Lecture Notes of Giant's Garden 1 1. Contents of Teaching Materials
The Giant's Garden is a fairy tale written by the English writer Wilde. It tells the story of a giant who has a beautiful garden. Because of his selfishness and narrowness, the children playing in the garden were shut out by the high wall. However, spring also left Juren with the children leaving, leaving only winter and desolation in the garden. Later, inspired by a little boy, the giant woke up and immediately pulled down the wall, and the giant lived in a beautiful place. From this fairy tale, we can realize that the happiness that can be shared with everyone is the real happiness.
Second, the strategy of combining practice
The remarkable feature of this paper is to use the method of contrast to unfold the story and reveal the truth. There are many contrasts in this paper, such as the contrast of garden scenes, the contrast of giant's attitude and feeling. It is in these contrasts that the plot of the story becomes ups and downs, and the truth revealed by the story naturally emerges. According to the characteristics of teaching materials, I focus on "change", radiate the whole text, and start teaching around the changes of gardens and giants. When designing lesson plans, I regard reading aloud as the means and destination of experiencing the text. Through reading at different levels and in various forms, the whole instructional design guides students to walk into the text, explore the meaning of the text, experience the emotion of the text and feel the beauty of the text, so that students can gain the nourishment of verbal wisdom and enjoy the pleasure brought by learning Chinese in the process of repeatedly touching the text language.
According to this teaching idea, I designed a heart-shaped blackboard writing, which helps students to clear their minds and grasp the key points of the article.
Third, step by step, say the process.
This passage is long and the story has been changed. It takes a lot of effort for students to understand this text. So when I read the text for the first time, I left enough time for students to read, combined reading aloud with silent reading, and arranged retelling so that students could fully understand the text.
On this basis, I focused on two issues, (showing slides)
(1) Look for sentences describing the garden and read the contents before and after the garden changes.
According to the students' answers, the teacher summed it up on the blackboard: charming and desolate birds and flowers.
(2) What changes have taken place in the attitude and feelings of the giant before and after? What made the giant change his attitude?
(Teacher writes on the blackboard: selfish, distressed and happy)
In order to make the group discussion a mere formality, I let the students think independently first, and then exchange opinions with the whole class in the group. At the same time, the camera guides the students to read aloud by themselves, and since the enlightenment reads by himself, and gradually realizes that selfless sharing is the real happiness.
At the end of the text, I arranged writing exercises (showing slides)
1, students, what have you learned from the garden of the laughing giant?
Please give this beautiful garden a name and explain why.
My warning was sent to the giant. This link is mainly to train students' ability to express and summarize, form their own famous sayings, warn giants and get education at the same time.
Through these problems, we can combine reading with oral English and integrate humanistic education into learning. In order to get better learning results, I asked the students to make a pantomime of the text and perform it in groups.
In the whole teaching process, I always carry out teaching around contrast and imaginary situations, combining support and release for students, and guiding students to read by themselves and discuss in cooperation, which has achieved good results in teaching.
Fourth, look back at the classroom and say reflection.
The focus of this lesson is to imagine the picture and experience the changes of the giant in action and psychology. The difficulty in teaching lies in experiencing the outstanding characteristics of this fairy tale in expression.
As third-grade students, they have come into contact with many fairy tales, and fairy tales themselves deeply attract these fantasy-loving children because of their vividness and interest. Children's strong interest in fairy tales makes this textbook very magnetic, but how many children can be attracted by magnetism depends on the teacher's careful guidance, because children have not really mastered the skills of reading fairy tales after all.
Lecture 2 of "The Giant's Garden" is a textbook.
The Giant's Garden is a fairy tale written by Wilde, a British writer. It is the ninth text in the second group unit of the first volume of the fourth grade Chinese textbook. This article is deeply loved by children with its beautiful language and touching story. This story tells the story of a giant who built a wall around the garden to keep the children out. From then on, there is no more birds and flowers in the garden, and it is desolate, only in winter. Later, inspired by the little boy, the giant woke up and pulled down the fence, and the garden became a paradise for children again. The giant lives among the beautiful gardens and children and feels very happy.
