How to choose teaching materials

The lesson plan for "How to Select Materials" is as follows:

1. Independent marking

1. Situational introduction

Play pictures and read readings on reading day A set of pictures of the activity, ask students to view and briefly comment.

Transition: One look at this eye-catching photo and you will know how wonderful our event is. Why do you feel this way? Because when shooting, the photographer made careful composition and selection. When writing essays, let us carefully select materials, "take pictures" of life, and freeze unforgettable moments.

2. Marked preview

Goal of writing on the blackboard: Master skills. Learn to use it.

2. Interaction up to standard

1. Unbridled imagination - independent thinking

Title: "My Day"

Task 1: Focus on Topic, what materials can you choose to write about.

Requirements: (1) Write the materials (mainly events) you think of in one or two sentences or a few words.

(2) Write at least eight materials or events and think independently. The more, the better.

Homework display (1):

(1) I get up and get nagged by my mother.

(2) My father sent me to school and encouraged me on the way.

(3) When you meet the teacher at the school gate, say hello warmly.

(4) During breakfast, my tablemate in the crowded aisle handed me a plate.

(5) I was worried because I couldn’t pass the dictation in English class, so the teacher asked me to talk.

(6) Learning new texts in Chinese class was easy and enjoyable.

(7) The school distributed delicious bread during the afternoon break, and the students ate it with gusto.

(8) It is fun to learn to play the ocarina in music class.

(9) Do your duty on duty after school.

(10) I missed the bus and carpooled home with my classmates.

Homework display (2):

(1) Morning self-study and our class will continue to rehearse.

(2) When there was a mistake in the rehearsal before class pictures, the whole class was very anxious.

(3) I am very happy when I put on my costume.

(4) Put on makeup in the middle of math class.

(5) The reading activity began, and the performance of the eighth grade was particularly exciting.

(6) It was our turn to wait and I was very nervous.

(7) The teacher encouraged us and waved us off to the stage.

(8) After reciting the first section, the music was not matched, and I was very worried.

(9) The following three sections were recited wonderfully and I felt confident.

(10) Anxiously waiting for the results and finally winning the prize.

Design intention: "My day" can be either an ordinary day in the flow of time, or a special day in memory. The first step in material selection is to let the materials emerge first, the more the better, and then carefully select according to needs around the center.

2. Task 2: Simply classify the listed materials. Think about the aspects from which the above materials are considered. Can you tell which perspective they belong to? Try to analyze which angle the material you are thinking of belongs to, and write out each angle.

Homework display

(1) Angle includes: parental affection, teacher’s instruction, classmate interaction, classroom learning, interesting things in recess, new events in school, and on the way to school.

(2) Angle includes: rehearsal preparation, nervous waiting pictures, performance process, results announcement.

Design intention: Every angle is a point of divergence of thinking. Materials can be classified and integrated along this point, and then the pictures can be mined and selected, so that the material selection will not be messy.

3. Task 3: From what angles can you think about a composition topic to help you come up with more materials? Please think carefully and write down at least four of the angles you think of.

Homework display: (1) Time perspective; (2) Location perspective; (3) Pictures of mood changes; (4) One day’s harvest.

Design intention: On the basis of opening up ideas, we will excavate materials again to achieve the purpose of connecting with life, and strive to dig out the unique experiences in our own lives to enrich the collection of materials.

4. Among the materials you have chosen, which ones do you think are better? What's the reason? Write it out.

Design intention: Think about the materials you have listed, learn to identify and select, and make it clear in the selection that those materials that are authentic, novel, and unique to you are good materials.

5. Classroom communication and thinking collision

(1) Communicate "Task 1" within the group, supplement and enrich each other's materials, and see who thinks of the most materials. Requirements: Take the initiative to speak and talk about the materials that come to your mind; listen carefully to other people’s introduction to the materials and make additional notes that you have not thought of.

(2) Communicate tasks two and three within the group, complement and inspire each other, and see who has more material perspectives. Requirements: Talk about your own perspective on the material; listen carefully to other people’s perspective on the material and take notes. Design intention: Learn from each other through communication, further enrich materials, and open up ideas.

(3) Teachers and students cooperate, face a composition question, give yourself a direction for thinking, open the floodgates of memory, connect the source of life, let the materials emerge, and then select the most novel and moving ones. Material.

3. Multiple Targeting

1. Read the compositions written in the first two units and see if you have selected materials around the center. Make changes according to the prompts.

(1) When revising, pay attention to writing some details that can express the character's appearance, language, actions or psychological characteristics.

(2) Bring your own emotions. For example, if you appreciate or dislike someone, you can show it in the wording or tone of the picture, or you can directly write your own evaluation.

(3) Compare and read the revised composition with the original text to appreciate the advantages of the revision.