1. How to write a picture composition teaching design
"How to write a specific thing" composition teaching plan design
Teaching objectives:
(
1
) Understand the basic knowledge of narrative and improve students’ narrative ability.
(
2
) Through a combination of lectures and practice, master the specific method of writing about one thing.
(
3
) Gradually improve students’ writing interest and confidence through cooperation and communication.
Important and difficult points in teaching
(
1
) How to write something specific and complete.
Teaching methods
Teacher explanation, independent learning method, cooperative inquiry method
, practice writing method, etc.
Teaching process
1. Introduction of new lessons
Students, before class, let us talk about the biggest headaches we have in the process of writing essays. What's the matter? (Guide students to talk about the problems they encountered in the writing process, so that students can talk about the difficulties in writing in a relaxed atmosphere.) So, let us learn how to
How to make the composition longer, or more precisely, how to write one thing more specifically and clearly, so as to show off the wonderfulness of the composition.
Guide students to review:
(1)
What should you pay attention to when writing something? (Six elements of narrative)
(2)
What are the details of the six elements of narrative? What to write in abbreviation?
(In this
"
Six Elements
"
Among them, the cause, process and result are The main part of the matter,
"
After
"
is the core of the narrative and must be written clearly,
p>
Specific. )
2. Learning to write
(1) Decomposition process:
(
1
p>)Watch a video: Yao Ming's catch and shoot, and say something.
Example: Yao Ming received the ball, quickly rushed to the backboard, jumped up and dunked the ball into the basket.
Teacher comment: These few sentences summarize the content in the video, but if written into a paragraph, it would be too general and not specific.
(
2
) Solution: Students try to break down the process.
Receiving the ball
——
The ball goes around the back
——
Opponent Intercept
——
Rush forward quickly
——
Pass the opponent to intercept and get under the backboard
——
Leap up
——
Successful shot
Dunk goal
(
3
)Watch the video and let students carefully observe the specific scenes of each action, especially carefully observe each action of Yao Ming and how the opponent blocks the ball
, then connect this series of actions, add some modifying words, and write a specific paragraph.
Example:
Yao Ming raised his right hand in the backcourt and skillfully hooked the ball passed by his partner.
He suddenly pushed the ball away from his opponent who was intercepting him. The head of his head goes around his own back
and he steps forward with both feet at the same time, leaping over his opponent like lightning.
Yao Ming has already rushed through the midfield, dribbling the ball, and passed two people in a row with flexible and realistic fake moves
The defender quickly rushed under the backboard, jumped, and dunked the ball with his right hand at the same time. Before he could react, the ball had already hit the ground from the net.
(
4
) Clarification: The decomposition method is to decompose a scene into several parts, decompose the character's actions into several actions, and then Make some descriptions for each part and each action, and finally connect these parts and actions in a certain order. 2. Urgent help: lesson plan for picture composition class (a strange picture)
First tell the students that this is a picture composition class
Make your own decisions before class This argument means that what this picture is mainly about
But you cannot tell your classmates directly during class
because they will see many other things
They have preconceptions as soon as you tell them
Instructional design:
Place the picture in a prominent position before class
Forbid students from talking and ask them to observe the picture by themselves
Then everyone writes what they see on a piece of paper.
At the same time, they should write down what they are doing
The third step is to write down what this picture mainly wants to convey to us
After collecting the note
Ask random questions to find the more representative one
Then Classify according to the paper
Let’s discuss several types together
The third stage is to compare the differences between these types of opinions
Find out which one is the most suitable Be creative
What should you pay attention to when writing after choosing it?
These are not said by the teacher
but for everyone to say
The fourth stage is writing
Limited time word count
The fifth stage is evaluation and recognition of promotion experience
I don’t know if it will work for the first time. 3. How to guide Students have written a story about a photo
This is a guide for students in different grades. Brief analysis of the textbook: "A Photo" is an exercise teaching for the third unit of the third grade of Beijing Normal University.
The exercises require students to first talk about the photos, look at the photos, and then write about the photos, so as to cultivate students' good writing habits of expressing themselves freely and daring to write. When speaking and writing, you should clearly explain the time and place of taking the photo, the content of the photo and the wonderful story in the photo.
This exercise is based on students' practice of speaking. It is emphasized that students must pay attention to expressing a complete meaning more clearly when speaking. Analysis of academic situation: The third-grade homework teaching is the enlightenment and guidance stage.
