Teaching plan of kindergarten fable "Better late than never" 1 1. Teaching objectives
(A) the main points of knowledge teaching
(1) Know the new words and phrases in this lesson and understand the key words in this lesson.
(2) Understand the meaning of fables.
(3) Be able to read the text correctly and fluently.
(4) Learn more about fables through the Internet.
(2) Ability goal
(1) Continue to cultivate students' ability to dare to ask questions and solve problems. Improve students' self-study level. At the same time, cultivate students' ability to acquire knowledge by using the network.
(3) Emotional goals
(1) Get education from morality.
(2) Stimulate students' thirst for knowledge.
Second, the teaching content and difficulties
(a) heavy and difficult type:
(1) Understand the truth contained in the fable.
(2) Understanding of the meanings of "prison", "death" and "mending after it is too late".
Third, the analysis of teaching content
Media selection has the following purposes.
(1) Break through difficulties and solve problems. When students understand the meaning of words, they use courseware to show the semantic evolution of the word "prison" and make hieroglyphics of "prison" so that students can clearly understand the semantic changes of the word "prison" in ancient and modern times.
(2) Show famous sayings and highlight key points. When students reveal the meaning, they show Lafontaine's famous words with courseware, which not only clearly and concisely summarizes that fables are divided into two parts: body (story itself) and soul (truth). Through famous aphorisms, we can further firmly grasp the content and significance of the story "Better late than never".
(3) broaden your horizons and expand extracurricular activities. After learning this lesson, students have many questions about fable knowledge. So I expanded my knowledge after class, and sought more fable knowledge through students searching information on the Internet. Stimulate students' thirst for knowledge and encourage them to study actively.
Integrating computer multimedia into Chinese classroom, taking theory as the main body, fully mobilizing students' enthusiasm and letting students learn actively and intelligently is the general trend of Chinese teaching today.
Fourth, the teaching process
(A) introducing topics and guiding questions
There are many teachers in class today. They don't know that our classmates in Class Three One have one of the greatest advantages. That is: study hard, be willing to think and dare to ask questions. Is it? Today, let's fully demonstrate this advantage, shall we? Today we are going to learn a little fable (blackboard writing: better late than never). Who can read it? Who will try again? Read it all! "Death" is a new word in this lesson. As if you all know. Do you have any questions about this problem? Students are free to ask questions. It's great that you asked so many questions when you saw the topic. Can it be solved? How do you want to solve it? Ok, please solve these problems in your own way. If you encounter new problems in the reading process, please make a small mark as usual and try to solve them. If it can't be solved, bring it up later and study it together.
Let's get started.
Students, what valuable problems have you solved through the study just now? The meaning of "prison" has also changed. Look at the big screen
Courseware presentation: the evolution of the meaning of the word "prison" breaks through the difficulties and makes it clear to students at a glance.
(Speaking of morality) Here, the teacher has a famous saying for the students.
Lafontaine's famous words are displayed in the courseware, which makes students understand more clearly that fables are divided into two parts: body (the story itself) and soul (morality). I have a deeper understanding of the story and significance of "better late than never".
The subject of fable is the story itself. Who can show the text of the fable to everyone to read the text? Through the fable, we can see the soul of the fable. Who can say again what is the soul of this fable?
What other valuable problems have you solved? It's amazing that you should know so much about such a short story! In fact, every problem raised and solved is a kind of gain for us. The more questions you ask, the more you gain.
Teaching plan 2 of kindergarten fable "Better late than never";
This is a vivid and interesting fable with profound truth. Teaching arrangement, first of all, stimulate students' interest in learning and perceive the content of the text as a whole. Then, with key questions as the breakthrough point, students discuss and explore, fully display the charm of reading aloud, so as to further understand the text. Then, the teacher creates life situations and realizes the moral of this lesson in combination with the actual life.
Teaching objectives:
1. Learn the new words and phrases in this lesson, understand the words correctly by looking them up in the dictionary, connecting with the context, connecting with real life and so on, and accumulate and use the words.
Read the text with emotion, grasp the key words to understand the content of the text, and tell this fable in your own words.
Teaching emphases and difficulties:
1, read aloud with emotion and realize the meaning of fable.
2. Train reading ability and develop good reading habits.
Teaching process:
first kind
First of all, an exciting introduction.
