As a selfless and dedicated people’s teacher, you have to write instructional design. Instructional design is the process of planning solutions to academic performance problems. So how should instructional design be written appropriately? The following is the teaching design for the second lesson of "The Apprenticeship of Maupassant" that I have compiled for you. It is for reference only. I hope it can help you. Teaching design for the second lesson of "Maupassant's Apprenticeship" Part 1
1. Teaching objectives:
1. Read the text with emotion.
2. By reading the story of Maupassant’s apprenticeship, we will know that careful observation, continuous accumulation, and diligent practice are the only way to improve writing level.
3. Understand the content of the text, and feel Flaubert’s persuasive approach and Maupassant’s spirit of humility, studiousness, and diligent practice.
2. Teaching process:
(1) Conversation introduction:
1. Do you want to write good articles? Why?
2. What shortcomings do you think you have in your current writing or what confusions do you have when writing?
3. Maupassant once had these confusions like everyone else, so he asked (guiding students to explain the topic in detail) So what kind of lessons did Flaubert give him? Let's follow Maupassant to seek advice, listen to the master's teachings, and thus solve the confusion in our hearts.
(2) Study the text.
1. Study verses 2-9 carefully, and go to Maupassant three times for advice. See what kind of guidance and advice Master Flaubert gave him each time to address his shortcomings or confusions. Draw key sentences or summarize them with your own words.
(1) Communicate with classmates, tell them your opinions, solicit opinions from classmates, learn from each other, and learn from each other's strengths.
(2) Communicate with the whole class and answer by name. The teacher took the camera to guide the summary and wrote on the blackboard:
The first time the article was not vivid, study hard and practice hard
The second time there was nothing to write and observe carefully
The third time the article was not vivid Features: Good at Discovery
2. Among these three guidances, which one touched your heart the most and solved your current confusion in writing? Just read that part of the description over and over again, chew the master's words carefully, and briefly write down your thoughts.
3. Communication
Preset 1 (first guidance)
A. Exchange of experiences.
B. If you want to reproduce the guidance situation through reading aloud, what good suggestions do you have when reading?
Communication:
①Catch the prompts. What does "straightforward" mean? How to read Flaubert's words, how to read "eager to ask"? Students practice reading and read by name. Refers to student evaluation.
② Friendly reminder from the teacher: In addition to grasping the prompts to understand the mood and tone of the characters, you should also read in conjunction with the qualities of the characters, so that you can read the characters vividly. What kind of person can be seen from "Flaubert speaks bluntly"? (Be honest with others)
Practice reading freely according to the prompts, read by name and role, and use camera guidance.
Preset (2) (second guidance)
A. Exchange of experiences.
B. How to read the master’s words? Discussion (guide students to consider and grasp from the following two aspects)
① "Louding" words require reading coherently and fluently, but be careful not to speak too fast, giving people time to absorb and digest.
②What kind of person can we see from this? (Patience, sincerity) Reading aloud reflects patience and sincerity
Practice reading the words of the master.
Teachers and students read in different roles, with the teacher acting as Maupassant and the students acting as the master.
C. Maupassant began to carefully observe every detail in life, which is reflected in many of his works. Now let's appreciate his detailed description in "Horse Riding" (show a clip of "Horse Riding").
D. Name the place where you think the details are well described.
Preset (3) (third guidance)
A. Exchange of experiences.
B. Any questions?
Default: What is "discovering characteristics that others have not discovered or written about"?
Guide to understanding:
① So Flaubert gave two examples of this. You will be inspired to read these two examples carefully.
② Communicate and guide students to understand: there are no two identical leaves, and any kind of thing, no matter how ordinary or ordinary, has its own uniqueness. This is the characteristic mentioned here.
③ Show excerpts from "Ball of Suet" and let students read them. Through the image of "Groomman", they can further understand how to write unique characteristics.
(3) Looking back on these three requests for advice, what do you think is the main reason for Maupassant’s success?
Discuss and communicate.
What idioms have you accumulated to give to them? Summarize the exchange and write on the blackboard.
Writing on the blackboard: Be open-minded and studious, study hard and practice hard
Follow the instructions and help sincerely
(4) What inspiration have you received from it?
(You can talk about the quality of characters and the method of writing good articles.)