On teaching objectives
1, know and master new words after class.
2. Correctly grasp some beautiful words in the text.
3. Read the text with emotion and imagine the picture according to the content of the text.
4. In reading, feel the truth that "happiness should be shared with everyone".
On teaching points
Know and master new words
On teaching difficulties
Read the text with emotion and imagine the picture according to the content of the text.
The purpose of learning:
1. Train students' knowledge and skills.
2. Cultivate students' imagination.
3. Experience the truth contained in fairy tales.
Theory and teaching method
Teaching this lesson is divided into three steps:
1, learn to master new words after class, understand the meaning of some words in the text, accumulate beautiful words and understand the content of the text.
2. Use situational teaching to let students feel the emotions of the characters in the text.
3. Learn contrast skills to make students understand the truth contained in the text.
Methods of speaking and learning
1, students imagine and experience while reading, cultivate students' brain and hands-on ability, and enhance students' interest in learning and exploration.
2. Grasp the language description in the text, the changes of characters in the text, and experience the fun and truth of fairy tales.
3, in the process of reading more, cultivate reading ability and comprehensive ability. On the Teaching Process (the Second Classroom)
Lecture Notes of Giant's Garden 3. Textbooks on "Close to Characteristics"
1, teaching material analysis
The Giant's Garden tells the story of a giant who was very angry when he saw children playing in his garden. He built a wall around the garden to keep the children out. Since then, the garden can't bloom, the birds are silent and desolate. Later, inspired by a little boy, the giant tore down the wall and lived with the children, feeling extremely happy.
2. Teaching objectives
(1) Knowledge and skills: Learn the combination of literature and vocabulary, and feel the expressive characteristics of this fairy tale through comparative reading.
(2) Process and method: Learn to communicate in various ways and imagine the picture according to the text content.
(3) Emotional attitude and values: I understand that happiness is to be shared with everyone, and I am willing to share my reading feelings with you.
3. Emphasis and difficulty in teaching
Focus: Grasp the words and deeds of different characters in fairy tales and savor them.
Difficulties: In my understanding, I initially realized the outstanding characteristics of this fairy tale in expression.
Second, promote the development of teaching methods
The new curriculum standard points out that students are the masters of learning, and reading is students' personalized behavior. In Chinese teaching, we should guide students to read since the enlightenment by themselves, fully mobilize their emotional experience and pay attention to their inner feelings. So I will start teaching around "contrast" according to the characteristics of the text. I will adopt multimedia-assisted teaching method, reading teaching method and situational teaching method. Let students teach through comparative thinking, guide students to understand deeply, and support and combine learning methods in teaching.
Third, the theory of cultivating ability.
The new curriculum standard actively advocates independent, cooperative and inquiry learning methods. Therefore, in the teaching of this course, I have infiltrated the learning methods of reading, understanding and reading. As the saying goes, reading a book a hundred times is self-evident. Through various forms of reading, students can understand the connotation of the article; By using imagination and group cooperative learning, multiple interactions among texts, students and students can be realized, thus improving the learning effect.
Fourth, a step-by-step procedure.
The first link: wonderful review, continue to learn the text.
At the beginning of the class, I asked the students: "Through the study in the last class, we have a preliminary understanding of this fairy tale. Now, let's play a little game related to fairy tales-look at the pictures and guess which fairy tale they come from? " I will show the protagonists of some fairy tales on the screen and naturally guide them into the study of the text.
The second link: read the text intensively and break through the key points.
(A) Comparative reading before and after garden changes
1, prompt to speak, contact and compare
Let the students read the text in their favorite way and think about what the giant's garden was like before and then. And mark related statements. After that, invite students to communicate in due course. And display related statements on the screen.
2. Read aloud and feel the contrast.
Let the students read the sentences describing the beauty of the garden first, then read the sentences that the garden became cold and desolate because of the giant's behavior and the sentences that the garden was full of spring later, and finally read the sentences that the garden became winter.
(2) Comparative reading of the contents of Giant in Winter and Children in Spring.
