One of the teaching designs of "I'm Proud of You"

Textbook analysis:

The text "I'm Proud of You" is about "I" I accidentally broke the glass of my grandmother's house. Although I didn't dare to admit it at the time, my guilt and sense of responsibility stayed with me for a week. When I used the money I had saved for three weeks to deliver newspapers to compensate the grandma and attached a letter of apology, in the eyes of the grandma, who is kind and good at educating her children, that was not $7, but the child's innocence and regret. A good heart is a good quality that children should be proud of? Integrity. We were moved by the child's integrity, and the grandma's broad mind also deserves our praise.

Analysis of academic situation:

Students will also encounter the same situation as the children in the text in their lives. They have also done wrong things and were as afraid as the little boy in your article. , I have worried that there may be students who dare to take responsibility like the little boy in the article, but there may also be some children who cannot face their mistakes and choose to hide them after they have done something wrong in real life. Therefore, this lesson is of great significance in guiding students' behavior.

Teaching objectives:

Knowledge and abilities:

1. Be able to recognize 9 new words such as "glass" and "glass", and be able to write "newspaper", "pick up", etc. 12 new words;

2. Cultivate students’ ability to learn words on their own;

3. Read the text correctly, fluently and emotionally.

Process and method:

1. Gradually master the literacy method of classifying radicals and adding radicals to familiar words in practical activities;

2. In different situations Based on the method of reading aloud training, understand the main content of the text and appreciate the profound truth contained in the text.

Emotions, attitudes and values:

Know how to be honest and trustworthy; learn to be tolerant towards others.

Important and difficult points in learning:

Key points: Be able to recognize 9 new characters such as "glass" and "glass", and be able to write 12 new characters such as "newspaper" and "pick up".

Difficulty: Read the text emotionally, understand the main content of the text, and appreciate the profound truth contained in the text.

Teaching preparation:

Teacher: Note paper, the song "Good Children Be Honest", and slides of key passages in the text.

Students: Preview the text.

Teaching time:

Second lesson

Teaching process:

First lesson

1. Revealing the topic , introduce new lessons

1. Multimedia courseware provides animation 1. (Show animation reflecting derogatory pride.)

(1) Question: Who can sum up this behavior in one word. (Say by name.)

(2) Teacher: Write "Proud" on the blackboard and ask students to read it twice.

2. Multimedia courseware provides animation 2. (Show animations that reflect praise and pride.)

(1) Question: What word can we use to summarize this touching scene? (Let students tell)

( 2) Let the students read "Proud" twice again.

3. Children, we have just seen the pride in two scenarios. Do you like the former kind of pride or the latter kind of pride?

4. Today, we are going to learn a lesson This text is about a child who did something, which belongs to the latter kind of pride. Children, do you want to know what it is?

2. Independent preview and learn new words

1. Let students read the text freely and quietly, read the text correctly and smoothly.

(1) Before reading the text, we found that there were some words in the text that we knew and some that we didn’t. What will we do when we encounter words we don’t know? (Let students talk about it in practical ways.)

(2) Now use your favorite method to learn the words you don’t know and connect them in the text. Read the words a few times, okay?

2. Check your literacy and eliminate obstacles to word acquisition.

(1) Teacher: Show the new word cards and let the students who can read stand up and read them by themselves.

(2) Drive the train and read in a large group.

3. Let the children at the same table read each other’s texts. (Mutual reading, mutual evaluation, and mutual correction.)

4. The teacher demonstrates how to read the text.

Just now the children listened to each other and commented on each other. Now who dares to challenge the teacher and compete with the teacher?

(1) The teacher demonstrates reading the first three paragraphs.

(2) Let the students who dare to challenge the teacher stand up and read the next few natural passages.

5. Summarize and evaluate each other’s reading.

3. Guide writing and standardize writing

1. Look at words such as "glass", "broken", "continue" and several other new words.

2. Find the characteristics of the words in the Tianzi grid.

3. The life writer makes an inspection tour.

Second Lesson

1. Create a situation and introduce a new lesson

Look, this is a beautiful courtyard with dense trees and green grass. The shade, the yellow fence, the white wall, and the golden tiles form a beautiful picture. A touching story happened in this beautiful place. Today we continue to learn this touching story "I'm Proud of You". (Show the topic) Ask the students to read the topic together. (Read the topic together) Pride is two words that require being able to write. Now watch the teacher write these two words (written in normal school). Please ask the students to write this word twice in the field of "I can write". (Students write, teachers inspect, and randomly reward students who write well)