(5) Practice writing in class:
Play a video on the road Situation recording, allowing students to observe carefully and then write a paragraph to show their extraordinary observation skills. (First set a standard for yourself. Are you someone who observes carefully or is good at discovery?)
3. Reflection on teaching:
For the development of each student, in Chinese teaching Students’ initiative should be fully reflected in the activities. In the teaching design of this course, I first paid attention to stimulating students' initiative awareness and mobilizing students' enthusiasm for active learning. In response to the teaching goal of this article, "Let students know that careful observation, continuous accumulation, and diligent practice are the only way to improve their writing skills. Feel and learn Maupassant's spirit of humility, studiousness, and diligent practice." In order to stimulate students' learning initiative, first of all, through the beginning of the class The conversation enables students to understand the benefits of writing good articles, reflect on the shortcomings of their own writing, and exchange confusions in writing, so as to shorten the distance with famous writers by saying that "Maupassant once had these confusions like everyone else". We have a strong desire to learn about "what kind of guidance and teachings Flaubert gave him, which made him finally become a world-famous writer." "We also went to apprentice with Maupassant and listened to the master's teachings to solve the confusion in our hearts." Let students, as the main actors of teaching, actively participate and integrate into the text from the beginning. Secondly, after the students have clarified the main content of the three guidances, "Which of these three guidances hits your heart the most and just solves the confusion in your current homework? Read that part of the description repeatedly and chew it carefully." "Master's words, briefly write down your experience." The design of this link transforms the teaching and training goals into the inner needs of students who are the main body of life, so that students can independently acquire dynamic knowledge and abilities. It respects students' learning needs and individual differences, breaks the traditional programmed classroom teaching, and allows students to choose the parts that are useful to them, while teachers flexibly organize teaching according to students' choices. Teachers only provide services for students' learning, which highlights The main body of students promotes students' active, proactive and individualized learning.
Through studying texts and exploring and learning, students know that "careful observation" and "discovering characteristics that others have not discovered or haven't written about" are the key to writing good articles, but this still only stops at "knowing". At the level of writing, I have no experience in how to apply it in writing. So in the "second and third guidance" during teaching, I focused on the two points of "careful observation" and "discovering characteristics that others have not discovered or have not written about" respectively, showing Maupassant's works "Equestrian" and "Ball de Suif". Let students read and appreciate the excerpts, discover and comprehend the detailed descriptions after "careful observation" and the effect of "unique discoveries" in writing from the excerpts, increase students' practical experience, and enable students to discover the ability to "apply what they have learned" secret. In addition, in the last part of the teaching, I designed "Watch the road record and write a description of careful observation." The students learned "careful observation" from the text and learned from the practice of "careful observation" in the supplementary extracurricular reading. "Use" and then observe the actual records to complete the writing practice, it is already a matter of course. Students experienced the fun of "applying what they have learned", which strengthened students' initiative in learning. Teaching design for the second lesson of "Maupassant's Apprenticeship" Part 2
Teaching requirements:
1. Read the text correctly, fluently and emotionally.
2. Learn the 7 new words in the text, understand the new words at the back of the book, and use the two words to make sentences.
3. Understand the essentials of observation and writing that Maupassant learned from his teacher, and try it after class.
Teaching preparation
Search "Xiang Lian" and slides
Teaching time
Two class hours
Chapter One lesson
1. Introduce the title, write on the blackboard, and introduce Maupassant.
2. Read the text quickly, add words and sentences, and form a sentence to give the main idea of ??the text.
3. [] Look at the pictures, read the text, distinguish between Maupassant and Flaubert, and find out the reasons.
4. Read the text quickly, use the words in the text to describe the illustrations, and pay attention to reading accurately and thoroughly.
1. Speed ??reading and description.
2. Read the full text aloud.
5. What is the reason why Maupassant became a disciple?
1. Read d1.
2. What kind of love is "love"? Where can you see cool love?
"Tireless" imagination?
