The contribution and responsibility of my family
Knowledge and ability:
1. Guide students to care about family life, family and family affairs, and initially have the consciousness and action to contribute to family harmony.
2. Guide students to do their duty for their families and understand that family members, regardless of their age, should bear family responsibilities and have a responsible spirit.
Process and method: Through personal experience, family gathering, exchange garden, giving ideas, performing, writing books, reading comprehension and other teaching activities, students' practical ability and sense of family responsibility are cultivated.
Emotional attitude and values: cultivating students' sense of family responsibility.
(C) Teaching focus and difficulties
1. key point: guide students to do their duty for their families, and understand that family members, regardless of their age, should bear family responsibilities and have a responsible spirit.
2. Difficulties: Every family member should take the initiative to assume family responsibilities.
Analysis of learning situation.
Grade four students are in the transition period from junior high school to senior high school. After the first three years of study, their feelings for their families have developed, and they have formed some initial consciousness of loving their families and making contributions. Their understanding of people and things gradually got rid of the characteristics of thinking in images and gained the ability of abstract thinking. According to the above teaching material analysis, the following teaching methods are determined.
Teaching methods and learning methods.
1. Teaching methods: heuristic and group cooperation.
2. Learning methods: autonomous learning methods and activities and exploration.
3. Teaching preparation: Teachers make PPT courseware and collect materials, and students prepare materials for activities before class.
Teaching process.
first kind
(1) import
1. Situation: Xiaogang's grandfather is ill and both parents have to go to work. What if no one takes care of grandpa?
2. Teacher: What should I do in this situation?
3. Students can answer freely.
4. Teacher: Some students got it right, so Xiaogang can take care of it after school. Xiaogang is taking on family responsibilities. Today, we will discuss how to contribute to the family and take responsibility.
(2) teaching new courses
Goal Guidance 1: My Family Contribution
Activity and inquiry 1: think about it and talk about it.
(1) Students read the content on page 42 of the textbook.
(2) Working in groups to explore problems.
☆ Have you ever contributed to your family?
☆ What's your attitude towards making contributions?
(3) communicate in the group first, each group recommends representatives, and the whole class communicates and shares.
(4) Teacher's summary: Every member of the family is very important. The happiness of a family needs the contribution of every member. As children, we should also contribute to the family.
Activity and Inquiry 2: Take a look and think.
(1) Students read the content on page 43 of the textbook.
(2) Working in groups to explore problems.
☆ Is there something similar around you?
☆ What things do you think belong to family companionship?
(3) communicate in the group first, each group recommends representatives, and the whole class communicates and shares.
(4) Teacher's summary: Every member of the family is indispensable. Mutual companionship, mutual support and mutual concern among family members are the contributions of family members to the family.
Activity and inquiry III: speaking and writing.
(1) Students read the content on page 44 of the textbook.
(2) Working in groups to explore problems.
☆ What contribution have you made to your family?
☆ How do you feel about contributing to the family center?
(3) communicate in the group first, each group recommends representatives, and the whole class communicates and shares.
(4) Teacher's summary: As a member of the family, although our ability is limited. But we can also make suggestions for family affairs and contribute to the family with our creativity and labor.
Activity and Exploration IV: Act it out.
(1) Students read the content on page 45 of the textbook.
(2) Working in groups to explore problems.
☆ What do you think of the above methods?
☆ What else can you think of?
(3) communicate in the group first, each group recommends representatives, and the whole class communicates and shares.
(4) Teacher's summary: Children are the bond to maintain family affection.
Second lesson
(a) review of imports
(2) Teaching new courses.
Goal guidance 2: I am also responsible.
Activity and inquiry 1: think about it and have a look.
(1) Students read the content on page 46 of the textbook.
(2) Working in groups to explore problems.
☆ What do you think of the above situation?
☆ What would you do if the above happened?
(3) communicate in the group first, each group recommends representatives, and the whole class communicates and shares.
(4) Teacher's summary: Home is a special place, where there are adults like mom and dad and children like us. Although we are still young, we should do our part in the family.
Activity and inquiry 2: reading angle of reading surface 47
(1) Students read the content on page 47 of the textbook.
(2) Working in groups to explore problems.
☆ What do you think of the above materials?
