As a silently dedicated educator, it is necessary to carefully design a lecture script, which can better organize teaching activities with the help of the lecture script. So how do you write a good lecture manuscript? The following are the lecture notes I compiled about "The Giant's Garden" (selected 5 articles). You are welcome to share them. "The Giant's Garden" Lesson Note 1
1. Textbook Contents
"The Giant's Garden" is a fairy tale written by the British writer Oscar Wilde. It tells the story of a giant who has a beautiful girl. Because of his selfishness and narrow-mindedness, he used high walls to keep out the children playing in the garden. However, spring also left Juren with the departure of the children, leaving only winter and desolation in the garden. Later, inspired by a little boy, the giant woke up and immediately demolished the wall. The giant lived in a beautiful garden and among children, feeling extremely happy. From this fairy tale, we can realize that the happiness that can be shared with everyone is the real happiness.
2. Connect with reality and talk about strategies
The distinctive feature of this article is the use of contrast to unfold the storyline and reveal the truth. There are many contrasts in the article, such as the contrast of the garden scene, the contrast of the giant's attitude and feeling. It is in these contrasts that the plot of the story becomes ups and downs, and the truth revealed in the story is naturally revealed. In view of the characteristics of the teaching materials, I centered on "change" and radiated the whole text, focusing on the changes in the garden and the changes in the giants. When designing lesson plans, I regard reading aloud as a means and destination for experiencing the text. The entire teaching design leads students to enter the text, explore the meaning of the text, understand the emotion of the text, and feel the beauty of the text through reading at different levels and in various forms, so that students can obtain the nourishment of verbal wisdom in the process of repeatedly touching the language of the text. , enjoy the pleasure brought by learning Chinese.
Based on this teaching concept, I designed a heart-shaped blackboard (show slideshow) to help students clarify their ideas and grasp the key points of the article.
3. Step by step, talk about the process
This text is long and the storyline is varied. Students need to work hard to understand the text. Therefore, when reading the text for the first time, I gave students enough time 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 designing two questions, (show slideshow)
(1) Find sentences describing the garden, and conduct comparative reading of the content before and after the garden changes.
(The teacher summarized the blackboard writing based on the students’ answers: Charming desolation, birds singing and fragrance of flowers)
(2) What changes have occurred in the giant’s attitude and feelings before and after? What made the giant change his attitude?
(Teacher writes on the blackboard: selfishness, distress, happiness)
In order to make the group discussion less formal, I first let the students think independently, and then exchange opinions in the group and the whole class. , the camera guides students to read aloud, read and realize by themselves, and gradually realize that selfless sharing is the real happiness.
At the end of the text, I arranged a writing exercise, (show slideshow)
1. Students, what did you understand from the giant’s garden being filled with laughter again?
2. Please give this beautiful garden a name and explain why.
3. My warning goes to giants. This link mainly exercises students' expression and generalization abilities, and forms their own famous sayings. While admonishing giants, they are also educated themselves.
Through these questions, reading and speaking can be combined, and humanistic education can be integrated into learning. In order to achieve better learning results, I asked students to compile the text into a fairy tale and perform it in groups.
In the entire teaching process, I always focus on comparison and teach through imaginary situations, support students and guide them to self-read, self-understand, and cooperate in discussions, so that the teaching can achieve good results.
IV. Looking back at the class and talking about reflection
The focus of this lesson is to imagine the picture and experience the giant's changes in action and psychology. The difficulty in teaching is to understand the expression of this fairy tale. outstanding features.
As third-grade students, they have been exposed to many fairy tales. The fairy tales themselves have deeply attracted these fantasy-loving children with 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 careful guidance of teachers, because after all, children have not really mastered the skills of reading fairy tales. "The Giant's Garden" Narrative Lesson 2
Narrative Textbook
"The Giant's Garden" is a fairy tale written by the British writer Wilde. It is the second group of the first volume of the Chinese textbook for the fourth grade of primary school. The ninth text of the unit. The article is deeply loved by children for its beautiful language and touching storyline. The story tells of a giant who built a wall around his garden to keep the children out. From then on, the garden no longer had the chirping of birds and the fragrance of flowers, it was desolate except for winter. Later, inspired by the little boy, the giant woke up, demolished the wall, and the garden became a paradise for children again. The giant lived in a beautiful garden among children and felt extremely happy.
