1. Write a complete fairy tale. Fairy tales should conform to real life and have certain meanings.
2. Give the exercise a proper name according to the content of fairy tales.
3. Develop students' imagination and creativity.
4. Accept self-education from the process of making fairy tales. Teaching emphases and difficulties
Focus: writing fairy tales to cultivate students' creative imagination.
Difficulty: Tell a truth or enlighten people through fairy tales. Preparation before class: ppt courseware teaching process;
First, stimulate conversation and interest.
1, classmates, shall we listen to the story of the fox and the tiger together? Show courseware: Smith's video story.
Let's enjoy the new story of fox and tiger again, shall we? (Show courseware)
Last time, it was the fox, not the tiger, that scared away all the animals. The tiger knew that he had been cheated by the fox and ruined his reputation. He vowed to catch the fox and eat it one day.
One day, the tiger and the fox met in a narrow way. The tiger said to the fox, "You have nothing to say this time, right?" The fox knows that recklessness can't be spelled. If you use it again, the tiger will definitely not believe it. It rolled its eyes and pretended to be unconvinced and said, "I didn't come to you because I was looking for food." If I had found you, I would have run away. " The tiger asked doubtfully, "Can you run past me?" "Of course," said the fox. I used to be a champion of long-distance running, even the rabbit and kangaroo were not as good as me. The tiger said, "Then let's have a race and run from one end of the mountain to the other." "If you can outrun me, I won't eat you; If you can't outrun me, I'll be rude to you. "
The game has started. In order to save his reputation, the tiger runs as fast as an arrow. His face turned red and panting, and he refused to stop to have a rest. The fox ran slowly on purpose and fell behind the tiger.
The tiger thought, I am sure I can eat the fox. The tiger ran desperately forward. The fox waited for the tiger to escape, and it ran into the Woods.
The tiger found himself cheated by the fox again. His teeth itch with anger, and he can only look at the fox and sigh. This fairy tale is cleverly conceived, paying attention to the connection between the old and new stories, and not forgetting the temperament characteristics of the characters in the old stories. The fox used "provocation" to escape from danger again, which showed the fox's cunning and clever nature and was of great educational significance.
Second, group cooperation, creating fairy tales
Students, we learned four fairy tales in this unit. Fairy tales are deeply loved by students. Their touching stories and beautiful language can always bring us into a beautiful situation, and we are influenced by truth, goodness and beauty. Took us into the wonderful fairy tale world, learned the content of the call, tasted the language of fairy tales, and realized the characteristics of fairy tales. Today, the teacher takes you to further feel the charm of fairy tales and become a fairy tale writer.
1, to understand the characteristics of fairy tales:
Teacher: The students have read many fairy tales. What are the characteristics of fairy tales? Answer by name and show the courseware at the same time:
The characteristics of fairy tales: (1) adopting personification and writing things as adults; (2) Using exaggeration to make the imagination rich and reasonable;
(3) Everything in fairy tales has symbolic meaning, explaining a truth or giving people inspiration.
2. Stimulate interest and understand writing.
What impressed you in the fairy tales of our unit? What do you find most about the characters in the story? (blackboard writing: dialogue, action, psychology)
What must be written clearly if you want to write a complete and interesting story?
(blackboard writing: cause, process and result)
We use these conditions to make up stories. (Writing on the blackboard: compiling fairy tales) Third, the conception of exercises
1. Confirm the person: This person can be a person, an animal, a commodity or a plant.
2 Boldly imagine, what problems do "people" encounter? What did they say? How did you do that? How to solve the problem? What is the final result?
Characters can make their own decisions, and they can also enjoy teachers' resources.
Fourth, the enjoyment of resources (show courseware)
1, you can choose several animals. Such as: eagle and chicken, wolf and rabbit, birds and so on.
You can choose several projects. Such as pencils and pencil cases, books and schoolbags, tables and chairs, toothpaste boxes, toothbrushes and so on.
You can choose several kinds of plants. Such as: trees and leaves, trees and flowers, etc.