☆ If you were the hero in the article, what would you do?
(3) communicate in the group first, each group recommends representatives, and the whole class communicates and shares.
(4) Teacher's summary: The commitment of family responsibilities can't rely on whim, but needs a responsible spirit and a persistent responsibility.
Activity and Exploration III: Take a look.
(1) Reading Angle and Activity Circle on Page 47 of Students' Reading Textbook
(2) group cooperation, explore the problem:
Do you think the above list is useful to you?
Do you think you have this spirit?
(3) communicate in the group first, each group recommends representatives, and the whole class communicates and shares.
(4) Teacher's summary: With the spirit of being responsible for the family, you will think of the family everywhere. Take the initiative to do what you can, don't think it's just for adults.
Activity and Exploration IV: Reading.
(1) The reading angle of the 48th page of the students' reading textbook
(2) Working in groups to explore problems.
☆ After reading this article, what did you feel?
☆ If you were the hero, what would you do?
(3) communicate in the group first, each group recommends representatives, and the whole class communicates and shares.
(3) Teacher's summary: We should strengthen the sense of family responsibility, realize the importance of being a family member, take the initiative to contribute to the family and do our duty.
Blackboard design.
6. My family contributions and responsibilities
Take the initiative to care about family and family affairs.
Every family member should take the initiative to assume family responsibilities.
I will do these things.
Teaching objectives
Knowledge and ability:
1. Let students know how to take care of their own lives and take the initiative to participate in housework.
2. Learn and master the skills of doing housework.
3. Guide students to learn to communicate with adults in an appropriate way and strive for opportunities to participate in housework.
Process and method: Through self-experience, housework competition, reading comprehension, small discussion, learning exchange meeting and other activities, students' practical ability and enthusiasm for housework are cultivated.
Emotional attitude and values: further cultivate students' sense of gratitude and feelings for their parents and cultivate students' sense of family responsibility.
(C) Teaching focus and difficulties
1. Key points: Do housework as well as you can, learn to communicate with parents in an appropriate way, learn housework skills, and persist in doing housework.
2. Difficulties: Insist on doing housework.
Analysis of learning situation.
Grade four students are in the transition period from junior high school to senior high school. After the first three years of study, their feelings for their families have developed, and they have formed some initial consciousness of loving their families and making contributions. Their understanding of people and things gradually got rid of the characteristics of thinking in images and gained the ability of abstract thinking. According to the above teaching material analysis, the following teaching methods are determined.
Teaching methods and learning methods.
1. Teaching methods: heuristic and group cooperation.
2. Learning methods: autonomous learning methods and activities and exploration.
3. Teaching preparation: Teachers make PPT courseware and collect data, and students collect data before class.
Teaching process.
first kind
(1) Introduce a dialogue.
Teacher: Students, have you ever done housework at home? Let's have a game today, shall we? The content of the competition is to see who does more housework.
Health: OK.
(2) teaching new courses
Goal guidance 1: housework challenge competition
1. Activities and questions 1: Thinking and asking questions.
(1) Students read page 32 of the textbook.
(2) Working in groups to explore problems.
☆ What housework do you usually do?
(3) communicate in the group first, each group recommends representatives, and the whole class exchanges and shares, so as to carry out the competition.
(4) Compare and see who does more housework.
2. Activities and Inquiry II: Discussion
(1) Students read page 33 of the textbook and look at the knowledge window.
(2) group cooperation, explore the problem:
☆ Think about what you have gained in the process of doing housework.
☆ What do you think are the advantages of doing housework?
(3) communicate in the group first, each group recommends representatives, and the whole class communicates and shares.
(4) Teacher's summary: We try our best to do housework, which can not only reduce the burden on adults, but also gain a lot in the process.
Goal guide 2: What kind of person would you like to be?
1. activities and inquiry 1: have a look and think.
(1) Students read page 34 of the textbook.
(2) Working in groups to explore problems.
☆ How do you feel through this diary?
☆ What can we learn from the hero?
(3) communicate in the group first, each group recommends representatives, and the whole class communicates and shares.
(4) Teacher's summary: As a member of the family, we should do some housework as much as possible to reduce the burden on parents.
2. Activities and Inquiry II: Discussion
(1) Students read page 35 of the textbook.