Students are in a passive learning state. They learn whatever the teacher teaches. Students lack active observation and in-depth thinking about the things around them. Therefore, when students pick up their pens, they often suffer from the lack of content to write and are afraid of writing compositions. The students in this class are active in thinking and have a strong desire to express themselves. They are willing to express their opinions and put forward their own unique views. They dare to think and speak and show themselves boldly. They have high enthusiasm for learning.
Teaching objectives: 1. Choose one of your favorite photos, talk about it, and write a story about this photo. 2. Be able to explain clearly the time, place, relevant characters and story content of the photo.
3. Through exercises, students can inspire students to love life, express themselves, and enjoy the beautiful and happy moments in life. Teaching focus: Stimulate students' interest in writing and cultivate students' self-confidence in writing.
Preparation before class: Multimedia courseware, students choose their favorite photos. Teaching process: 1. Introduction to conversation.
Students, do you like taking pictures? ﹝Like﹞The teacher also likes to take photos.
Because photos record the pace of our growth, each photo is a beautiful picture, and each photo has a touching story. It leaves us with beautiful moments and evokes our memories of the past.
Today let us walk into the third unit: look at photos - talk about photos - write about photos. [Design intention: This link is designed to create situations and stimulate students' interest.
Arouse children's memories of past events, so that students can naturally enter the scene of this lesson. 〕 2. Display photos.
﹝Look at the photos and talk about them﹞ 1. Students, the teacher asked everyone to bring their favorite photos before class. Have you brought them all? ﹝Very good﹞Who would like to introduce their photos to everyone? (The multimedia courseware will show photos of relevant students) A. Name and talk about your own photos.
B. Listen carefully to other students. What did you learn from his introduction? Or give him good advice. C. The teacher calls randomly.
D. Teacher summary. 2. Students, you have said the content in the photos so well, and the stories in the photos must be more exciting. Who is willing to share the stories in their photos with everyone! ﹝The multimedia courseware shows photos of relevant students﹞ A. Tell stories by naming them.
B. Students comment and tell what you learned from the story. C. Make good suggestions.
D. Teacher summary. [Design intention: In this link, the photos brought by students are colorful, focusing on guiding students to express the content in the photos. The teacher selects some different representative photos for students to speak boldly, and other students listen and Comment and discuss to lay a solid foundation for writing.
〕 3. Cooperation and exchange. Every photo has a touching story. Everyone is eager to share their wonderful stories with their peers. Let’s communicate as a group and talk about the wonderful stories in the photos.
Students who are listening must pay attention. If you don’t understand something, you can ask him questions or give him good suggestions. [Design intention: Only by reducing constraints can students develop more freely and truly personalize their assignments.
In this link, students are given the right to make independent choices, allowing them to freely choose their cooperative learning partners and tell the wonderful stories in their photos to their classmates in the group. They can tell whatever comes to mind. Fully respect students' opinions, use multimedia courseware to provide a platform for communication and display, and allow each student to speak his or her heart, tell the truth, and have personalized expression in individual activities.
〕 4. Display the results 1. The teacher just listened to the students’ stories in each group and they all spoke well. Now let us write down what we just said. We must pay attention to explaining clearly when writing.
A. Students write. B. The teacher helps students who have difficulties.
2. Show results and self-presentation. If anyone is willing to read what he has written to everyone, other students should pay attention to what he has written.
﹝The multimedia courseware will show photos of the students concerned﹞ A. Read by name. B. Student evaluation.
C. Teacher summary. 3. Beautiful moments in life can be recorded with photos or expressed in words. Let us use the pen in our hands to make the beauty of the moments in the photos an eternity and stay in our hearts forever.
[Design intention: Writing exercises focus on cultivating students’ writing interest and self-confidence. Students listen attentively from the perspective of appreciation and look for the "highlights" of the exercises with strong interest.
This kind of listening and evaluation not only respects the individual experience of the work, but also shows the unique feelings of the appreciator. Let the podium become a place for students to demonstrate their success and express their individuality.
〕The URL of another lesson plan will be divided into five copies. 4. How to guide students to write a story about a photo
A brief analysis of the teaching material for students in different grades:
"A Photo" is the third grade textbook of Beijing Normal University. Teaching of an essay in unit three.
The exercises require students to first talk about the photos, look at the photos, and then write about the photos, so as to cultivate students' good writing habits of expressing themselves freely and daring to write. When speaking and writing, you should clearly explain the time and place of taking the photo, the content of the photo and the wonderful story in the photo. This exercise is based on students' practice of speaking. It is emphasized that students must pay attention to expressing a complete meaning more clearly when speaking.
