Teaching objectives of peanut lesson plan 1
1. Understand the ideological content of the text, and learn peanut's character of not seeking a false name but silently contributing. Let students understand the truth that "people should be useful, not just decent, but useless to others".
2. Summarize the central idea of the article and practice distinguishing between primary and secondary articles.
3. Learn the new words and phrases in this lesson and practice making sentences with "actually" and "mature".
4. Read the text with emotion. Recite the text.
Teaching focus
1. Understand the profound meaning of father's praise for peanuts.
2. Prioritize according to the central exercise of the text.
Teaching difficulties
Understand the profound meaning of father's praise for peanuts.
Teaching time: two class hours
Teaching design
first kind
First, the teaching objectives
(1) Learn the new words and phrases in this lesson and understand the key words.
(2) Sort out the class paragraphs and summarize the general idea of the paragraphs.
(3) Read the text with emotion and understand the ideological content of the text.
Second, the focus of teaching
(1) Clarify the paragraphs of the text and summarize the general idea of the paragraphs.
(2) Read the text with emotion and understand the ideological content of the text.
Third, teaching difficulties
Sort out the paragraphs of the text and summarize the main idea of the paragraphs.
Fourth, the teaching process
(1) Reveal the topic and introduce the author.
1. The teacher gave a riddle to see who can guess what kind of plant it is.
"Roots must be settled in sand and houses. The flowers on the ground do not bear fruit, and the results in the ground do not bloom. "
2. Put a slide of peanuts, and the teacher will answer: peanuts are also called groundnuts, because when the flowers of peanuts fall, the ovary stalks will drill into the room and grow into peanut pods, so they are called groundnuts.
3. Introduction Author: Xu Dishan, the author of this article, a modern novelist and essayist. Because his father's words about peanuts left a deep impression on him when he was a child, he was determined to be a useful person like peanuts, so his common pen name was "peanuts". So, how does his father talk about peanuts and how does he talk about peanuts? Let's have a look at this text.
(2) Check the preview
1. Fill in the glossary
There are not many new words in this class, but every new word has something to remind students.
"Bi" is a polyphonic word, which mainly grasps the two pronunciations of P √ and B √, so that students can distinguish and master it through word combination.
"Squeezing" means snapping the tongue, correcting students' oral habits and the pronunciation of "zhà"
Is it under the word "eye"
2. Explain the words according to the text.
Explaining words should be based on the principle of "words cannot be separated from words, words cannot be separated from sentences, and sentences cannot be separated from the beginning", and the words should be understood accurately in connection with the context.
The meaning of English in a specific context.
Pity: What a pity.
Pioneering: pioneering and developing.
Digging: loosen the soil with plows, shovels, etc.
In fact: it means unexpected; Actually.
Harvest: Get mature crops.
Command: A verbal task or command.
Adore: Willing to approach because of affection or respect.
Maturity: the complete growth of fruits, such as plants. , generally refers to the complete stage of biological development.
Distinguish: distinguish.
Decent: Good-looking (in appearance or appearance); beautiful
(3) Clarify the paragraphs of the text and summarize the general idea of the paragraphs.
1. Read the text silently on the basis of understanding new words and phrases. Strengthen the memory and understanding of new words in combination with the text.
2. The teacher demonstrates reading the text, and the students think: Why is the title of the text "Peanut" and what is written around the title?
Peanut is the central thing discussed in this paper, so peanut is the theme. The full text is about planting peanuts, harvesting peanuts, tasting peanuts and discussing peanuts, all of which are written around the topic)
Students may not summarize what they have written around peanuts. Teachers guide students to read relevant sentences and help them summarize.
3. Divide the text into paragraphs and summarize the general idea of the paragraphs.
The first paragraph (1 paragraph) is about planting peanuts and harvesting peanuts.
The second paragraph (the second natural paragraph) writes that my mother proposed a harvest festival and made preparations for it.
The third paragraph (from the third paragraph to the end) is about eating peanuts.
Encourage students to express their views when dividing the paragraphs. Divide the 1 natural paragraph into the first paragraph, and students will not have any differences; Students will have different opinions on the division of the second paragraph. Some students will divide the second paragraph from the end into the second paragraph on the basis that this large paragraph is about the family harvest festival. Teachers should affirm this subdivision method of students.
(4) Read the text with emotion and understand the ideological content of the text.
(5) homework.
1. Copy new words and phrases.
2. Read the text with emotion.
Second lesson
First, the teaching objectives
(1) Understand the ideological content of the text, and learn peanut's character of not seeking a false name but silently contributing. Let students understand the truth that "people should be useful, not just decent, but useless to others".