Have the students learned fables? These two are fables. Fable stories are stories that contain truth. We learned two fables in the second semester of Senior Two, and today we will learn a new fable. Watch cartoons first. (Playing cartoon) You just watched an interesting cartoon. This interesting story is the text we are going to learn today. [Blackboard: Better late than never] Read the topic together-better late than never.
Second, the preliminary reading of the text, the overall perception
1, check the preview
Teacher: I believe the students have previewed the text, so what new gains have you made in word learning? Students report what they have prepared and communicate the pronunciation and writing of words. )
The teacher also has a few words here, which I believe everyone will read. Who wants to read them to other students?
Legend has it that the sheepfold advised the neighboring cave to resolutely take away the regret.
One student reads, the other students listen, read correctly, show the correct pinyin, read wrongly and correct it. Read the words together at last. )
2. Overall perception
The teacher believes that all students can read these words, so these words are in the text. Do you still know them? Let's read the text. Think about a problem. What is the main point of this text?
Please read the text and correct your pronunciation in time. Focus on solving the problem that the circle 1 is the last stroke of a polyphonic word, which is read in a hole and read softly.
3. Language training:
Teacher: Who can say what is said in "Mending after the sheep dies" in concise language?
After losing the sheep for the first time, the sheep breeder ignored the advice of his neighbors and lost the sheep the next day. He regretted not listening to his neighbor's advice and quickly repaired the sheepfold. Since then, he has never lost a sheep.
(hint, the first time I lost the sheep-the second time I lost the sheep-finally-
Praise students who can be summarized in concise language and guide students who speak in more detail)
[The teacher's book on the blackboard: Don't fill it the first time, don't fill it the second time]
Third, read the sentiment and understand the meaning.
1, we already know that the sheep farmer lost his sheep twice, so let's go back to the text and read the article carefully to find out why he lost his sheep.
Please read the paragraph 1-3 silently. Tell me about the performance of sheep farmers after they lost their sheep for the first time. (Show the natural paragraph of the text 1-3 for silent reading. )
He said: the sheep have been lost, why build a sheepfold? )
What did you read? (Sheep farmers don't care)
There are so many sheep farmers that only one sheep has been lost. Of course, he doesn't care, but his good neighbor is worried. He suggested that he say-
Hurry up and fix the sheepfold and plug that hole. )
Can you be this kind neighbor and persuade this sheep farmer?
Ask some students to read aloud and guide them to read aloud. Read the dialogues of different roles and pay attention to the tone. )
2. Later, because the sheep breeder didn't care what happened. Let's study paragraphs 4 and 5 of the text and go there to find the answer.
The girls read paragraphs 4 and 5 together, and then talk about what happened later. The wolf went in again and lost another sheep.
3. Why does the wolf have a second chance to enter the sheepfold?
Only when the sheep breeder doesn't listen to the advice and mend the sheepfold will the wolf come in again. ) finally. He regretted it, listened to his neighbor's advice and repaired the sheepfold firmly.
4. Will the sheep breeder lose the sheep for the third time?
No, he made the sheepfold strong. Since then, his sheep have never been lost.
Discussion: Is it too late to make up now?
Not too late, because his sheep have not been lost since then. ]
5. Reveal the moral: It can be seen that if a sheep farmer makes a mistake, as long as (), he will ().
We have finished learning this story. Who can explain what it means to mend after it is too late? The sheepfold is only repaired when the sheep are lost. Metaphor to find ways to remedy the loss, so as not to suffer losses in the future. Death, loss; Prison, sheepfold.
What do you know from the story of the sheep breeder?
It's not too late for a person to do something wrong, as long as he is willing to accept opinions and seriously correct them. )
Fourth, give an outline and tell a story.
1, such an interesting story. Do you want to tell anyone? The teacher gives you some help. Let's practice first
One morning, he went to herd sheep and found that one was missing.
The next morning, he went to herd sheep and found another one missing.
Since then, his sheep have never been lost.
2. Ask some students to tell stories.
Verb (abbreviation for verb) assigns homework.
1. Read two ancient fables synchronously after class.
2. Copy the text twice and recite the text.
blackboard-writing design
It is never too late to mend
know
Don't make mistakes the first time.
as soon as...
Secondary repair and transformation
The teaching goal of kindergarten fable lesson plan 3 "Better late than never";
1. Know 2 new words and master 2 polyphonic words.
2. Read in various forms to understand the content of the text and the truth contained in the fable.
3. Know to listen to other people's advice and correct the wrong behavior in time.
Teaching emphases and difficulties:
Understand the meaning of words and the meaning revealed by fables.
