As an outstanding teacher, it is inevitable to write lecture notes, which help students understand and master systematic knowledge. How should we write lesson notes? The following are 4 Chinese speaking lesson notes that I collected and organized. You are welcome to share them. Chinese Speaking Textbook Part 1

1. Speaking Textbook

The whole poem has 8 stanzas. The first stanza uses the magnificent and vast land of China as the background to introduce the heroic and heroic appearance of the Chinese youth. This is the summary of the whole poem. Structurally speaking, it is divided first and then summarized. "Snow Lotus" refers to purity, "Haiyan" refers to bravery and optimism, "Eagle" refers to ambition, "Shandandan" refers to enthusiasm and tenacity. The last sentence summarizes the Chinese youth. "Hope for the growth of China's land". Sections 2, 3, and 4 are developed from three different perspectives: Section 2 is about the beautiful mountains and rivers of the motherland that nurture the Chinese youth; Section 3 is about the long culture of the motherland that nourishes the Chinese youth; Section 4 is about the unique characteristics of the motherland The traditional national customs of Chinese youth have been nourished. The structure of these three sections is divided first and then summarized. Section 5 reviews the difficult journey of Chinese mothers and explains that Chinese young people should inherit the aspirations of their ancestors. Sections 6 and 7 are about the oaths written by Chinese teenagers, expressing their strong determination and heroic feelings. Stanza 8 is the summary of the whole poem.

Looking at the whole poem, the structure is clear, the transition is natural, the beginning and the end are connected, and the whole poem is integrated. In terms of emotional rhythm, the whole poem has an even style, a distinct rhythm, and the end of the sentence rhymes. You can feel the strong rhythm when reading aloud. The eight bars rhyme to the end, making it sonorous, long-lasting and passionate when recited. In terms of method, this poem combines direct expression of one's feelings and lyricism by borrowing objects (scenery and environment). It repeatedly uses parallelism and couplets to highlight the direct lyrical characteristics of the poem. The choice of scene in each section (such as "surrounded by blue waves") "Treasure Island"), the arrangement of objects (such as "Snow Lotuses on the Iceberg"), and the reproduction of scenes (such as "The Warship Navigates the Wind and Waves") are all very ingenious and emotional, making the intangible emotions tangible and vocal. , intuitive and sensible carrier.

In addition, the greatest artistic feature of this poem is the ingenuity in the choice of imagery. The heroic appearance of the Chinese youth, the magnificence of the mountains and rivers of the motherland, the beauty of oriental culture, the suffering of the national history and the sonorous declaration of the Chinese youth are all... The author skillfully materializes it into real and sensible images. Through these images, the poet's unique feelings are condensed and the emotions are made concrete.

The purpose of organizing this poem is to allow students to express their love for the motherland through reciting poetry. Therefore, when learning this poem, the emphasis is on reading it aloud. Students can be guided to recite it freely, or they can recite it in different roles, or they can recite it in a performance. In repeated readings, one can experience the emotions expressed by the poet.

2. Speaking teaching objectives

1. Learn the new words in this lesson and understand the words composed of the new words.

2. By understanding the language of poetry and reciting verses, students can inspire their love for the motherland and cultivate their aesthetic taste.

3. Read and recite the text correctly, fluently and emotionally. 3. Talking about the teaching process and design intention 1. Introduction

Multimedia courseware appreciation: the scenery of the motherland, with the soundtrack "Song of the Yangtze River". Picture examples. After reading this information, what do you want to say? Let’s talk.

Design intention: Through rich pictures and passionate music, students can be introduced into the situation at once and induce their love for the motherland.

3. Exchange information

Let students talk about the information related to this article that they collected before class.

Examples of information:

"The Bells of Maple Bridge": (Tang Dynasty) Zhang Ji's "Night Mooring on Maple Bridge", the moon is setting, the sky is covered with crows and frost, and the rivers, maples and fishing fires are facing melancholy. At Hanshan Temple outside Gusu City, the bell rang for the passenger ship at midnight.

