People's Education Edition Fourth Grade Chinese Garden Teaching Plan Volume I 1 Learning Objectives
1, my discovery: through various forms of communication, I understand the characteristics of fairy tales and stimulate students' interest in creating fairy tales.
2. Accumulate beautiful sentences in poetry to stimulate students' creative desire and provide reference for students to create fairy tales.
3. Showstand: exchange the gains from reading the text of this unit, conduct comprehensive study, and enhance the understanding of fairy tales.
Preparation before class
1, courseware (fairy tale fragment), music.
2. Information about fairy tales before class.
teaching process
Stimulate interest introduction
1, which shows the clips of "Magic Pen and Good Horse", "Harry Potter" and The Lord of the Rings.
2. Teacher: Students, do you know what these movies are?
Teacher: Yes, these wonderful movies are all based on fairy tales. In fact, fairy tales have always been with each of us. Today, let's walk into the fairy tale world together and feel its magic and colorful.
Wind from all directions
1, Teacher: Before class, the students collected a lot of information about fairy tales. Can we talk to each other now?
2, the whole class communication
Teacher: The teacher also downloaded some materials from the Internet. Let's have a look. (Chinese and foreign fairy tale masterpieces, Chinese and foreign fairy tale masters)
My discovery
1, Teacher: So many wonderful fairy tales add a lot of color to our life. In fact, the compilation of fairy tales has certain rules. Xiao Lin and Xiao Dong found some. Let's have a look.
"My Discovery" in Boys and Girls' Reading
2. What did Xiaolin and Xiaodong find after learning this set of fairy tales?
Review the fairy tale books you have read and see what you find.
4, group communication, teacher patrol guidance.
5. Communicate with the whole class.
Teachers can play Cai at random and briefly introduce the three elements of fairy tale writing: fantasy, exaggeration and personification.
accumulate over a long period of time
Fantasy, exaggeration and personification make up a lovely fairy tale. When reading it, my heart will fly with it. Just like walking in a poem! Listen-
1, read "Woods in the Rain" with music.
2. Do you like this poem?
3. Practice reading with heart and affection. (Practice reading freely)
Recite a comment by name and read it again.
5. Teacher's summary: The fairy tale world is really interesting! As the Woods in the rain say, fairy tales are elves, and fairy tales roll in.
Beads of rain are strings of necklaces, frogs dancing with drums, soft and fragrant fallen flowers, sweet and sour berries and magic.
The raindrops of art, let us recite this little poem emotionally again, and let the colorful and novel fairy tales stay in our hearts forever.
6. Perceptual reading. (Free reading, performance reading, cooperative reading between teachers and students, music reading)
7. Teacher's summary: Students, I hope you can take imagination as the boat, exaggeration as the paddle, personification as the sail, and let your fairy tales.
No. "sailed to the other side of happiness.
Exhibition table
1, transition: This unit is coming to an end. Please look at the academic achievements of several students in the textbook first. I believe the students have gained more than them. Let's communicate, communicate, show, show.
2. Show the learning results in groups.
3. Organize a visit to the learning achievement exhibition.
4, evaluation, and then put the evaluation into the "growth record bag".
Homework after class
Fairy Tale World is about to be drafted. I hope that the students will travel across the ocean, show their magical powers, write fairy tales, perform fairy tales, tell fairy tales, run fairy tale wall newspapers, read fairy tales and write fairy tales together-carefully prepare and walk into the "stands" of the next class.
Oral communication? Do composition exercises
learning target
1, in the personal experience, feel the fun brought by fairy tales and stimulate the interest in learning fairy tales.
2, in the process of writing fairy tales, telling fairy tales and acting fairy tales, train language expression ability.
Teaching preparation
1. Prepare self-made stories, fairy tales performed in cooperation and fairy tales written before class.
2. Props and music needed for the performance.
first kind
introduce
Deep fairy tales let us experience a wonderful time. If we pick it up again, you will find it so beautiful.
In this lesson, let's enjoy the happiness brought by fairy tales again in the process of writing, telling and acting fairy tales!
