As an excellent educator, you often have to write an excellent lecture script, which helps improve teachers’ language expression ability. What formats should you pay attention to when writing lecture notes? The following is a sample lesson script of "The Shepherd Who Planted Trees" that I compiled for everyone for your reference. I hope it can help friends in need. "The Shepherd Who Planted Trees" lecture notes 1

1. Teaching materials

(1) The status and function of teaching materials

The text of this unit focuses on " "The Boat of Life" has selected four articles with rich genres and various forms. This article tells the story of a shepherd who planted trees in the desert in obscurity, using his own hands and perseverance to turn the barren land into a pastoral land where people can live and work in peace and contentment. Praise him for his generous and selfless spiritual quality without expecting anything in return, as well as his hard-working and persistent, positive and optimistic attitude towards life.

(2) Teaching objectives

According to the status and role of the textbook and the teaching focus of the unit is "The Boat of Life", I have determined my teaching objectives as follows.

Knowledge objectives:

1. Grasp the key words in each paragraph and understand the content of the text;

2. Grasp the context of the article and the author's emotions.

Ability goals:

1. Guide students to understand and retell the text by themselves through excerpts and outlines.

2. Understand and learn vivid portrait description.

Emotional goals:

Learn the shepherd’s spirit of generosity and selflessness without expecting anything in return, as well as his diligent, persistent, positive and optimistic attitude towards life.

(3) Teaching focuses and difficulties

Based on the characteristics of the text, I have established the following teaching focuses and difficulties.

Teaching focus: Grasp the key words in each paragraph and understand the text content.

3. Teaching difficulty: Understand and learn vivid portrait description.

2. Talk about academic sentiment.

Seventh grade students are in the period when their outlook on life and values ??are forming. The emergence of this course can allow students to receive a spiritual baptism and give them a special emotional experience. Seventh-grade students also have certain reading and comprehension abilities. It is not difficult to understand the author's emotions, but how to use portraits to describe people and how to be like shepherds in life still need guidance from teachers. I hope to use this beautiful article to The article awakens children's love and becomes a useful person to society.

3. Teaching method and learning method

(1) Teaching method

The new curriculum concept emphasizes students’ independent inquiry learning. The most essential feature of teaching methods is to promote the active participation of most students in class and to encourage all students to actively use their brains. Therefore, the teaching methods I adopt include: silent reading method, cooperative inquiry method, and teacher guidance method.

(2) Lecture learning method

Suhomlinsky once said: "One of the outstanding characteristics of students' learning is their research attitude towards the learning object." Specifically. In other words, it is to guide students to learn to learn through interest and doubt. Based on the above basis, the learning methods I adopt include: silent reading method, cooperative inquiry, discussion method, and advocate "no writing, no reading".

IV. Teaching process

This lesson will be taught from the following links:

The conversation will stimulate interest and introduce new lessons.

First reading of the text, overall perception.

Read the text intensively and explore the details.

Summarize the class and expand it.

Assign homework and consolidate after class.

(1) Excite the conversation and introduce new lessons

A good beginning is half the success. Paying attention to the creation of the introduction plot is a key point in stimulating interest and creating a learning atmosphere. important link. Therefore, when introducing new lessons, I will use contagious words to attract students and stimulate students' interest in learning.

Specific design: The story of "The Foolish Old Man Moves the Mountain" is introduced into the text

(Design intention: starting from the mythical story to stimulate students' interest in learning and facilitate the next step of teaching)

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(2) First reading of the text, overall perception

Based on the preview, students will outline and supplement key pronunciations and idiom explanations in the book, further familiarize themselves with the text, and summarize the main points of the article content.

1. About the author

Jean Jono (1895-1970), born in Manosque, Provence, France, is a famous French writer and film screenwriter. He served as an infantryman during World War I and became a staunch pacifist after experiencing the tragic scenes.

Jean Jono’s works have won many awards, and some of his works have been adapted for the screen. He is considered one of the most famous French writers of the 20th century. Most of his works are set in his hometown and surrounding areas - the Alps and Provence.