"The solitary smoke in the desert": "The Envoy to the Fortress" [Tang Dynasty] Wang Wei, riding a bicycle, wanted to ask about the side, and he was in the country of Juyan. Zheng Peng left Hansai, returned to Yan and entered Hutian. The lonely smoke in the desert is straight, and the sun is setting over the long river. When Xiao Guan is waiting to ride, he will always protect Yan Ran.

"On the Dragon Boat Festival in May, my heart follows the dragon boat and chases the soul of poetry": The fifth day of the fifth lunar month is one of the traditional Chinese festivals. An important activity for people on this day is dragon boat racing. This folk custom has its origin. It’s been a long time. According to legend, Qu Yuan, a senior official in Chu Sanlu during the Warring States Period, saw his motherland perishing and had no way to serve his country, so he threw himself into the Miluo River and died.

In order to prevent fish in the water from biting Qu Yuan's body, local residents scattered fish food in the river and rowed boats to protect it. Later, divine fish carried Qu Yuan's body to his hometown Zigui. From now on, people will row boats to commemorate Qu Yuan on this day every year. This day is the fifth day of May. Today, the Duanyang Dragon Boat Race has become a mass water sport.

Hada: Hada is the most precious gift of the Tibetan people. According to legend, during the time of Tsongkhapa, the founder of the Yellow Sect, the custom of giving khatas to each other to show respect had been formed on the Tibetan Plateau. There is another folk legend that claims that the light of the Bodhisattva and the auspicious clouds in the sky are signs of boundless happiness and good fortune. As a result, people in the lower realms rushed to imitate and gave hadas to each other for good luck. Hada is a kind of woven product with a high level of craftsmanship. It can be made of white linen or cocoon silk, with length ranging from two to three meters. There are four colors of hada: red, yellow, blue and white. It is woven with religious eight-treasure patterns such as lotus and treasure cover.

Lusheng: It is a reed wind instrument of the Miao, Yao, Dong and other ethnic groups in southwest China. It appeared as early as the early Western Han Dynasty. Lushengs come in different sizes, and the number of tubes varies, ranging from single tubes, double tubes, to five tubes, six tubes, eight tubes, and ten tubes, but the more commonly used reeds are six tubes. The structure of the six-tube reed is to use six bamboo tubes of different lengths, divided into two rows and inserted into the wooden sheng bucket; a copper reed is installed at the root of each tube; a small hole is opened at the lower end of the tube, and the fingers are played when playing Pronounce by hole. Lusheng is mostly used for solo, ensemble and dance accompaniment. After many reforms, fifteen-, twenty-, twenty-six-, and thirty-six-steel reeds appeared successively.

Design intention: Cultivate students' ability to independently search for information and accumulate information. Give the class to the students. As much as you can say, try to let students internalize the collected information into their own knowledge.

4. Read the text for the first time and learn the words

1. Read the text to yourself.

2. Learn new characters:

⑴ Read the correct pronunciation of the characters. The slide shows: Soaring, Mangmang, Kunlun, Water Margin, Nuwa, Dayu, lingering, staggering, Aobao, remembering, welding, brilliant, Lusheng, Suona, competing.

Name the words and read them word by word, and guide students to read correctly the flat and upward tongue sounds, front and back nasal sounds, etc.

The focus is on polyphonic words: jìn jìng, hā hǎ Words of understanding. If the problem cannot be solved through group discussion, bring it up for discussion as a whole class.

Design intention: New words are basic things and must be mastered. First, we must read the pronunciation of the word correctly, and then let students discuss and solve the meaning of the word. This approach not only gives full play to students' learning initiative, but also saves classroom time. Chinese Speaking Textbook Part 2

1. Speaking Textbook

"Talking about Reading" is a famous work in Bacon's "Essays on Life". The scope of this essay is very broad. It first explains the purpose of reading - pleasure, enrichment and talent development, and also explains the relationship between reading and experience - they complement each other and complement each other. Then he elaborated on the method of reading, pointed out that reading requires careful thinking, and opposed deliberate nitpicking, superstition of books, and limited inference from words. The results discussed that reading can shape people's character and make up for various mental defects.