6. Learn d2~5.
1. Read the first consultation section carefully and think about what is Maupassant’s biggest gain?
2. Name the characters to read, comment, and use the camera to guide the reading.
3. The tablemates read in different roles.
4. Read again by name, and think about it while listening, what is Maupassant’s biggest gain?
5. Communication.
7. Homework.
1. Practice calligraphy. Fan writes "寅" and "yan".
2. According to the beginning, write "love" in detail, and choose either question a or b.
a. Xiao Ming loves watching TV. ……
b. Xiaoli loves reading. ……
Second lesson period
1. Introduce the new lesson (read d1~5 aloud or read in roles)
2. Learn to ask for advice for the second time.
1. The deskmate reads d67 according to the roles and thinks about Maupassant’s gains.
2. The teacher creates a situation to introduce the dialogue and reminds students to listen and remember.
3. Close the book, the teacher narrates, and guides the answer:
The next day... As soon as he entered the door, he said: I follow...
Flaubert He quickly said: No, no no! ……
4. The teacher asked: What difficulties did Maupassant encounter? ——
Is there really nothing to write about? ——
5. “One question after another left a deep imprint on Maupassant’s mind.” Did Maupassant suddenly realize?
6. If you are smart, you must have realized: [] If you write about pedestrians on the road, you can write... you can write...
If you write about bicycles on the road, You can write... you can write...
3. Introduction This is my third time asking for advice.
1. "According to the teacher's words, Maupassant...so he once again asked Flaubert for guidance." How did Flaubert provide in-depth guidance? What was Maupassant’s greatest achievement? Read d9 silently.
2. The first three people read three sentences by Flaubert, and the teacher reads the narrative. You are all students of Maupassant. Listen carefully. What is your biggest gain?
3. Communication.
4. After many careful guidance from the teacher, read D10 together.
1. Looking back at the full text, what key words did Maupassant remember from his teacher?
2. Flaubert’s guidance and inspiration to Maupassant is also our guidance and teaching.
3. Summary.
5. Practice writing.
1. The teacher tells the outline of "The Necklace".
2. Show the text about "encounter" at the end of "The Necklace".
3. Imagine the ending and practice writing. No more than 100 words.
4. Communication.
5. Read the ending of the original work and talk about your feelings.
6. Extracurricular practice.
1. Link to famous works - Maupassant’s works.
a. Borrow "Sunday at the Flaubert House" from the grade students
b. Borrow "My Uncle Jules" from the grade students
c. Borrow "The Necklace" from the students
The above three works can be searched online.
2. Observe the pedestrians and vehicles on the road and write a paragraph capturing the characteristics. (Book 5) Teaching design for the second lesson of "Maupassant's Apprenticeship" Part 3
1. Review the text and summarize the content.
(1) In the last class, we got close to two famous writers, Maupassant and Flaubert. Can you summarize them in four words? (Follow the temptation, work tirelessly, concentrate on it, humbly ask for advice and give careful guidance)
(2) We will use the words everyone speaks to expand the topic and summarize the text content. (Maupassant humbly asked Flaubert for advice. After the teacher's guidance, Maupassant finally wrote many world famous works.)
2. Introduce new lessons.
(The courseware shows a portrait of Flaubert) This famous writer in the French literary world at that time, his writing is regarded as a model of French language. (The courseware shows a portrait of Maupassant) Maupassant was his outstanding student and was known as the "King of Short Stories in the World"!
A famous teacher makes a great disciple! What is this teacher Flaubert’s unique skill? Let's follow Maupassant to listen to the master's teachings!
3. Intensive reading.
(1) Through the study of the previous class, we know that sections 2 to 9 of the text describe Maupassant’s three apprenticeships (courseware shown): What advice did he receive from the teacher? What inspiration and gains did you get from it? Teacher: Ask four people to work in groups and choose a time that they feel deeply about to study.
1. Students are required to study by themselves and analyze key words based on careful reading.
Design intention: Focusing on key word analysis will help students understand the center of the article and figure out the character's quality.
2. Large group communication: What advice has he received from the teacher? What inspiration and gains did you get from it? Choose a group that is your first apprentice to talk about your gains and experiences?
The first time
① "He said frankly: 'Teacher, I have read a lot of books, why do the articles I write always feel unvivid?'"
(Which word best expresses the mood of _____?) How can we read Maupassant’s attitude from “confession”? (Maupassant's attitude was frank.)
"'The problem is very simple, it is that you have not done enough yet.' Flaubert said bluntly."
Explaining Flaubert from "straightforwardly" Louvert could see problems in Maupassant's writing at a glance and point them out bluntly.
