As a hard-working educator, I often need to write lesson plans. The lesson plans are the basis for teaching activities and have an important position. Come and refer to the lesson plans you need! Below are 4 lesson plans for "Mai Shao" that I compiled. Welcome to read and collect them. Lesson Plan Chapter 1 of "Mai Shao"
Teaching Objectives
1. Recognize the eight new words "pan, pocket, ear, wrap, chew, lung, fu, and tease" and be able to accurately Confirm reading.
2. Feel the cheerful and beautiful life in the countryside, and be able to read aloud with emotion.
3. Understand the author’s vivid and vivid language and accumulate language.
Teaching focus
Understand the joyful and beautiful life in the countryside, and be able to read aloud with emotion.
Difficulties in teaching
Understand the author’s yearning and love for pastoral life.
Teaching preparation
Courseware, students collect pictures and written materials of field scenery before class.
Teaching hours
One class hour.
Teaching process
1. Introduction to the topic
Students, have you ever had experience in rural life? Want to know what life is like for rural children? Watch the video. Let's read the text "Mai Shao" together. After reading it, I believe you will have a better feeling.
2. First reading of the text
1. Students can read the text freely. Requirements: Read the text thoroughly, read the pronunciation of the characters correctly, and mark the natural paragraphs. Given time, read it as many times as you can.
2. Feedback:
⑴ What are the places that are easy to read incorrectly? Give your classmates a heads up.
⑵ Word check. Read by name and read together.
> 3. Comprehension of the text
1. Sample reading of the text recording. How many times does the text mention Maishao? How is it described? What do you feel from it? Read the first and last paragraphs and compare the similarities and differences. Where else do you read joy and tenderness in the text?
2. Read the text silently, draw your favorite part, and explain why you like it? Try to read it emotionally.
⑴ The red faces were covered with a layer of fine sweat, like rose flowers covered with dewdrops.
(This is a metaphor. Here, the "children's faces" are compared to the crystal clear rose flowers. Such vivid language will produce a kind of beauty of artistic conception)
p>
⑵ The golden rapeseed flowers withered and produced dense pods; the black and white broad bean flowers withered and pods like little fingers grew; the snow-white radish flowers withered and produced a bunch of pods. Fluffy seeds.
① What crops are written about?
② Read it, what else makes you feel beautiful?
③ What are the similarities between the three clauses before and after the semicolon? How should such a sentence be read? Read out the beauty of rhythm and the momentum of parallel sentences.
⑶ The grass is soft and elastic, stronger than the mats in the city gymnasium. This is simply a natural sports ground! ("Simply" means exactly the same. The contrast and metaphor are used here to vividly describe the lushness and softness of the grass, and how the children's play is so close to nature, and the author's sincere admiration. Read When reading, read out the tone of admiration)
⑷ Each wheat stalk holds up a plump ear, and the wheat awns are like lines on a musical score. One wheat ear is one Beating notes.
(What are the ears of wheat compared to? How does this make you feel?)
⑸ White bamboo cloth shirt, small hat, embroidered belly scarf. The whole article only describes the children's clothing in this sentence. The text is concise and concise, and it is somewhat easy to read.
Keep such sentences in mind, read them several times, and keep them in your mind.
IV. Summary and feelings
1. Why is rural life soft and cheerful? Is it just because the countryside is so beautiful?
Tips: Ask students to imagine that the elderly, children, parents, and neighbors at home have anything to do with people's "joyfulness and beauty"?
(After the teacher’s suggestion, it is not difficult for the students to feel that behind people’s “joyfulness and softness” are the health and longevity of the elderly, the intelligence and cuteness of the children, the love and happiness of the couple, and the happiness of the neighbors. Harmony and friendship. From the cheerful expressions of the children, we can see people's cheerful lives; from people's cheerful lives, we can think of the cheerful and beautiful life in the entire countryside.)
2. After learning the text, Maishao and. What impression did the children who played the wheat whistle leave on you? Do you have anything to say to them?