(2) Summarize the central idea of the text and practice distinguishing between primary and secondary texts.
(3) Practice making sentences with "actually" and "mature".
(4) Read the text with emotion. Recite the last four paragraphs of the text.
Second, the focus of teaching
1. Understand the profound meaning of father's praise for peanuts.
2. Prioritize according to the central exercise of the text.
Third, teaching difficulties
Understand the profound meaning of father's praise for peanuts.
Fourth, the teaching process
(1) review and introduce new lessons.
Name three students and ask them to read the text emotionally in sections. Ordinary peanuts lead to many topics at home, which makes us admire peanuts. With this admiration, let's study the text.
(2) Learn the first paragraph of the text and understand the content.
1. Read the first paragraph softly and think: What did this paragraph write first? What do you write?
(Write about planting peanuts first, and then write about harvesting peanuts)
2. Which words in the text describe the process of planting peanuts? Can these words be reversed? Why?
(Buy seeds, turn the ground, sow seeds and water them; These words are arranged in the order of planting peanuts.
3. What did "Unbelievable" write? What's the function here?
("Unexpectedly" wrote about the results of planting peanuts, and also wrote about everyone's unexpected happiness when they got a bumper harvest. Because everyone has no experience in planting peanuts, planting them on wasteland is not sure whether they can be harvested. It took only a few months to harvest, which was a pleasant surprise. The word "unexpected" emphasizes everyone's surprise. )
4. Practice making sentences with "actually".
Students practice using the word "unbelievable" to make sentences orally, and teachers guide students to pay attention to the unexpected meaning in sentences, instead of simply making sentences like "He actually …".
(3) Learn the second paragraph of the text and understand the content.
This part is very simple and easy to understand, and the teacher can brush it off in concise language.
Peanut harvest, the family prepared a harvest festival.
(4) Learn the third paragraph of the text, understand the content and understand the truth.
1. Read the third paragraph silently and think: What do the family say about the benefits of peanuts?
Read the text in different roles, discuss and answer the thinking questions.
(My sister said it was delicious, my brother said it could squeeze oil, and "I" said it was cheap, and everyone liked it. My father said that the most valuable thing about peanuts is that their fruits are underground. )
The benefits of peanuts mentioned by my brothers and sisters are obvious, but what my father pointed out is a feature that peanuts are often overlooked. How many times has father said peanuts? What's the difference between several comments?
(twice. Comparing peanuts with peaches, pomegranates and apples for the first time; The second time, the characteristics of peanuts further illustrate the truth of being a man. )
(1) Read my father's first argument. Thinking: How does my father explain the most valuable place of peanuts by comparison? )
Father compared peanuts with peaches, pomegranates and apples. By comparing the appearance of the fruit with the position of the fruit when it bears fruit, the most valuable place of peanut is explained.
Teachers help students grasp the key words such as "buried in the ground", "bright red and light green", "hanging high on the branches" and "growing short on the ground" to analyze and understand the obscurity and simplicity of peanuts.
(2) Thinking: The fruit of peanuts grows in the soil, while peaches, pomegranates and apples hang the fruit on the branches. Is it that peanuts deliberately drill into the soil without being known, but peaches, pomegranates and apples show off? Why?
(This is their respective growth characteristics)
(3) Peaches, pomegranates and apples are bright red and green, which makes people fondle them, while peanuts put ripe fruits in the soil, waiting for people to dig and use them. Thus, what are the valuable qualities of peanuts?
(Don't seek fame, give silently, don't be artificial)
(4) Practice making sentences with "maturity".
"Mature" has two meanings. One refers to the stage from development to maturity; One is to develop to a perfect level. Teachers instruct students to make sentences accordingly.
(5) read the father's. The second discussion, thinking: What kind of person does the father educate his children to become with peanuts?
Modest and simple, regardless of fame and fortune, will not show off themselves, useful to others.
(6) Show slides, fill in the blanks and guide students to recite.
"You should like peanuts. Although it is, it is not. "
Did the author understand what his father said? Where did you see it? Read the relevant sentences.
(1) Show slides, fill in the blanks, and guide reciting.
"People who want to be human don't do it, but be good."
Did you understand what the author said? What is a useful person? What do you mean, it's not good for people to talk about decent people? Combined with reality, give examples.
(3) Summary: Inspired by my father, the author said that this passage is the center of the whole paper. It explains the truth of being a man from both positive and negative aspects, and praises those who are down-to-earth, hard-working, humble and simple, regardless of fame and fortune, and have real talent and learning without showing off themselves; Praise all unknown people, do good deeds for the people and contribute to society. Criticized those superficial, greedy for fame and fortune, ignorant and useless to society. Father's teaching is deeply impressed on the author's heart, and the spirit of "groundnut" is carried out in his life, writing and teaching.
