Teaching design for the fifth grade of PEP primary school in the paper task "Learning to write book reviews"

National Unity Primary School, Zhang Jian, Xicheng District, Beijing

Teaching content: PEP primary school The task in the fifth grade book "marks the book review" (see the attachment for the content of the text)

Textbook analysis:

"Writing a book review" is a starting point for teaching in the fifth grade of primary school. It is also a difficult point. The seventh group, the assignment of the fifth grade of the PEP textbook - learning how to write a book review, especially a fable selected from extracurricular. "Learning to Write a Book Review" guides the observation and evaluation before class, and considers it as a whole. "The accumulation will find it difficult to write about specific methods and initially apply these methods to your own tasks, regardless of the teaching focus. Students complete the first draft to clear their emotional points, multiple perspectives, but don't feel you can write specifically, is unconvincing. Efforts are made to reflect the lessons marked by the holidays, to allow students self-discovery, personal experience, and to combine meaningful receptive learning with teaching methods and respect for students of each generation and valuable teaching resources. While promoting the development of students' reading and language skills, they also focus on cultivating their own thinking and developing their creative potential. Strive to create a harmonious classroom atmosphere.

Teaching objectives:

(a) Exercise the overall teaching objectives:

1. To recognize and understand this style of book review.

2. Identify the basic requirements and writing of book reviews.

3. Accumulate will feel a special way to write, and initially apply these methods to your own tasks.

The first lesson of (b) is the beginner’s book review teaching objectives:

1. To recognize and understand this style of book review.

2. Clear Book Reviews To write a book review, get a preliminary understanding of the basic requirements.

3. Clear up your feelings and express them accurately and concisely.

(c) The second lesson explains changing the teaching objectives of book review:

1. Further clarification of the basic requirements for book review, evaluation and analysis will be felt during the review process of the first draft of the book, and writing specific accumulations will be felt.

2. The first book draft review process, first-time users will feel like writing a specific approach to their tasks.

Teaching preparation:

Choose the article "The Fish King" and the Fishermen, and a book review of the text written by the students. The student completed a first draft of the book review. Teachers read the class to complete the first draft, analyze it, extract the different advantages and disadvantages, and select some of the students' first drafts or draft fragments as ceremony texts and slides (PPT).

Four. Teaching process:

Category 1: Book review for beginners (omitted)

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(a) Reading course Requirements, book reviews by acquaintances

(2) Read the textbook Yiwen-"Angry and Sad-Reading", study the comments written by this book: talk about my feelings combined with real life, combined with the original Talk about my feelings with keywords in the sentence

(3) In the original reading teacher-"The Fish King" and the fishermen:

1. As "fish king" fishermen ", summarize the main content to understand the author's purpose of writing

2. Goods and approval to draw your own feelings deeply refining to enjoy the interactive group

Clear feeling points , try to write it in a relatively concise sentence and talk to the other party in the same table

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4. Book review outline, teacher patrol guidance

< p>(4) Assignment: Complete the first draft book review according to the outline

Lesson explanation to change the book review

(1) Import:

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< p> 1. Review: What are the basic requirements for writing a book review? (The focus of reading is based on) 2. We also see that in the "Fish King" "The first draft of the article, book review is completed. In this lesson, we use book reviews as an example, as students evaluate their own draft amendments. Clear learning tasks - Rating change book review

Design intention: Review the content of the first lesson of review, book review for beginners, and clarify the learning tasks of this lesson.

The overall preliminary evaluation of (B) says:

1. Teacher's overall evaluation of the first draft: General assessment

(1) 95% of relatively neatly written statements

Relatively fluent statements: 77%

No Typos: 18%

Writing 64%

(2) Writing a book, the main content of the review is a clear and concise summary of the original, an exceptional evaluation: 93%

Appropriate self-written questions: 86%

To clarify your feelings, you can use concise sentences: 95%

Named "Read the original review" The main content. Named in its theme report is "Read your own feelings, write and talk from which perspective."

①“My biggest feeling from the articles I read is practice and perfection.

" - Guozi Zuo

Angle: Practice makes perfect

② "How important is success experience and failure." - Hanghao

Angle: Experience is How important is learning and growing

③He said: "Parents can't act on their behalf, or their children will accomplish nothing. " - Zhao Yi

Parents refuse to let go, but they will harm their children." - Yao Ming Jingxuan

Jiao: Parents have an important education method in their children's hands

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④ "In life, we have people like fishermen summarizing and discovering problems. " - Wang Hu Xueyan

Looking for the root causes of problems, such as fishermen

The structure of 91% of students' book reviews is relatively complete

Transitional language: I am really happy for you to complete the learning tasks of the previous class and your serious writing attitude. However, there are also some problems with everyone's book reviews. Agreeing with Wang Zexin, our first example marks her first draft.