Teaching rules:
Dialogue, Inspiration and Group Cooperative Learning
Teaching AIDS:
Courseware, fable collection.
Teaching process:
First, happy memories for 2 minutes before class. (hosted by students)
Health: Hello, everyone. Today's happy memories will be hosted by me for 2 minutes. The happy topic I want to share with you today is "Happy Classroom". What do you think is the happiest thing in Chinese class since the beginning of school? (Student's answer), what everyone said is also my happy feeling. In the happy classroom, let's learn to learn, learn to cooperate and learn to help.
Teacher: With a good mood, shall we start today's Chinese study?
Second, talk about stimulating interest and introducing new courses
1. Do students like to listen to fables? What fables do you know?
2. It seems that students are all children who like reading! These fables are very interesting and meaningful. Do you know what a fable is? What are the characteristics of fables?
3. Students know so much! Today, the teacher will learn another fable with you. Teacher's board theme: "Better late than never". (all read by name. )
Second, question the topic and understand the meaning of the question.
1. Is there a word in the word "better late than never" that you don't understand? (death, prison)
2. Name the doubt and say how to understand it.
Life: death: loss. Prison: a pen for keeping animals, which refers to a sheepfold in the text.
Student: I understand this word by looking it up in the dictionary and connecting it with the text. ...
Please explain the meaning of "the sheep will be mended after it dies" in one sentence.
(health: I lost the sheep. Mend the sheepfold. )
Third, read the text for the first time and understand the content.
1, that's very clear, and the preview before class is very comprehensive! First of all, please listen to the reading of the text and pay attention to the pronunciation of the new words while listening. (courseware playing)
Next, please read the text freely, pay attention to correct pronunciation and read the text well.
3. Look up the words: (Read by train)
Fable, better late than never, sheepfold, hole, take away, neighbor, regret, suggestion
Multi-tone word: circle synonym: neighbor-neighbor
4. Emphasize fonts and understand the meaning of words.
"Cave" is a cave prefix, so it is related to caves. Note that there is a horizontal line above the word "health" in the word "dragon".
Neighborhood: Is there a neighborhood in your home? Neighborhood means neighbor.
5. Guide writing.
Fourth, read the text intensively and study in groups.
Master the words and bring them into the story. Choose a student from each group to read the text aloud. Other students think about it. What kind of story is it? (Five students read the text aloud)
The students summed it up clearly and spoke wonderfully! Next, read each other's texts in the form of group study, and start a group discussion according to the content of self-study tips.
Show self-study skills: (courseware)
1, watch the natural paragraph of 1-4 together, and think: how many times have sheep farmers lost their sheep? Why did they lose them? (Find the relevant sentences in the text)
2. After the sheep was lost, how did neighbors and sheep farmers behave respectively:
(1) How did the neighborhood persuade? Read the name, read the suggested tone.
(2) Sincere suggestions from the neighborhood, but what can sheep farmers do? Read and comment by name. It doesn't matter if you look at him, you don't care.
Neighbors are kind, sheep farmers are careless and don't listen to advice. (Read aloud by name and role. )
3. What is the result of sheep farmers not listening to advice? Sheep farmers lost one sheep, why did they lose the second? (Find the relevant sentences in the text)
What we have just learned can be summed up in two words in the title, that is? A dead sheep.
Sentence transformation (1, 2)
4. After throwing the sheep for the second time, what did the sheep breeder think and do? Read the fifth part freely and underline the relevant sentences.
Sentence Transformation (3)
5. Discuss and communicate.
6. Tell this story to everyone in your own words.
Fifth, experience meaning.
1. What will happen if this person doesn't repair the sheepfold?
2. Reveal the moral: It can be seen that if a sheep farmer makes a mistake, as long as (), he will ().
3. In life, similar things often happen. Contact your own life reality and talk about your own views. Discuss with each other at the same table, and then exchange names. (Myopia, sandstorm, environmental pollution ...) These can all be summed up in one word? ("Better late than never")
Sixth, summarize the full text.
1, we have read the story, so what does this story tell us? Read the text carefully again, think about it, and exchange your thoughts with your deskmate first.
2, the whole class communication, the teacher summed up:
Yes, it's not too late for a person to do something wrong, as long as he can listen to others' opinions with an open mind and seriously correct them. Therefore, it is often said that it is not too late to mend. (blackboard writing: it's not too late)
When learning this text, we should first understand the story, and then understand the truth contained in it. When encountering fables in the future, we can use the method of "understanding the meaning of the topic-understanding the content-connecting with reality-understanding the meaning" to learn.
