Analysis of 1 learning materials in hen teaching plans
Hen is another masterpiece of Lao She. The author described the change of views on hens. In the first half, he described the hen's moaning, bullying and showing off desperately, and reappeared a shallow and kitsch hen. The second half describes the hen's responsibility, love, courage and hard work, creates a great image of mother hen, and expresses praise for maternal love.
design concept
Ye Shengtao once said: "as far as teaching is concerned, intensive reading is the main body, and skimming is only a supplement;" But as far as the effect is concerned, intensive reading is preview and skimming is application. " Ye Lao brilliantly expounded the relationship between intensive reading and skimming. In the teaching of skimming texts, we should grasp the key points and difficulties to help students understand, and teachers should let go more, guide students to use the existing knowledge and methods to read the texts themselves, and gradually cultivate students' independent reading ability. Hen's teaching design pays attention to the training of reading methods and the acquisition of expression methods, permeates humanistic spirit in the training of reading methods, and takes the deepening of reading methods as the extension point to organize after-school reading.
Teaching strategy
"Hen" is a skimming text with simple content, which is easy for students to understand. The key point is to guide students to understand the author's emotional changes and feel the great maternal love of hens. In teaching, we should create a rich teaching environment, highlight students' dominant position, let students enjoy personalized and free development space, and make the classroom full of vitality. At the same time, we can't ignore the training of basic Chinese knowledge and basic ability, and strive for their harmony and unity.
Teaching objectives
1. Read the text correctly, fluently and emotionally, and feel the author's emotional experience from disgust to love for hens.
2. Understand the living habits of hens and the concrete embodiment of great maternal love in hens.
Compare the similarities and differences between this article and Cat in writing.
Teaching emphases and difficulties
1. Feel the author's emotional experience from disgust to love and respect for hens.
2. Feel the great maternal love of hens.
3. Learn from the author's vivid descriptions of animals.
Preparation before class
Before class, arrange students to understand and collect information about hens, collect ancient poems and famous sentences about maternal love, and make PPT courseware.
Class arrangement
1 class hour
teaching process
First, the introduction of new courses.
The cat is a very common small animal, but in the eyes of Mr. Lao She who loves life, it is like a lovely and naughty child. So, what is the hen in Lao She's eyes? In this class, we continue to learn another article by Mr. Lao She.
(Design intention: Reading hints are the leading factor to guide students to carry out reading practice activities. Starting with hints, students can skim through task learning, which can improve learning efficiency more effectively. )
Second, exchange information.
What do you know about hens? Please talk about it.
(Design intention: To attract students' attention and effectively stimulate students' interest in independent reading by asking them to introduce their knowledge of hens. )
Third, since the enlightenment read by himself.
1, teachers and students jointly set reading goals.
Circle (1) new words and pronounce them correctly.
(2) Read the text carefully to read fluently and correctly. Read and think about the text.
2. Read independently and annotate the book while reading.
(design intent: learning begins with thinking, and thinking stems from doubt. Students' positive thinking often begins with asking questions. By asking questions, students can find problems and learn with them, which is conducive to improving students' initiative in learning. Skimming the text is a practical opportunity for students to read independently. Individual independent reading and cooperative communication are important ways to skim the text, and clear learning tasks are the key to cultivate students' skimming ability. )
Fourth, check the self-reading effect.
1, read the words together.
2. Question: What did the text say?
(Design intent: "Read a book a hundred times, and its meaning will show itself". Full reading and independent communication can not only strengthen
It not only improves students' perception of the content of the text, but also cultivates students' self-study ability. )
Fifth, evaluate the length of the hen and understand the likes and dislikes of the author.
1. Read the text again and discuss in groups:
(1) Please find out the sentences of the direct author's emotional change from hating hens to liking hens.
(2) What specific examples did the author use to describe her dislike and love for hens? Every case can be summed up in an appropriate word.
2. report and exchange.
3. Talk about your understanding of the ninth paragraph in combination with the above and life experience.
4. Sentence discrimination:
"I don't dare to hate hens anymore" can be changed to "I don't hate hens anymore" Why?