Walk into the "stands"
1, transition: Last class, the teacher asked everyone to cross the ocean, show their magical powers, make up fairy tales, write fairy tales, tell fairy tales, act fairy tales, and walk into today's "stands". Students must be unable to hold back their joy and want to try their hand. Action is not as good as action. Let's begin!
2. Student preparation. Rehearse, tell fairy tales, watch homemade fairy tales, etc. )
3. Once in the "stands"
A. After reading the self-made story, the loyal audience made suggestions. Requirements: read fluently, fluently and emotionally.
B. Tell fairy tales, and the careful audience will judge which one it is. Requirements: bold, generous and loud; Grasp the main content of the story and tell it in your own words. The audience should listen carefully and give reasons for the evaluation.
C. Play fairy tales, and enthusiastic audiences will talk about their ideas. Requirements: Have a sense of cooperation, perform generously, and grasp the main plot of fairy tales.
D, sum up experience, listen to suggestions, prepare again, and be guided by the teacher.
Erjin stand
A, Create a situation: Students, the "Fairy Tale Stand" begins now. Please give the warmest applause to the first performer.
B. I finished reading this homemade story with emotion.
C, tell fairy tales with feelings.
D, play a fairy tale.
Exchange harvest
Second lesson
Students write fairy tales and teachers patrol.
People's Education Edition, Grade Four, Volume One, Three Teaching Plans for China Gardens 2
learning target
1. Understand the characteristics of fairy tales through various forms of communication.
2. Accumulate beautiful sentences in poetry to provide reference for creating fairy tales.
3. Exchange the gains of reading this unit, and conduct comprehensive study, so as to enhance the understanding of fairy tales.
4. In the process of writing, speaking and acting fairy tales, stimulate the interest in creating fairy tales and train imagination and language expression ability.
Preparation before class
Collect illustrations and materials about fairy tales.
Teaching time
2 class hours.
teaching process
first kind
My findings accumulated over time.
Play the picture first and guess the name.
1, guess:
Project the illustrations of fairy tales, and ask the students to look at the illustrations and say the names of fairy tales, such as Snow White, Little Red Riding Hood and Frog Prince.
2. The first game:
What other fairy tales can you tell? See who talks a lot.
3. Like:
Yes, it is these many beautiful fairy tales that add color to our lives as we grow up. Today, let's walk into the fairy tale world and feel its beauty and magic.
Second, discuss and find out the characteristics.
After reading so many fairy tales, have you noticed any characteristics in the compilation of fairy tales?
2. Students can speak freely.
3. Two careful students also have their findings:
Guide the study of My Discovery: read it quickly and silently, and then read the dialogue between Kobayashi and Xiaodong in different roles.
4, summed up the characteristics of fairy tale writing, teacher projection:
Fairy tale writing songs
Remember when writing fairy tales,
The hero is not simple,
Have words, actions and thoughts,
Thinking about the plot in combination with life,
(personification, exaggeration)
This story is true.
Create at will.
As long as we are good at imagination, many things in nature will be wonderful. Learning the poem "Woods in the Rain" from "Accumulate Over a Long Period";
Free reading-synchronous reading-cooperative reading between teachers and students.
6. Conclusion:
Students, I hope you can sail into the fascinating fairy tale ocean with imagination as the boat, exaggeration as the pulp and personification as the sail in the future.
Second lesson
Oral communication and practice
First of all, the dialogue is interesting.
We used to feel happy in fairy tales written by others. In this lesson, let's try to write our own fairy tales. I believe we can build a beautiful fairy tale kingdom with our hands and mouths.
Second, think about it and make a series.
1, practice "writing songs for fairy tales" together, and clarify the writing requirements again.
2. Create a story by yourself:
Content prompt:
(1) You can choose several animals.
(2) You can choose several items.
(3) The story of the puppet can also continue.
Third, talk about it and comment on it.
1. Tell your story to your good friend.
2. Tell your story to the class:
Storyteller requirements: generous and loud; Grasp the main content of the story.
Audience requirements: listen carefully and give comments.
3. Sum up experience, listen to suggestions and prepare again.
Fourth, perform and practice.