4. You can also make animals and plants, or things and animals, and so on.
Teacher: With so many friends in the fairy tale kingdom, there must be many interesting stories. Now, please spread your imaginary wings, fly over the rolling mountains, lush forests, boundless grasslands and boundless sea, and come to the fairy tale kingdom full of dreams to create an interesting fairy tale.
Five, exercise methods
1, choose good content according to your own preferences, and think about what might happen. And carefully conceive the cause, process and result of the story. When conceiving a story, you can imagine it boldly and freely, make the story process as concrete as possible, imagine it boldly on the basis of reality and make up a story.
2. The application of personification lies in its individuality, which can have different personalities like people.
This story should be instructive.
We can draw up a title for our story.
(Take the content of the matter as the topic, the place where it happened as the topic, the language of the characters as the topic, the result of the matter as the topic, and the characters as the topic)
5, grouping, bold, novel, imaginative, complement each other, * * * with the arrangement. The teacher's casual guidance.
Six, write a story, modify the comments
1, let the students write down the fairy tale and complete the first draft. 2. Look at your own fairy tales in the group and modify each other.
3. Choose an exercise for each group and read it to the whole class. 4, the whole class review, modify.
Seven, expand and extend, sublimate emotions
1, fairy tale group rehearsal:
2. Choose "Best Performance Award"
Teaching Record of "Writing Fairy Tales" 2 Learning Objectives
1. Choose one or more favorite animals as the protagonist of the story.
2. Pay attention to the cause, process and result of the story.
3. Use your imagination reasonably to make the story more vivid and interesting.
teaching process
First, stimulate conversation and interest.
1. Students, the book has its own golden house, and the book has its own Yan Ruyu. Everyone likes reading. They are all bookworms. What book is the bookworm reading?
2. Some people read popular science books, while others read popular science books.
Reading masterpieces, a large number of students are reading fairy tales recently. So what fairy tales have you read?
It is true that fairy tales are interesting and attractive. Fairy tales also tell us the truth and increase our knowledge. Fairy tales are like sparkling gems, shining on the growth path of students. So, classmates, do you want to write your own fairy tales and illuminate others' roads with your own gems?
4. Today we are going to write fairy tales. (Writing a fairy tale on the blackboard)
Design intent
Junior three students have developed a good habit of reading, reading all kinds of books, especially fairy tales. Fairy tales are lively and interesting, with fascinating plots, attracting young readers, arousing students' gains in reading fairy tales through dialogue, stimulating children's interest and paving the way for writing fairy tales.
Second, combined with examples, understanding methods
1, you must know the characteristics of fairy tales when writing them. A few days ago, we learned the fairy tale Pots and Tin Pots and read Camels and Sheep. Please recall who are the protagonists of these two stories?
What is the main story? What have we learned from it?
2. What are the common features of fairy tales? (Name)
3. Summary: The protagonists of fairy tales, whether animals, plants or inanimate rubber pencils, can talk, laugh and think, that is, write them as adults and give them vivid and interesting personalities with anthropomorphic rhetoric. They have rich imagination and are closely related to life.
(blackboard writing: personification, exaggeration, vividness and fun, rich in imagination and closely related to life)
Design intent
Enlightened by examples, understand the characteristics of fairy tales and let students write and express easily.
Third, create stories and expand imagination.
1. Identify the hero.
As soon as I heard that we were going to make up fairy tales, members of the animal kingdom rushed to come. Who's here? Show some small animals recommended in textbooks.
There are so many members in the animal kingdom. Some live in the jungle, others soar in the blue sky and swim in the water.
Who do you want to join your story? You can choose the content provided in the course book or you can choose it yourself, but be careful not to have too many members. (Name)
Stories all take place in specific scenes. Where will the story you want to make up take place? In the forest, by the river, on the grass ...
4. Xiu: The story I made up took place in (), the hero had (), and the main story was ().
Students use the above sentences to tell the main content of the story as a whole
5. Guide writing.
How can we make the story lively and interesting after sorting out the order of the story? Let's read Pots and Tin Pots and Camels and Sheep again to see what's interesting about these two stories.