(4) Read the last section of the full text. Thinking: What role does this section play in the whole article, highlighting the center of the article?
The first sentence talked about the harvest festival until late at night, talking about the time and telling the whole story. The second sentence shows my deep impression on my father's words, the author's great gains in the harvest festival, and the intention of my mother to arrange this activity and the purpose of my father's participation in this activity. This ending deepens the theme. )
Recite the last four paragraphs of the text.
(5) Practice according to the text center, and prioritize.
1. Combine a passage of "I" to summarize the central idea of the text.
Through the discussion of the benefits of peanuts by family members at the Harvest Festival, the text shows that you should be a useful person to others, not a decent person who is not good to others. )
2. How long did it take from planting peanuts to harvesting peanuts, and how much space did it take in the article? From eating peanuts to talking about peanuts, from talking about peanuts to talking about life, how long did it take and how much space did it take in the article? Why did the author arrange this?
Thinking about this problem can make students have a concrete feeling about the primary and secondary of the article and a more concrete experience about the relationship between the primary and secondary of the article and the central idea.
The focus of this passage is the Harvest Festival, and peanuts are the main topic. I mainly write my father's comments to highlight the center of the article. Other contents are short, but they can explain the main content of the article and cannot be omitted. When writing, we should also determine the key points, so that the key points are prominent and clear.
(6) Read the text with emotion, and experience the ideological content and writing characteristics of the text.
(7) Summary
This text tells us a profound truth by writing peanuts: people should be useful, not just decent people, but also not good to others. This kind of writing is called "borrowing things for righteousness". There are many things around us that can enlighten us and make us understand profound truth. For example, chalk, an ordinary little thing, sacrifices itself in order to let students acquire knowledge; Candles illuminate others and destroy ourselves ... We can learn the writing method of "borrowing things for meaning" in this lesson when writing.
Teaching objectives of Peanut Teaching Plan II:
1. By studying the text, students can master the accumulated new words and use them in the learning process.
2. Understand the main content of the article, clarify the development context of the article, master the key sentences and words in the article, and learn writing skills such as borrowing things and metaphors in the article.
3. On the basis of learning the text, experience the spirit of Xu Dishan's praise, learn the truth of being a man, and improve students' ideological and moral level.
4. Read the text emotionally in different roles and recite the text.
Teaching focus:
1, use new words flexibly and accurately grasp the key sentences and words in the article.
2. Learn to understand the truth of being a man revealed in the article.
Teaching difficulties: through the study of the content of the article, master various writing skills and text characteristics.
Teaching process:
first kind
First, create an interesting scene:
Teacher: Students, on my way to class today, I met a classmate who asked me a riddle. Do you want to guess?
Student: (in unison) Yes.
Teacher: The hemp room has red curtains, and there are white fat people living in it. What is this? Guess a kind of food.
Student: Peanuts.
Teacher: The students' answers are all correct. Today, we learn the new text "groundnuts" together.
Second, the preliminary reading of the text, the overall perception:
1. Students can read the text freely and mark the new words they don't understand.
(1), autonomous learning, supplemented by cooperative learning.
According to the new words in the text:
Let the students learn by themselves and find the characteristics of the words by themselves.
Teachers and students exchange their understanding and literacy skills of new words in the text.
2. Students retell the story told in the text in their own words.
Teachers can ask a few students first, and others can be announced in the group so that they can evaluate each other.
Third, read the text again and clear your mind.
1, perceive the text again and divide the main idea of the text paragraphs.
In the process of reading the text silently, students divide the text into several paragraphs with the clue of "peanuts" and summarize the general idea of each paragraph.
2. Students read the text in roles. After reading it, the teacher can make an appropriate evaluation of each student. And let them mark the sentences they don't understand.
3. Find out what the author's brothers and sisters say about peanuts.
Fourth, deepen practice and summarize.
1, "buffet" exercise:
The teacher wrote the words "unbelievable", "mature" and "although …… but" on the blackboard, and let the students choose their favorite sentence freely.
In this lesson, we have mastered the content of this text. Several brothers in the article have expressed their views on peanuts. What are they? (delicious, oil-squeezed, cheap)
3. Contact our real life. what do you think?
Verb (short for verb) Homework:
1, review the new words and prepare for the "word combination game" in the next class.
After you go back, read the text carefully and understand the sentences you didn't understand just now. Let's discuss it together next class.
Second lesson
First, consolidate old knowledge and introduce new knowledge.