Talk about teaching objectives
1. Understand and master new words after class.
2. Correctly master some beautiful words in the text.
3. Read the text emotionally and be able to imagine pictures based on the text content.
4. While reading, feel the truth that "happiness should be shared with everyone".
Talk about the key points of teaching
Recognize and master new words
Talk about the difficulties of teaching
Read the text emotionally and be able to imagine pictures based on the text content .
Purpose of learning:
1. To train students in knowledge and skills.
2. Cultivate students’ imagination ability.
3. Understand the truth contained in fairy tales.
Lecture method
Teaching this lesson is divided into three steps:
1. Learn and master the new words after class, understand the meaning of some words in the text, and accumulate beautiful words words to understand the content of the text.
2. Use situational teaching to allow students to enter the context of the text and feel the emotions of the characters in the text.
3. Learn contrasting techniques so that students can understand the truth contained in the text.
Talking method
1. Students imagine and experience while reading, cultivate students' brain and hands-on abilities, and enhance students' interest in learning and inquiry.
2. Grasp the language description in the article, the changes in the characters in the article, and experience the fun and truth of fairy tales.
3. In the process of multiple readings, develop reading ability and comprehensive ability. Talking Teaching Process (Second Lesson) "Giant's Garden" Talking Lesson 3
1. Talking about the teaching materials closely following the characteristics
1. Analysis of the teaching materials
"Giants" "The Garden" tells the story of a giant who saw children playing in his garden and was very angry, so he built a wall around the garden to keep the children out. From then on, the flowers in the garden stopped blooming, the birds stopped singing, and the garden became desolate. Later, inspired by a little boy, the giant demolished the wall and lived with the children, feeling extremely happy.
2. Teaching objectives
(1) Knowledge and skills: Combining literature and vocabulary learning, and feeling the expression characteristics of this fairy tale through comparative reading.
(2) Process and method: Learn to communicate in multiple ways and be able to imagine pictures based on the text content.
(3) Emotional attitudes and values: Understand the truth that happiness should be shared with everyone, and be willing to exchange reading experiences with everyone.
3. Important and difficult points in teaching
Key points: Grasp the words and deeds of different characters in fairy tales and savor them carefully.
Difficulty: During reading, you can initially understand the outstanding features of this fairy tale in expression.
2. Promote the development of preaching methods
The "New Curriculum Standards" point out that students are the masters of learning, and reading is a student's personalized behavior. In Chinese teaching, students should be guided to read by themselves, Self-awareness, fully mobilize students' emotional experience, and pay attention to students' inner feelings. Therefore, according to the characteristics of the text, I will start teaching around "contrast". I will use multimedia-assisted teaching methods, reading aloud teaching methods, situational teaching methods, etc. Let students think through comparison, guide students to gain in-depth insights to implement teaching, and at the same time, support and integrate learning methods in teaching.
3. Cultivating abilities and teaching methods
The new curriculum standards actively advocate independent, cooperative and inquiry-based learning methods. Therefore, in the teaching of this class, I incorporated the learning methods of understanding through reading and reading through understanding. As the saying goes, reading a book a hundred times makes its meaning self-evident. Through various forms of recitation, students can understand the connotation of the article; using imagination and group cooperative learning methods, multiple interactions between the text, students, and students can be achieved, thereby improving the learning effect. .
IV. Step-by-step explanation of the procedure
The first link: wonderful review, continue to study the article.
At the beginning of class, I asked the students: "Through the study in the previous class, we have already had a preliminary understanding of this fairy tale. Now, let's play a small game related to fairy tales - look Pictures, guess which fairy tale they come from?" I will show several fairy tale protagonists on the screen to naturally introduce the study of the text.
Second link: Read the text intensively and break through the key points.
(1) Comparative reading before and after the garden changes
1. Prompt to speak, contact and compare
Let students read the text in their favorite way and think about it What was the Giant's Garden like originally, and what happened to it later? And mark the relevant sentences. Later, ask students to communicate when appropriate. And display relevant sentences on the screen.
2. Contrast reading and feel the contrast
Use the method of contrasting reading to let students first read the sentences that describe the beauty of the garden, and then read the sentence that has become cold and desolate due to the actions of the giant. Then read the sentence that describes the garden and then the sentence that is full of spring, and finally read the sentence that describes the garden turning into winter.