2. Review words and check preview

1. Let’s first check the students’ recognition of new words How was your reading? (Show the words and name them to read)

2. Among these words, the pronunciation of some words needs to be reminded. Who will remind everyone? (Name the words) Who will add? If you have already been reminded, don’t do it. Again. (Say by name)

3. Great, let’s read these words together. (Read words together) What you are reminding everyone of are words that are easy to pronounce incorrectly. They are all words that the teacher wants to remind everyone. You are just like little teachers. What does the teacher want to say to you? I am proud of you. Who is proud of whom in the text? Ask the students to read the text freely and find the sentence in the title in the text and underline it. (Students read the text freely and underline the sentences) (Name the names and the teacher writes on the blackboard: old woman and little boy)

3. Cooperative reading and getting into the characters

Next, ask the students to read the text again. Get to know and understand the protagonists of the story, the little boy and the old woman, by reading the text, and see what kind of little boy and what kind of old woman is this? (Students read the text freely)

1. Let’s go first Let’s talk about the little boy! (Name a student to report)

(1) A happy (naughty, mischievous) little boy

① Where did you know about it? Read the relevant text Come out! (Students read, teacher shows the first natural paragraph)

② Yes, children can always find their own fun in some small pranks, let us experience the little boy together Naughty and happy, right? (Students read together)

③The little boy and his friends threw small stones on the roof of the old grandmother’s house. They watched the stones shoot out like bullets and like meteors. The same thing fell from the sky and landed on the roof of the old grandma's house. What actions would they take? What would they say? (Say by name) Yes, they are so happy. Who can let us feel the little boy's naughty and happiness through reading aloud? (Read by name) (Write on the blackboard: Happy)

④Can you use? Like? Like to say a sentence?

(2) Timid little boy

< p>　①Where did you know about it? Read out the relevant text! (Students read, the teacher shows the last sentence of the second natural paragraph and the first sentence of the third natural paragraph)

②I think Ask, what mistakes have you made? How do you feel after making mistakes?

③The little boy is just as scared and worried as you. Read these two sentences and understand the little boy with your heart. psychology at the time.

(Students read freely)

④ Who will read these two sentences? (Read by name)

⑤ Yes, that night, when I was having dinner, I took a When I picked up my job, I thought of the glass I broke at my grandma’s house. How afraid I was that grandma would come to my door!? (Students read together)

⑥That night, when I went to bed, I When I close my eyes, I think of the glass I broke in my grandma’s house. How worried I was that grandma would severely criticize me!? (Students read together) (Write on the blackboard: Afraid)

⑦Then The piece of glass I broke appeared in my mind from time to time, torturing me. What made me even more unbearable was that after I delivered newspapers to my grandma every day, she still greeted me with a smile as usual, so that I felt I felt uncomfortable all over and felt sorry for the old lady. (Writing on the blackboard: Uncomfortable) So what kind of little boy does the next behavior of the little boy make you think?

(3) He who corrects his mistakes when he knows them (honest, brave, and dares to take responsibility) Little boy

①Where did you know? Read out the relevant text! (Students read, the teacher shows the fourth natural paragraph)

②Yes, he spent 3 I saved up 7 US dollars in a week and put the money and a note in an envelope to admit my mistake to the old lady. What is a note? (Name it)

③ (Show the slide) This is the note. If you were a little boy, what would you write in the note? Think about it first, and then share it with The students in the group discuss and discuss. After the discussion, the group leader writes the content on the note (students discuss and write the content of the note)

④Which student will read the content on your note? (Speak by name) )

⑤From the notes you wrote, I felt the little boy’s sincerity and courage to admit his mistakes. He felt relieved as soon as he sent the note. (Writing on the blackboard: Relaxed for a while)

⑥ Speaking of this, I remembered one thing. Some time ago, Ma Feiyang, a classmate in our class, put fifteen yuan in the wallet of his schoolbag. Which classmate took it. How I hope that classmate Ma Feiyang can also receive a note in his schoolbag explaining what happened to Ma Feiyang and admitting his mistakes! I believe that after learning this lesson, Ma Feiyang will definitely receive a note in his schoolbag. !

2. Let’s talk about your understanding of the old lady! (Speak by name)

(1) Why do you say that?

(2) Let us all read the sixth and seventh natural paragraphs and feel the grandma’s tolerance for her children! (Students read freely)

(3) Who will read the sixth and seventh natural paragraphs. (Show slides) (Read by name)

(4) Think about it, what if the old lady said to her face? I am proud of you. ?What kind of expression will she have for this sentence? What kind of actions? (Name) Who will read this sentence on the note? (Show the slide) (Name and read)

　(5 ) The teacher felt the grandma’s tolerance and kindness from these words. Let's read this sentence together. (Read together? I’m proud of you?)