Design Concept of Teaching Plan 4 of Kindergarten Fable "Better Late than Never"
Fable stories are short in length, simple in content and profound in meaning. In teaching, we should make full use of independent, cooperative and inquiry learning methods, so that students can understand the content, understand the meaning, cultivate their sentiments and cultivate their sound personality through teaching activities such as self-study, discussion, communication, reading and practice.
Teaching objectives
1 Know 12 new words, can write 8 new words, and can form words and expand words.
Read the text aloud, understand the content of the text, understand the meaning of the two fables, and get inspiration from them.
Have the desire to actively learn fables.
Teaching focus
I can know 12 new words and write 8 new words.
Teaching difficulties
Read the text and understand the meaning.
training/teaching aid
Teaching wall chart, animal headdress, new word card.
Teaching time
2 class hours.
teaching process
First, the dialogue scene import
1, the motherland's culture is profound, colorful, beautiful in language and artistic conception; There are idioms with fixed forms and concise meanings, as well as common sayings and proverbs. The text we are studying today is called fable.
2. Two fables. Read the topic in pinyin.
3. Fable is a literary genre, which illustrates a profound truth through a short story. In this lesson, we will learn "Looking at the sky from a well".
4. Media presentation: (A bird flew over and landed by the well, and a frog sat in the well) The teacher explained the image.
Frogs meet birds. What did they say? Let's go into the text and listen. Listen to the tape while reading.
Second, read the text freely and read independently.
1. Read the text freely and mark the new words.
2. Know new words with the help of Chinese Pinyin.
3. Group communication: How do you learn new words?
4. Teachers check literacy: reading, pronunciation and synchronous reading.
5. Instruct students to write "this" and "desire" (allow students to communicate).
6. Check the new words in the text and read them several times.
Be familiar with the text, understand the content and understand the meaning.
1, explanation: sit on the well and watch the sky. Question: Who sits in the well and looks at the sky? What does it look like?
2. Read the text together and think while reading: What are the birds and frogs arguing about?
3. Panel discussion:
(1) What are frogs and birds arguing about?
(2) How big do frogs and birds think the sky is? What is the reason?
4. report and exchange.
5. The media played the dialogue between the frog and the bird. Instruct to read aloud with emotions and roles, and understand the meaning of sentences through reading, discussion and comment.
6. Who do you think is right or wrong about frogs and birds, and why?
7. Practice: Roll a small tube with white paper and look at the sky from one end of the tube. Exchange experiences and understand the limitations of frog's understanding of things.
8. What do you understand after reading this story?
Fourth, read the text with emotion and expand the practice.
1, perform "Looking at the sky from the well" in different roles.
2. Guide imagination: If the frog jumps out of the wellhead, what will it think and say?
3. Talk about the feeling of learning this fable in connection with real life.
Fifth, learn to move and learn independently. "It is better to learn late than not to learn well."
1. Read the text in groups and communicate: What have you read and what can't you read?
2, the whole class read the text together and put forward what they don't understand: discussion, communication and understanding.
3. What the media put was the sentence: "Repair the sheepfold quickly and plug the hole." "If all the sheep are lost, how can we repair the sheepfold?" Turn rhetorical questions into declarative sentences, guide students to read aloud repeatedly, and understand the meaning of sentences and the mood of sheep farmers in reading.
4. Who is right and who is wrong about neighbors and sheep farmers? Why?
5. Read the last paragraph. Discussion: What changes have been made in the concept and practice of sheep farmers this time, and what is the result? Understanding: regret, regret afterwards, seize the opportunity and speed up. What qualities do you think sheep farmers have?
6. To sum up this fable: Better late than never. Death: lost. Prison: animal pen, sheepfold. If the sheep are lost, repair the sheepfold. Metaphor: It's not too late to correct mistakes in time.
Sixth, expand and extend.
Contact your real life and talk about what to do after making mistakes.
Attachment: blackboard design
The frog sat in the well and looked at the sky (with a narrow view)
As big as a wellhead (limited view)
better late than never
The sheep lost the first time without repairing the sheepfold, and the sheep lost again.
The second time I quickly repaired the sheepfold, and the sheep were not lost again.
Metaphor: When an error occurs, it is not too late to correct it in time.