(2) Comparative Reading of the Contents of Giants with Winter Characters and Children with Spring Characters
1. Character of Giants
(1) I guide students like this: "This is really a magical garden! But have you ever thought about why the same garden is so different?"
(2) "When the giant faced the children once What's your attitude when you enter his garden again?" I asked the students to read the text carefully again and underline the relevant sentences.
(3) After the students finished their exchange, I showed relevant sentences in a timely manner: "Who allowed you to come here to play! Get out of here!", "I have been looking forward to spring with great difficulty, and you are here to make trouble again." "Get out!", "Hey! Get out of here!" When studying these three sentences about the giant scolding the children, I designed it like this: Please read these three sentences and think about them in context. What might the giant be thinking when he said these words? What might he look like when he spoke?
2. Children’s character
Let students try the above Method, look for it, read it, taste it, and realize it. And randomly understand the key sentences: The little boy did not run away, but stared at the giant with his talking eyes. Let students fill in the text through imagination: What would the little boy say to the giant? Let students enter the text in their imagination and have a dialogue with the text.
(3) Comparative reading of the words and deeds of the giant before and after his awakening
1. Let the students read aloud again the cold and ruthless sentences before the giant awakened.
2. Let the students find the key sentences that describe the words and deeds of the giant after he wakes up: "It is my willful and cold heart that calls for the cold winter!" Read it aloud again, and then let the students talk about it. understanding of this sentence.
The third link: Cleverly design pen practice to sublimate emotions
Design a creative pen practice: "The giant drove away the child. Do you think he only drove away the child? Still What is there? What do you want to say to him?" Let students sublimate their emotions again while practicing writing.
The fourth link: Extensive reading, beyond the text
Combined with the comprehensive learning content of this unit, let students collect more fairy tales to read, and carry out a fairy tale telling, Fairy tale competition. "The Giant's Garden" Lesson Note 4
Textbook Analysis
This is a fairy tale written by the British writer Oscar Wilde. It tells the story of a giant who saw children in his garden. Playing and getting angry, he built a high wall around the garden to keep the children out. From then on, the flowers in the garden stopped blooming, the birds did not sing, and it was desolate. Spring, summer, and autumn refused to come, and only winter stayed here forever. One day, the children crawled in through the hole in the wall, and spring came with them, and the garden immediately became full of life. When he drove the children out of the garden again, the garden was covered with ice and snow again. Later, inspired by the little boy, the giant woke up and immediately demolished the wall. The garden became a paradise for children. The giant lived in the beautiful garden among the children and felt extremely happy. From this fairy tale, we can realize that the happiness that can be shared with everyone is the real happiness.
The distinctive feature of this article is the use of contrast to unfold the plot and reveal the truth. There are many comparisons in the article, such as the contrast between the giant building the wall and the scene in the garden after demolishing the wall, the contrast in attitude and feeling between the giant building the wall and the demolition of the wall. It is in these comparisons that the plot of the story becomes ups and downs. Ups and downs, the truth revealed in the story also naturally emerges.
Teaching objectives
1. Consolidate basic knowledge such as pronunciation of new words through reading texts.
2. Learn and accumulate sentences and paragraphs describing the scenery of the Giant's Garden and the Giant's psychological activities, and understand the reasons for the changes in the Giant's Garden.
3. On the basis of improving reading ability, develop learning abilities such as perception, experience, and imagination.
4. Understand that happiness should be shared with everyone, and be willing to share your reading experience with classmates.
Teaching focus
Through the learning of key sentences, develop learning abilities such as reading aloud, perception, experience, and imagination.
Difficulties in teaching
Understand that happiness should be shared with everyone.
Design Intention
1. Reading-oriented, understanding, perception, experience, and imagination during reading
Mr. Xu Shiying once made incisive readings and explanations In comparison, he said: Explanation is analysis, and reading aloud is synthesis; explanation is to get into the text, and reading aloud is to jump out of the paper; explanation is to spread out, spread out, and reading aloud is to cohere and reveal; explanation is dead, like performing an anatomy. , reading aloud is alive, just like giving life to a work; explanation can only make people know, reading aloud can make people feel.
Reading texts correctly, fluently and emotionally is the basic Chinese course goal stipulated in the "Chinese Curriculum Standards" (Experimental Draft). In teaching this course, I strive to embody the accumulation of language through reading to trigger language sense, reproduce situations during reading to deepen understanding, and read Contents such as training imagination and developing thinking, and inner experience stimulating emotions during reading are based on reading, making reading not only a means to achieve teaching goals, but also the entire teaching process.