1, the giant's character
(1) I guide the students like this: "This is really a magical garden! But I don't know if the students have thought about it. Why is the same garden so different? "
(2) "What is the giant's attitude towards children entering his garden again and again?" I ask the students to read the text carefully again and underline the relevant sentences.
(3) After the students exchange, I will show the relevant sentences in time: "Who allowed you to play here! Get out! " "I finally look forward to the spring, you fooling around again. Get out! " "Ah! Get out! " When studying the three sentences that the giant reprimanded the child, I designed it like this: Please read these three sentences and think in context. What might the giant think when he said these words? What will he look like when he speaks?
2. Children's personality
Let the students try the above methods, discover, read, taste and experience. Instead of running away, the little boy stared at the giant with his talking eyes. Let the students fill in the blanks by imagination: What will the little boy say to the giant? Let the students walk into the text in imagination and have a dialogue with the text.
(3) The words and deeds of the giant before and after his awakening.
1, let the students read the sentences that feel the giant's ruthlessness before he wakes up again.
2. Then ask the students to find out the key sentence describing the words and deeds of the giant after awakening: "It is my wayward and cold heart that calls for the cold winter!" Read it again, and then let the students talk about their understanding of this sentence.
The third link: skillful writing and emotional sublimation.
Design a creative exercise: "The giant drove the children away. Do you think he just drove the children away? " What else is there? What do you want to say to him? "Let students sublimate their emotions again in the practice of writing.
The fourth link: extensive reading, beyond the text.
Combine the content of this unit's comprehensive study, let students collect more fairy tales to read, and carry out a fairy tale telling and performance competition.
"The Giant's Garden" Lecture 4 teaching material analysis
This is a fairy tale written by the British writer Oscar Wilde. It tells the story of a giant who was very angry when he saw children playing in his garden. He built a high wall around the garden to keep the children out. From then on, the garden can't bloom, the birds are silent and desolate. Never come in spring, summer and autumn, only winter will stay here forever. One day, the children climbed in from the hole in the wall, and spring followed them, and the garden immediately became full of vitality. When he drove the children out of the garden again, the garden was covered with snow and ice. Later, inspired by the little boy, the giant woke up and immediately pulled down the wall, and the garden became a paradise for children. The giant lives among the beautiful gardens and children and feels very happy. From this fairy tale, we can realize that the happiness that can be shared with everyone is the real happiness.
The remarkable feature of this paper is to use the method of contrast to unfold the story and reveal the truth. There are many contrasts in this paper, such as the contrast between the scenes of giant building a wall and tearing it down, and the contrast between the attitudes and feelings of giant building a wall and tearing it down. It is in these comparisons that the plot of the story becomes ups and downs, and the truth revealed by the story naturally emerges.
Teaching objectives
1. Consolidate basic knowledge such as pronunciation of new words by reading the text.
2. Learn and accumulate sentences and paragraphs describing the scenery of the giant garden and the psychological activities of the giant, and understand the reasons for the changes in the giant garden.
3. On the basis of improving reading ability, develop learning abilities such as perception, experience and imagination.
I understand that happiness should be shared with everyone, and I am willing to share my reading experience with my classmates.
Teaching focus
Through the study of key sentences, develop the learning ability of reading aloud, feeling, experiencing and imagining.
Teaching difficulties
Understand that happiness should be shared with everyone.
Design intent
First, give priority to reading, and experience, feel, experience and imagine in reading.
Mr Xu Shiying once made a brilliant contrast between reading aloud and explaining. He said: explanation is analysis, reading is synthesis; Explaining is drilling into the text, reading is jumping out of the paper; Explain the story in a straightforward way, and the reading is coherent and obvious; Interpretation is dead, just like anatomy, and reading aloud is alive, just like giving life to works; Explaining can only make people know, and reading aloud can make people feel more. Reading the text correctly, fluently and emotionally is the basic Chinese curriculum goal stipulated in the Chinese Curriculum Standard (Experimental Draft). In the teaching of this course, I try my best to embody the content of accumulating language to arouse language sense, reproducing situations in reading to deepen understanding, training imagination to develop thinking in reading and stimulating emotions in reading. Reading is the foundation, so reading is not only a means to achieve teaching objectives, but also the whole teaching process.