② "'Then - how can we achieve perfection?' Maupassant asked eagerly." The word "eager" indicates that Maupassant was eager to find effective ways to improve his writing skills, and his mood was urgent, indicating that he was eager to learn and make progress.
What does the teacher mean by Kung Fu? (Be willing to endure hardship and practice diligently) How to be willing to endure hardship and practice diligently, for example - (Read the example by name) (Explain that learning requires diligent practice)
③ Summary: From the first time we became a disciple, we I know that Maupassant is a (humbly asking for advice) person. Flaubert's treatment of students (straightforward)
④ Read aloud by characters to show the scene of this apprenticeship?
Design intention: Reading aloud can help students better understand the thoughts and feelings of the article. Appreciate the character’s qualities.
The second time
Transition: So did Maupassant work hard as the teacher said? Has he done his best this time?
Quotation: Maupassant followed the teacher's instructions meticulously. The next day, Maupassant really (stands at the door of his house) and watched (carriage coming and going on the street) all day, but (found nothing) . Then, he looked for two days in a row, but still (nothing was found.) In desperation, he had to (come to the teacher's house again.)
He had obviously done what the teacher said, Why do you still think that he hasn’t done enough work yet? Let us read what the teacher said again to see if there is no deeper meaning to this kung fu.
① "No, no no! How can you say there is nothing to write about?" From an exclamation mark and a question mark, what do you understand?
(Three mistakes can be seen that Flaubert first used three "no" words to mercilessly deny Maupassant's wrong view, especially the last two "no" words were used together and supplemented. Use an exclamation point to emphasize the negative tone. )
② "How can you say there is nothing to write?" In other words (there is a lot to write, what did he tell Maupassant to write?)
③Does the magnificent carriage move in the same way as the poorly decorated carriage? How does the carriage move under the scorching sun? How did the carriage move in the storm? How does the horse exert its force when the car is going uphill? How does the driver shout when the car is going downhill? What does his expression look like? Can you write all these clearly? Look, how come there is nothing to write about?
Continuous questions. Flaubert asked one question after another, to use a word in the book to describe it ("nonstop")
Is the carriage the teacher saw the same as what Maupassant saw? How could there be such a big difference? (The teacher not only looked at the carriages, he also saw carriages with different shapes, carriages in different weather conditions, carriages taking different routes, and even the people driving them.) (You see, compared with the students, the teacher You have to be more careful. Some of them are strict as a teacher, and some are slight criticisms of Maupassant, but most of them are patient guidance and persuasion.)
Summary: Now you can realize that there is still something in this skill. What does it mean? (Observe carefully) The teacher did not tell the students directly about such a profound truth, but gave a series of examples and used a series of questions to let the students realize it themselves. Then you can try to read this paragraph in the teacher's tone. Words?
④ Quote from the eighth natural paragraph: What the teacher said was deeply imprinted on Maupassant’s heart like a brand. He had no choice but to visit again and received the teacher’s guidance. It was a real benefit to Maupassant. Not shallow. From then on, he worked hard as the teacher said, and from then on, he absorbed it every day - absorbed it - wrote - so -
Design intention: to further speculate on Flaubert's Language, read aloud repeatedly to understand the meaning of "Kung Fu", so that students can have a more perceptual understanding of how to improve their writing skills.
The third time
The open-minded and studious Maupassant was not satisfied, so he brought some works to visit his teacher for the third time to teach him. Which group came to talk about what he gained this time?
①The most important thing for young people is persistence, and talent is the result of persistence in writing. What four-letter words can we think of from this sentence (perseverance and perseverance)
② For what you want to write, it is not enough to observe carefully, you must also be able to discover things that others have not discovered and have not written. Features.
Yes, just as the great philosopher Hegel said, "There are no two identical leaves in the world." When we observe things, we must not only be careful, but also try to figure them out and understand them. uniqueness that captures their spiritual essence.
(This sentence also tells us that we should pay attention to writing: writing should avoid the shortcomings of picking up other people's wisdom, clichés, parroting, echoing what others say, and having no characteristics.)
Yes, ten Wilde, a famous British poet in the ninth century, has a famous saying: "The first person who uses flowers to compare beauty is a genius, the second person who uses flowers to compare beauty is a mediocre person, and the third person who uses flowers to compare beauty is a fool."