Manancun’s essay “Not Seeking a Deeper Understanding” is a refutation. By interpreting Tao Yuanming’s original words, it reveals the two meanings of Tao Yuanming’s “Not Seeking a Deeper Understanding”. Based on this, the misinterpretation of “Not Seeking a Deeper Understanding” is "The view was denied. At the same time, it elaborates on the point that the key to reading is understanding; reading should be done with an open mind, and important books should be read repeatedly.

2. Talk about the goal

The four lesson books in this unit are argumentative articles that explain the pursuit of knowledge and reading. The instructions for the fourth unit require: When reading these essays and essays, you must distinguish between viewpoints and materials, analyze the connection between the two, and make judgments on the author's discussion through your own thinking. Therefore, the three-dimensional goals of this lesson are established as:

1. Knowledge goals: ① Master: "Artificiality, cunning, questioning, ethics, obstruction, searching for chapters and sentences, tasteless, fault-finding, suddenly enlightened, The pronunciation and meaning of words such as "Don't ask for a deep understanding". ②Understand the two-literacy concept of reading, and further enhance the understanding of the purpose, methods and functions of reading. ③Accumulate famous aphorisms from the two texts.

2. Ability objectives: ① Clarify the argumentation ideas of the two articles and grasp their ideological content; ② Analyze the argumentation methods of the two articles; ③ Self-evaluate the author’s views. 3. Moral education goals: stimulate students' enthusiasm for reading and cultivate a correct view of reading.

In the teaching of two short articles, understanding the viewpoints of the two short articles, mastering their argumentation methods and how to understand "not seeking to understand" are important and difficult points in teaching.

3. Preaching Method

Compared with ordinary argumentative essays, the essay "Talking about Reading" focuses on expressing opinions rather than careful argumentation. In the process of criticizing other people's opinions, "Don't Seek Deep Understanding" also elaborates on my own opinions. Based on the ideological content and language characteristics of the two texts, the following teaching methods are adopted:

1. Reading method. Bacon's "Talking about Reading" has exquisite diction. Through the emotional reading, the meaning is clear, the reason is clear, and the ambition is inspired.

2. Discuss the inquiry method. For important and difficult issues such as the viewpoints of the two texts and their argumentation methods, students are guided to collaboratively explore, discuss and communicate.

3. Comparative reading method. The two articles are similar in ideological content, both talk about reading; they are different in writing methods, one is to establish arguments, and the other is to refute arguments. Use comparative reading to better grasp the ideological connotation and argumentation ideas of the two texts.

4. Talking about the process

(1) Introduction of new courses

1. Introduction of new courses

Sitting in the bookstore, there are Mountains and flowing water ring in the ears, thin chrysanthemums and orchids bloom at the tip of the nose, fragrant grass grows continuously, ancient pavilion roads are red with cherries, and green with bananas... No wonder the ancients lamented that "everything is of low quality, only reading is good." How can I own a bookstore? How to get in close contact with books? In this lesson, we will listen to "Two Essays", where two masters told us their exclusive secrets.

2. Introduction to the author: abbreviated

(2) Teachers and students study "Talking about Reading" together

1. Read the text for the first time and get an overall perception.

(1) Teacher's model reading, students listen to the reading, initially perceive the text, and draw their favorite sentences.

(2) Use reference books to master new words:

Fu Cai: fù cǎi (to add luster to speech). Zao decoration: zǎo shì modifies the diction.

Cunning: jiǎo xiā cunning, questioning: jié nàn questioning, embarrassing.

Obstacle: zhì ài is not smooth.

Wei tong jiáo là: wèi tóng jiáo là means tasteless, mostly referring to articles or speeches that are boring.

Critical: chuī máo qiú zī deliberately find faults, looking for mistakes to chew jǔ jué.

Search for chapter excerpts: Search and extract fragments of words and sentences from the article. Refers to the inference that reading is limited to words.

Forgetting sleep and food: zī zī bù juàn means very diligent.

(3) Students read the text for the first time and share their feelings after reading.