1, reading comprehension:
In paragraph 1, I ask students to talk about the garden scenery in their own words after reading aloud. On the basis of reading aloud, let students have their own understanding of blooming flowers, trees under the shade, fresh fruit fragrance and snow, and then find out the word (beauty) that summarizes the garden scenery, so that students can understand the main content of this paragraph first and lay the foundation for emotional reading and reciting later.
2. Reading comprehension:
In paragraphs 7 and 8, the student feels the change of the giant's heart through the change of his attitude.
Excited, the giant hasn't seen the sun for a long time. He looked up and a ray of sunshine came in through the window. I haven't seen such bright sunshine for months. We should read the feelings of joy and excitement;
But the giant lost his temper again: I finally looked forward to spring, and you are fooling around again. Get out! After understanding, students can better understand the grumpiness and rudeness of giants when they lose their temper; Hey! Get out of here! The giant shouted to him. Blame shows that the giant's anger has reached its peak. Students can vividly read the giant's mood at that time in a series of words, tones and even punctuation marks.
3. Reading experience:
When the giant first drove the children away, it was always winter in his garden. The sixth paragraph describes the differences between the scenery inside and outside the park. Before reading aloud, guide students to talk about the bitter cold wind, flying snowflakes and other experiences, which can more vividly reproduce the contrast of garden scenery and the loneliness and helplessness of giants. When students read aloud with experience, they will really integrate their emotions and conform to the connotation of the text.
4. Imagination in reading:
The magical little boy in the article warmed the cold giant with his own eyes. What is the mood of the giant after awakening? Students realized the guilt and remorse of the giant in their imagination, and it is natural to reread the giant's words.
In a word, reading is the basis of thinking, the premise of understanding, the preparation of discussion and the basis of writing. Reading-oriented and paying attention to reading training are the foundation of Chinese teaching.
Second, train a solid basic knowledge of Chinese in reading comprehension.
Since entering the new curriculum reform, Chinese class has given it too many connotations and tasks. There are too many voices about how to have a Chinese reading class. As a Chinese teacher, I often don't know which direction to go. Therefore, the word "solid" is rarely seen or heard in the evaluation of newspapers, magazines or teaching and research activities, as if a Chinese class with solid language and writing training is a retrogression.
But there is no doubt that listening, speaking, reading and writing are the most distinctive subject characteristics of Chinese. It is in this sense that if the primary school Chinese class leaves the solid language and writing training, it will be another lack of Chinese teaching. In the process of design teaching, I regard cultivating students' solid basic knowledge as one of the teaching goals.
1, at the beginning of the class, let students read the text freely first, which is not only the overall review of the text content, but also the review and consolidation of new words and phrases in the text. In the process of answering questions, students should correct the wrong pronunciation in time and pay attention to the details, so that students can really understand their pronunciation and meaning.
2. Language learning is a process of accumulation, and every beautiful text should be a place for students to learn and gain. Middle school students should gradually transition to paragraphs and articles on the basis of learning words and phrases, so as to lay a solid foundation for high school Chinese learning. After learning the first natural paragraph, I remind students to understand its construction method-generalization before concretization, also called generalization before division, so that students can have a clearer understanding of the structure of the paragraph, which conforms to the learning characteristics of middle-grade students and lays the foundation for cultivating their reading and writing ability.
Third, based on the text, accumulate in reading.
Language learning is a cumulative process. When reading a beautiful text, students will come into contact with a large number of distinctive and expressive sentences and paragraphs. Only by keeping them in your mind can you become your own wealth, and you can blurt them out or flow into your pen when you need them.
In the teaching of this course, there are two main ways to guide students to accumulate language, one is reciting and the other is copying. Some are assigned parts to recite, such as paragraph 1, and some students choose to recite their favorite parts, such as after summing up the full-text learning process. Copying is one of the assignments. You can extract your favorite sentences.