1, free combination group, choose your favorite story from the fairy tales compiled by this group of students, and direct and perform it yourself.
2. Perform and judge the cast in class.
Five, write a write
1, teacher mobilization:
Students' bold creation, beautiful narration and wonderful performance let us travel happily in the fairy tale kingdom. Next, let's get a pen and write down these interesting fairy tales. Let's write it into a fairy tale and let more people share our happiness.
2. Students write a composition.
People's Education Edition Grade Four Volume I Three Teaching Plans for China Gardens 3
Learning objective: 1. Further understand and master the characteristics of fairy tales.
2. Practice writing and editing fairy tales, cultivate students' rich imagination, and conceive the plot of the composition by dialogue and personification.
3. Stimulate students' enthusiasm for creating fairy tales, experience the charm of fairy tales and feel the happiness brought by fairy tales.
Learning focus: further understand and master the characteristics of fairy tales, and practice creating and editing fairy tales.
Difficulties in learning: cultivate students' rich imagination and conceive the plot of the composition through dialogue and personification.
Analysis of learning situation: through the study of several texts in the third group, children have a certain understanding of the characteristics of fairy tales. On this basis, this exercise is to make up, tell and write fairy tales, so that children can scientifically arrange the teaching process and train at different levels according to specific thinking, and finally achieve the goal of improving students' ability to write fairy tales, so that they can experience the happiness and fun of fairy tale creation and stimulate their enthusiasm for fairy tale creation.
Learning process:
I. Knowledge links:
Which fairy tale do you like best in the third set of texts we have studied? Why?
Show the characteristics of fairy tales and deepen students' understanding of fairy tales.
Second, guide the writing method:
1. Play the slide of the fairy tale "Last Year's Tree". There are four dialogues in this paper.
The first time was a conversation between a bird and a tree.
The second time is a dialogue between a bird and a tree root.
The third time was a conversation between Bird and Mr. Men.
The fourth time was a conversation between a bird and a little girl.
This fairy tale mainly unfolds the story through dialogue and promotes the development of the story.
Teacher: In this fairy tale, birds can talk, trees can talk, and the door calls Mr. Door. The author uses personification rhetoric to add magic color to fairy tales and enhance their interest. Guide students to write fairy tales by dialogue and personification. )
2. What happened when the puppet recalled the text "The Story of the Puppet"?
Third, create fairy tales:
(1) Show self-study tips:
What happened before the puppet?
What will happen to puppets?
The protagonist can come from the original text or join a new protagonist.
Spread the wings of your imagination, bold imagination, unrestrained imagination.
1, Sheng continues the story of the puppet.
2. Report by name.
(2) Show pictures of pens and ink.
1, creating fairy tales.
2. Report by name.
Fourth, write fairy tales:
You can continue to write the story of the puppet, you can write the story of pen and ink, you can write whatever you want and write the most beautiful fairy tale in your heart.
Five, students' mutual evaluation
Sixth, summary.
The first volume of the fourth grade of People's Education Edition China Garden Teaching Plan 2 I. Hinting topics
1. Create a situation to stimulate interest introduction.
(1) Guess the riddle: "Buzz, buzz, fly west, fly east ..." (Bee) Show the picture.
(2) What do bees do when they fly from west to east? (Collecting pollen to make honey), is honey sweet? (makes a sweet face)
(3) Honey brewed by bees from pollen is very sweet. Are we happy every time we learn a new knowledge and master a new skill? Is it sweet?
(4) Let's come to the Chinese Garden, which is full of knowledge, like a little bee, to collect the pollen of knowledge and brew the sweetness of knowledge.
2. Show the title on the blackboard: Chinese Garden 7 and some pictures of green grass like flowers (the title of the column is "My Discovery" temporarily hidden in the green grass). Teachers and students recite homemade children's songs: "Come to Chinese Garden, where flowers are blooming, we are happy little bees, and the pollen of knowledge is sweet." This painting shows the action of bees collecting honey.
Second, teach "My Discovery"
1. Demonstrate that the little bee flies to the first meadow, turns over the green meadow and presents the flower of "My Discovery" with the slogan: "My Discovery, as long as you are careful!"
