Teaching design of small photographer

As an excellent people's teacher, it is inevitable to write teaching design, which is conducive to our scientific and reasonable control of classroom time. How should we write instructional design? The following is my teaching design for small photographers, for reference only. Welcome to reading.

Instructional Design for Small Photographers 1 Teaching Requirements

1. Cultivate students' ability to question, discover, analyze and solve problems boldly.

2. Read the text correctly, fluently and emotionally, contact the context and understand the sentences in the text.

3. Guide students to understand the text. Understand the care and love of the older generation of revolutionaries for the younger generation, learn to love and respect the fine qualities of young photographers of the revolutionary predecessors, live up to the ardent hopes of the older generation, study hard and make progress every day.

Teaching focus

By understanding the words and sentences and the content of the text, we can understand Gorky's thoughts and feelings of loving children.

Teaching difficulties

Improve students' ability of questioning and resolving doubts.

teaching process

First, review the introduction and practice oral English.

1, consolidate words

The paper wall newspaper looked down at the conductor and fiddled with the film secretary magazine and told him.

2. Use the words above to talk about the main content of the text.

Second, recall the problems summarized in the last class.

Third, read with questions and think about strategies to solve problems.

Try to let the students ask their own questions. If they can't, please follow these steps. )

1, reading and thinking

First, the projection shows the word "suddenly". Tell me about your understanding of this word.

B, please find examples in the original text to understand the usage of the word "suddenly" and think about its function.

C, around two "sudden" problems. What happened suddenly? How did it happen suddenly?

2. Draw a sentence to find the answer

Why did the little boy come? Draw the relevant sentences with "—".

Why can a little boy come in? Draw the relevant sentences with "—".

B. How did Gorky obey the boy's orders? Draw the relevant sentences with "".

C. The little boy sat on the ground and cried. What did Gorky say? Draw what Gorky said with "△".

D. What did Gorky shout when the little boy ran away? Draw what Gorky said with "△".

3. Read the sentences and understand the content

It can be seen from many places in the text that Gorky likes little boys. Let's find them and read them.

Fourth, the role of reading, experience feelings.

1, with the group leader as the director, arrange the group members to read and perform the content of the natural paragraph in different roles.

Reminder: Take the content of the text as a script, find out the key words that describe the actions and ways, and read aloud while doing the actions.

2. Teachers patrol in groups to guide reading and acting.

3. Select a group of students to perform on stage. According to the performance, the camera guides to understand several key sentences.

Comment on the actions made by the students. The camera understands the words "bow", "look", "fiddle with the camera" and "stand up quickly".

B, from the little boy's "grin" to "tears", tell me how you felt when you performed. Guide students to feel the little boy's reverence and love for Gorky.

C. Grasping Gorky's reaction, especially the word "command", we started a discussion and realized his generous love and care for the next generation.

D, read paragraph 10, pay attention to Gorky's manner, and guide the reading sentence: "Come back, son! I'll give you the film. I have a lot of film here. " Let the students read this sentence again and again, and feel how much Gorky wants to keep the little boy and help the child take this photo to realize his good wishes.

4. Practice different roles reading the text with emotion, and read the different tones of the dialogue.

Five, clever questions, sublimate feelings

1, Question: Will the little boy come back?

2. Let the students express their opinions and contact the full text to find their own basis in the text.

3. Does Gorky want children? Guide him to read the last sentence, grasp the change of attitude expressed by the words "however" and "certain", and once again deeply feel his concern and love for the children.

Outreach activities of intransitive verbs

Use your imagination and continue to write stories.

"Little Photographer" Teaching Design Part II teaching material analysis

This text is the intensive reading text in Unit 2, Volume 1, Grade 3. The learning theme of this unit is to walk into celebrities and feel their extraordinary. The purpose of the design is to find Gorky's "love" for the little boy by learning this little incident between Gorky and the little boy, so that students can feel the characteristics of the characters and appreciate the extraordinary of the great men. At the same time, let students know the forms of three dialogues and the usage of punctuation marks in role reading.

Teaching objectives

1, learn to create new words, understand the forms of three dialogues and the usage of punctuation marks.

2. Read the text correctly, fluently and emotionally, contact the context and understand the sentences in the text.

3. Guide students to understand the text. Understand the care and love of the older generation of revolutionaries for the younger generation, learn to love and respect the fine qualities of young photographers of the revolutionary predecessors, live up to the ardent hopes of the older generation, study hard and make progress every day.

Teaching focus

By understanding the contents of words and texts, we can understand Gorky's thoughts and feelings of loving children.

Teaching difficulties

Experience three forms of dialogue and the use of punctuation marks.

Preparation before class

Gorky's famous saying

Teaching time

2 class hours

teaching process

Prepare lessons at one time

Prepare lessons for the second time

first kind

First, the introduction of new courses.

1, a guide to famous works, to understand Gorky.

Books are the ladder of human progress. Gorky

Man needs truth just as the blind need a bright guide. Gorky

The wider a person's knowledge, the more perfect he is. Gorky

Genius comes from diligence. Gorky

Books have turned me into a happy person and my life into a relaxed and comfortable poem. Gorky

Gorky is a great Russian writer, "the greatest representative of proletarian art" (Lenin), the founder of socialist realistic literature and the mentor of proletarian revolutionary literature.

Students, what do you find in these famous sayings?

In this class today, we will follow a young photographer and approach the famous Gorky. To understand the story that happened to him. Write on the blackboard.

2. Look at the topic together. Read the pronunciation of "she" correctly.

3, guide the "photo" writing. Write two yourself.