2. Read the text aloud and master the new words.

Dry up ( ) Collapse ( )

Poke ( ) Reward ( )

Beech ( ) Birch ( )

Lavender ( ) Ruins ( )

(This activity is carried out for students’ pre-class preview, effectively checking students’ preview status)

　3. Overall perception.

Read the text quickly and silently and talk about the general content of this article.

Narrate that "I" visited the old man Eliezer Buffet three times, and saw that the old man had been persisting in the work of selecting and planting trees for decades, turning the barren mountains into an oasis, bringing benefits to the local people. People's living environment brings vitality.

4. Read the text silently again and outline the sentences that mark the development of the storyline. By completing the table below, you can understand the progress of the storyline and further understand the image of the shepherd.

(This link uses silent reading to grasp and summarize the text content, and cultivate students’ ability to filter information and summarize)

(3) Read the text intensively and explore the details

1 , point out the descriptive methods used in the following sentences, and analyze their functions.

(1) It can be seen that he has just shaved. The buttons on his clothes were sewn firmly, and the stitches on his patches were so thin that they were almost invisible.

(2) He picked out a small pile of good acorns, each one very plump. Then he separated them into piles of ten. While counting, he picked out the smaller ones or those with cracks.

2. Find the sentences in the article that directly describe the shepherd, refer to the examples, and talk about your understanding of the shepherd in the form of "He is a person".

3. Talk about your impression of the character of Shepherd. What excellent qualities do you think he has that are worth learning from?

The shepherds are selfless, willing to serve as ladders for others, not seeking fame or fortune, but benefiting mankind

4. What spirit supports the old man to turn barren mountains into milk and honey for decades? Pastoral?

The spiritual pillar that can support the old man's physical strength and perseverance is his belief. He believes that if there are no trees on the mountain, there will be no life. We also have to think about the old man’s ups and downs in his life. Two relatives around him left him one after another, and he became alone. He also wanted to plant trees to plant life, and to “reshape the life of the mountains.” Convey your own remembrances.

(This link mainly allows students to find relevant descriptive sentences, realize the benefits of using a variety of descriptive techniques to describe characters, and grasp key words to perceive the character, experience emotions, and understand the theme)

(4) Summary of the class, expansion and extension

1. Theme: This article narrates “I”’s three visits to the old man Eliezer Buffet, and saw that the old man has persisted in seed selection and breeding for decades. The work of planting trees has turned barren hills into an oasis, bringing vitality to the living environment of local people. He sincerely praised the old man for his generosity, selflessness, unrequited spirit and perseverance.

2. Discussion: Today’s society is becoming more and more materially rich, and modern machinery is becoming more and more advanced. Is there no need for a spirit like a shepherd?

(This link is designed to allow students to deeply think about the relationship between man and nature while grasping the theme, and learn the spirit of the shepherds)

(5) Assign homework and consolidate after class

1. There are also many people who silently "plant trees" in the society we live in. They work hard and plant hope and happiness with extraordinary perseverance. Do you know such a person? Try to write a paragraph for him, record his deeds, and write down your evaluation and feelings.

2. Collect 5 famous sayings about dedication and write down your own understanding. "The Shepherd Who Planted Trees" Lecture Notes 2

1. Teaching Materials

"The Shepherd Who Planted Trees" is a masterpiece of picture books by the famous French writer Jean Jono. It tells the story of a lonely man. The story of a shepherd, relying on his own hands, tenaciously planting trees in a barren wasteland for decades, and finally turning the wasteland into an oasis, shows the shepherd's tenacity and selfless love. The theme of the humanities unit is "The Boat of Life", and the selected texts are all about life, trying to guide students to initially think about life issues and understand the value and meaning of life. From this perspective, this course assumes the important task of achieving the unit objectives.

2. Talking about learning

With the development of the information age, there are more and more ways to obtain information, and students’ horizons are becoming wider and wider. The seventh grade students Students already have a certain knowledge reserve, so it should not be too difficult to initially grasp the main idea of ??this article through independent reading. However, for students to fully understand the perseverance of the shepherd who persists in planting trees in the plight of loneliness for decades and the significance of this behavior, there must be limitations in life experience and cultural accumulation. In addition, for such a long work, how to gradually and deeply understand the spiritual connotation of the characters requires timely guidance from teachers in terms of learning methods.