3. Extended reading of the poem "Mai Shao":
Mai Shao (poetry)
Spring Wilderness
Round and rounded Lips
Anticipation
The end of the wheat straw comes out
The sweet crispness
Between the green fields
If A thoughtful person
Submerged, looking at the sky
Integrated into one body
A melodious music
came
Like a long journey
Enough to sleep for a hundred years
The rhythm of my breathing
Feeling the feelings of youth
Cantabile
p>On the other side of youth
The boy in spring puffs up his cheeks again
The boy in spring sings the wheat whistle
Mixes the eternal music Tone
Eyes full of joy
4. Excerpt your favorite words and phrases. Lesson Plan Chapter 2 of "Mai Shao"
Teaching objectives:
1. Recognize the eight new words "pan, pocket, ear, wrap, chew, lung, fu, and tease" and be able to Read it accurately.
2. Feel the cheerful and beautiful life in the countryside, and be able to read aloud with emotion.
3. Understand the author’s yearning and love for pastoral life.
Teaching focus: Understand the joyful and beautiful life in the countryside, and be able to read aloud with emotion.
Teaching difficulties: Experience the joy and beauty of rural life. Compared with us modern people who are busy all day long, they are the real masters of life, the masters of their own lives, and the real happiness , the master of happiness and freedom.
Teaching preparation: music of "Shepherd Boy Piccolo", wall charts or courseware, flashcards
Teaching hours: one class hour
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1. First reading of the text
1. Intuitive and exciting
Play the courseware and watch the scenes of rural life, so that students can understand rural life Having an intuitive understanding of the interest will help students understand the artistic conception of the text.
2. Passion for Fan Reading
Teachers set the full text of Fan Reading to music. Students are required to close their eyes and listen quietly, and feel the beautiful artistic conception of the text wholeheartedly.
3. First reading experience
Students read the text freely, learn new words by themselves, read through the text, and initially feel the main idea of ??the text.
4. Mutual assistance in literacy
Communicate with each other about the learning situation of new characters, show the new characters "pan, pocket, sui, wrap, chew, lung, fu, and tease", and require each student to choose at least Prepare to participate in communication with a new character (the more the better), the analysis of polyphonic characters (and, should), and the comparison of characters with similar shapes ("fu" and "腑").
Give full play to students' subjectivity and guide students to start from their own reality and talk about the words they have seen before, the words they are prone to write and mispronounce, and the words they find very special and interesting.
2. Perception articles
1. Entering the "cheerful and soft" classroom
"Mai Shao" is a very beautiful prose , it is very interesting, flavorful and intoxicating to read. There are two words in the text that are particularly important. As long as we grasp and truly understand these two keywords, we can say that we understand the entire text. Which two words are they?
After students read the text quickly and silently, ask the students to guess who is the teacher’s “heart-to-heart” good friend.
2. Understand the mood of "cheerful, soft"
(1) The teacher writes "cheerful, soft" on the blackboard, and then asks the students: What does "cheerful, soft" mean? Who in the text is doing what "joyfully and gracefully" under what circumstances?
(2) Students freely read the last paragraph of the text "joyfully and gracefully". For the first time, I felt people's "joyfulness and softness".
(3) Which people have you seen in your daily life who are "cheerful and gentle", at what time, in what place, and under what circumstances?
Expand from text to life, so that students can realize that "joyful and beautiful life" is based on a certain environment and a certain foundation, and requires certain conditions. Not everyone can just do it casually. Able to live a "joyful and gentle" life.
3. Understand the connotation of "cheerful and gentle"
(1) Play "Shepherd Boy Piccolo" and teachers and students read the last natural paragraph together.
(2) Do you like this kind of life? Find the part you like, tell why, and read out your feelings.
(3) Why is rural life so beautiful and cheerful? Is it just because the countryside is so beautiful?
Tips: Ask students to imagine that the elderly, children, parents, and neighbors at home have anything to do with people's "joyfulness and beauty"?
(After the teacher’s suggestion, it is not difficult for the students to feel that behind people’s “joyfulness and softness” are the health and longevity of the elderly, the intelligence and cuteness of the children, the love and happiness of the couple, and the happiness of the neighbors. Harmony and friendship. From the cheerful expressions of the children, we can see people's cheerful lives; from people's cheerful lives, we can think of the cheerful and gentle life of the entire countryside.)
4. Enhance the "cheerful and gentle" attitude. Artistic conception
(1) The teacher told the students that a poet was so excited after reading the text "Mai Shao" that he summarized the joyful and beautiful life in the countryside into a beautiful poem in 28 words. Poetry:
Blue lake, green fields, children; breeze, smoke, farmhouses; green hills, green willows, rice flowers; sunset, happy people, joy blossoms.
(2) Guide students to chant repeatedly and savor it carefully.
(3) Finally, tell the students that the author of this little poem is the teacher himself, and hope that the students will use their imagination and write a beautiful little poem after class.