Summary: From the third visit, we once again felt that Maupassant was really diligent in learning, and Flaubert had good intentions when teaching his students!
③Let us read paragraph 9 aloud and experience it with our hearts, and we will surely get enlightenment from it. (Read paragraph 9 together)
Summary: As the saying goes, the master leads you in, and practice depends on the individual. Let us keep in mind the teachings of Flaubert and show: (Talent is the result of persisting in writing; for what you want to write, it is not enough to observe carefully, you must also be able to discover characteristics that others have not discovered and have not written.)
(2) Reading and Learning Section 10
Maupassant, who loved writing, asked for advice humbly, and sincerely learned from his teacher, ________ the teacher's words, and made him even more ________. He was careful and attentive, and accumulated a lot of experience. ______, finally wrote________.
Yes, "work comes naturally". In the end, Maupassant became the most accomplished writer with the largest number of short stories in the history of French literature. He has many popular works that have been spread around the world, such as "The Necklace". A world-famous masterpiece.
(3) After reading Maupassant’s apprenticeship experience, let’s take a look at his growth footprint——
Go out for a run on horseback, come back after an hour or two, and write it down. For everything you see, exercise your observation skills in this way. 1 year
Studied under Flaubert in 1873———————— Officially published works in 1880 7 years
Started writing at the age of 13———— ——————————It has been 17 years since he entered the world literary world at the age of 30
(4) After reading the text and seeing these data, who can tell me what they have gained? (Combined with his own writing method)
Maupassant's achievement is the result of his (diligence in study), and it is also inseparable from Flaubert's guidance and good teaching. Now let us enjoy some highlights from Maupassant's masterpiece "Sunday at the Flaubert House". (Self-reading)
Sunday at the Flaubert House
Fragment 1: (Dude) His head is small but very beautiful, with thick ebony curly hair hanging down to the On his shoulders, it is connected with the curly beard; he is used to stroking the tip of his beard with his hands. His eyes were like long slits, narrowed, but an ink-like black light shot out from them. Perhaps due to excessive myopia, his vision is sometimes blurry; his speech sounds a bit like singing. He has lively gestures and lively manners, and has all the characteristics of a Southerner.
Fragment 2: (Zola) He is of medium build, slightly fat, and has a simple but stubborn face. His head is very much like the heads of characters in ancient Italian prints. Although not beautiful, it shows his intelligence and strong character. Very short hair stood up on his well-developed forehead, and his straight nose seemed to have been cut off suddenly by a knife on his thick beard. The lower half of the fat but determined face was covered with a closely trimmed beard. Although the black eyes are short-sighted, they are very sharp and searching.
Teacher: After reading these fragments, can you use an idiom to praise Maupassant’s writing?
Teacher’s summary: Writing an article well does not happen overnight. Only by perseverance and continuous writing can we write beautiful articles and write brilliantly. Let us remember: talent is (the result of persistence in writing).
Design intention: Through the provision of extracurricular materials, we can further understand that the reason why Maupassant achieved success was because he listened to Flaubert's advice and then persevered and kept writing. Talent is the result of persistence in writing. And then turn it into your own learning motivation.
4. Summarize the full text and assign homework.
(1) The text describes the process of Maupassant’s apprenticeship. *** wrote about the three times he asked for advice, focusing on the dialogue between the teacher and the student. What can we learn from their dialogue? (The first is the characteristics of the two teachers and students, one is good at teaching and the other is diligent in learning; the second is what aspects must be worked hard to write a good work.)
(2) What inspirations have you received after studying this text? How do you plan to learn from Maupassant in the future?
(3) (Choose one question)
1. After Maupassant became famous, if someone asked him for advice on writing experience, how would he tell about his apprenticeship with Flaubert? What about this experience? Please use your imagination to tell this story in Maupassant's tone.
2. What confusion do you have when writing articles? What would happen if you asked Flaubert for advice? Please use your imagination and write a paragraph with the title "I worship Flaubert as my teacher".
Attached blackboard writing:
29 Maupassant’s apprenticeship
Maupassant’s apprenticeship to Flaubert
Extremely anxious and humbly asking for advice, the skills are not yet mastered, so one must be willing to endure hardships Practice diligently
I got nothing and asked for advice again. Why is there nothing to write?