(Design intention: One of the characteristics of this article in emotional expression is to suppress first and then promote. These two sentences are clues to the division of text plates. Grasping such key sentences, the outline will lead to the construction of a simple teaching framework. In this part of teaching, the author designed this elaborate link for students' emotional transformation from hating chickens to loving chickens, so as to ensure the transfer of students' reading ability. Other paragraphs take the form of organizing students' collective communication, teachers' appropriate guidance and appropriate instructions to solve doubts and doubts. This kind of teaching fully embodies the pursuit of skimming teaching, that is, "the essence is complementary, the focus is on skimming, and the teaching is not on skimming". Finally, the teacher grasps the central sentence of the article and makes students feel maternal love further. )
Six, repeated aftertaste, approached Lao She.
Dialogue between teachers and students, exchange views on Lao She and his works after reading Cat and Hen, and talk about the writing characteristics of the two articles. How to guide students to learn and appreciate famous works. (Design intention: Skimming the text as an extension of intensive reading can guide students to start with "similarities and differences" in design teaching, paying attention to the transfer and application of learning methods and the comparison and connection between old and new knowledge. This group of Cats and Hens are both articles by Mr. Lao She, and the themes and writing involved are basically similar and comparable. What is commendable is that the emotional expressions of the two articles are completely different. Students should be guided to make comparative reading from multiple angles and levels, such as content, structure, language and emotion, so as to improve their cognitive structure. )
Seven, reveal emotional secrets, sublimate the theme.
1. What kind of hen do you think this is after learning the text?
2. Is the author just praising the hen?
3. Appreciate the fragment of My Mother by Mr. Lao She and the case of mother and child, and realize the greatness of maternal love. (Design intention: By praising mother hen, it extends to praising mothers all over the world, so that students can deeply feel the greatness of maternal love. )
Eight, extend to reading and quoting.
1. How does your mother usually take care of you?
2, a little grace, when you report spring, say what you want to say to your mother most.
(Design intention: Through reading aloud and speaking, let students express their gratitude to their mothers and lead the educational effect to a deeper level. )
Nine, extracurricular appreciation, imitation composition
1, recommended reading
Turgenev's Sparrow, Lenev's Hen or other writers' works describing small animals.
2. Learn to be a writer
Observe and write about the small animals around you with love.
It is obviously not enough to rely solely on classroom texts in order to improve students' Chinese literacy. It is necessary to take teaching materials as the expansion point, introduce and communicate internally, and expand appropriately. What sparrows and hens have in common is to praise the greatness of maternal love. The difference is that the author is a foreign writer, so they have their own advantages in language and expression. This kind of expansion enriches students' reading practice and is of great help to improve their reading ability. At the same time, we can kill two birds with one stone by designing writing exercises, using writing methods, feeling maternal love and practicing writing passion. )
Blackboard design:
16, hen
Ugly crying
Hate to bully the good and fear the evil.
Show off desperately
Be responsible for ...
kind
Like to be brave
difficult
Activity goal: Encourage children to talk and play with teachers and peers, and guide children to distinguish the distinctive features of ducklings and chickens.
Activity preparation: homemade toy chicken and duckling
Activity flow:
1. Watch the story performance: The teacher holds the independent toys of the chicken and the duckling, and performs the movements and characteristics of the chicken and the duckling (the movements should be as simple as possible, such as the chicken and the duckling meet from both sides, the duckling crows, the duckling crows, and the duckling hugs the chicken). Encourage the children to clap their hands with the music and croak with the duckling.
2. Distinguish the characteristics of chickens and ducklings: Teachers use teaching AIDS to show chickens and ducklings playing, let children observe the difference between flat-billed ducklings and pointed-billed chickens, and encourage children to express their greetings to small animals. Hello, duckling with flat mouth, hello, chicken with pointed mouth. (Use teaching AIDS to reward children with loud greetings)
3. Game: The teacher takes turns to hide the chicken and duckling behind his back, let the children talk about who is missing, and encourage the children to tell the difference from the sharp mouth and the flat mouth.