2. Named Daodao Liwen, I asked if anyone thinks that with these advantages, this book review is worth learning from? What are the shortcomings?

Strengths of the teacher’s neatly sorted out student speeches – She uses key phrases that combine the original talk about my feelings and talk about my feelings with real life; Disadvantages – the content of the talk about my feelings is not specific enough .

>Design intention: Teachers and students evaluate the class as a whole after completing the first draft. Students report their feelings in a concise sentence to promote students' thinking development from multiple angles. Guide students through a typical draft to independently discover its strengths and weaknesses.

(C) Sense of "Writing Specific Instructions:

1. Combine further research with real-life wording to talk about my feelings:

< p>(1) Students freely read the fourth paragraph of Liwen

This story reminds me of my mother last year. I wanted to learn to cook, but my mother was afraid that my oil would burn hot. Halfway through, until today, I just combined rice with real life to talk about my feelings. She combined her personal experience and wrote two books - "Cooking" and "Not Just Steaming Rice." "Point her feelings - "very important", personal experience, do you think which one is more specific? Why? According to the students' speech, and guide the students to write clearly, the specific content should be highlighted.

Personally experience the outstanding feelings - "Very Important" What do you think about rice? Summary: In a book review, every outstanding experience point can be written by Wang Zezin Specific student communication

Design intention: Guide students to communicate clearly in the discussion, combine it with real life, talk about my feelings, it should highlight the feelings and write something specific, which can enhance the effect of expression. Book review.

(2) Reflection on silent reading of Yiwen: A pen draws one's own emotional point and thinks about how he got the specific feeling point in writing?

Summary based on the student's speech: It seems that the point can be clearly stated at the beginning, the theme can be deepened at the end, and it can also occur in the middle of an article. The structure of the chapter is not a single rigid one.

His outstanding feeling is. What about writing specific ones? (Example of Comprehensive Reading Ability)

Generate a fragment of Yiwen:

I have a reader who saw this story: The little eagle was born after the eagle mother. , let them learn to fly first when the little eagle reaches the edge of the cliff, and they push it down. If they don't fly, it will fall to death, and the "little eagle" will open its arms and eventually learn to fly. Soon, the mother will close the food for the little eagle. No. 1 aircraft carrier, the little eagle will howl with hunger and go hunting with me. Mother Eagle allows her children to live independently.

Summary: This is the first lesson that we have learned to talk about feelings in words with reference to data. It seems that when we talk about my feelings, real life can be combined with either personal experience or with the information obtained in reading.

Design intention: To guide students through the first draft, they can enjoy different places in the article. The structure of the text is not a single book review, and at the same time expand students to combine real-life writing ideas and talk about My feelings give students a clear combination of indirect experience and feelings, and they can write about specific direct life experiences or read.

2. Further study of the wording merged the original key phrases "Tell me how I feel":

In the draft for comments, the teacher also saw that some students first extracted the key phrases and re-wrote their original feelings. We read In one sentence, one word, she wrote about her feelings

Agricultural products student draft fragment:

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My 3rd relationship? The last sentence in: I told them without reservation, but he did not increase their fishing skills. I think the "fish king" technique that "unreservedly" illustrates the summary of his life does not stay at all. , told his son.

Students’ free reading: It is written without real feelings, and the expression is rigid and unnatural. How to express their experience naturally and with sufficient facts? Please try to read and fill in the filling.

Student presentations after group discussion.

The story of the "Fish King" said, "I told them without reservation, but he did not develop their fishing skills!" After reading this, I think:

__________________________________________________________________________________

__________________________________________________________________________________________________.

Student reports to fill in the gaps. Timely and exquisite: We have just combined the key words of the original sentence and related them. This expression is not only natural, but has also convinced book reviews.

Design intention: After reading the first draft, there is no rigid relay association of fragments. I feel that by combining the keywords of the original sentence, you can feel the profound sentences and naturally reveal their thoughts.

(D) Homework:

1. Next, ask students to read the first draft. What are the special highlights and emotions that point you to the written content? Highlight the passage and make the article more convincing.

2. Individual student and teacher visits.

3. Physical projection reports, accumulated discoveries in the process of communication, and other specific words about experiences, such as: characters in life, comparison of plots and original behaviors, quotations of famous aphorisms, proverbs, imaginary text characters of ancient poems, psychology Activity...

Design intention: Students do not write specific fragments of their own drafts in class. During the reporting and communication process, students will continue to be guided to discover and accumulate experience in writing specific other methods.

(E) Summary:

1. Homework: Continue with the full book review.

2. Recommend reading record cards, daily extracurricular reading of materials accumulated in the future, and encourage students to write book reviews.

3. S began to write book reviews with famous quotes to encourage students to make book review writing a habit.