Teaching objectives:
1. Choose the things that impress you the most, and the material selection should be personalized. Express the beauty of childhood through notes, aiming to highlight the "fun".
2． The content of the notes should be specific, tell the truth, tell the truth, speak from the heart, and have a clear focus.
3. Learn to write clearly what happened, and write out the truth you understand through narrative.
Teaching focus and difficulty:
By expressing the good memories of childhood, focusing on the word "interesting", choose the past events that have impressed you most, especially the interesting plots, which must be true, specific and Describe carefully.
Teaching preparation:
1. Prepare an example essay and related courseware.
2． Collect old photos from your childhood or related items that can arouse interesting childhood memories.
Teaching hours:
1 class hour
Preparation before class:
Sample text: "Interesting Stories from Childhood"
The carefree childhood life is gone forever as time goes by, but thinking about the little things full of childishness often makes me "return" to my childhood. There is one incident that I still remember vividly─
That was an incident three years ago. I had nothing to do, so I sat on the sofa to kill time. I looked at the cat sleeping next to me boredly, and suddenly I thought: Those little girls outside look really good with pigtails. What would it look like if the cat had pigtails? It will be beautiful! Yes, why not give it a try! I rummaged through the box and found some small clips and rubber bands to dress up the cat. I first stroked the cat gently. When it didn't respond, I combed the cat again and again with a small comb. The cat looked very comfortable, stretched and fell asleep. I took the opportunity to tie a few small braids on the left side of the cat and stuck a few small clips. I turned the cat over, but the cat was asleep and didn't notice. Then tie a few small braids on the right side as before. I wanted to put a few more braids in my hair, but there was too little hair. No matter how hard I try, I just can't stop it. I had no choice but to get a few beautiful little clips stuck. What else is missing? I looked at the cat with pigtails and thought. That’s right! I quickly found a beautiful pink hairband and tied it gently on the cat's tail
"Haha, it's done!" I couldn't help but look at my great masterpiece proudly. cried out. My mother, who was taking a nap, heard the sound and came out. She looked at the cat with pigtails and then at me, who was full of excitement, and she understood immediately. Pretending to be serious, he asked: "Is this a good thing you did? You girl, you are so old, why are you still so ignorant!" But then he couldn't help but burst into laughter. "Hahaha..." Laughter suddenly filled the entire cabin.
Although this incident has been in the past for a long time, every time I think of the cat with pigtails, I can’t help laughing.
1. Please use "_____" to underline the language of "my" in the passage, use "﹏﹏" to underline "my" demeanor, use "△" to underline "my" actions, and use double horizontal lines to underline "my" psychology. Activity. Tell me, what do you feel from these words, actions, and expressions? (Write it in the comment column.)
[Design intention: By analyzing the example text, we can understand the key points of this exercise, and guide students to grasp the characters' language, movements, expressions, psychological activities, etc. The writing is vivid and interesting. ]
2． Please list the wonderful passages with language, actions, expressions, and psychological activities. (It can be excerpted outside class or written by yourself.)
[Design intention: By reading the sample essays, students can expand their thinking and apply the writing methods they have learned to actual writing. ]
3． Please use your favorite symbols to underline the beginning and end of the article, and talk about the benefits of writing this way.
[Design intention: Let students learn how to write the beginning and end of an article around the center of the article through analysis. ]
4． Summary writing method: How to write something interesting?
[Design intention: Guide the way through the sample essay and summarize the writing method, so as to master how to write an interesting thing concretely and vividly. You can add the character's language, movements, expressions, psychological activities, etc. Students complete this exercise before the exercise class to lay the foundation for completing this exercise. ]
Teaching process:
1. Introduce new lessons and stir the fun strings
(Multimedia presentation: a set of photos captured of interesting childhood events) Students , do you think this kid is cute? This is a shot of our classmate *** who was captured while playing when he was a child. It is a precious memory of his childhood. Is it interesting? Children, each of us has a wonderful childhood. You see, childhood is the dream of flying, the laughter on the strings of interesting "candied haws", and the childishness of inquiring... Today, we will reminisce together. Let’s talk about something childlike and interesting in childhood and express it in words, okay?