4. Game: Chickens and ducks are friends. Let the children who like chickens and ducks stand on both sides and play with the toys in the teacher's hand. Call a hug when the chicken and duck meet. (The game can be played repeatedly)
5. End of activity
Hen Curriculum Plan 3 Activity Objectives:
1, through activities, educate children to follow adults when they go out and don't run around casually.
2. Be able to simply say something on the picture with the help of the teacher.
3. Practice speaking complete sentences.
Activity preparation:
Three pictures.
Activity flow:
1. Arouse interest: The teacher introduces the theme in a hen's tone and shows pictures.
2, try to tell: using questions, teachers guide children to tell.
(1) Observe the picture completely to understand its main contents.
(2) Show the pictures one by one and ask questions:
Figure 1: Who's in the photo? What are they doing? What is Little Yellow Chicken doing?
Figure 2: What was Little Yellow Chicken doing when she left her mother? Just then, who came?
Figure 3: Who will save?
(3) The teacher tells the demonstration completely.
3, children's practice: children talk about practice.
4. Discussion: What should I do if I go out with my mother?
Attached picture content:
Figure 1: The hen is playing on the grass with a chicken, and the little yellow chicken has left everyone.
Figure 2: Little yellow chicken is walking alone on the grass. Just then, a big wild cat came at the little yellow chicken.
Figure 3: Little yellow chicken is afraid. This is the mother hen, who defeated the wild cat and left the little yellow chicken. She told the little yellow chicken that it was dangerous to leave her mother.
Goal 4 of the Hen curriculum plan:
1, through activities, educate children to follow adults when they go out and don't run around casually.
2. Be able to simply say something on the picture with the help of the teacher.
3. Practice speaking complete sentences.
Prepare:
Three pictures.
Process:
1, arouse interest: the teacher introduces the theme in the tone of mother Ji, with pictures.
2, try to tell: use questions, teachers guide children to tell.
(1) Observe the picture completely to understand its main contents.
(2) Show the pictures one by one and ask questions:
Figure 1: Who's in the photo? What are they doing? What is Xiao Huang Gee doing?
Figure 2: What was Huang Xiaoji doing when she left her mother? Just then, who came?
Figure 3: Who will save?
(3) The teacher tells the demonstration completely.
3, children's practice: children talk about practice.
4. Discussion: What should I do if I go out with my mother?
Teaching objectives of hen lesson plan 5:
1. Know 7 new words independently and read the text correctly, fluently and emotionally.
2. Understand the characteristics of hens written by the author and feel the greatness of maternal love.
3. Compare the similarities and differences between hens and cats in writing.
Teaching emphases and difficulties:
1. Feel the author's emotional experience from disgust to love and respect for hens;
2. Feel the great maternal love of hens.
Class schedule: one class.
Teaching process:
First, import
The cat written by Lao She is like a naughty and lovely child, so what is the hen in his eyes? Today, we will learn another article by Mr. Lao She, Hen.
Write it on the blackboard and all the students will read it.
Second, new funding.
1, this is a skimming article. First, please ask several students to read the text and ask them to read it correctly and fluently. Some students thought: What impression did this hen leave on you? (Students say)
2. Please find two sentences that describe the author's emotional attitude towards hens. When you find them, underline them and read them.
Did you find it? Who will read it? (blackboard writing: annoying.
Dare not hate)
You see, the author's attitude towards hens has changed a lot. Let's read these two sentences. Please read the first sentence for boys and the second sentence for girls.
4. Why has the author's attitude towards hens changed so dramatically? Students, please read the text silently, think about this answer, and then discuss it with your deskmate.
At first, the author was very disgusted with hens. His disgust can be seen in many places in the text. Can you be specific?
(1)1natural paragraph: Understanding "Crying like complaining" (blackboard writing: moaning without illness)
(2) Natural paragraph: (blackboard writing: bullying the weak and fearing the hard)
(3) 3 natural paragraph: (blackboard writing: showing off desperately)
The author expresses his disgust with exaggeration, so let's read the first three paragraphs of the text together and feel Lao She's aversion to hens.
6. Then why didn't the author hate hens? Let's continue to communicate.
Blackboard: This is a (
) hen.