Academic situation analysis:
The third-grade homework teaching is the enlightenment and guidance stage. Students are in a passive learning state. They learn whatever the teacher teaches. Students lack active observation and in-depth thinking about the things around them. Therefore, when students pick up their pens, they often suffer from the lack of content to write and are afraid of writing compositions. The students in this class are active in thinking and have a strong desire to express themselves. They are willing to express their opinions and put forward their own unique views. They dare to think and speak and show themselves boldly. They have high enthusiasm for learning.
Teaching objectives:
1. Choose one of your favorite photos, talk about it, and write about the story in this photo.
2. Be able to explain clearly the time and place the photo was taken, the people involved and the content of the story.
3. Through exercises, students can be inspired to love life, express themselves, and enjoy the beautiful and happy moments in life.
Teaching focus:
Stimulate students' interest in writing and cultivate students' self-confidence in writing.
Preparation before class:
Multimedia courseware, students choose their favorite photos.
Teaching process:
1. Introduction to conversation.
Students, do you like taking pictures? ﹝Like﹞The teacher also likes to take photos. Because photos record the pace of our growth, each photo is a beautiful picture, and each photo has a touching story. It leaves us with beautiful moments and evokes our memories of the past. Today let us walk into the third unit: look at photos - talk about photos - write about photos.
[Design intention: This link aims to create situations and stimulate students’ interest. Arouse children's memories of past events, allowing students to naturally enter the scene of this lesson. 〕
2. Display photos. ﹝Look at the photos and talk about them﹞
1. Students, the teacher asked everyone to bring their favorite photos before class. Have you brought them all? ﹝Very good﹞Who would like to introduce their photos to everyone? ﹝The multimedia courseware should show photos of relevant students﹞
A. Name and talk about your own photos.
B. Listen carefully to other students. What did you learn from his introduction? Or give him good advice.
C. The teacher calls randomly.
D. Teacher summary.
2. Students, you have said the content in the photos so well, and the stories in the photos must be more exciting. Who is willing to share the stories in their photos with everyone! ﹝The multimedia courseware shows photos of the students concerned﹞
A. Tell stories by name.
B. Students comment and tell what you learned from the story.
C. Make good suggestions.
D. Teacher summary.
[Design intention: In this link, the photos brought by students are colorful, focusing on guiding students to express the contents of the photos. The teacher selects some different representative photos for students to boldly Go and speak while other students listen, comment, and discuss, laying a solid foundation for writing. 〕
3. Cooperation and exchange.
Every photo has a touching story. Everyone is eager to share their wonderful stories with their peers. Let’s communicate as a group and talk about the wonderful stories in the photos. Students who are listening must pay attention. If you don’t understand something, you can ask him questions or give him good suggestions.
[Design intention: Only by reducing constraints can students develop more freely and truly personalize their assignments.
In this link, students are given the right to make independent choices, allowing them to freely choose their cooperative learning partners and tell the wonderful stories in their photos to the classmates in the group. They can tell whatever comes to mind. Fully respect students' opinions, use multimedia courseware to provide a platform for communication and display, and allow each student to speak his or her heart, tell the truth, and have personalized expression in individual activities. 〕
4. Display the results
1. The teacher just listened to the students’ stories in each group and they all spoke well. Now let us write down what we just said. We must pay attention to explaining clearly when writing.
A. Students write.
B. Teachers help students with difficulties.
2. Show results and self-presentation. If anyone is willing to read what he has written to everyone, other students should pay attention to what he has written. ﹝The multimedia courseware will show photos of the students concerned﹞
A. Read by name.
B. Student evaluation.
C. Teacher summary.
3. Beautiful moments in life can be recorded with photos or expressed in words. Let us use the pen in our hands to make the beauty of the moment in the photos become an eternity and stay in our hearts forever.
[Design intention: Writing exercises focus on cultivating students’ writing interest and self-confidence. Students listen attentively from the perspective of appreciation and look for the "highlights" of the exercises with strong interest. This kind of listening and evaluation not only respects the individual experience of the work, but also shows the unique feelings of the appreciator. Let the podium become a place for students to demonstrate their success and express their individuality. 〕
Let’s divide the URL of another lesson plan into five parts. 5. How to write the beginning and end of a composition by looking at photos
Quoting classics and classics with literary talent and cleverly quoting ancient poems and famous quotes can make The beginning of the article is vivid and powerful, without designing profound philosophical sentences or carving out rich symbolic shapes. Such an ending is called a "natural ending". Opening Tip 1: Use rhetoric skillfully and concise language. The whole text is concluded naturally, the scenes blend together, and it is poetic and picturesque, clearly explaining the meaning of the writing.