(4) Teacher summary:

2. Read the text intensively and clarify the argumentation ideas of the article.

Clear: The full text is divided into three levels. The first level explains the correct purpose of reading from the beginning to "It's all based on observation"; the second level explains the method of reading from "Don't deliberately criticize the author when reading" to "Begins to show knowledge from ignorance"; the third level explains the method of reading. The story starts from "Reading history makes people wise" to the end, explaining that reading can shape people's character and make up for various mental defects.

3. The argumentation methods in this article are flexible and diverse. What argumentation methods are used and what is the effect of their expression?

Clearly: ①The metaphorical argument method is used. "Reading can mend the sky..." etc., metaphorical argumentation can make the argument easy to understand, vivid, concrete and perceptible; ② The comparative argumentation method is used, such as the first and second layers of the article. In addition, "sly people despise reading, ignorant people envy reading, but wise people use reading." The contrast between pros and cons can make the reasoning more comprehensive, powerful and convincing. ③ The method of inductive argumentation is used, such as "reading history...reading poetry...numerology...science...theory...the study of logic...whatever you learn becomes your character."

"Because the content listed above is rich and detailed, the conclusions drawn from the results will be convincing.

4. Connect with reality, experience and reflect.

① This article is rich in philosophy and full of aphorisms Repeatedly. How do you evaluate the author's view of reading? Please talk about your understanding and feelings in connection with the actual situation. ② The teacher inspires students to talk about it in terms of reading and life. Get more inspiration.

(3) Guide students to self-read "Not Asking for Deeper Understanding"

1. Design relevant questions to guide students to self-read, master the argumentation ideas and methods of this article, and correctly understand it. The author's point of view.

(1) What is the meaning of "not seeking a thorough explanation"?

(2) How does the author explain the meaning of "not seeking a thorough explanation"?

( 3) What is the argumentation of this article?

(4) What arguments are used in this article?

(5) What are the author’s views? Which view do you agree with most?

Clearly:

(1) "Not seeking a deep understanding" mostly refers to reading only to understand the general idea, not a deep understanding.

(2) "Not seeking a deep understanding" has two aspects. The second meaning is to show humility; the second is to explain the method of reading. Don’t be stubborn and chew on words, but be thorough and understand the general idea.

(3) This article is a refutation, refuting other people’s opinions. In the process, the author also elaborates on his own opinions. First, the author sets out the target for criticism: "It is not good to not ask for a thorough explanation of any problem." Secondly, he introduces the origin of "not seeking a thorough explanation" and analyzes its true meaning, and then starts from the true meaning. Two negative examples (Zhuge Liang and Plekhanov) are used to demonstrate that the key to reading is to be open-minded; then a comprehensive explanation of "not asking for a thorough explanation" is given, first denying the negative, and then quoting Lu Xiangshan's quotations from the positive to support it; the results summarize the full text, emphasizing important books Read it over and over. Look at the ideas of the argument, make a target, and draw a conclusion.

(4) Quoting Tao Yuanming: "If you are good at reading, you will forget to understand it." "Introduce the topic, analyze it, and put forward arguments; quote Lu Xiangshan's quotations to emphasize not to lose the big for the small, and once again argue that "do not ask for a complete explanation."

Illustration method. Take Plekhanov as an example, from the negative side It proves that when reading, one must be open-minded and not pick out the words, but must understand the spiritual essence; taking Zhuge Liang as an example, it proves that there were people in ancient times who read with the attitude of "not seeking deeper understanding"

(5) The author's views are as follows. : The key to reading is understanding; reading should be done with an open mind; important books should be read repeatedly.

(4) Comparative reading to strengthen what has been learned.

Students are free to choose points and compare the similarities and differences between the two texts.

Similarities: first, they both talk about issues related to reading; second, they both use examples to demonstrate; third, they both use examples. The method of expression of argumentation is mainly based on reasoning; fourth, both short articles express the author's sincere expectation: read well and read good books.