1. Comprehension during reading:
In the first natural paragraph, I asked the students to talk about the scenery of the garden in their own words after reading aloud. On the basis of reading aloud, the students talked about the flowers. With your own understanding of blooming, green trees, fragrant fruits, and white snow, you can then find the words that summarize the garden scenery (beautiful). In this way, the feeling of being scattered first and then concentrated makes it easy for students to understand the main content of this paragraph. , and also laid the foundation for emotional reading and later recitation.
2. Insights from reading:
In studying paragraphs 7 and 8, students can feel the inner changes of the giant through the changes in his attitude.
For example: In the excitement, the giant had not seen sunlight for a long time. He looked up and saw a ray of sunlight coming in from the window. I haven't seen such bright sunshine in months. The mood of joy and excitement should be read;
But the giant lost his temper again: It was so easy to look forward to spring, but you are making trouble again. Get out! After students understand it, they will be able to better understand the irritability and rudeness of the giant when he loses his temper; Hello! Get out of here! The giant shouted loudly. Rebuke shows the culmination of the giant's anger. Students can vividly read the giant's mood at that time through a series of words, tone of voice and even punctuation.
3. Reading experience:
When the giant drove away the children for the first time, it was always winter in his garden. The sixth paragraph describes the scenery inside and outside the garden. different. Before reading aloud, guide students to talk about their experiences such as the biting cold wind, flying snowflakes, etc., which can more vividly and vividly reproduce the contrast of the garden scenery and the loneliness and helplessness of the giant. When students read aloud with their experiences, they will truly integrate into themselves. The emotion is also consistent with the connotation of the text.
4. Imagination while reading:
The little boy with magical power in the article warmed the cold giant with his eyes. What was the mood of the giant after he woke up? ? The students can experience the guilt and regret in the giant's heart in their imagination, and it will naturally come naturally when they read the giant's words again.
In short, reading is the basis for thinking, the premise for enlightenment, the preparation for discussion, and the basis for writing. Taking reading as the foundation and paying attention to reading training are the foundation of Chinese teaching.
2. Train solid basic knowledge of Chinese in reading comprehension
Since entering the new curriculum reform, Chinese courses have been given too many connotations and tasks. There are too many opinions on how to teach Chinese reading classes. As a Chinese teacher, many times I don’t know which direction to go. Therefore, the word solid is rarely seen or heard in newspapers, magazines or in the evaluation of daily teaching and research activities, as if a Chinese class with solid language training is a step backwards.
However, 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 primary school Chinese classes do not include solid language training, it will be another lack of Chinese teaching. In the process of designing teaching, I regard training students with solid basic knowledge as one of the teaching goals.
1. At the beginning of the class, let students read the text freely. This is not only an overall review of the text content, but also a review and consolidation of new characters and words in the text. In the process of students answering questions, Correct students' mispronunciation in a timely manner and pay attention to the details so that students can truly understand the pronunciation and understand the meaning.
2. Language learning is a cumulative process, and every text with both quality and beauty should be a place for students to learn and gain. On the basis of learning characters and words, middle-grade students should gradually transition to paragraphs and chapters to lay a solid foundation for Chinese language learning in senior grades. After learning the first natural paragraph, I remind students to understand the way of constructing the paragraph - first summarize and then be specific, also called first summarizing and then dividing, so that students can have a clearer understanding of the structure of the paragraph, which is in line with the learning characteristics of middle school students. , laying the foundation for cultivating their reading and writing abilities.
3. Take text as the basis and accumulate through reading
Language learning is a process that accumulates over time. When students read texts with both quality and beauty, they are exposed to a large number of unique and expressive sentences and paragraphs. Only by memorizing them can they become their own wealth. When they need to use them, they can blurt them out or pour them into their pens. .
In the teaching of this course, there are two main ways to guide students to accumulate language, one is to recite, and the other is to copy. Some of them are designated to recite the part, such as the first natural paragraph, and some are chosen by the students to recite the part they like, such as after summarizing the learning process of the complete text. Copying is one of the homework assignments. You can excerpt your favorite sentences.
These recitation and copying exercises cultivate students’ interest in accumulating language and the habit of actively accumulating language.