Default question guide:
(1) display sentence
A. "Do you dare to touch me? Pottery pot! " Tin cans asked haughtily.
"Dare not, Brother Xican." The earthenware pot replied modestly.
B. "Do you dare to touch me? Pottery pot! " Tin can asked.
"Dare not, Brother Xican." The casserole answered.
Contrast: The first sentence is lively and interesting. Adding hints in the process of dialogue can vividly write the expressions of the characters when they speak. There are many words like this to describe the movement of pottery and tin cans.
(2) Show sentences:
A. camels eat leaves as soon as they look up. The sheep raised its front legs against the wall and stretched out its neck, but it still couldn't eat.
B.the sheep swaggered into the door to eat the grass in the garden. The camel knelt on its front legs, lowered its head and entered the door, but it couldn't get in.
Words describing the movements of camels and sheep can make the story more vivid and interesting.
(3) Show the sentence: The two of them went to the old cow to judge. The old cow said, "You both only see your own advantages, but you can't see your own shortcomings. This is not right. "
The old cow's words tell the truth of the story.
6. A good story must make the characters in the story symbolic or tell the reader something.
Knowledge. In this way, everyone will know the meaning of your story at once after reading it. So what do you want to tell us about your story?
Design intent
Stimulate students to expand imagination and fantasy, encourage writing imaginary things, broaden students' thinking through guidance, stimulate students' imagination sparks, gradually understand the basic characteristics of fairy tales, and pave the way for self-made stories. By reviewing the fairy tales you have read, comparing and reading sentences, you can learn how to write fairy tales vividly and interestingly, and learn to apply what you have learned.
Fourth, choose a good topic and write a good story.
1. It's not enough just to say, we need to be able to write this story.
Then, before writing a story, give it a title.
First, use the story hero proposition. B, use the event proposition. C, cooperate with the scene proposition. D, proposition with ending. E. propose by reason. ..... 3. Students write independently.
Five, independent revision, exchange stories
1. Is this story clearly written?
2. Whether the story is lively and interesting. Whether to grasp the description of characters' language, movements, demeanor, psychology, etc. )
3. Whether the story contains the truth.
After writing and revising, read it to your parents or friends.
Design intent
Fiction is the embodiment of students' generalization ability, and it is also a good way to guide students to grasp the protagonist, events, truth and other propositions of the story. Teachers evaluate and guide students' questions, so that students can initially understand the methods of asking questions. Revise it repeatedly after writing, and get into the habit of revision.
Brief introduction of the author
Zhou Suimin, currently teaching at Xuelin Street Primary School in Hangzhou Economic and Technological Development Zone, is the head of the teaching and research group and a senior primary school teacher. Hangzhou backbone teacher, excellent class teacher, district third-class teacher, district excellent teacher. Actively participated in the project research, the first batch of excellent courses in the district were read by the members of Xiasha research group, and many papers and cases were awarded by the city and district. Participated in the evaluation of high-quality courses in cities and counties for many times and won the first prize. Participated in the 20xx national primary school Chinese teacher.
The first teaching observation activity of Studio Alliance won the second prize. Excellent compositions for counseling students won prizes in various essay competitions at all levels, and many excellent compositions were published in various newspapers and periodicals.
Teaching record of writing fairy tales 3 1. Write fairy tales with pictures, and make clear the cause, process and result.
2. Be able to grasp the movements of the characters and show their personality characteristics.
3. Be able to understand the meaning of fairy tales and cultivate a certain imagination with simple rhetorical devices such as personification and exaggeration.
Teaching emphases and difficulties:
The application of simple rhetoric and the cultivation of imagination.
Preparation before class:
Students read their favorite fairy tales before class.
Teaching time:
2 class hours
Teaching process:
first kind
First, exchange stories and stimulate interest.
1. The teacher showed the multimedia: (At the beginning of the class, a picture of Snow White appeared on the multimedia screen. )
With the appearance of pictures, the teacher told the students the story of Snow White.
The students have read many fairy tales. Before class, we ask each student to prepare a fairy tale. Please communicate in the group first, say it briefly, and then choose the most interesting story in the class to tell.
(1) group sending.