Second, the preliminary reading of the text, the overall perception

1, please read the text carefully. Complete two small tasks:

A. Read new words and phrases correctly and read the text smoothly.

B, think about what the text says?

2, check the learning situation

A. Presentation of new words:

In sunny weather, the photographer looked down at the movie.

Play with the magazine secretary and have a look

Read by name and correct your pronunciation as you read. Look softly-read by train-find pictophonetic characters to read-read together.

B, pay attention to the point when writing the word "ju"-act it out-write two casually.

C. name the content of the text.

A little boy wanted to take a picture of Gorky, but after playing for a long time, he found that he forgot to bring his film. Gorky didn't get angry, but told his secretary to let the child in if he came again.

Third, read the text carefully to understand the feelings of the characters.

1, what impressions did Gorky and the little boy leave on you respectively?

Gorky's love for the little boy;

The little boy "loves and respects" the fine morality of the revolutionary predecessors.

2. Find out the sentences that reflect the characteristics of Gorky and the little boy from the text. Take it out, read it carefully and comment on it.

3. Feedback the sentences found by the students. Guide students to read related sentences.

Second lesson

First, check the import.

1, dictation of new words.

2. What impression did Gorky leave on you?

Second, through the analysis of sentences, experience "love"

Teacher: Please scan the last lesson quickly and find out the sentences that reflect Gorky's love for the little boy.

Sentence 1 "Did you throw a paper ball?" Gorky asked.

"Yes," the little boy stood up. Bowed, "Please let me in!"

"Come on, I'll let them let you in." Gorky said.

(1) Talk about the meaning of the dialogue in the context.

(2) Imagine how Gorky would say this sentence and try to fill in the words. (Read my love for Gorky boy)

"Did you throw a paper ball?" Gorky () asked.

From which word we can see that the little boy is polite and respects his elders. Ask the students to say the meaning of the words and act them out, then read them again.

(4) Insist on "letting go" to realize Gorky's busy work and don't want to be disturbed. But in spite of his busy schedule, he received the little boy and satisfied his little wish. Understand Gorky's love and care for children.

Under what circumstances do we usually say "let" in?

So Gorky's own house has to be put by the janitor. What does this mean?

Since you are so busy, why do you receive such a little boy in your busy schedule?

(5) Play different roles with your deskmate, read aloud and comment.

(6) What's the difference between this group of dialogues and the previous ones?

Summary: There are some "hints" in the dialogue between characters; Some are in the middle. There are others in the back and in front. When can I put it in the front, middle and back? Life dialogue. In our future writing, we should also learn this kind of writing.

Gorky took a newspaper and sat down according to the little boy's instructions. The little boy fiddled with it for a long time and said, "Everything is ready." Gorky cocked his face and smiled at him.

(1) Is the little boy afraid or restrained in this big man's house? Where did you see it? ("command, fiddle, for a long time")

What does "command" mean? (Generally, the elder tells the younger generation or the superior tells the lower level. )

What do you mean by "fiddling"? (repeatedly fiddling or moving) Synonyms: fiddling, fiddling and manipulating.

That Gorky is a famous man, so busy that he listened to a little boy's instructions and let him fiddle with it for a long time. What do you feel from it? (Love, the boy is serious) Read "love" with this understanding. Say it by name, boys and girls. Read it together.

Transition: After fiddling for a long time, I finally put on a boy's satisfactory shape. Did the boy get the photo as he wished? Where did you see it? ("Suddenly") What do you mean? (Suddenly) So what happened? Come, read this passage together.

The third sentence "What's wrong with you?" Gorky doesn't know what happened.

The little boy cried and said, "I left my film at home."

Gorky stood up quickly, and the little boy ran out with his camera. Gorky went to the window and shouted, "Come back, son! I'll give you the film. I have many films here. "

The little boy cried and jumped on the tram. The tram left at once.

(1) Do you have any questions after reading this? Students ask and answer questions.

Why didn't Gorky get angry and give the film to the little boy?

Why did the little boy run home to get Gorky's film instead of it?

Did the little boy come back later? Did Gorky let him take a picture?

(Design intention: Cultivate students' ability to question, encourage students to ask questions boldly and put forward valuable questions, so that students can learn the ability to solve problems by themselves. )

(2) According to students' feedback, focus on reading Gorky's sentences. Close to "Shout it out"

Transition: What happened to the story? Please finish reading this text by yourselves.

The fourth sentence: "No, it's a reporter from a magazine."

"Please tell him that I am very busy. But if it's a little boy, you must let him in. "

(1) Who is this conversation with whom? How did you know?

(2) What's the difference between this dialogue and previous dialogues? (silent dialogue)

The teacher concluded: This is also the way to write dialogue between characters, without any hint. Usually used in the text, or when the reader already knows the dialogue object. Write the dialogue directly, without prompting.

4. Contact the above and discuss in groups: Why is Gorky willing to see the little boy at any time when he doesn't see the reporter? Does Gorky only like little boys? What will happen to the other children who come today? (writing on the blackboard: caring and caring)

Third, read aloud with emotion and experience Gorky's great character.

1, read the sentences that show Gorky's concern for children.

2. Read it together.

Fourth, after-school expansion.

1, the story continues: Did the little boy come again later? If so, what would he and Gorky say? Imagine using at least two forms of dialogue and writing, imitating the way people talk in the text.

2. Recommended extracurricular reading: Childhood

Blackboard design:

6. Little photographer

Gorky: Love, Care and Love

Little boy: Love respect.

Hint: front, middle and back, no hint.