"spelling game":
Requirements: each group extracts two or more parts to combine into a new word, and two newly combined words in each group can form a word.
Rule: Take individuals as a unit and take the form of rushing to answer. Answer the students to write the combined new words on the blackboard, and read the words correctly twice to be correct.
(1), Juglans mandshurica (oil extraction)
(2) Take a bite (gazebo)
(3), oral payment point (command)
(4) Durian
(5)、? Blinking clouds (try)
(6), scooping up point B (hollowing out)
After the game, the whole class read the above words twice.
Second, read the text carefully and appreciate it.
1, students read the text carefully. Complete the following form by group cooperative learning.
contrast
peanut
Peach, pomegranate, apple
(lowland)
(high)
(Buried underground)
(hanging from a branch)
(You don't know the value until you dig it out)
I fell in love with you at first sight
Through the comparison of tables, the conclusion that peanuts are simple and silently dedicated is drawn.
2. Read the passage from 10 to 13 again.
(1), last class, students found some difficult sentences while reading. What are they? Let's study it together.
Teachers and students study and discuss sentences they don't understand. In this process, teachers can gradually guide students to say correct answers and act as guides for students' learning.
(2), focus on difficult sentences:
1. "So you should like peanuts. Although it is not beautiful, it is very useful. "
2. "Then, people should be useful people, not people who only pay attention to decency and are not good to others."
When solving these problems, let the students talk about their own ideas and opinions first, and then the teacher will supplement and summarize them.
3. The sentences and tables analyzed above are all talking about the benefits of peanuts, which actually implies a profound truth, a truth of being a man. Who can talk about their own ideas?
We should be a useful person, a down-to-earth, silent dedication person (such as peanuts), not a vanity person who only talks about appearance (such as apples and peaches).
After studying this article, the teacher found a "little secret", a secret about the writing technique of this text. Did you find it?
Metaphoring people with things means expressing your feelings by describing and describing an object to symbolize someone.
This article highlights the writing technique of using things to describe people. By praising peanuts, the author shows that my father wants me to be as useful as peanuts.
Third, expand exercises and summarize in class.
1, fill in the blanks quickly:
Father mentioned four things (peach) (pomegranate) (apple) (peanut) in his speech. Father thinks (peach) (pomegranate) and (apple) make people fall in love at first sight, but (peanut) is the most precious although it is buried in the ground and looks ugly. Father also hopes that we can be (useful) people like peanuts, not (only decent) people, and be (bad) people to others.
2. The text we studied today adopted the writing technique of borrowing things to write people. So, what does the author use peanuts to describe?
Let the students summarize themselves and talk about the author's writing purpose.
Fourth, homework.
After school, every student began to look for 1 ~ 2 sentences about metaphor. New achievements in encouraging students to use their brains.
Attached:
blackboard-writing design
peanut
Dishan Xu
accidentally
mature
Buffet practice
Although ... but
Be down-to-earth.
peanut
Be a useful person
simple and unadorned
Silent dedication
Work hard.
Teaching objectives of Peanut Teaching Plan III:
1. Read the text in different roles and recite your favorite paragraphs.
2. Understand my father's praise for peanuts and understand that "people should be useful people, not great and decent people." The profound meaning of.
3. Initially learn the expression of "borrowing things to describe people".
Teaching focus:
1. Read a passage from my father and stick to the theme, so that students can realize that this article is a metaphor for people's words and their meanings.
2. Learn the focused and clear-cut writing method of this article, and learn the writing method of metaphor for people in this lesson. Try to choose one thing to write.
Teaching difficulties:
I have a preliminary understanding of the writing method of borrowing things to describe people.
Teaching preparation:
Schematic diagram of peanut growth; Pictures of pomegranate and apple; New word card.
Teaching rules:
Reading guidance method
Group cooperation and communication methods
first kind
Teaching process:
First discuss the topic and introduce the author.
1, the teacher wrote on the blackboard entitled "Peanuts".
2. Teacher: "groundnut" is a familiar peanut. Why is it called groundnut?
Show the schematic diagram of flowering and fruiting of peanuts. Description: Peanut is panicum miliaceum, with yellow flowers, which fall to the ground after pollination, so it is also called "groundnut". )
3. Teacher: Do students like peanuts? What flavor do you like? Let the students speak freely. )
4. Introduce the author Xu Dishan. The author also likes to eat peanuts and grow peanuts in his own open space. In fact, it has been harvested, and their family happily got together for the harvest festival. Are the students willing to share his joy with the author? Let's learn peanuts together.
Second, the first reading sentiment, independent learning.
1, show the blackboard, say the names and understand the meaning of the words in the context.