(2) Communication with the whole class.
Summarize and write on the blackboard: The students' stories are really wonderful. Let's walk into the fairy tale world together today. (blackboard writing: into the fairy tale world. )
Second, nudge the angle and broaden your mind.
1. The teacher combined the stories exchanged by classmates with the stories of Snow White to enlighten them and let them understand what fairy tales are.
2. The teacher explained: The characteristic of fairy tales is to endow animals, plants and other objects with rich imagination and feelings. At the same time, fairy tales always take evil and good to extremes. Generally speaking, bad people are bad and good people are good.
[Showing Multimedia: Fairy Tale Features: (1) Bold Imagination (2) Interesting Content (3) Vivid Language]
Third, independently review the questions and clarify the content.
1. Requirements for students to read and write freely.
There are several aspects in the group discussion about the requirements of this exercise.
Fourth, observe animals and develop associations.
1. Show projection: a fragment about animal activities.
2. Guide students to observe carefully and make associations.
3. Guide writing:
(1) It is not advisable to choose too many characters in the story. You can provide them in the book or choose them yourself.
(2) When you imagine a "story", you should pay attention to when, where, how it happened, how it developed and how it turned out.
(3) What do you want to tell everyone through this story? This truth can be written directly or included in the story.
4. Choose animals and write stories.
(1) Students choose several animals as protagonists and imagine what might happen between them.
(2) Students write down their imaginary stories.
Second lesson
First, students continue to write.
Second, exchange and show and learn from each other.
1. Read the written story to your classmates and share the joy of practice.
2. Teachers guide students to be good at discovering and absorbing the strengths of others, and can make corrections according to the opinions of others.
3. Students revise their compositions.
Third, students will copy the revised composition in the composition book.
Writing fairy tale teaching records 4 teaching requirements
1. Stimulate students' creative enthusiasm, fully mobilize students' emotions, and guide students to do as the Romans do, so that students can learn to write and cultivate their sentiments.
2. Ask students to develop rich and reasonable imagination according to the created situation, and describe the content of imagination smoothly and concretely.
3. Cultivate students' good habits of independent conception, mutual evaluation and careful revision.
Teaching focus
Create fairy tales and cultivate students' creative imagination.
Teaching difficulties
Explain a truth or enlighten people through fairy tales.
Teaching hours 1 hour
teaching process
First, create a situation and walk into a fairy tale.
1. Dialogue introduction: Students, the teacher knows that you all love listening to fairy tales and watching them. In this class, the teacher will walk into the fairy tale world with you.
2. Recite stories and understand writing techniques.
(1) First, let's go into the fairy tale house and see what fairy tales live in it. Can you name them quickly? (Show courseware 2) Fairy tale pictures and communicate with students.
(2) What other fairy tales have you read? (Students speak freely)
(3) Who wants to talk to you? Which fairy tale do you like best? Briefly explain why.
(4) Teacher's summary: Yes, fairy tales are full of wonderful fantasies. No wonder people talk about it. Have you studied why fairy tales are so attractive? (Students communicate and representatives speak. )
(5) summary of teachers and students. (Courseware Demonstration 3) Bold imagination, appropriate personification and exaggeration are enlightening.
(6) Summing up the transition: Students, you are really amazing, even the mystery of fairy tale creation can be found! Fairy tales are strange and interesting stories woven by the author through bold fantasy, personification and exaggeration, which can enlighten people. In the fairy tale world, the clouds can talk, the wind can sing, and a beautiful little girl will come out of the flowers ... it's really attractive. If only we could create beautiful fairy tales! Students, do you want to be Andersen of China? Let's spread our imagination wings and start making up our own fairy tales.
2. Provide writing objects to inspire students to think.
(1) (courseware demonstration 4) I'll make up fairy tales.
King Dusk Kitchen Woodpecker Winter Forest Supermarket Rose Sunday Riverside
(2) When you see these words, what kind of pictures come to your mind? What kind of story do you want? Spread the wings of your imagination and boldly imagine what might happen.
Second, select the content according to the requirements.