2. Show an enlarged picture of the Chinese character "Yin Ke (upper and lower structure)" combination on the blackboard to demonstrate the disassembly process, and the camera prompts the components that disassemble Chinese characters not to disassemble strokes.
3. Work in groups, observe and disassemble the combination card of "Yin Ke (upper and lower structure)", and find that the hidden words are written down one by one, which is faster than others.
4. Name the group, show the results of disassembly, and invite students to the stage. Teachers and students cooperate to demonstrate the disassembly process and write on the blackboard.
5. Expanding exercise: choose the one you are most interested in from the combinations or words such as "tree, spring and garden", or you can come up with words that can be split by yourself and test each other in the group.
6. I learned a new method of literacy. Are you happy, sweet or not? (Make it look sweet) We have sweetened the flower of "My Discovery"!
Third, teaching "accumulates over time"
The little bee flew to the second grass, opened the green grass and presented a "cumulative" flower with the slogan: "Accumulate over time, accumulate more and more!"
1. "I will answer" ── the word solitaire
(1) Take the word "father → relatives →………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
(2) Choose a word that is not in the textbook (such as "garden") as the group leader and cooperate with the group to take the lead. Within the stipulated time, it is faster and longer than.
(3) Statement: Each group has a solitaire word reading group, which is evaluated by teachers and students together. Slogan: "Accumulate over time, accumulate more and more!" "Is it sweet?"
2. "Read and say"-the transformation practice of "ba" sentence and "bei" sentence.
(1) Read by name to better understand the relationship between the two sentences. Boys and girls read separately at the same time.
(2) Swearing exercise (teacher's demonstration and guidance): "He put a small fish into the sea" and changed it to "_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
(3) Expand training.
① Practice the oral conversion from "ba" sentence to "bei" sentence by using classroom environment, physical objects and other random contents, combined with teachers' expressions and action demonstrations.
(2) Teachers only demonstrate actions and guide students to say "ba" or "bei" and the mutual transformation of the two sentences according to the situation.
Motivation: "Flower of the Garden". The flowers in this garden are sweet again, so sweet!
3. "Reading Back"-"Deer"
(1) Presentation: Mysteriously let a classmate hide behind the podium, bring a deer headdress, and lead: In a beautiful forest, there is a cute little animal (slowly revealing its corner and swaying gently). Who do you think it is? Is it cute?
(2) Tell your lovely feelings about the deer and cultivate your feelings.
(3) Read "The Deer" freely and read out your love for the deer.
(4) Read by name, comment: Have you read the cuteness of the deer?
(5) Call the students to play the roles of Little Deer, Little Goat and Little White Rabbit, and perform the reading aloud of Little Deer (silent reading).
(6) Emotional infiltration: Do you like them? (Small animals enter the class) Let's become good friends with small animals.
Fourth, summary, classroom extension
Oral communication
Organizational process:
1. Show pictures of small animals, wall charts, videos, courseware and other materials collected after class, create situations and introduce new lessons. The teacher inspired the question: which small animals do you know on the screen? Can you name other small animals besides these?
Communicate with each other in the group and talk about the benefits of these small animals to human beings. Which of these small animals do you like? Give your reasons. You can explore students' life experiences and give examples in life to illustrate them.
3. Group discussion: How should we protect these lovely animals? Students decide for themselves what kind of small animals to discuss; Teachers patrol, randomly encourage all members of the group to participate, camera guidance)
4. Report and communication: the group sent representatives to introduce the results of the group discussion. Teachers should encourage students to express themselves boldly, and students' discussion methods can be eclectic as long as they are reasonable. The rest of the students can ask questions to realize the interaction between teachers and students. )
5. Encourage students to practice, such as designing advertisements, making placards and drawing posters.
6, show the actual effect, teachers and students * * * with comments.
Teaching reflection:
Through this activity, students have mastered new literacy methods, and word solitaire has trained their vocabulary. Children's songs are catchy and easy to read. Children's oral expression is not very good and needs to be improved.