These reciting and copying exercises cultivate students' interest in accumulating language and their habit of actively accumulating language.
As an intelligent Chinese class, it should be a platform to show the common growth of teachers and students. Only a wise teacher can ignite children's thinking and let children collide with students. I take being a wise teacher as my pursuit. I will ask myself with my students and enjoy the wonderful Chinese class together.
Lecture Notes of "Giant's Garden" 5. On Teaching Materials
The Giant's Garden is a fairy tale written by the English writer Wilde. It tells a story. A giant owns a beautiful garden, but when he sees children playing in it, he is very angry and drives them out. His selfishness won him the winter in the garden. Later, a boy reminded him that it was cold and gave the garden to the child. Since then, the garden has become a paradise for children, and the giant lives among the beautiful gardens and children and feels extremely happy. From this fairy tale, we can realize that the happiness that can be shared with everyone is the real happiness.
Such a vivid and interesting fairy tale is quite attractive to fourth-grade students. Combined with the characteristics of teaching materials and the cognitive laws of fourth-grade students, I have formulated the following teaching objectives.
Second, tell the teaching objectives:
1, knowledge target:
(1) Know 8 new words, write 12 new words, and correctly read and write the words "flowers are in full bloom, trees are overflowing".
(2) Read the text with emotion and imagine the picture according to the content of the text.
(3) Understand the writing characteristics of fairy tales.
2, ability goal:
Students read from enlightenment, explore and understand the text in cooperation.
3, emotional goals:
Read the text and understand that happiness should be shared with everyone.
4, teaching focus:
Imagine the picture and experience the giant's changes in action and psychology.
5, teaching difficulties:
Read it, think about it, and realize the outstanding characteristics of this fairy tale in expression through reading aloud.
Third, the design concept.
The new curriculum standard points out that students are the masters of learning and reading is students' personalized behavior. In Chinese teaching, we should guide students to read since the enlightenment by themselves, vigorously advocate autonomy, cooperation and inquiry, fully mobilize students' emotional experience, pay attention to students' inner feelings, and cultivate students' correct emotional attitude towards things. Let reading become an important way for students to explore, let students study in an independent atmosphere, read and speak independently, and read this profound fairy tale through self-reading since enlightenment and active exploration, so that every student's heart will tremble, light a bright light in their hearts and let them learn something.
Fourth, teaching strategies.
Teaching has no definite method, the beauty lies in learning the method, and the important thing lies in the teaching method.
This lesson is vivid, profound and fascinating. Therefore, in teaching, I make full use of the characteristics of teaching materials, take the development of students as the core, and cultivate students' innovative consciousness. I adopted the following teaching strategies.
1, does not create a situation and causes imagination.
Primary and secondary school students still think mainly in intuitive images. I use vivid pictures to make students deeply feel the changes of garden giants, and take the scenery as the starting point to bring them into a relaxed and pleasant learning environment, thus stimulating students' imagination and really making students willing to learn, talk, learn and speak.
2. Be guided by emotion and promote enlightenment by reading.
Reading with emotion is the most prominent learning method of this course. In teaching, I give students enough time to read aloud in various forms, and guide students to understand the content of the text, feel the beauty of language and gain emotional experience in reading. Teachers constantly encourage students to evaluate in time in the process of learning, and through the form of "reading-discussion-feeling", let students feel in reading, and then promote reading with emotion.
Five, said the learning method:
Teacher Cui Luan once said: The most important thing in reading teaching is to guide students to read the text accurately, correctly and smoothly, and it is best to read their own feelings. There is also an important task: "read and remember words and accumulate language." In addition, we should cultivate reading habits, obtain preliminary reading methods and reflect the guidance of correct values. Under the guidance of this concept, according to the remarkable characteristics of this paper, I also adopted the methods of reading comprehension, guiding learning with emotion and promoting enlightenment with reading.
Six, the teaching process theory:
(1) stimulus primer, read the full text first.