Default value: (1)
Be alert, prepare for battle, warn ...
⑵
Chickens look like jiaozi, but they are much thinner. ...
⑶
Other chickens come to look for food ... The rooster is afraid of it.
⑷
Teach chicks, I don't know how many times a day, squatting, not humming. ...
⑸
If something happens at night, ...
Tip: Responsible, caring, brave, hardworking, great, selfless, fearless, working day and night, no regrets, silent dedication, no pains ...)
7. Yes, after having chicks, hens become responsible, caring, brave and hardworking. Students, read the paragraph 4- 10 again, underline your most touching sentence and read it several times.
Who will read the most touching sentence? (reading)
8. Why did the author say "I never hate hens again" instead of "I never hate hens again"? (Draw students to answer)
9. Yes, at this time the author was shocked by the maternal love shown by the hen. He is not simply fond of it, but a pure and sacred respect for maternal love. As the author said, (Introduction) He is great because-
10, read the last two paragraphs of the text together.
Third, compare the similarities and differences between cats and hens.
After learning the text hen, let's review the last text cat. These two texts are the works of Mr. Lao She, both of which are about small animals. What are the similarities and differences between them?
Let's exchange experiences!
Tip: in the expression of emotions, it is all love for small animals. Cats are all about the cuteness of cats, whether it is the eccentricity of cats or the mischief of cats, it is a kind of love from beginning to end; Heng wrote the emotional change from "hate" to "dare not hate", and deepened the praise of maternal love with the strong contrast before and after.
The structure of both articles is very clear. Cat describes the strange and naughty loveliness of cats, which consists of two parts, with "kittens are cuter at full moon" as a transitional sentence, closely linking the two parts; Hen can be clearly divided into two parts: before the hen hatches the chick and after the chick hatches, which makes the article seamlessly connect with the transition section.
When describing the characteristics of animals, the author is good at using general sections. If you write about a cat, first write "This cat's personality is really a bit odd", and then write about its performance in detail. When writing about hens, first write "I have always hated hens", and then write about its three annoying aspects.
When expressing the characteristics of small animals, we speak with facts, and through concrete and vivid descriptions of small things, the animals in the pen can be vividly described on paper.
In the use of language, it is Mr. Lao She's consistent simple and life-oriented language style. In Hen, almost all spoken languages of the masses are used, with a strong "Beijing flavor". When reading these words, people feel that they are not reading, but listening to their neighbors. It is so vivid and easy to understand.
Note: the above characteristics are summarized by students and are learning guidance, so it is not necessary to force the answers to be complete.
Fourth, expand and extend.
Is the author only describing hens? (blackboard writing: maternal love is great)
Students also have their own mothers. How does your mother usually take care of you? A little gratitude, when spring returns to the earth, write down what you want to say to your mother most in the blank space of the book.
Feedback communication.
Conclusion: Because of the time, we can't speak the whole story here. When we come home from school, the first sentence that the teacher wants the students to write when they step into the house is the one you wrote. Remember: maternal love is the greatest power in the world!
Blackboard writing:
hen
dislike
Dare not hate
moan and groan without being ill
brave
Be responsible for ...
bully the weak and fear the strong
kind
difficult
Show off desperately
respect
Great maternal love
Hen teaching plan 6 △ Activity goal:
1. Take an active part in activities and recite children's songs with a nice voice.
2. Try to express children's songs with posture and language and experience the fun of performance.
△ Activity preparation:
Willing to participate in activities, familiar with children's songs and recite them rhythmically.
Try to express children's songs with posture and language.
△ Activity flow:
1. Listen, say and understand the meaning of nursery rhymes.
Teacher: (imitating the voice of an old hen) Listen, who is here? Guess what old hen is doing here today?
Play the slide show. Teacher: What is this old hen doing here? How many eggs did it lay? Shall we count? The old hen is really capable. Do you want to praise her? (Read the first part of children's songs together)
Teacher: The old hen is so happy that she is finished. What will she do if she is so happy?