1. Guide students to clarify the requirements of this composition: help students understand the benefits and magic of fairy tales by compiling fairy tales.
2. (Courseware Demonstration 5) Practice Requirements
(1) Who are the characters in the story? You can choose one or more from the above. If necessary, you can add other characters you like, such as the little princess and the moon.
(2) When did it happen? Where did it happen?
What are they doing there? What happened between them?
(blackboard writing: the role of time and place)
3. Guide students to discuss and communicate in groups of four.
4. Guide the students to fully imagine, draw up the title of the fairy tale by themselves and exchange names.
Third, encourage creation from guidance to release.
1. Independent conception.
(1) After choosing the content of fairy tales and the important "characters" in fairy tales, students can boldly describe and conceive. According to your own preferences, choose good content, formulate good topics according to the content, and think about what may happen. And carefully conceive the cause, process and result of the story. When conceiving a story, you can imagine it boldly and freely, and make the story process as concrete as possible. (After thinking independently, tell it to the same seat)
(blackboard writing: cause and effect)
(2) Think carefully and communicate with your classmates in the group. The selected stories can be reported in various forms, such as performances, speeches and paintings.
2. Strengthen language training and improve expression ability.
(1) Students can communicate freely in groups.
(2) roll call report, class communication, teacher-student evaluation.
3. Create situations and play roles. The named students put on their headdresses and performed on stage, while other students watched carefully.
4. Teacher's summary:
Each group has clear ideas, different contents and wonderful performances. Here the teacher has found a similarity. You can all spread your imagination wings, imagine boldly and express freely. Do you want to enrich your story and let more people appreciate our fairy tales? Then write it down! Don't write yet. There is another trick to teach us to write fairy tales in the fairy tale room. Who will read it to you?
(Courseware Demonstration 6)
(1) Write selflessly: At this time, you are a fairy tale character written by yourself. You should use their identity, tone and psychology to gallop your imagination and put it into words.
(2) Write emotional: In your fairy tale characters, you should inject your own thoughts and feelings, like what they like, and grieve what they are sad about.
(3) Bold writing: Let the imagination be as rich as possible and the plot as wonderful as possible.
Vivid, the image as full as possible.
(blackboard writing: forget yourself, be emotional and bold)
Fourth, exchange comments and write.
1. Dialogue transition: With this hint, I believe your creation will be more successful!
2. Four-person group communication: tell your own story in the group, and the students in the group help to supplement and modify it. (Inspection and participation of the team of the Division)
3. Each group recommends students to share fairy tales in class. (For the excellent, we must affirm the advantages and demonstrate to the students; Encourage poor students more, find faults less, fully respect their labor, protect their enthusiasm for writing fairy tales, organize students to discuss and help improve the story. )
Students write down their fairy tales.
Five, personality creation, achievement display.
1. Create and edit fairy tales independently. (Teachers patrol and guide to help students with difficulties)
2. Presentation. Other students can take notes and write down what you think is wonderful. They can also find out his shortcomings and make some suggestions.
3. Students revise their exercises; Group communication, mutual evaluation and mutual correction, teacher patrol guidance.
Six, guidance and encouragement, extracurricular extension
1. In this class today, the teacher saw the spark of students' wisdom, with novel thinking, good speech and good writing. Finally, let's see what Grandpa Andersen has to say.
2. (Courseware shows 7 and 8) Cartoon character Andersen: I'm really happy for you to see the performance of the students in this class. It seems that my "fairy tale master" should have a good rest, but I still have two small tasks that I hope my classmates can do well.
(1) Think about it: Besides the above story, what other situations may happen?
(2) Make a compilation: After class, students can randomly find a few natural things (wind, frost, rain, snow, moon, stars, flowers, trees, grass, rocks, birds, animals, fish and insects) and make a fairy tale together.
3. Express your feelings and feelings.
Students, this lesson is your teacher's fairy tale dream, a beautiful fairy tale, which can broaden your horizons, enlighten your wisdom, make you think deeply and make people fondle it at first sight. You are welcome to enter the fairy tale world often, and listen, read and write more, so that your colorful dreams can be fully displayed in fairy tales and your beautiful childhood can be more brilliant in fairy tales.