(2) Working in groups to explore problems.
Do you think these children are cute?
☆ Can you see your own shadow in them?
(3) communicate in the group first, each group recommends representatives, and the whole class communicates and shares.
(4) Teacher's summary: Do housework as much as you can, and learn and master the skills of doing housework.
Second lesson
(1) import
1. Context import.
2. Teacher: Sometimes we really want to help our family do some housework, but our family doesn't trust us and so on. What if you don't do it?
Today we will discuss this problem.
(2) Teaching new courses.
Goal 3: What if you don't let me do it?
1. activities and inquiry 1: think about it and say it.
(1) Students read page 36 of the textbook.
(2) Working in groups to explore problems.
☆ Why don't adults let us do housework?
Do you have that trouble? Tell it to everyone.
(3) communicate in the group first, each group recommends representatives, and the whole class communicates and shares.
(4) Teacher's summary: Sometimes it's not that we don't want to do housework, but that adults don't let us do this and that. They are always worried.
Activity and Question 2: Read a letter on page 37 of the text.
(1) Students read page 37 of the textbook.
(2) Working in groups to explore problems.
☆ What did you learn from this letter?
☆ Do you think there is any good way to communicate with parents?
(3) communicate in the group first, each group recommends representatives, and the whole class communicates and shares.
(4) Teacher's summary
3. Activity and Inquiry III: Thinking and discussion.
(1) Students read page 38 of the textbook.
(2) Working in groups to explore problems.
☆ What would you do if you had a similar problem?
(3) communicate in the group first, each group recommends representatives, and the whole class communicates and shares.
(4) Students complete the blank content of P38 in the textbook, and teachers guide them to supplement it.
Goal 3: sign a contract with "housework"
1. activity and inquiry 1: comparison and thinking.
(1) Students read page 39 of the textbook.
(2) Working in groups to explore problems.
☆ What should you do if you can't do some housework?
☆ If you could learn, who would you learn from?
(3) communicate in the group first, each group recommends representatives, and the whole class communicates and shares.
(4) Students should complete P39 blank content in the textbook, and teachers should guide them to supplement it.
2. Activity and Inquiry 2: Reading the knowledge window in the book.
(1) Students read the content on page 40 of the textbook.
(2) Working in groups to explore problems.
☆ Besides, what household tips do you know?
Do you think these housework tips are helpful to you?
(3) communicate in the group first, each group recommends representatives, and the whole class communicates and shares.
(4) Students complete the blank content of P40 in the textbook, and the teacher guides and supplements it.
(3) Teacher's conclusion: We should try our best to take care of our own lives, take the initiative to share the housework within our power, learn to communicate with adults in an appropriate way, and strive for opportunities to take care of ourselves and participate in housework.
blackboard-writing design
I will do these things.
Show off the housework you can do.
Do whatever housework you can.
Learn to communicate with parents in an appropriate way.
Learn to do housework
Don't let my parents worry about me.
Teaching objectives
Knowledge and ability:
1. Guide students to understand and be considerate of their parents' hard work, and stimulate the consciousness and emotion of thanking their parents.
2. Let students know how to manage themselves and give their parents less trouble, which is the performance of loving their parents.
Process and methods: Through teaching activities such as self-experience, reading comprehension, reporter's questioning and interview, discussion and suggestion, students' practical ability is cultivated and parents' feelings are cared for.
Emotional attitude and values: cultivate students' consciousness and emotion of being grateful to their parents.
Emphasis and difficulty in teaching
1. Key points: Understand and be considerate of parents' hard work, manage yourself and be considerate of parents with your own actions.
2. Difficulties: Manage yourself and be considerate of your parents with your own actions.
Analysis of learning situation.
Grade four students are in the transition period from junior high school to senior high school. After three years of study, their feelings for their parents have developed and they have formed some initial consciousness of loving their parents. Their understanding of people and things gradually got rid of the characteristics of image thinking and initially possessed the ability of abstract thinking. According to the above teaching material analysis, the following teaching methods are determined.
Teaching methods and learning methods.
1. Teaching methods: heuristic and group cooperation.
2. Learning methods: autonomous learning methods and activities and exploration.
3. Teaching preparation: Teachers make PPT courseware, collect materials, and students experience the hard work of their parents before class.