Differences: First, the argument methods of the two articles are different. "Talking about Reading" is an argument, and "Not Seeking Deep Explanation" is a refutation; secondly, "Talking about Reading" mainly discusses the benefits of reading, while "Talking about Reading" mainly discusses the benefits of reading. "Don't Seek for Deep Understanding" mainly talks about learning methods; thirdly, "Talking about Reading" uses metaphorical arguments, such as "Innate talents are like natural flowers and plants. After reading, you will know how to prune and graft them." "Don't Seek for Deep Understanding" does not; fourthly, it is quoted in "Don't Seek for Deep Understanding" There are famous quotes, but there are none in "Talking about Reading"; fifthly, the language styles of the two short essays are different: the language of "Talking about Reading" has a classical style, with witty remarks and repeated aphorisms; the language of "Not Seeking Deep Understanding" is as clear as words, rigorous and simple.

(5) Class summary.

(6) Assign homework

Excerpt the famous aphorisms in "Talking about Reading", and choose your favorite one as an argument, and try to match it with a few Argument, write an argumentative essay. Chinese Speaking Lesson Manuscript Part 3

1. Learn new words, read the text emotionally, recite your favorite paragraphs, excerpt and accumulate good words and sentences. (Knowledge Objective)

2. Read the text by yourself, imagine the picture, and understand the main idea of ??the text; in the practice of comprehending, tasting, and using language, understand the narrative sequence of the text.

(Ability goal)

3. Feel the beauty of rural life and appreciate the author’s sincere love for rural life. (Emotional goal)

Teaching focus:

Ability to create vivid pictures in the mind along with the narrative sequence of the article, thereby guiding students to experience the beauty of rural life.

Teaching difficulties:

Understand the beauty of rural life shown in ordinary things and ordinary scenes; understand the order of cross-narration of texts in space and time. According to the "New Primary School Chinese Curriculum Standards" recommendations on reading teaching: Pay attention to reading aloud, focus on cultivating students' abilities to feel, understand, appreciate, and evaluate, guide students to think proactively, and give full play to the initiative and creativity of both teachers and students in teaching.

1. In teaching methods, use the method of imagining pictures during self-reading, experiencing emotions during self-enlightenment, reading instead of teaching, and situational teaching methods. "Third points of articles and seven points of reading" guide students to imagine pictures and gain insights when they read the text by themselves; reading aloud throughout the whole course helps students understand and feel the language beauty of the text, so that students can "visually see the text, The mouth emits its sound, the heart agrees with its emotion, and the ears are intoxicated by its sound.” Use pictures and texts to create a specific, vivid and vivid situation, and use appropriate methods to completely bring students into the beautiful scenery of rural homes.

2. In terms of learning methods, the guiding ideology implemented is to "return the initiative of learning to students" and advocate a learning method of "autonomy, cooperation, and inquiry". Use independent inquiry methods, cooperative learning methods and combined reading and writing methods to allow students to actively participate in learning and develop good reading habits without writing or reading. Cultivate students' ability to experience language, understand language, accumulate language, and use language. At the same time, they can be influenced by emotions and inspired by thoughts, enjoy aesthetic pleasure, and enrich the spiritual world.

(1) Create scenes and feel the sounds of the countryside.

1. Multimedia plays the sound of insects, allowing students to appreciate the "symphony" with rural characteristics. Ask students to guess who is singing in the voice? Based on the students' answers, it was revealed that weaver girls are also masters of singing in nature. They used multimedia to show that "at night when the moon is bright and people are quiet, they sing songs: 'Weave, weave, weave, weave! Weave, weave, weave, Weave! 'That song is so beautiful, better than a lullaby, and makes those who have had a hard day fall into a sweet sleep."

2. Question: Do you know such a beautiful sound of nature? Where can I often see it? Students will say based on their existing life experiences: countryside, countryside, countryside, etc. Introduce the topic of this lesson: Countryside People

(2) Read the text for the first time and sort out the words.