Teacher: How does it sing? Let's sing. (giggle, giggle, giggle)
2. Appreciate children's songs completely and learn to recite children's songs initially.
Teacher: shall we make up a nursery rhyme with what the old hen who can only do?
; Teacher: Shall we read this beautiful nursery rhyme together?
; Teacher: It's beautiful. Old hen wants to hear it again. Can you do it again?
3. Try to express children's songs with body language and experience the fun of performance.
; Teacher: What is an old hen like? Who will perform? Let the children be like old hens. )
Teacher: Where does the old hen like to catch bugs? How does it catch bugs? Let's catch bugs like an old hen.
; Teacher: Where did the old hen hide when she laid her eggs? How does it lay eggs in the henhouse? Let the children play the hens that lay eggs. )
; Teacher: Do you want to play the old hen? Please put on your headdress and play the old hen, and perform while reciting children's songs. )
Teacher: The old hen is so capable, let's learn from it. Let the children perform while reading nursery rhymes.
Teaching reflection:
First, think about the goal.
The goal set in the lesson plan is: 1. Take an active part in activities and recite children's songs with a nice voice. 2. Try to express children's songs with posture and language and experience the fun of performance.
Looking at these two goals carefully, they are basically located at the emotional level, lacking the positioning of cognition and ability in activities, and they are broad and not specific enough. Because the focus of the whole activity is the performance of children's songs, I changed the original goal to: 1. I can recite children's songs very well and perform various postures of old hens according to the contents of children's songs. 2. Actively participate in activities and experience the fun of the old hen's performance.
Second, the thinking process.
(1) Import of active content
In activities such as teaching children's songs, we often think, "How can children learn this children's song?" In the introduction part of the activity, I also want children to "learn" this nursery rhyme in different ways. In this way, the activity is dull and single, and there is no bright spot. If the lead-in part is paved with the following performance link, some problems in the original performance link will be raised, and children may be able to understand the content of nursery rhymes more subtly and feel the fun of nursery rhymes.
(2) Display of activity materials
In the process of activities, in order to achieve the "purpose", we will think about many teaching methods, among which the preparation of materials is very important. In this activity, in the lead-in part of the activity, I first let the children listen to the sound and guess who is coming. Then I showed a picture of a hen. The original intention is to let children experience the fun of listening to sounds and guessing animals. But during the activity, I found this link far-fetched and abrupt. There are many teaching methods, but are they suitable? This is a problem that I often ignore in teaching. The quantity of teaching means is not much, but "quality", and children should be guided to learn in a targeted manner.
In addition, in the activity, I read children's songs and put pictures at the same time, so that only the teacher is talking and the children are listening, ignoring the children's autonomy in learning. In fact, in language activities, pictures can be presented later, and teachers can read children's songs completely first, so that children are not disturbed by pictures and other materials and cultivate their good listening. After listening completely, you can ask this question-"What did you just hear in nursery rhymes?" When encouraging and guiding children to speak children's songs boldly, you can show the corresponding pictures according to the children's answers, and then look at the pictures and listen to the children's songs completely. In the two experiences of children's songs, children have subtly developed a good study habit of listening patiently.
(3) the problem of activity
During the activity, the teacher asked a lot of miscellaneous questions in the process of guiding the children to understand the content of children's songs, and some of them "beat around the bush", which made the children confused. So you can ask questions directly, not too many questions, but you must ask the point, and the language should be refined and not cumbersome.
(4) the guidance of the game part
Because the classroom is small, I asked the children to move the chairs around in the last performance part, just like cutting off the whole activity, which is not conducive to the complete development of the activity.
In addition, during the performance, I created a scene where an old hen went out to look for food. The children are very interested, but in this process, the teachers basically do actions, and the children simply imitate them. Teachers can guide children to do their own actions, ask their thoughts and respect their subjectivity. Teachers can also enrich the performance situations. For example, the different places where hens look for food can be not only grass, but also rivers and chicken nests.
Small class children are mainly inattentive, but how to create rich and interesting situations for children in activities, how to use vivid language, give play to teachers' charm, and stimulate children's interest in learning are problems that our teachers need to think about for a long time, so that children can really learn in play.