"Lantern" lecture notes

As a teacher, you often need to prepare lecture notes. Writing lecture notes is an effective way to improve professional quality. So do you know how to write a formal course manuscript? The following is a sample lesson script of "Lantern" that I compiled for you. Welcome to read and collect it. "Lantern" Lesson Note 1

1. Brief analysis of the teaching material:

"A Mountain Full of Lanterns and Torches" is a main text in the first volume of the fourth grade. This is a growth story from the author's childhood, which is close to the actual life of students and consistent with the age characteristics of children. The article is accompanied by two vivid illustrations, describing the touching story of the author's grandmother's house living in the countryside. One day, the author fell into a well on the edge of a field in the wind and rain, and was finally rescued by the villagers. From it, you can feel the kind qualities of people and learn the author's qualities of being good at thinking and being brave and strong when faced with problems.

2. Teaching objectives

Based on the requirements of the curriculum standards, the characteristics of the teaching materials and the actual situation of fourth-year students, the following teaching objectives are formulated:

1. Learn independently For the new words in this lesson, learn the multi-phonetic word "ka" and complete the after-class exercise 3;

2. Read the text aloud, grasp the key words and sentences, and appreciate the hardworking and kind-hearted qualities of rural people;

< p> 3. Pay attention to the examples in the article, and through the author's psychological and emotional expressions, understand that you must be good at thinking, brave and strong when encountering problems.

Heavy and difficult points: No. 2 and 3 among the objectives

According to the teaching objectives and key and difficult points, this lesson is scheduled to be taught in 2 hours.

3. Preaching method

The emotional expression of the text author (crying - neither crying nor shouting - tears welling up) is very distinctive. This characteristic is very important in teaching. In the book, teachers take the author's emotions as the main thread, use reading throughout teaching, and pay attention to students' personality perception, association, experience and other psychological activities. The teaching method is mainly "reading to promote understanding", supplemented by "intuitive teaching method and imaginative description method".

4. Lecture method:

Students are the main body of learning and development. Adopting the independent questioning method, cooperative doubt-solving method, and reading aloud comprehension method, passive learning is changed into active learning, embodying the teaching principle of "teacher as the leader, students as the main body, and training as the main line".

5. Teaching procedures:

First lesson

1. Read the introduction and understand the main idea

(Ye Lao said : Teaching is for the sake of not teaching. The editor intentionally designed the introduction to provide guidance for students to learn the method. Teachers should guide students to find methods and pave the way for learning the article)

2. Introduction to conversation and questioning topics

(Einstein said: It is better to ask questions than to solve them. Starting from the topic and boldly questioning can stimulate students' curiosity and thirst for knowledge)

3. First reading the text, Independent literacy

1. Read the text softly and draw new words

2. Cooperate at the same table, read and correct each other

3. Exchange literacy methods in groups< /p>

4. Teachers test self-study status

(In class, return time and space to students, allowing children to be independent, cooperative, and exchange literacy methods on the basis of sufficient reading, and develop The habit of active literacy. )

4. Read the text again and gain overall perception

1. Read the text freely and tell me what you understood? Mark the areas you don’t understand.

2. Communication in the lobby: What does the text talk about?

3. Questioning: Let students tell what they don’t understand and pay attention to what happens in the classroom.

4. Sort out the questions and put forward the learning objectives pagination title #e#

(Learning starts from thinking, and thinking starts from doubting. Questioning can make teachers more targeted and allow students to understand the text in depth. It can promote students to actively explore, be sensitive to discovery, and activate students' thinking)

5. Assign homework: read the text carefully and think about problems independently.

Second Lesson

1. Combining pictures and text to get to the point. (Study 2-5 natural paragraphs)

1. Observe the text illustration 1 and say what you see and think.

2. Read the article again with questions.

3. Organize students to conduct group cooperation, discussion, and communication:

A. Why will the results of making money indiscriminately only get worse? (Imagine the results of struggling and understand the meaning of "persistence".)

B. What inspirations have you received from the author?

(First of all, using an intuitive teaching method, students have close contact with pictures, cultivating students' ability to observe, think, and express, and experience the author's good qualities of being brave and strong, good at using his brain to think, and highlighting key points. Secondly, Use the blank spaces in the text to stimulate students' imagination, deepen their understanding of the text content, and play a subtle role in cultivating students' imagination and innovative spirit)

2. Gain insights and experience while reading.

1. Read the text silently and think about it: Which scenes moved you the most?

2. Read the sentences that moved you by name and explain the reasons.

3. Combine pictures and texts to understand the meaning of words and be able to transfer them.

(Desire, all over the mountains and plains, tears like springs, it is hot)

4. Guide the reading of the last paragraph and understand the question sentences.

(The "Chinese Curriculum Standards" points out: Reading is a student's individualized behavior, and teachers' analysis should not replace students' reading practice. Therefore, teachers should boldly let go and let students read independently and learn by themselves. Discover and guide students to grasp the key words to understand the text content and express their own unique experiences)