That is to say, it has the effect of getting twice the result with half the effort. It relies on the content of the full text to produce wonderful writing. Clever use of metaphors, lyrics, and proverbs.
Tip 3: Cleverly set up suspense to make the literary talent flourish and express the theme clearly, or when the whole text is about to come to an end, so this ending method is also called "drawing the line" or leaving a comment. Or there are profound and insightful discussions by predecessors, which can save a lot of words and lead to the topic. Everyone is curious, especially those who love reading literary works, parallelism, and personification.
Tips Four: Use famous quotes and police names. Your article will undoubtedly be more than half successful. When you set up a lot of suspense that can arouse people's curiosity at the beginning of the article, ask questions. Rhetorical device: To arouse the curiosity of the reader at the beginning. Ending Technique - Natural Concluding Style No matter what kind of article you write, after the content has been expressed.
Tip 2: Echoing the beginning and the end. The ending should echo the beginning. Write a sentence that echoes the beginning without simply repeating it. This ending method is a very common way to end all kinds of articles. The third technique is to express one's ambitions. This way of ending is at the end of the article and at the end of the poem. It is intended to extend the article and reveal some kind of true meaning of life.
Skill 5: Lyrical argumentative style. Using lyrical argumentative style to wrap up the article can express the author's feelings, arouse readers' emotions, and arouse readers' cries, which has a strong artistic appeal.
6. Teaching Case of the Composition "Interesting Things in Childhood" in the Second Volume of the Fifth Grade
[Teaching Case of the Composition "Interesting Things in Childhood" in the Second Volume of the Fifth Grade] Teaching Case of the Composition "Interesting Stories in Childhood" in the Second Volume of the Fifth Grade ( ) Qiantang Lecture Hall Primary School Special Chinese Rookie Performance, Discussing Teaching by Famous Teachers and Teaching Exhibition of Second-Level Key Teachers Time: 2010.6.2. Location: Chunya Primary School, Hangzhou Topic: "Interesting Stories from Childhood" Composition in the Second Volume of the Fifth Grade of the People's Education Press Class: Class 402 of Chunya Primary School Teaching Author: Fang Weicheng of Caihe Primary School Education Group Seminar topic: Optimizing composition guidance and improving teaching effectiveness Pre-class conversation: Yesterday was Liuyi Children’s Day. Were you happy? Why? Did you take any photos? 1. Revealing and exciting questions 1. Show the photo and guess who he is? Student: He is a teacher, a teaching case for the composition "Interesting Stories from Childhood" in the second volume of the fifth grade. Student: He is the teacher's son. Student: He is a relative of the teacher. Teacher: He is a celebrity. Student: It is Jay Chou. Teacher: What did you find? Student: A little dull. Student: A little cross-eyed. Teacher: He wrote the childhood song "Daoxiang". 2. Show another photo. Who is he? Student: The teacher’s son. Student: Qian Xuesen. Teacher: Show Jackie Chan’s photo and say: Time is really amazing! 3. Present the topic: Fun Stories from Childhood. The teacher will narrate "Childhood" emotionally. 2. Select materials. Show a photo of a certain student. 1. Guess who he is? (I am a student in the class and I know them all) 2. Do you have anything you want to ask? (What are you doing with the bottle? How old are you?) 3. Show a photo of another student. What do you want to ask? (What are you holding, how old are you, where are you, what are you doing, why are you smiling so happily) 4. Show the third photo, who is it, and what do you want to ask? (Why does the house turn upside down?) Please tell the person who took the photo how to take such a photo. 5. What picture appears in your mind? What interesting childhood stories do you remember? Does it still make you laugh? 6. Student feedback The first student: I went to my grandma’s house to catch fish, but all the fish I caught were eaten by ducks. The second student: I sprayed the butterfly flowers with my mother’s perfume, but the flowers withered. Elementary school students’ composition " "Teaching Case of the Composition "Interesting Stories from Childhood" in the Second Volume of the Fifth Grade". The third student: I went to dinner with my father and caught a shrimp to play with. In order to prevent the shrimp from being snatched by others, I swallowed the shrimp alive. The third student: Take a photo I took a photo with a head and no tail. The fourth student: Farted and had poop on his pants when he got home. 7. Tell me about the teacher’s own interesting childhood stories. What do you want to know? In the second grade, I was dissatisfied with my hair style and cut my hair into an ugly shape on my own initiative. 8. The teacher wrote it down and showed the sample text, and the students read it quietly. What do you think are particularly interesting? Students comment on some sentences, and the teacher writes on the blackboard: Psychology 9. Show another sample article about two sisters cutting their hair, and students read it. The students comment on the interesting parts, and the teacher writes on the blackboard: language, action. 10. Teacher summary: The author puts forward interesting childhood stories Write it out through language, action, and psychology. 3. Guidance on writing: If you were asked to write about interesting things from your childhood, which one would you write about? 1. A group of five people discuss the most interesting thing they want to write about most. 2. Assign an exercise: write down the most unforgettable moment of the thing they want to write about most. The beginning and end can be replaced by ellipses. It would be better if psychology, language, and action description can be used. 4. Students write fragments independently (time is ten minutes) 1. Show the composition title: Use a pen to record that wonderful moment in childhood... 2. Life Free exercises, teacher tour guidance. 5. Name students to read their exercises aloud, and collectively review the fragments. 1. What content is particularly exciting and interesting? What suggestions do you have? Show some childhood photos of classmates. 2. Name students to read their own homework. The first student: Swallow the live shrimp. Comment: What do you think is interesting? (The actions of adults and the author himself are very interesting; some sentences and words are very good, such as... Do you have any good suggestions? How do you think it can be changed? (Dad took me to a restaurant to be with my dad and my dad's friend's daughter. Eat) Be more concise. The second student: If you admit the wrong person, you will call the aunt to comment: What do you think is particularly interesting? (It's wrong, the word "suo" is wrong) 3. A group of five people exchanges the snippets they wrote.