Writing fairy tale teaching record 5 design intention: introduce topics in the form of dialogue, show pictures and visualize them, so that students can enter the teaching scene with great interest.
Teaching ideas create situations, guide students to open their minds, fly the wings of imagination, activate students' desire to express and respect their unique feelings. In teaching activities, through the organization, guidance and help of teachers, students are allowed to think whimsically and complete this practice teaching.
teaching process
First of all, show the courseware, stimulate interest and introduce it.
1. Students, do you like fairy tales? (Like) Why?
According to the students' answers, the teacher writes fairy tales on the blackboard.
Blackboard Writing: A Useful Enlightenment
vivid and interesting
Since all students like reading fairy tales, the teacher wants to check and see if you read a lot of fairy tales.
3. Guess fairy tales: Look at the pictures and guess which fairy tale these pictures come from.
Design intention: Show students familiar fairy tale pictures and bring them into the fairy tale world unconsciously.
The students are great. It seems that they have accumulated a lot of fairy tales. Today, let the goat teacher take you into the fairy tale world and experience the charm of fairy tales for yourself! First of all, please think about who you are in the animal kingdom. Why?
Design intention: Let students think about what animals they are and lay the foundation for the following students to create specific stories.
Second, write fairy tales according to pictures and texts.
Dear children, the journey of fairy tale world is about to begin. Are you ready? All right, let's go!
(1) Play pictures, music, interesting fairy tale pictures and talk about your feelings.
(2) Show the picture: There is a big tree beside a small river with a nest of birds on it.
1. Students, what do you see?
Who can connect the scene we just saw into a complete story?
On the bank of a small river, there is a big tree with a nest of birds living on it. They live happily. )
2. One day, the parents of the bird went out to far away places to find food. The bird was bored in its nest, so it struggled, climbed out of its nest, accidentally fell into the river and was washed away by the river.
Design intention: to create a specific artistic conception of fairy tales, provide a broad speaking space for students to create fairy tales, and stimulate students' creative interest.
3. What song do you think of at this moment? (Students sing: A sparrow falls into the water, falls into the water, falls into the water; A bird fell into the water and was washed away by it. )
Design intention: This is a children's song that children are familiar with. The joy of students singing nursery rhymes is in sharp contrast with the sadness of the birds falling into the water below, which arouses students' sympathy and makes them have a strong desire to save birds.
The students sing really well, but our poor bird is too young to swim. What are we doing? Come on, which one of you is a bird? If it were you, you wouldn't swim. What would you do if you fell into the water? What would you say? (Student performance)
Design intention: let students perform to stimulate students' interest, attract students' attention, let students enter the critical situation at that time, and let students develop associations.
The situation is critical. The bird will drown if you don't save it. Who will save it? Students imagine how to save the bird.
Design intention: Students imagine ways to save birds according to their own roles, so that their thinking can gallop in the vast fairy tale space.
6. The students are really thoughtful and really touched the teacher. Thank you. Your story inspired the teacher. What is this? (Guide students to summarize)
Design intention: to guide students to understand that fairy tales are full of goodness, evil, beauty and ugliness, and contain various truths.
7. The story is not over yet. What will happen to the bird after it is rescued?
Would you please use your imagination to write a complete fairy tale? (Write it on the blackboard: I'll make it up) Remember to write down the process of saving birds in detail. Make the story lively and interesting, and the inspiration of the story can also be written directly.
Third, start writing.
Now, please pick up your pens and write down the stories you think of!
Fourth, the teacher summary
What do you think of our fairy tale trip today? (Interesting and wonderful)
How beautiful the fairy tale world is, it not only brings us a lot of happiness, but also makes us feel the noble sentiments of truth, goodness and beauty. I hope you can read more fairy tales and write more fairy tales. Please finish your fairy tale after class.
blackboard-writing design
I can make up fairy tales.
Useful enlightenment
vivid and interesting
"It is better to teach people to fish than to teach people to fish." Through writing on the blackboard, students can understand the general law of fairy tale creation and pave the way for students to create fairy tales.