Development: This lesson refers to reclaiming wasteland into cultivated land.
Mao Ting: A pavilion made of grass or something.
Love: Willing to approach because of love or respect.
Command: A verbal task or command.
To look good (in appearance, appearance, or dress); Have style.
Oil squeezing: squeeze the juice out of the object by force.
Practicality: This lesson refers to the practical use value.
Actually: I didn't expect it, I didn't expect it.
2. Read the text freely, pay attention to correct pronunciation and read sentences.
3. What did you get from reading the text? Is there a problem?
Third, read aloud in different roles to clarify the context of the article.
1, read aloud in different roles, think about the first question after class while reading, and say what the text says about peanuts.
Read the text silently and mark the beginning and end of each content with "//". Let's talk about what is detailed and what is rough. What are the advantages of writing like this?
According to the sequence of events, this article can be divided into three paragraphs.
The first stage (the first natural stage) begins with planting peanuts and harvesting peanuts.
The second paragraph (the second natural paragraph) writes that my mother proposed a harvest festival and made preparations for it.
In the third paragraph (from the third paragraph to the end), my father and I talked about peanuts while eating. Father's praise of peanut's character made us admire ordinary peanuts.
4. After the group discussion, we reported that "planting, harvesting and tasting" was very brief, while "discussing peanuts" was very specific. Because the author focuses on "discussion" and wants to draw the truth of how to be a man from "discussion of peanuts", "planting, harvesting and tasting" is written very briefly.
5. Teacher's summary: The full text is focused and clear, and I was deeply impressed after reading it.
Second lesson
Teaching process:
First, check the import.
Second, read the text again and clear your mind. (Requirements: Read the text silently and make comments while reading)
1, which part are you most interested in? Introduce the study of the text according to the students' answers.
2. Read the first paragraph collectively and learn the knowledge of planting peanuts and harvesting peanuts. Focus on the word "actually".
(1) See the family's accident and surprise after peanut harvest. Connect with life and make sentences with "incredible".
(2) I planted it and want to collect it. Why did I collect it and say I didn't expect it? Didn't expect what? Why didn't you think of that? Feel and understand the tenacious vitality of peanuts.
Third, read sentiment and experience emotion.
1, the tenacious vitality of peanuts surprises and admires us, and also makes our mother happy. In the second paragraph, there is a sentence that shows our mother's happiness. Who can help us find out? What can you feel from these sentences?
2. Look at paragraph 3-1 1 and see how this optimistic family who loves life talks about peanuts while eating.
Read the contents of different roles "eat peanuts and say peanuts" again.
Teacher transition: The benefits of peanuts mentioned by my brothers and sisters are obvious, but my father pointed out that peanuts are easily overlooked, which is precisely the most valuable benefit of peanuts.
3. Read my father's words silently (the small blackboard shows a passage my father said: peanuts have many benefits, …)
(1) Requirements: What can you read after reading this article? Is there anything you don't understand?
(2) Grasp the key words and start a comparative understanding (teacher's camera blackboard writing)
Peanuts, peaches, pomegranates and apples
Buried in the ground, hung high on the branches.
Dig it out and you'll know it's precious. You will fall in love at first sight.
(3) Defining the value of peanuts: useful but unknown.
(4) Students talk about their own views: What kind of person do you want to be? Why?
4. Read what "I" repeatedly said: "Then, people should be useful people, not great and decent people." Get in touch with life and deeply understand father's expectations of us.
Fourth, deepen the theme and expand the extension.
Read the last paragraph and find out from which word I can see that my father's words impressed me deeply. Understand the accurate use of the word "seal" and the influence of my father's words on my life.
Fifth, guide the writing exercises after class.
1, specify the writing requirements.
2. Teachers and students have pioneering ideas.
(1) broom: It has the characteristics of silence, and it would rather be dirty than clean, showing the spirit of being unknown.
(2) Silkworm: It has the characteristics of "the silkworm in spring will weave to death" and write its dedication.
(3) Chalk: It has the characteristics of repeatedly taking the heart to work and writing the spirit of serving the people wholeheartedly.
3, choose the above or other things in life to write a small practice pen (imitate this article and write clearly the truth contained in this thing)
Seven, homework.
1, continue to complete the small pen exercise.
2. Recite your favorite paragraphs.
3. Pay attention to people like peanuts in life and learn from them.
Blackboard design:
Planting peanuts: buying seeds-turning the ground-sowing-watering.
Harvested peanuts: I really harvested them.
Flower-flavored peanuts: make several foods.
Health benefits: delicious, oily and cheap.
On peanuts
Features: Buried underground, unsightly, but very useful.