3. Talk about goals

New curriculum standards require: Curriculum goals should be considered from three dimensions: knowledge and abilities, processes and methods, and emotional attitudes and values. The three penetrate each other and merge into one. The design of the goal focuses on the overall improvement of Chinese literacy. According to the concept of the curriculum standard, combined with the text and academic situation, the teaching objectives of this course are formulated.

1. Knowledge and abilities:

Learn to use the circle-dot method to read texts silently, clarify the author’s ideas, and grasp the overall content; (teaching focus)

Design concept : The curriculum standards clearly state that students in junior high school should develop the habit of silent reading, have a certain speed, and expand the scope of reading. One of the teaching objectives of this unit is to cultivate students' silent reading ability.

2. Process and method:

Collaborate to overcome the challenge, jointly explore the image of the shepherd, and perceive the spiritual connotation of the shepherd. (Teaching focus)

Design concept: Chinese teaching should stimulate students’ interest in learning and create a learning environment conducive to autonomy, cooperation, and inquiry.

3. Emotional attitudes and values:

Understand the meaning of the shepherd’s behavior, and know how to be a proactive, responsible and dedicated person. (Teaching Difficulties)

Design Concept: Cultivating students’ noble moral sentiments and healthy aesthetic tastes, and forming correct values ??and positive attitudes towards life is an important part of Chinese teaching.

About the key points of teaching:

In order to highlight the key points, students are taught how to read silently during the learning process, and guide them to explore the "miracles" from the changes in the wasteland through group cooperative inquiry. The reason why it happened is to understand the spirit of the shepherd from shallow to deep.

About teaching difficulties:

In order to break through the difficulties, I will show the pictures of the wasteland before and after the transformation in the picture book, so that students can combine pictures and texts to deeply understand the significance of the shepherd’s behavior; through intensive reading text, collaborative exploration, perception of the spiritual connotation of the shepherds, and the improvement of emotional experience through the process of writing award speeches to the shepherds.

IV. Lecture method

According to the concept of the new curriculum standard, I mainly choose the following teaching methods:

1. Pre-class preview method

< p> The curriculum standards propose that we should focus on cultivating students’ awareness and habits of independent learning, and conscious preview is an important part of it. To this end, I made a preview study plan to guide students to conduct independent preview before class.

2. Combine silent reading with intensive reading.

For a long article like this article, it is appropriate to use silent reading to grasp the main idea. For seventh grade students, it is necessary to teach them how to read silently, gradually improve their speed and efficiency of silent reading, and create favorable conditions for later expanding their reading horizons and reading the whole book. For the understanding of connotation and gist, it is advisable to achieve the goal through intensive reading, interpret the text in detail, and form your own experience and insights during reading.

3. Cooperative approach:

Chinese teaching should stimulate students’ interest in learning and encourage students to learn through independent cooperative inquiry. To this end, I ask students to work together in groups to overcome difficulties. Everyone participates, and the top students drive the students with learning difficulties, so that every child can feel happy and make progress in interesting learning.

5. Teaching process

According to the design, the teaching process is as follows:

(1) Introduction link

Multimedia display picture book "Planting Trees" Pictures of different scenes before and after the wasteland in "The Man" are introduced in an interesting way.

Introduction: A lonely shepherd has been planting trees in the wilderness for decades. With his own hands, he planted a forest and created an amazing miracle. Let us walk into the picture book story "The Shepherd Who Planted Trees" by Jean Jono, and get to know this shepherd who is as great as God in the author's heart.

Design intention: Use the pictures in the original work to compare and stimulate students' interest in learning. The teacher introduces "The Shepherd Who Planted Trees" concisely but emotionally to introduce students to the context of the text.

(2) Work together to clear the level

Instructions for clearing the level: Students work in groups and follow the task cards displayed in the multimedia to work together to clear the level. Each team will receive a different number of stars based on the completion of the task at each level. The team with the most stars at the end of the level will be the champion team.

Level 1: If I am fast, I will do it.

Task: Read the full text silently at a faster speed and talk about the main content. (Based on silent reading, fill in the appropriate words on the lines below.)

(Who) is (where) (what) has been going on for decades, turning the desert into a desert for those who live here People live a life.

Study guidance:

(1) When reading silently, do not make a sound, move your lips, do not point to the reading, do not look back, and read the entire text in one go.