(6) What is the old lady proud of about the little boy? (Name it)

(7) Yes, the old lady is proud of The little boy corrects his mistakes and is proud of his honest quality. This is such a praiseworthy quality. What a proud quality this is!

4. Sublimation of passion and stepping out of the text

< p> 1. Students, what kind of person do you want to be?

2. Honesty and tolerance are excellent qualities of people. There are many other excellent qualities of people. Before class, I asked my classmates We have collected words about people’s excellent qualities. What have you collected?

3. Some of the meanings of these words may be understood by you, and some may not be understood yet. As you grow older, When you grow up, you will gradually understand these words. I hope that every one of our students here can have these good qualities! Finally, the teacher wants to give everyone a song "Good Children Be Honest". I hope that all the students can do it in the future. A good child who is honest, has the courage to admit his mistakes, and corrects them when he knows they are wrong.

(Show the slides)

4. Ask the students to read the story "The Lying Shepherd" from "Aesop's Fables" after class; copy down the words and sentences they like in the text.

Blackboard design:

22. I am proud of you

Grandma and little boy

Tolerance and honesty

Kindness Correct mistakes if you know they are wrong

Be kind and dare to take responsibility "I am proud of you" teaching design 2

Teaching objectives:

1. Correct, fluent and emotional Read the text aloud and understand the truth and emotions in the story.

2. Know why the old lady wrote? I am proud of you?, learn to take responsibility, and learn to be tolerant.

3. Carry out various language training to improve language practice ability.

Teaching focus:

Understand the psychological changes of the characters and learn the outstanding qualities of the characters while reading aloud.

Teaching difficulties:

Carry out honest and trustworthy education.

Teaching preparation:

ppt courseware, pictures of old lady and little boy, etc.

Teaching process:

1. Review words and introduce new lessons

1. Go straight to the topic and write on the blackboard, and read the topic together when the book is empty.

2. Review the words in this lesson.

3. Question the topic, who do "me" and "you" refer to? Why did the old lady say, "I am proud of you"?

Design intention: Review the four groups of questions in this lesson with Associated word strings penetrate literacy methods and improve literacy skills. Why did the old lady say? I am proud of you? This question arouses students' thinking and stimulates their desire and motivation to read.

2. Read the sentiment aloud and study the little boy’s mood

1. Grasp the key sentences and experience happiness

(1) Read the first natural paragraph and say Talk about the content of this paragraph.

(2) Guide the reading aloud and experience the happiness of the friends.

(3) Sentence imitation: _________ is like ________, and also like ________.

Design intention: to experience the joy of children's game process through full reading aloud, and to train their reading ability. Carry out language training to improve language expression skills.

2. Guide imagination and feel fear and discomfort

(1) By comparing sentences, we can understand how fast we can escape.

(2) Read the third natural paragraph and circle the words that describe the little boy’s mood.

(3) Communicate what the little boy is afraid of?

(4) Say imitated sentences and imagine what I am afraid of.

(5) Guide the reading of the third paragraph.

(6) Uncomfortable understanding.

Design intention: imitate sentences, from support to release, from easy to difficult. Students want to say what they want and are able to speak, and feel "my" guilty conscience in language practice. Understand while reading, and comprehend my inner world while reading.

3. Fill in the blanks and feel relaxed

(1) Read paragraph 4 and talk about how the little boy corrected his mistakes.

(2) Exchange notes written by little boys.

(3) Guide reading.

Design intention: Seize the "blank spots" of the text, create speaking situations, and allow students to experience the characters' hearts. In the process of speaking, students also learn language, accumulate language, use language, and combine reading and speaking. , so that students can improve their Chinese literacy.

3. Dialogue platform to understand the character’s qualities

1. Why did the old lady say to the little boy? I am proud of you?

2. Understand the qualities of the little boy, Praise the little boy.

3. Read the article and communicate: What kind of grandma is this?

4. Understand the qualities of the grandma.

Design intention: Let students express their feelings in personalized language, and conclude with a summary of the grandmother's love and tolerance, so that they can be ideologically enlightened and emotionally nurtured.

4. Expand communication and sublimate the theme

Contact the students’ lives to actually talk about similar people or things they have encountered.

Design intention: Extend students’ understanding of the text to life, which will help students better understand the text and form their own good personality qualities.

5. Learn idioms and accumulate language

Design intention: Learn language through accumulation and feel the richness and beauty of the motherland’s language.

6. Assign homework, extracurricular extension

Design intention: ?Read well, read well, read well?, recommend stories to students, let students read with purpose and get emotional gain further sublimation.