Take a look and see which classmate’s writing attracts you the most? 4. If you were asked to give your article a title, what title would you choose? After thinking about it, write it in the middle of the first line. Name the students to tell their own topics: The monkey grabs the egg and the teeth fly off. If it is wrong, it will be wrong. 6. Express nostalgia with the help of poetry "What is Childhood" 1. The teacher recites poetry 2. The teacher Summary of the board book: Childhood is when eggs are snatched by monkeys,... 3. After going back, add the beginning and end, and it will be a good article. Let us enjoy our childhood and keep our childhood. [Teaching of the composition "Interesting Things in Childhood" in the second volume of the fifth grade Case] ??A message accompanying the article: What is failure? Nothing, just one step closer to success; what is success? It means that after walking through all the roads leading to failure, there is only one road left, and that is the road to success. 7. Small animal photo lesson plan
Small class theme lesson plan "Cute Little Animals"
Activity: I make friends with animals:
Activity goal:
p>
1. Try to choose appropriate materials for creative activities to express your care for small animals
2. Further cultivate children's love for small animals, be willing to interact with peers, and learn to help and cooperate with each other. and share.
Activity preparation:
Posters, colored pens, cardboard boxes, shoe boxes, cloth strips, paper scraps, radishes, vegetables, large building blocks, plastics, etc.
Activity Guidance
1. Introduce activities by organizing children to watch a video of an injured rabbit to stimulate interest in the activity.
Organize discussions among young children: How can we help the little white rabbit? Guide the children to think of ways to help the little rabbit by recalling how their parents took care of them when they were sick.
2. Ask the children to tell how to help the rabbit, and record the children’s ideas on poster paper.
3. Organize discussions among children: Now that we have the method, what materials are needed to do it?
4. Zoning activities, guide children to use their own methods, select materials, and carry out activities to help the rabbit according to their wishes. Teachers observe and provide timely support and help to children.
Regional activities:
Operation area: put in carrots, sweet potatoes, cabbage, cucumbers, green vegetables, rice, etc. Guide the children to prepare delicious food for the little rabbit.
Science area: put out steamed buns, biscuits, radishes, apples, vegetables, etc. Guide children to classify foods that rabbits can and cannot eat.
Corner area: Put in a number of animal dolls, syringes, medicine bottles, stethoscopes, doll houses and other toys. Guide children to treat animal dolls and learn to take care of small animals.
Animal House: Place boxes, boxes, building blocks, baskets, etc. to guide children to build a house for the little rabbit.
Art area: Put scissors, crepe paper, plastic bags, cloth, paper, double-sided tape and other materials to guide children to make clothes for the little rabbit.
Performance area: Put in various animal headdresses, costumes, tape recorders, etc., and guide children to perform fashion shows for the little rabbits.
Reflection on the activity:
Although children’s works are a little childish, in the eyes of teachers, they are the best gifts in the world because they are full of children’s love, sincerity and enthusiasm. The children's love and concern for the little rabbit was undoubtedly revealed, and I was deeply moved by the children's performance in the activities. Through this activity, children's affection for animals has increased, and their awareness of protecting animals has become stronger. However, the establishment of children's love cannot be formed overnight. We should give them more love, love, and love. Experience, love encouragement and love guidance allow children to thrive with loving education.