Writing on the blackboard: (Simple drawing: a picture of a village) Lesson plan of "Mai Shao" Chapter 3
Teaching requirements
1. Learn the 8 new words in this lesson , read the text correctly, fluently and emotionally.
2. Feel the simple, natural and cheerful childhood life of rural children from the beautiful language.
3. Understand the author’s vivid and vivid language.
Important and difficult points in teaching
Key points: Read the text emotionally, focusing on experiencing the simple, natural and cheerful childhood life of rural children.
Difficulty: Understand the author’s vivid language and the joy of rural life.
Preparation before class
Courseware.
Teaching process
1. Play the courseware
1. Watch the pastoral scenery in midsummer.
2. Talk about your feelings.
3. Do you want to know what the life of rural children is like?
Then let’s read the text "Mai Shao" together. (Show the topic), understand: Wheat whistle - it is a whistle made of wheat straw. It makes a pleasant sound. Do you want to know what it sounds like? Let's read this text together!
2. First reading of the text
1. Students can read the text freely. Requirements:
Read the text thoroughly, read the pronunciation of the characters correctly, and mark the natural paragraphs. Given time, read it as many times as you can.
2. Post-reading communication:
⑴ What does the whistle sound like? "Wow, woo, woo..." guide reading and understand the role of ellipses here.
⑵ I just talked about the sound of the wheat whistle. Can anyone summarize the characteristics of the sound produced by the wheat whistle in a few words?
Understand the meanings of two words: a call and a response [you call and I respond], and a sudden high and a low [one rises and then falls].
Compare the similarities between the first and last paragraphs and appreciate the beauty of the author’s language.
Understand the differences between the two paragraphs while reading aloud, and read the last sentence "far, far away..." and experience the melodious wheat whistle rippling in the fields from near to far. go.
3. Read the text carefully and savor the language
1. Read the text silently, draw your favorite part, and try to read it emotionally.
2. Sentences provided by the courseware:
⑴ The red faces were covered with a layer of crystal sweat, like rose flowers covered with dewdrops.
⑵ The golden rapeseed flowers withered and produced dense pods; the black and white broad bean flowers withered and pods like little fingers grew; the snow-white radish flowers withered and produced pods that looked like little fingers. A bunch of seeds.
⑶ The grass is soft and elastic, stronger than the mats in the city gymnasium. This is simply a natural sports ground!
3. The teacher guides reading.
4. Read the part that you like the most and feel the most deeply to everyone.
IV. Talking about feelings
1. After studying the text, what impression did the wheat whistle and the children who played the wheat whistle leave on you? Do you have anything to say to them?
2. Talk about your feelings by naming them.
5. Appreciate pastoral poems
Village night
The frost grass is full of insects,
There are no people walking to the south of the village and to the north of the village.
Going out the front door alone to look at the wild fields,
The moon is bright and the buckwheat flowers are like snow.
April in the countryside
The mountains are green and the rivers are white,
The rain is like smoke in the sound of the rules.
There are few idle people in the countryside in April.
It is just sericulture and planting in the fields.
Visiting the countryside at all times of the year
Working in the fields during the day and working on hemp crops at night,
The children of the village are each responsible for their own affairs.
The children and grandchildren are still working for farming and weaving.
They also learn to grow melons near the mulberry tree.
Xugongdian, Suxin City
The fence is sparse and one foot deep,
The flowers on the treetops have not yet formed shade.
The children hurriedly chased the yellow butterfly,
It flew into the cauliflower and was nowhere to be found. Lesson Plan for "Mai Shao" Chapter 4
Design Concept
The classic text language is a beautiful long path, connecting the reader's heart, the author's emotion, and the scene in the text. Let students use the language of the text as a channel to "read, listen, appreciate, and express" along the way, and then they will have the scenery along the way, and finally reach the aesthetic realm depicted in the text, create a resonance of love and beauty, and build it with individual language and emotions. Create a new artistic conception of your own.
Teaching objectives
1. Recognize the eight words "pan, pocket, and sui".
2. Read independently, be able to read the text correctly, fluently and emotionally, and feel the beauty of the pastoral scenery and the honest, natural, cheerful and refreshing childhood life of rural children.
3. Feel the richness and beauty of language and accumulate beautiful language in the text.
Pre-class preparation
Teacher preparation: teaching courseware (including enlarged text illustrations and key sentence paragraphs)
Class layout
One class hour.