As a Chinese language class full of wisdom, it should be a platform to show the mutual growth of teachers and students. Only a wise teacher can ignite children's thinking and let them and students collide with each other to create creative ideas. spark. I regard being a wise teacher as my pursuit. Together with the students, I inquire into the soul and enjoy the brilliance of the Chinese classroom together. "The Giant's Garden" lecture notes 5
1. Teaching materials
"The Giant's Garden" is a profound fairy tale written by the British writer Oscar Wilde. It tells such a story: A giant owned a beautiful garden, but when he saw the children playing in it, he became angry and kicked them out. His selfishness brought about a cold winter in the garden. Later, after a boy reminded him, the giant knew that he After his cruelty, he gave the garden to the children. From then on, the garden became a paradise for children. The giant felt extremely happy living among the beautiful garden and children. From this fairy tale, we can realize that the happiness that can be shared with everyone is the real happiness.
Such a lively and interesting fairy tale has great appeal to fourth grade students. Combining the characteristics of the teaching materials and the cognitive patterns of fourth-year students, I formulated the following teaching objectives.
2. Objectives of teaching and learning:
1. Knowledge objectives:
(1) Recognize 8 new words, be able to write 12 new words, and read and write correctly. Flowers are blooming, trees are shaded, and words such as "overflowing" are used.
(2) Read the text emotionally and be able to imagine scenes based on the text content.
(3) Understand the writing characteristics of fairy tales.
2. Ability goals:
Students can read and understand by themselves, cooperate in inquiry, and understand the text content.
3. Emotional goals:
Understand the content of 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:
Think while reading, and understand the outstanding features of this fairy tale in expression through reading aloud.
3. Design Concept
The "New Curriculum Standards" point out that students are the masters of learning, and reading is a student's personalized behavior. In Chinese teaching, students should be guided to self-read and realize themselves, and methods of independence, cooperation, and inquiry should be vigorously promoted, students' emotional experience should be fully mobilized, students' inner feelings should be paid attention to, and students' correct emotional attitudes towards things should be cultivated. Make reading aloud an important way for students to explore, let students learn in an autonomous atmosphere, read and speak independently, and understand this profound fairy tale through self-reading, self-enlightenment, and active inquiry, so that every student's mind can Tremble with it, ignite the light in their hearts, and help them learn something.
IV. Teaching Strategies
There is no set method for teaching, the beauty lies in learning the method, and the most important thing is teaching the method.
The content of this course is vivid, profound, and the plot is fascinating. Therefore, in teaching, I make full use of the characteristics of the teaching materials, focus on student development, and cultivate students' innovative consciousness. I adopt the following teaching strategies.
1. Create situations and trigger imagination.
Primary and middle school students still think mainly through intuitive images. I use vivid and realistic pictures to let students deeply feel the changes before and after the garden giant, starting with the scenery to bring them into a relaxed and pleasant learning environment. This stimulates students' imagination and truly enables students to be willing to learn, willing to speak, willing to learn, willing to speak, able to learn and able to speak.
2. Use emotion to guide reading and reading to promote understanding.
Using emotion to guide reading and reading to promote understanding are the most prominent learning methods in this course. During teaching, I give students sufficient time and various forms to read aloud to guide students to understand the text content while reading. Feel the beauty of the language while reading, and gain emotional experience while reading. Teachers provide timely evaluation and continuous encouragement during the students' reading process. Through the form of "reading-discussing-understanding", students can understand their feelings while reading, and then use their feelings to promote reading. Put the cultivation of language sense into practice.
5. Teaching method:
Teacher Cui Luan once said: The most important thing in reading teaching is to guide students to read the text accurately, correctly and fluently. It is best to be able to read Out of emotion. There is another important task: "Recognize words, memorize words, and accumulate language. In addition, we must cultivate reading habits, acquire preliminary reading methods, and reflect the guidance of correct values." Under the guidance of this concept, I expressed the distinctive feature of contrast in this article, and also used contrastive reading methods in teaching to guide reading with emotion and promote comprehension with reading.
6. Teaching process:
(1) Introduce interest and read the full text for the first time.
For fourth grade students, they are very interested in fairy tales. In response to this point, I designed this introduction: Classmates, Chinese and foreign fairy tales are a huge treasure house. The touching and beautiful fairy tales make us deeply intoxicated and obsessed with them for a long time. With fairy tales, our childhood life becomes colorful.