1. Read the text for the first time and read the pronunciation of the characters correctly. Let students read the text by themselves and pronounce the pinyin words in the text correctly;

2. Read and recognize the words accurately. Check the students' self-recognition of words. Use multimedia to display the words that students easily recognize as wrong: "decoration, crown, mi, gai, shu, nest". The teacher's camera guides the method of penetrating literacy;

3. Guessing Word games to reinforce words. Play word guessing games to improve students' ability to master words.

1. Observe the illustrations and feel the beautiful scenery. Observe the divided beautiful illustrations and talk about the beautiful scenery of the countryside shown in the pictures.

2. Read the text, think about it, and clarify the layers. Name students to read excerpts from the text, and other students will think based on what they read: What beautiful scenery do you seem to see? Then read the description of these scenes into your own emotions, and summarize each scene in concise language. Based on the students' answers, the following pictures were summarized: melons and vines climbing eaves, flowers blooming, bamboo shoots springing up after rain, chickens and ducks foraging, courtyard dinner, and moonlight sleeping.

3. Combine reading and writing to experience the rural scene.

“From the front to the back of the house, from spring to autumn, from day to night, country houses always have their own unique and charming beauty.” Use multimedia to play music and guide students to accompany the music Read the text again with emotion. Then let students choose their favorite scene and briefly write about their feelings.

(3) Overall review to inspire love for hometown.

Multimedia courseware provided: Rural houses are a unique and charming scenery.

Chinese Speaking Lesson Manuscript Chapter 4

Dear judges and teachers, hello everyone, the content of my lesson today is "Fables of Life". Below I will discuss the teaching materials, teaching methods, study methods, teaching ideas, teaching procedures, and blackboard writing design. The teaching of this course will be explained in several aspects.

1. Teaching materials

(1) Characteristics, status and function of the text:

"Fable of Life" is the third lesson of the second unit of the seventh grade volume , both fables are conceived according to dialectical logic. The content of this unit closely follows the first unit and still takes life as its theme. But the focus is slightly different. The first unit focuses on life insights, while this unit focuses on life ideals and beliefs. It is a step up from the previous unit. The content is deeper, more serious, and has a much stronger rational component. This kind of arrangement can improve students' reading comprehension ability to a higher level.

The teaching requirements of this unit are both consistent with and improved from the previous unit. In terms of understanding the content of the text, it is required to read the text carefully, connect with your own life experience, think deeply, chew on it repeatedly, and understand the profound meaning of the text. At the same time, pay attention to the expression skills of learning texts. In terms of reading methods, we should continue to practice reading aloud, improve our reading aloud level, and learn the expression skills of the text. Based on this, I established the key and difficult points of teaching.

(2) Teaching objectives:

According to the requirements of this unit and combined with the new curriculum standards, cultivate students' noble moral sentiments and healthy aesthetic tastes, and form correct values ????and a positive life. Attitude; requirements, the teaching objectives I designed are as follows:

1. Knowledge and ability objectives:

(1) Understand and accumulate words: aesthetic, leisurely, wise, relaxed and happy, gain and loss

(2) Learn to start from the key plot of the fable, explore the meaning and briefly summarize it, and cultivate students’ ability to think divergently;

(3) Deepen your understanding and improve your reading level while reading aloud;

(4) Explore the exquisite language of "The White Rabbit and the Moon" and the wonderful conception of "The Prince in Distress".

2. Process and method goals:

Understand the meaning and learn exquisite expressions. Experience reflection and improve results.

3. Emotional attitude and value goals:

Correctly grasp the attitude towards life and treat life encounters.

(3) Important and difficult points in teaching:

1. Grasp the key plot, figure out the meaning, and connect it with life experience to further deepen the understanding of the philosophical beauty of fables; (Key points)

2. Understand the irony of human beings in "The White Rabbit and the Moon" and the wonderful conception of "The Prince in Distress". (Difficulty)

2. Preaching method

Guide students to learn in an autonomous, cooperative, and inquiry-based manner, which is the basic concept of the new curriculum. My guiding ideology in teaching this course is to teach students the initiative of autonomy, cooperation, and inquiry learning.