Teaching process.
first kind
(1) Introduce a dialogue.
Teacher: Students, who will cook us three meals a day?
Health: Mom and Dad.
Teacher: Besides, what did Mom and Dad do for us?
Answer freely.
Teacher: Mom and Dad have worked hard for us! Today, let's experience how hard it is for mom and dad.
(2) teaching new courses
Goal 1: How hard mom and dad work.
1. activities and inquiry 1: think about it and have a look.
(1) Students read three pictures on page P24 of the textbook.
(2) group cooperation, explore the problem:
Do you help your parents do housework at home?
☆ Have you ever experienced the hard work of your parents doing these housework?
(3) communicate in the group first, each group recommends representatives, and the whole class communicates and shares.
2. Activities and Inquiry 2: Look and talk.
(1) Students read page 25 of the textbook.
(2) Working in groups to explore problems.
When you were with your parents, did you notice what they were doing?
☆ Where did you feel the hardship of Xiao Juan's father?
(3) communicate in the group first, each group recommends representatives, and the whole class communicates and shares.
(4) Students complete the blank content of the textbook P25, and the teacher guides and supplements it.
3. Activity and Exploration III: Take a look and discuss.
(1) Students read three pictures on page P26 of the textbook.
(2) group cooperation, explore the problem:
☆ Where is the hardship of parents?
Did you go to work with your parents?
(3) communicate in the group first, each group recommends representatives, and the whole class communicates and shares.
(4) Teacher's summary: Know in advance what are the local regulations and requirements for mom and dad to go to work. Especially remember what you can't do. Look carefully when mom and dad are working by themselves. Pay attention to safety and be polite to others.
4. Activities and Inquiry 4: Think and talk.
(1) Students read page 27 of the textbook.
(2) group cooperation, explore the problem:
☆ What can you see from the above interview?
☆ If you were the interviewee, what would you do?
(3) communicate in the group first, each group recommends representatives, and the whole class communicates and shares.
(4) Students complete the blank content of the textbook P27, and the teacher guides and supplements it.
5. Activities and Inquiry 5: Independent Design
(1) Students read page 28 of the textbook.
(2) group cooperation, explore the problem:
☆ When you are faced with who your parents are, how do you ask questions?
☆ How do you feel after listening to your parents' answers?
(3) communicate in the group first, each group recommends representatives, and the whole class debates, exchanges and shares.
(4) Students complete the blank content of the textbook P28, and the teacher guides and supplements it.
Second lesson
(a) review of imports
(2) teaching new courses
Goal guide 2: Less trouble for parents.
1. activities and inquiry 1: have a look and think.
(1) Students read page 29 of the textbook.
(2) group cooperation, explore the problem:
☆ What do you think of the above four pictures?
☆ Have you ever alleviated your parents' troubles?
☆ What do you think can be done to manage yourself well?
(3) communicate in the group first, each group recommends representatives, and the whole class communicates and shares.
(4) Teacher's summary: It is very hard for parents to do so many things. We all love our parents and want to share them. There are many things we can't do. But at least we can be ourselves and give our parents less trouble.
2. Activities and Inquiry 2: Think and talk.
(1) Students read the content on page 30 of the textbook.
(2) group cooperation, explore the problem:
☆ Have you ever had a similar problem?
☆ What would you do if your parents told you?
(3) communicate in the group first, each group recommends representatives, and the whole class communicates and shares.
(4) Students complete the blank P30 content in the textbook, and teachers guide and supplement it.
3. Activities and Inquiry 3: Ask questions and think.
(1) Students read the contents on page 3 1 of the textbook.
(2) group cooperation, explore the problem:
☆ Have you ever thought about the above?
☆ Can you stick to this for a long time?
(3) communicate in the group first, each group recommends representatives, and the whole class communicates and shares.
(4) Teacher's summary: Our casual words or actions may be parents' troubles. If you want to share your parents' worries, you must start by learning to be a sensible child.
(3) Teacher's summary: Let us have a good experience of parents' hard work, know how to let parents worry less about themselves, and be considerate and considerate of their parents with their own actions.
Blackboard design.
4. Let my parents worry less about me.
How hard mom and dad work.
Give your parents less trouble.
?