For the fourth-grade students, they have great interest in fairy tales. In view of this, I designed such an introduction: students, Chinese and foreign fairy tales are a huge treasure house, and touching and beautiful fairy tales make us deeply intoxicated and obsessed for a long time. With fairy tales, our childhood life has become rich and colorful. Today, let's walk into the fairy tale world written by Wilde and feel the infinite charm of fairy tales!
This introduction can not only directly cut into the theme, but also stimulate students' interest in reading.
Teacher: if you study hard, you will doubt, and doubt will enter. The best way to solve the puzzle is to read the full text, so let's seek the answer between the lines, shall we?
(B), the first reading perception
1, showing the self-reading requirements.
Please choose your favorite way to read the text, pay attention to correct pronunciation, recognize glyphs and read sentences. After reading it, think about what questions you can answer other students.
2. Students can study freely.
Give students a choice space, let them read independently without constraints, and get their own unique reading experience.
3, check the self-study situation
(Multimedia courseware shows new words)
A, pronounce correctly and read the taste.
B, movable type, guiding writing.
C. understand the meaning of words and introduce the text.
(3) Read the text again, refine the main line and read the sentiment.
How many times has the giant's garden changed? Why are there these changes? These problems are the focus and difficulty of this paper. In teaching, I take the three scene changes in the garden as the main line, and use the method of reading aloud to find the answer to start teaching:
1. Comparative reading of contents before and after changing gardens.
2. Comparative reading of the contents of giants with winter personality and children with spring personality.
3. Comparative reading of words and deeds before and after the giant's awakening.
In the comparative reading of the contents before and after the park change, I read aloud by filling in the blanks.
When the giant goes out and the children play, the garden xx; When the giant came back to forbid the children to play, the garden was XX; When children sneak into the garden to play, the garden is XX; And when the giant reprimanded the children for leaving the garden, it was xx.
Through the above comparative reading, I make students have a preliminary understanding of the comparative methods used to express the content of the text.
In the comparative reading of "Giant in Winter" and "Children in Spring", I adopted the comparative reading of boys and girls. First of all, I introduce the scene, and let the students feel the waywardness and coldness of the giant from his words and deeds. Show the courseware, and then guide the students to imagine through reading and enlightenment. What will the little boy say to the giant when he stares at him with his talking eyes? This kind of teaching not only trains students' imaginative thinking, but also embodies the outstanding characteristics of fairy tales in expression.
In the comparative reading of words and deeds before and after the awakening of the giant, I use the teacher's demonstration reading to guide the students.
He was angry when he saw the children playing in the garden. "Who allowed you to play here?" ! Get out! "
He couldn't help hugging the child. "It is my wayward and cold heart that summons winter! If you hadn't reminded me, spring would have been driven away by me forever. Thank you! "
Through this comparative reading, students' understanding and perception of the text are strengthened. Some students said, "People should not be selfish, but learn to love." Some said, "Good things to share with you." Some people even said, "There is no spring where there are no children."
I designed it this way because the biggest feature of this class is the contrast of content. So I also used a series of comparisons to teach. In this way, step by step, step by step, when you understand the key sentences and reveal the truth, you will naturally solve them.
(3) Read the summary and sublimate the emotion.
I designed this link in order to read the summary beautifully and sublimate my emotions. After the students saw the last summary beautifully, I said, "Yes! The happiness shared with everyone is the real happiness. Look! How happy the giant and the children are. (Show the courseware) When the students finished watching the pictures, "I asked: Can you describe this happy picture to people?
Here, I use language rendering, music and pictures to let students bathe in the notes of love and accept the baptism of love again, so that students can understand that love makes the garden full of spring. Then I teach students to remember the way of sharing by giving away famous sayings. Send a happiness to others, and you will get double happiness!
(4) Comprehensive study and extension.
The new curriculum standard points out that the comprehensive quality of students should be cultivated in Chinese teaching, and the combination of reading and writing should be emphasized. Texts are vivid examples. The last link of teaching, I designed it like this. When the students understand the truth revealed in fairy tales, I guide them to act together, or read the fairy tales they collected, or discuss the characters in groups.
Through these comprehensive studies, students can feel the performance characteristics of this class, feel the charm of fairy tales, and break through the focus of this class.