The first lesson of teaching process and design intention
1. Listening to pastoral songs
1. Writing on the blackboard topic:
For these two Combine each word to form a suitable word. Think about what Mai Shao is? (Whistle made of wheat straw)
2. Ask the students to read the text freely, read the pronunciation of the characters and read the sentences thoroughly. What does it sound like when a wheat whistle blows? Look at how many times the text mentions "Mai Shao"? How is it described?
3. Communication:
Read through the relevant paragraphs (the first, second, seventh and eighth natural paragraphs of the text). Pronounce the multi-phonetic characters "和" and "ying" accurately. (Hint: These two words have similar meanings and can form a new word "yinghe" with the same meaning.)
4. After reading the text, who can imitate the sound of blowing the wheat whistle?
(Tip: Blow short or long, cooperate with your deskmate to blow in response, sometimes high and sometimes low)
5. Wheat whistle with rich changes The sound is like pastoral songs with different styles. What different feelings do we have when listening to them?
(The short whistle is a cheerful piece of music, the long whistle is a soft piece of music, and the echoing whistles are like an ensemble.)
6. Read aloud the passage describing the sound of the whistle with emotion.
7. Learn how to write:
The wheat whistle is called and answered, and you call and I answer, one after another, cheerful and soft. What else do you find that echoes back and forth?
(Summary: "Wheat whistle" is written twice at the beginning and end of the text. You called me to respond and kept us immersed in the pastoral songs played by the wheat whistle.)
〖 Design Intention
The sound of "Mai whistle" is the clue of the text. If you read the text closely according to the title, you can quickly clarify the context of the text. Afterwards, students are asked to imagine the wheat whistle sound of "卟卟卟" by using words such as "harmony, response, cheerfulness, and softness" in the article, which can effectively grasp the substantive goal of language learning. At the same time, the cheerful and soft whistle blew a fresh breeze in the classroom, making the students feel as if they were in the countryside.
2. Appreciating pastoral paintings
1. Why do the children’s wheat whistles sound so cheerful and soft? Invite students to read other paragraphs of the text freely to appreciate the "joyful" and "soft" pictures of rural life.
2. Students read to themselves and mark "cheerful" and "soft" next to relevant sentences.
3. Randomly exchange the "joy", "beauty" and pictures you appreciate, and guide reading while communicating, and read out the corresponding feelings.
The children’s clothes are beautiful: “White bamboo cloth shirts, small hats, embroidered colorful headscarves.” (Look at the picture to taste: By the blue lake, on the green grass, the children are playing and mowing the grass, just like Countless beautiful flowers are blooming on the green grass, what a colorful painting. Random blackboard writing: green lake, green fields, children, colorful paintings)
The flowers and fruits in the fields are beautiful: " A few days ago, the fields were still light yellow and green...just a beating note. "What colors caught your eye?" (circled: light yellow and light green, dark shade, golden yellow, black and white, snow white, light yellow) Do these colors appear together? (circle: a few days ago, in the blink of an eye) What kind of picture is this? (What an ever-changing and colorful painting. Random writing on the blackboard: rapeseed, broad beans, rice flowers)
Happy harvest in the fields: "A few days ago, the fields were still light yellow and green... just a beating note.
"Which words make you see the scene of a good harvest? (Circle: everywhere, densely, fluffy, plump, and uniform.) Focus on savoring "Qing". (Compared with lifting and holding, the word "Qing" It shows the fullness of the fruit and highlights the pride and solemnity of the wheat.) Where do you feel the joy of the harvest? (What kind of music does the beating notes play? What a song to celebrate the harvest. Random blackboard writing) : A song to celebrate the harvest)
Game fun for friends: The boy ran to the grassy slope and did somersaults... This is simply a natural sports ground. Look at the pictures and imagine talking in this natural place. How will the children play happily on the grass mat? (Example: I saw a dragonfly standing upside down on the calf, and it started to "walk" upside down, with its legs bouncing in the air, which made Niu Niu stand upright. Clapping his hands. Oh, no, his hands were weak and he fell down on the grass. But it was okay, the soft "cushion" made him roll with joy.) No wonder "all the faces were red." His face was covered with a layer of fine sweat, like rose flowers covered with dew. "(Random writing on the blackboard: somersaults, vertical dragonflies, everyone is happy)
Mao Mao needles are delicious: "...a sweet and refreshing taste quickly penetrates the heart from the tip of the tongue! "Grass is a natural mat, but what about the grass needles? (It is a natural green drink)
4. Summarize and organize the writing on the blackboard. (See writing on the blackboard)
〖Design intention
Focusing on "cheerful and soft", allowing students to read independently can effectively continue the first-level interpretation of "Mai Shao", grasp the main theme of the text, find a breakthrough in interpretation, and build a An effective learning space. Focus on key words, phrases, and imagination during learning, so that students can have a comprehensive and personal understanding of the language, so that they can truly appreciate the deep interest flowing in the language of the text.