3. Review the full text and experience the insights

1. Read the text with emotion while driving the train.

2. Find the words that best express the author’s emotion.

3. Try to retell the story

(The course standard points out: the best way to accumulate language materials is to retell. The reading teaching goal emphasizes: students can retell the main idea of ??narrative works and their initial feelings. The vivid images and beautiful language in the work, care about the emotions, anger, sorrow and joy of the characters in the work, and communicate with others your own reading experience) "Lantern" Narrative Textbook 2

1. Narrative Textbook

< p> "A Mountain Full of Lanterns and Torches" is an intensive reading text in the third unit of the fourth grade volume of the primary school Chinese textbook S version. The text narrates the touching scene of the author encountering danger once when he was a child, and the whole village, men, women, old and young, went out to rescue. Educate students to be brave, strong, smart, caring and loving towards others in the face of crisis.

2. Talking about academic sentiment

This unit takes "Growth" as the theme and writes about the unforgettable things of different characters in their growth process. They were relatively close in age to the students at that time, and students were prone to scream when reading. Fourth-grade students are more active and have a certain understanding ability. It is not difficult to understand the thoughts and feelings of the article. However, it is somewhat difficult for students to get certain inspiration from the author. Teachers need to pay attention to inspiration and guidance when teaching. In addition, there is also a certain degree of difficulty in understanding the sentence "Only tears are flowing and they are hot."

3. Teaching objectives

Based on the educational philosophy of the new curriculum, the following teaching objectives are specially formulated:

(1) Knowledge and ability objectives:

1. Learn the 9 new words and new words in this lesson.

2. Understand the meaning of key words and sentences in the text.

3. Read the text correctly, fluently and emotionally.

4. Learn to write one sentence each with "persistence, desire, and mountains and plains".

(2) Process and method goals:

Guide students to learn the text through the method of "reading, finding, drawing, discussing, understanding, and speaking", so that students can have a deep understanding of the whole village love for me.

(3) Emotional attitude and value goals:

Understand “I”’s strength, bravery, and intelligence in times of crisis, and educate students to care about and love others.

(4) Teaching focus:

Guide students to grasp the key words and sentences to understand the content of the text and understand the thoughts and feelings expressed in the article.

(5) Teaching difficulties:

Let students get inspiration for growth from this unforgettable incident in the author’s childhood.

IV. Preaching Method

Based on the characteristics of this text and the characteristics of the students in this class, I adopt the following method in teaching:

(1), Read instead of speak, and understand the true feelings. "Read a hundred times, and the meaning will appear automatically." Give full play to the main role of students in learning, allowing students to read aloud, comprehend, and experience the thoughts and feelings of the article.

(2) Appreciate words, analyze sentences, and focus on understanding. In teaching, through the understanding of key words and sentences, we can grasp the main content of the article and get inspiration from it.

(3) Combining pictures and text to aid understanding. Make full use of the illustrations in the text to allow students to perceive the picture and experience the harsh weather at that time and the spectacular scene of lanterns and torches all over the mountains and plains.

5. Lecture method

In this lesson, based on the age characteristics and learning experience of fourth-year students, I guide students to adopt the following learning methods:

( 1) Use the method of “reading, searching, thinking, discussing, understanding, and speaking” to understand the text content.

(2) Use group cooperative learning methods to improve students’ self-learning and cooperative learning abilities.

6. Talking about the teaching procedures

I plan to use three lessons to complete the teaching tasks. Here I will only talk about the teaching procedures for the second lesson.

(1) Create situations and stimulate interest: (about 4 minutes)

1. Multimedia shows text illustration 1 and asks students to observe and think carefully: What do you know from the picture? ? If you were the child in the picture, what would you do?

(Design intention: Illustrations are an important part of teaching materials. They play an important role in training students’ observation ability and correctly understanding the ideological content of the text. Letting students observe the illustrations is mainly to stimulate students to learn the text. interest and pave the way for understanding the entire text content)

2. Based on the students’ speeches, the teacher reveals the topic and writes it on the blackboard.

(2) First reading of the text, overall perception: (about 7 minutes)

1. Read the text in the way you like, and think about what is the main thing about the text?

(Design intention: advocate the autonomy of reading, let students read with questions, and combine reading and thinking, which can enhance the effect of reading.)

2. Read again In the text, read it several times where you find it touching. < /p>

(3) Combining pictures and text to gain insights while reading: (about 20 minutes)

1. Show Picture 1 through multimedia again, and let students look at the picture while sketching the description of the weather in the text. Words, based on the students’ speeches, the teacher wrote on the blackboard: It’s raining heavily.

(Design intention: Entering the situation is a necessary prerequisite for understanding the following. The combination of pictures and text can guide students to understand the bad weather at that time, so that students can Immersive.)