Today, let us enter the fairy tale world written by Wilde and feel the infinite charm of fairy tales!
Such introduction can not only directly cut into the subject but also stimulate students' interest in reading.
Teacher: Learning is valuable and leads to doubt, and doubt leads to progress. The best way to solve the problem is to read the full text, let us find the answer between the lines, shall we?
(2), first reading perception
1. Show self-reading requirements
< p> Ask students to choose the way they like to read the text, pay attention to pronouncing the pronunciation of the characters, recognizing the glyphs clearly, and reading the sentences thoroughly. After reading, think about what questions you can answer from other students.2. Students read freely
Give students a space to choose, allowing them to read independently without constraints and obtain their own unique reading experience.
3. Check the self-study
(Multimedia courseware shows new words)
A. Accurate the pronunciation of the words and read the taste.
B. Keep the glyphs and guide writing.
C. Understand the meaning of words and introduce the text.
(3) Read the text again, refine the main line, and gain insights after reading.
How many times did the Giant’s Garden change in the text? Why did these changes occur? These questions are the focus and difficulty of the text. In teaching, I used the three changes in the garden as the main line and used reading to seek answers. Methods to carry out teaching:
1. Comparative reading of the content before and after the garden changes.
2. Comparative reading of the content of giants with winter personality and children with spring personality.
3. Comparative reading of the giant’s words and deeds before and after his awakening.
In the comparative reading of the content before and after the changes in the garden, I used fill-in-the-blank method to conduct comparative reading.
When the giant went out and the children played, the garden was xx; but when the giant came back and prohibited the children from playing, the garden was xx; when the children secretly got into the garden to play, the garden was xx; and when The giant reprimanded the children for leaving the garden but then killed them.
Through the above comparative reading, I gave students a preliminary understanding of the comparative method used to express the text content.
In the comparative reading of the contents of the giants with winter personality and the children with spring personality, I used the comparative reading of boys and girls. I first introduced the scene and used pictures to let students feel the willfulness and cruelty of the giant from his words and deeds. (Show the courseware) Then guide students to imagine through reading and enlightenment. When the little boy stares at the giant with his talking eyes, what will he say to the giant? This kind of teaching not only trains the students' Imaginative thinking also reflects the outstanding characteristics of fairy tales in expression.
In the comparative reading of the words and deeds before and after the giant awakened, I used the method of teacher model reading to guide the students.
When he saw the children playing in the garden, he was very angry: "Who allowed you to come here to play? Get out!"
He couldn't help hugging the child." It is my willful and cold heart that calls for the cold winter! If you hadn’t reminded me, spring would have been driven away by me forever. Thank you!”
Through this kind of comparative reading, students are strengthened. understanding and appreciation of the text. Some students said: "People should not be selfish and learn to love." Some said: "Beautiful things should be shared with everyone." Some also said: "Where there are no children, there will be no spring."
I designed it this way because the biggest feature of this lesson is the contrast of content. So I also use a series of comparisons to teach. In this way, step by step and step by step, when you understand the key sentences and reveal the truth, you will be able to solve it easily.
(3) Beautiful reading summary and sublimation of emotions.
I designed this link of reading the summary beautifully and sublimating emotions. After the students read the last summary beautifully, I said: "Yes! The happiness shared with everyone is Real happiness. Look! How happy the giant and the children live. (Show the courseware) After the students read the picture, I asked: Can you describe this happy picture to people?
Here, I use the methods of language rendering, music, and pictures to let students bathe in the notes of love, accept the baptism of love again, and let students understand that it is love that makes the garden full of spring. Then I used the method of giving famous quotes to educate students to keep the way of sharing in their hearts. (Show a famous quote) Send a piece of happiness to others, and you will get twice as much happiness!
(4) Comprehensive learning, expansion and extension.
The "New Curriculum Standards" pointed out that in Chinese teaching, students should develop comprehensive qualities and pay attention to the combination of reading and writing. Each text is a vivid example. I designed the last part of teaching like this. After the students understand the truth revealed in the fairy tales, I guide the students to cooperate in acting out, or read the fairy tales they have collected, or discuss the characters in the group.
Through these comprehensive studies, students can understand the expression characteristics of this lesson through speculation, comparison, and experience, and feel the charm of fairy tales, which successfully breaks through the key points of this lesson.