3. Expressing pastoral poetry
1. Classmates, as we were savoring the text just now, we seemed to see the scene of the harvest in the country fields and the scenes of children playing and playing, so happy and beautiful The pastoral life must have left a deep impression on you. If you read the text carefully, you will definitely find that many words and sentences in the text are also as beautiful as wheat awns.
2. Students read to themselves, look for regular words and phrases, exchange beautiful sentences, and accumulate favorite words and phrases through reading (reading out the rhythm and beauty of sentences and accumulating words through teacher-student reading, desk-mate reading, etc.)
A cry, a cry, tired of playing, thirsty, chewing, sucking
I responded to your call, one after another, one after another, one after another, one after another, one after another. So cheerful, so soft
White bamboo cloth shirt, small hat, embroidered colorful headscarf (overlap and symmetry)
The golden rapeseed flowers withered and formed dense pods. ; The black and white broad bean flowers withered, and little finger-like pods grew; the snow-white radish flowers withered, and a bunch of seeds sprouted (parallel sentences)
3. The author uses extreme force. The poetic and picturesque language created a pastoral scene film for us. In fact, there are more pastoral scenes that make people yearn for it? The poet Liu Ding'an showed us the pastoral scenery of Jiangnan with short poems. (Students read freely. )
A few partridges flew into the rapeseed field/The whistle actually caught a few white feathers - "Wheat Whistle"
It rained again/Many people were caught Wet/humid mornings and dusk/the grass on the plains is blurry/the umbrellas grow leaves/the mushrooms put on bamboo hats/thunder rolls on the horns/the young man’s thoughts fly in the wind──"In the Rainy Season"
Like It’s the same as when I came here/The rape blossoms are blooming at dawn/The condensing wind/In the light smoke of March/Blowing through the dreaming village - "March"
4. Extracurricular homework:
p>Invite students to choose the words and phrases they admired in this unit and try to write a few poems to praise the pastoral scenery.
〖Design intention
In terms of understanding and perception. On the basis of guiding students to discover the rules of language and familiarizing themselves with it, the rich language of the text will surely infiltrate the minds of students.
In addition, as the last lesson of this unit, extended reading is introduced and writing exercises are introduced, which leads the learning perspective to a broader world, so that the text is exhausted, but the endless learning is not exhausted.
Blackboard design
Maishao
Bihu, green fields, children, a colorful painting;
Rapeseed, broad beans , rice flowers, a song to celebrate the harvest;
Somersaults, dragonflies, and wheat whistles, the friends are happy!
〖Design Intention
This blackboard book summarizes the scenes and emotions depicted in the text, which helps students understand the content of the text and grasp the context of the text. Secondly, the poetic writing on the blackboard is consistent with the artistic conception of this article, adding a bit of poetry and painting, and provides an effective example for the students' final extracurricular creation.
Special Suggestions
This open class lesson plan lays out the learning steps of "understanding--perception--accumulation--application". How to make these four parts coherent into a whole for language learning? , so that students can develop effectively, it is necessary to focus on the following points in teaching:
1. In the "understanding--perception--accumulation--application" links in the open class lesson plan, understanding and understanding are The foundation, accumulation and application are the goals, and all four are indispensable. However, in terms of time, which part to focus on and which part to focus on depends on the foundation of the students. If students have strong ability to read independently, teachers can guide students to read and accumulate in class, and introduce extracurricular creative practice and exchange into classroom learning. If students have certain difficulties in reading independently, teachers must make efforts to guide learning.
2. The scenes described in the text have a certain sense of distance for urban students. When understanding and comprehending the text, it is more necessary to stimulate the imagination of students and introduce local customs through comparison and teacher's language description. The classmates have some experience.
3. This lesson is about skimming the text. Based on the previous lessons of this unit, only one lesson is assigned. However, because the text and quality of this article are both beautiful, and especially the many sentences are worthy of students' appreciation and accumulation, if necessary, the teaching pace can be slowed down and two classes of teaching time can be arranged to make the learning of each link solid and effective. For example, when arranging teaching time for a class, you can focus on and make choices among the four links, so as to highlight the key points and achieve effective learning.