[Design intention: Students are afraid of writing essays. By creating a relaxed and pleasant environment, we can eliminate students' psychological barriers, mobilize the classroom atmosphere, and naturally arouse students' interest in learning.
]
II. Clear scope and brief guidance
1. Read the "Composition Content" carefully and think about what requirements this composition puts forward for us?
2． Requirements for multimedia presentation exercises
①Write a composition based on pictures. ② If you don’t want to write a composition about looking at pictures, you can also write about interesting childhood stories. ③Write clearly what happened and your true feelings. ④After writing, read the composition to others and revise it based on their opinions.
3. In this lesson, we will write about "Interesting Stories from Childhood"
[Design intention: reveal the content and requirements of this exercise, so that students can clarify the purpose of this exercise. ]
4． Guide to understand "interest".
Teacher: Classmates, what do you think are interesting things?
Student: When I was a kid, I played with mud and turned myself into a little mud monkey. It was fun.
Student: It’s interesting to help your mother with work and end up doing bad things with good intentions.
Student: It’s fun to catch tadpoles with my brothers and sisters.
……
Teacher: Actually, we can understand the word "interest" from many angles?
Teacher’s friendly reminder: (multimedia presentation)
Interest: Exploration, discovery, and inquiring in childhood, although childish and cute, can reflect your desire for knowledge to understand the mysteries of the outside world. A kind of "interest".
Taste: When you were a child, you were innocent, cute, and very emotional. Your affection for your parents and friendship with your partners were also very interesting, and it was a kind of "taste".
Fun: Childhood and joy should be connected together. Your characteristics are that you love to play, explore, and have fun, so you often have a lot of "fun" to have fun.
Foolishness: You often do stupid things, stupid things, and make all kinds of jokes. This kind of "sillyness" often best reflects your innocent heart.
[Design intention: Through communication, help students clarify the concept of "interesting things". At the beginning of the class, it helps students understand that many interesting things have happened in their lives. The difficulty of composition is reduced, and it also helps students open up their writing ideas. ]
3. Group discussion and exchange of “interests”
1. We are in the colorful era of childhood, who doesn’t have interesting things? Ask students to take out the things they have prepared in advance and think about what interesting things happened around old photos or treasured items that evoke childhood memories. (You can communicate with each other at the same table)
2. What are the interesting things about your childhood? (Named communication)
[Design intention: Through communication, broaden ideas and enable students to tell their childhood stories from different angles, aiming to roughly understand whether the examples mentioned by students highlight the word "interesting". When it comes to camera guidance, unforgettable things are not necessarily interesting things. When choosing materials, you should pay attention to whether the things are interesting. ]
IV. Grasp the characteristics and learn to write from reading
1. Use a topic sentence to summarize which interesting childhood incident you have chosen.
[Design intention: By using topic sentences to outline, we can further help students choose typical materials for exercises. ]
2． Teacher: Looking back at the reading exercises we did before get out of class, how do you think we can explain the interesting parts in detail?
Student: In order to write down the interesting parts in detail, we can add the characters’ language, movements, expressions, and psychological activities in the most interesting places.
3. Teacher: Just now we reviewed how to write, and the students also shared interesting stories about their childhoods. If we write down what we just shared, it will definitely be a wonderful exercise. So what do you think is the most interesting thing about what you want to write about, and where is the fun? First give your essay an appropriate title, and then use the methods we learned to write down interesting things.
[Design intention: Children’s thinking is mainly based on image thinking, and imitation is their nature. Through reading learning, they understand writing methods, and then transfer them to exercises to achieve the connection between reading and writing. ]
4． Students work independently and complete the description of key paragraphs. (Teachers inspect not only to help students with difficulties, but also to understand typical episodes among students to prepare for evaluation and guidance)
5. Reward excellent works and experience success
1． Teacher: Let’s first share the topics with the students. Who wants to come first?