1. Teachers create context, guide reading, in-depth study, cooperative intensive reading, comparative reading, etc., so that students can retell the story more accurately and fluently, and appreciate its exquisite language features and profound meaning; < /p>

2. Grasp key words and sentences, follow the procedure of setting up doubts, exploring and resolving doubts, use questions to guide ideas, use questions to seek depth, boldly advocate asking questions when you have doubts, and advocate asking a question rather than solving one. The spirit of asking questions is greater;

3. Situation methods, enlightenment methods, accumulation methods, etc., reflect the student-oriented teaching concept: such as asking you to retell, asking you to taste, small tests, etc. to respect students , based on students’ experience, without exaggerating or indoctrinating, and shortening the emotional distance with students. This can also be called the emotional method.

3. Lecture method

Freshmen in the first grade of junior high school have a little foundation in learning fables, but their understanding is only at a shallow level. Especially fables with the theme of life require a step-by-step process from the shallower to the deeper.

The new curriculum standards advocate that students can deepen their understanding and experience, have insights and reflections, be influenced by emotions, gain ideological enlightenment, and enjoy aesthetic pleasure through proactive thinking and emotional activities. Accordingly, This class starts with reading aloud, retelling, and grasping keyword sentences. Students learn independently, cooperate in groups, and teachers and students explore together, allowing students to feel in the situation, understand through reading, and understand the truth through independence, cooperation, and inquiry. , consolidate through practice, and innovate through questioning. Gradually understand the profound truth contained in the text.

IV. Lecture teaching procedures

(1) Create situations and introduce new lessons

(2) Material reading assistance, preview feedback

1. Briefly introduce the fable and its author Zhou Guoping;

2. Word accumulation: read it after class and write the content.

(Note: The new curriculum standard requires students to be able to collect the information and materials they need. First, name the student to introduce, and other students will supplement it. Try to have the student make a complete introduction independently, and the teacher will summarize and help the students. The accumulation of literary knowledge and words reflects this requirement)

(3) Guiding reading and overall perception

1. Teachers read out the tone and emotion, and students Experience;

2. Read the two fables freely and think about the following questions:

1) There are two turning points in the plot development of "The White Rabbit and the Moon", please summarize them. What truth did the White Rabbit realize from the different emotional experiences before and after?

(4) Free reading, please repeat it

In groups, select representatives to perform two fables Retell, teacher briefly evaluate.

(Note: The new curriculum standard requires students to have the ability to retell completely, accurately, and highlight key points. The setting of this link can improve students' retelling ability, meet the requirements of the new curriculum standard, and improve students' speaking ability.)

(5) In-depth study, please taste

In groups, study the text in-depth, extract sentences that you think are beautiful, and experience and communicate.

(Note: The setting up of this project is based on the teaching concept that students are the main body of learning and development, and based on the requirements of building an open and dynamic Chinese curriculum. It fully reflects that students are the masters of learning and are very To a large extent, it activates the classroom atmosphere and mobilizes the enthusiasm and initiative of all students to complete the teaching tasks of language experience)

　(6) Collaborative intensive reading, questioning and inquiry

(VII) ) Comparative reading, expansion and extension

Think about the two fables together and conduct comparative reading. What inspirations do you have? Share the discussion results in the group. After the student representatives spoke, the teacher concluded.

(Note: The new curriculum standard clearly states that the focus of reading teaching is to cultivate students’ ability to feel, understand, appreciate and evaluate. This link is set up to cultivate students’ comprehensive ability and highlight (8) Easy reading, experience and reflection

(9) Classroom test, small test of skills

(10) Class Summary

"Life Fables (Excerpt)" selected two, one is "The White Rabbit and the Moon" and the other is "The Prince in Distress", which talks about how life should be treated Wealth; dealing with misfortune, taking the concept to another level, is how one should treat good and bad things in life. Good things can turn into bad things, and bad things can also turn into good things. "Baifeng and the Moon" is meant to avoid greed. White Rabbit understands from his own life experience that it is better to have the moon than not have it. If a certain possession does not increase your happiness, but only increases your distress, then it is better not to have it. "The Prince in Distress" teaches people not to be afraid of bad luck. A fragile person like the prince survived, but who can't? Misfortune can make people strong.