he has passed away, I will always remember your advice. I will always be the shoemaker's son. I know I can never be a good president as my father is a shoemaker.
Teacher: According to the learning methods of the first and second paragraphs of the speech, please try to learn the third paragraph by reading aloud, talking about your own experiences and analyzing the characters.
Presupposition A: "Everyone is the same", treat people equally (blackboard writing: treat people equally)
Premise B: "Help as much as possible", sincere and helpful.
Presupposition C: "great", respect and memory for father.
Default D: "No one can compare", reverence for father.
Teacher: Isn't his technical dad the only one who can't compare with him?
(There is also the father's character, and he can be conscientious and diligent in ordinary posts.)
Teacher Jie: It is precisely because of Lincoln's personality charm that they were deeply moved and shocked, and they changed from humiliation and ridicule at the beginning to admiration applause. Next, let's learn Lincoln's second speech.
B, the second speech
1. Understand the historical background and present relevant materials.
2, as Lincoln emphasized in a speech, shows that:
"A cracked house is untenable. I don't want this house to collapse. " "What I want is for it to end its division and become a whole."
3. The teacher asked:
(1) What does "split house" mean?
(2) What does "the house collapsed" mean?
(3) What does "complete integrity" mean?
4. How did the President do it?
5. What kind of Lincoln do you see from it?
Benevolence (writing on the blackboard: benevolence)
6. Finally, who can evaluate the shoemaker's son?
Yes, it is precisely because Lincoln has these excellent personality charms (writing on the blackboard: personality charm) that it is no wonder that the article will evaluate him like this (quote)-Lincoln is one of the most accomplished presidents in American history.
7. The article has written two speeches, the first one is more detailed, and the second one is a sketch. This technique is called detailed and appropriate (blackboard writing: detailed and appropriate).
III) Transfer
Sixth, talk about blackboard design.
2 1, the shoemaker's son
One of the most accomplished presidents.
Personality charm
easy
Neither humble nor supercilious.
Treat others equally
Teaching objectives of Chinese lecture note 4:
1, learn the new word "along, along and along".
2. Learn the text, initially understand the meaning of idioms, and guide you to read the text with emotion.
3. Guide imagination and practice speaking.
Emphasis and difficulty in teaching: read the text with emotion, understand the meaning and practice speaking.
Teaching tools: multimedia courseware, slides, paper tube.
Teaching process:
First, expose the topic, solve the problem and learn new words.
1, students, idioms are a big kingdom, with clever foxes, farmers who encourage others to encourage them, and confused kings. Today, the teacher is a tour guide, leading everyone to visit an ancient well in the idiom kingdom.
2. Expose the topic and explain it.
3, familiar with the edge, learn new words, guide the writing of "edge, international, letter", and focus on guiding the writing of "edge, letter"
Second, read the text for the first time and understand the main idea.
1. Students can read the text freely and think, "Who and whose story are written in the text?" What are they arguing about? (blackboard writing: how big is the sky)
Read the text again in the way you like, and draw three dialogues between the frog and the bird with "{".
3. Show three dialogues according to the students' reports.
Third, intensive reading and understanding reveal the meaning.
(1) Learn the first dialogue.
1. The teacher and students read the first dialogue between the frog and the bird.
2. What do you mean by "more than one hundred Li"?
3. Who can read the bird's words and be amazed? Practice yourself first.
4. Students use their own experience to read the words of birds, and further understand that "this is a big day"
(2) The second dialogue.
1. Learn the second dialogue and understand the meaning of "big talk" and "boundless". Practice speaking with "boundless"
2. If you read them in different roles at the same table, try to argue.
3. Read the second dialogue in various forms. Read the frog's self-righteousness, read the bird's heart. The words "Tian" and "Da" should be stressed to highlight "Tian Da".
(3) Learn the third dialogue
1. Discussion: Why do frogs and birds laugh? Guide students to explore the different meanings of "laughter" independently.
2. Who wants to be this confident frog and argue with the bird? Grasp the key word "every day, as soon as possible" to guide reading.
3. Experiment to reveal the meaning.
4. Guide students from the text to life, explore the people and things in life since the enlightenment, and let students really know the truth of being well informed.
"But when you walk up a flight of stairs, you broaden your horizons by 300 miles." Finally, encourage with the students.
(4) Boys and girls read the full text in different roles.
(5) Expand inspiring thinking.
1. Thinking: What will the frog see and say when he jumps out of the wellhead after listening to the bird?
2. Speak in the following sentences:
The frog jumped out of the well, saw _, thought _, and said _ _.
Fourth, summarize the full text.
Verb (short for verb) Homework:
After returning home, tell my parents the story of "Looking at the sky from a well".
Blackboard design: 13, sit in the well and watch the sky.
How big is the sky?
Frog bird
At the bottom of the well
It's only as big as the wellhead, and it's boundless.
Short-sighted and well-informed