(2) Without writing or reading, use a pen to circle the words or sentences that you think are key.

Design intention: To train students' silent reading ability, requiring students to read the full text silently at a faster speed and grasp the main idea of ??the text.

In view of the long length of the text and the limitations of the thinking ability of seventh-grade students, the difficulty of this task was appropriately reduced, and the students' grasp of the overall content of the text was tested in the form of filling in the blanks.

Second level: I think, therefore I understand

This level is divided into three learning tasks.

Task 1: The article emphasizes how many times "I" saw the shepherd? What scenes did you see?

Requirements for breaking through the level: (1) Find the time of the three encounters with the shepherds in the text, and accordingly find the relevant paragraphs of the three encounters with the shepherds. Use natural paragraph numbers to mark the beginning and end. (2) Read the relevant passages silently and find sentences describing different scenes. Then the group will select three students to read aloud the different scenes they saw three times. Finally, they will collectively refine some keywords to summarize and write them on the answer board.

Design intention: Let students clarify the author's writing ideas through quick reading, and extract information through intensive reading of relevant paragraphs of the text. This is also one of the learning focuses of this unit.

Task 2: Is it easy for the shepherd to plant trees? What difficulties has he experienced? (Possible answers from students: miserable life experience, lonely mood,

Harsh environment, difficult process)

Task 3: What do you think is the best thing about Shepherd? Admired?

(Key points that students may talk about: calmness and strength in loneliness, serious concentration in life, persistence for decades, tenacious perseverance in the face of harsh environments, selfless generosity without expecting anything in return. Love)

Russell once said: "This habit of passively accepting the teacher's wisdom is a disaster for a person's future life." The new curriculum standards also point out: "Students should be allowed to take the initiative Through the thinking and emotional activities, we can deepen our understanding and experience, and gain insights and reflections.” Therefore, in the text interpretation, the teacher only gradually guides the students to combine the text content and carry out independent interpretation according to the level-breaking tasks, and to enter the inner world of the characters layer by layer. , attach importance to their active thinking and emotional experience, do not replace their own reading understanding with the teacher's analysis and explanation, and conduct group communication after students fully think independently, so as to achieve the purpose of training Chinese literacy in inquiry-based learning.

Level 3: Join hands with Ling Jueding

Task: If the shepherd is named a "good person who moved the world", please work in groups to write an award speech for the shepherd. (Multimedia displays the introduction and award speech of Yang Shanzhou, an old man who planted trees in my country. The teacher gives brief analysis and guidance. Students show their results after independent creation. The teacher demonstrates the award speech he wrote.)

Design intention: By writing for the shepherds The award speech allows students to have a deeper understanding of its spiritual connotation and further enhance their emotional experience. At the same time, students’ language expression ability is improved through students’ independent creation and teachers’ demonstration creation.

(3) Class Summary

For decades, an ordinary old man insisted on using his meager strength to change the harsh natural environment. What a difficult process it was. ! With tenacious perseverance, he did it. What's even more rare is that when he did all this, he never thought about what he could gain. It was precisely because of this selfless feeling that he could focus on working towards his beautiful ideal, and he succeeded. Create a forest, make yourself healthy; make the world beautiful, and make all living beings happy. I think we are not God and do not have the same power as God, but as long as we have good wishes and work unremittingly for a long time, we can also create our own miracles!

Students have basically achieved their learning goals through fully autonomous cooperative inquiry-based learning. As the organizer and guide of learning, teachers will summarize the class at the end to enhance students’ understanding of the text content and consolidate their understanding of the character’s spirit. Understand and transform the text content into your own life insights.

(4) Assign homework

After class, search and read the information about Tu Youyou, the Chinese scientist who won the Nobel Prize in Medicine, and write a paragraph to talk about your feelings.

Design intention: Expand and extend, allowing students to move from textbooks to life, broaden their thinking, and allow Chinese language to move into a broader space.

6. Writing on the blackboard

I designed the overall writing on the blackboard in the shape of a tree, which not only fits the content of "planting trees" in this article, but also makes the spiritual connotation of the characters artistic. The form is concentrated so that students can form an overall concept of the lesson and leave a deep impression.