Kindergarten fable teaching plan 5 "Better late than never" teaching goal;
1, can read four new words and one polyphonic word in the text; I can write the words "hole" and "Diao".
2. Be able to read the text fluently and tell the story of "better late than never" in your own words.
3. Understand the meaning of words such as "Better late than never" and "Advice", and preliminarily understand the meaning in combination with the actual life.
Teaching process:
First, reveal the topic.
(A) to understand the meaning of "fable"
1, you can tell us what fables we have learned.
2. You can also talk about the characteristics of fables.
(2) Solving problems
1, today we are going to learn a fable entitled "Better late than never".
2. Do you know the meaning of each word? Understand the meaning of "death" and "prison". Guide to understand the meaning of the problem.
Second, the first reading perception.
1. Learn the text by yourself: read the pronunciation correctly and think about which sentences in the text are written as "late sheep" and which sentences are written as "complement".
2. Communication: How many times has the text said that the shepherd lost his sheep?
L Find out the first sentence to find the reason for losing sheep and sheep. Blackboard writing: discovery
Guidance: Read the polyphonic word "circle" correctly. When writing "long", it means 1 1 stroke. What is the last stroke of Diao?
L Find out the sentence of losing sheep and the reason of losing sheep for the second time. Blackboard writing: discovery
Write "hole" and "Diao" again
3. Find out the shepherd's "complement" sentence. Blackboard: Come on, don't lose it.
4. The gist of the story: use "find … find … don't lose it quickly …"
Third, realize the meaning
(A), grasp the breakthrough point of "persuasion", only to know its meaning.
1. The shepherd lost his sheep for the first time. How did the neighbors persuade him? Find out the sentences and understand the "neighbors"
2. What's the difference between "persuasion" and "speaking"? ("Persuasion" refers to finding other people's problems and asking them to correct them)
3. Practice reading dialogue. If throwing a sheep for the first time was an accident, what was the reason for the second time?
4. Look at the picture and talk. What are the neighbors saying this time?
(If ... I'm lucky ...)
5. Summary: The shepherd refused to listen to the advice and continued to throw the sheep. After listening to the advice, he stopped losing sheep. It can be seen how important it is to listen to other people's suggestions and correct them in time when doing something wrong.
(2) Grasp the "persuasion" to understand the meaning.
1. The teacher told the story of Zhuang Xin's advice to King Xiang of Chu in the Warring States Policy in vernacular Chinese.
The story of "better late than never" originated from an old story of "advice". During the Warring States Period, a minister named Zhuang Xin found that the King of Chu ignored the state affairs and wandered around all day. Zhuang Xin was very worried and said to the king of Chu: If this goes on, the State of Chu will surely perish. The king of Chu wouldn't listen. As a result, Qin came in five months later. The king of Chu was too scared to do anything. He quickly asked Zhuang Xin for advice. Zhuang Xin said a lot, one of which was: "It's not too late to mend."
2. Understand that "it is not too late to mend." the meaning of
After listening to the story, do you mean that the king of Chu lost his sheep? So what does Zhuang Xin mean by this sentence?
What does "dead sheep" actually mean? What about "fixing" the error? It's not too late to remedy it in time.
After listening to Zhuang Xin, the king of Chu immediately corrected his mistake and finally saved Chu from this disaster.
(3) Follow "persuasion" and learn to tell stories.
1. A little story changed the king of Chu and the fate of Chu. This shows how meaningful this story is. Would you like to tell it?
2. Who do you want to tell this story to and why? Tell it to those who have shortcomings that must be corrected, tell it to yourself, think more about your own shortcomings and try to correct them. )
Fourth, homework
1, copy new words
Step 2 tell stories
Teaching imagination and reflection;
Fable is a literary genre, and one of the goals of learning fable is to understand the meaning of fable through the study of story content, so as to give students some enlightenment in life. Therefore, we must consider the characteristics of fables and the methods of learning fables in teaching. Because the topic of fable is often the main content of the story, the teaching of this course starts with solving problems to sort out the text, so as to avoid spinning around in content and leave more time for students to learn Chinese characters, read the text and expand their applications. This is the most important work in Chinese learning. It is difficult for students to understand morality, so they can't be told directly. Therefore, the teaching of this course takes persuasion as the starting point, and through students' own learning and deep feelings, the learning of texts is organically combined with tracing the source, learning language and life application, so that students can truly understand the truth of story telling and consciously apply it to their lives, and finally take root in their own spiritual world.
35 minutes comes and goes in a hurry, so let the students write again.