Student: The title of my essay is ""Toilet Adventures""
Student: The title of my essay is ""Haha! I just want to laugh when I think about it""
Student: The title of my essay is "What remains deep in my memory"
Student: The title of my essay is "I tie pigtails for the chicken"
… …
[Design intention: Appreciate well-written topics, and realize the importance of good topics during appreciation. ]
2． Read typical passages by name (3 at the intermediate level and one at the excellent level), and teachers and students will comment.
Teacher: People say that articles are written, but good articles are revised. Now let's appreciate the articles of several classmates. In addition to learning their advantages, we also need to help them revise them.
Key points of evaluation
(1) Whether the matter is described clearly (the requirement of "writing concretely"); (2) Whether it is interesting (the requirement of "writing vividly").
(Intermediate-level exercises will not have a big problem in terms of clear narration. Key guidance should be given on whether the writing is vivid. This is also where most students find it difficult, so the focus of guidance is on This. )
3. Aiming at estimating the problems and real-life camera guidance in students’ exercise clips
(1) What are the good things about writing well? What should we learn?
(2) The description of the process of the incident is not clear and specific; (guide students to recall what happened and ask more "how")
(3) The words and deeds of the characters , demeanor, movements, and psychological activities were not grasped; (Guide to recall the short passages read before class and the description of the characters' language, movements, and psychological activities, so that students can realize the importance of the characters' words, deeds, demeanor, movements, and psychological activities in portraying The role of promoting the development of things)
4. Show the teacher's questions, and the teachers and students will review the teacher's composition together.
(1) What can you learn from the teacher’s composition?
(2) What do you think are the shortcomings of the teacher’s article, and how can you modify it to make it more exciting?
[Design intention: This link focuses on giving students a platform for communication. Through mutual appreciation of other people’s homework, each child can dig out the shining points from his own homework and communicate with teachers and classmates. Build confidence in writing through mutual appreciation; at the same time, improve students' writing through mutual evaluation between teachers and students. ]
6. Revise the excerpts again and exchange comments
1. Modify the clip independently and strive to make it more concrete and vivid. If you have time, you can add a beginning and an end to the clip.
(Teachers inspect and focus on helping students with difficulties.)
2. Then communicate and comment by name. Mainly praise, focusing on whether progress has been made in grasping the character's words and deeds, demeanor, movements, psychological activities and one's own feelings.
3. Show your revision results and experience the fun of writing.
[Design intention: By revising again, students can use the experience of revising the assignments in revision practice, experience the improvement of the assignments after revision, and gain the pleasure of writing. ]
VII. Summary of the whole lesson
1. In this class, we wrote exciting excerpts of interesting childhood stories. What did you gain?
2． After returning home, continue to revise your composition, add a wonderful beginning and an intriguing ending, and complete the entire exercise.
Teaching reflection:
1. The teaching design of this lesson can use text, multimedia guidance and other forms to broaden students' writing ideas based on the content of the assignment and the students' knowledge and ability characteristics. Make them happy to write interesting stories about their childhood, express their love for childhood life, and feel the fun of childhood.
2． Through guidance on writing methods, we can reduce the difficulty of students' writing and help them build confidence in writing good compositions.
3. Create a loose practice space and reduce constraints, allowing students to practice freely and creatively in a harmonious and democratic practice atmosphere.
4． Give full play to the main role of students, pay attention to stimulating students' enthusiasm for writing and self-confidence in making corrections, so that students can enjoy the joy of success in writing and making corrections.
5． Focus on practice, mobilize students' multiple senses to participate in learning, and achieve harmonious development of Chinese literacy through independent and cooperative learning such as observation, thinking, interaction, communication, expression, appreciation, evaluation, and revision.