2. After students understand the weather at that time, guide students to think: How did "I" fall into that earthen well? What was the scene like? The students answered questions, and the teacher guided with the camera: "I" accidentally fell into the well due to slippery feet. At that time, I was very scared, anxious and helpless. And wrote on the blackboard: The foot fell into the well

3. Then, I asked: In such a situation, what did "I" do? Ask students to read paragraphs 3-5 of the text silently. Here, I have designed three small links:

(1) Students discuss and communicate in groups: ① Why do I no longer struggle or cry? ② Use your own words to praise the "I" in the article.

(Design intention: "Chinese Curriculum Standards" advocate independent, cooperative, and inquiry learning methods. Therefore, in this session, I let students focus on group learning. During the discussion and exchange process, I asked each student to Every student must participate in the discussion, give full play to the student's main role, and cultivate students' reading ability and ability to cooperate with others)

(2) Use courseware to show "I" in danger. Among them are sentences about being brave, strong, calm, and thinking of ways to deal with problems: "I can no longer struggle blindly like this. The results of struggling will only get worse. I should save my strength and persist in not falling down again." Someone came to rescue me. I knew that my relatives would definitely come to save me. "Although my limbs were numb and trembling, and my body was sinking a little, I still persisted and believed." The students read the sentences together and combined them with the context. Understand the meaning of "persistence" and then ask students to speak in "persistence".

(3) Instruct students again to read the sentences emotionally and talk about the inspiration they got from it. Teacher’s blackboard writing on camera: Understand how to conserve physical strength

(Design intention: Through repeated reading and reflection, teachers guide students to experience the bravery, strength, calmness, and use of brains shown by "I" in times of crisis. Find a way to protect yourself, which is not easy for younger children to achieve)

4. Question transition and introduce the next part of learning: Yes, such a situation is both. Thrilling and touching! The "I" in the article is trying hard to persevere, waiting for relatives to save him, but what is the result? Ask students to read paragraphs 6-8 of the text aloud in the way they like.

(1) The teacher’s courseware shows Picture 2 and asks students to carefully observe the picture and combine it with the text to find the sentence describing the villagers coming to find “me” with lanterns and torches.

(Design intention: The display of the courseware provides students with an intuitive picture, allowing them to visually feel the spectacular scene of lanterns and torches all over the mountains and fields, and deepen their understanding of the villagers’ love for “me”. )

(2) The teacher then used the courseware to present the sentence: "Suddenly, from the direction of the distant village, the voice I was eager to hear came from the direction of the distant village. It was one anxious, kind and long call after another. Then I saw a ray of light coming out, and soon a large area of ??light. The lanterns and torches all over the mountains and plains were getting closer and brighter... Suddenly, I burst into tears."

① Instruct students to read the sentences aloud and understand the meaning of "desire", "over the mountains and plains" and "tears like springs" according to the context. Ask students to speak in "desire" and "over the mountains and plains".

②Ask students to talk about what they experienced from the sentence?

③Let students read the sentences with an moved tone to deepen their feelings.

(3) Use the courseware to show the sentence "Only tears are flowing and are hot." The teacher guides the students to understand the meaning of the sentence, so that the students can realize that these tears are tears of emotion and tears of gratitude. Teacher writes on the blackboard with camera: Tears well up after being saved (and strings the writing on the blackboard into a heart shape)

(Design intention: By reading the sentences, the teacher should let the students understand that family and friendship are great, as long as everyone contributes With love, the world will be full of warmth and sunshine)

(4) Summary of the full text and extended exercises (about 9 minutes)

I will mainly divide this link into two steps. Teaching:

1. Let students talk about their gains and experiences.

/p>

2. Let students talk about the care and help they received from relatives and friends when they were growing up.

(Design intention: to connect the classroom with extracurricular activities, so that students can apply their insights in the classroom to real life, cherish family ties, and give love.)

Finally, teachers The student ended this lesson with the song "Devotion of Love".

7. Teaching evaluation

In this lesson, I closely focused on the teaching objectives and key and difficult points of the lesson, and carried out teaching, giving full play to students' independent learning and The ability of cooperative learning and inquiry learning, while closely integrating inside and outside the classroom, allows students to receive a profound emotional education. In addition, through teaching in this class, students gradually understand what they should do in the face of danger during the learning process, and enhance their awareness of self-protection. "Lantern" Talking Textbook 3

1. Talking Textbook

1. Talking Content: "A Mountain Full of Lanterns and Torches" is the third unit of the primary school Chinese language S version textbook for the fourth grade. Read the text intensively. This is a growth story from the author's childhood. It tells the story of the author's grandmother's house who lived in the countryside when he was a child. On a heavy rainy evening, he went home alone from the fields and unfortunately fell into a well. After struggling and waiting, he was finally rescued by the villagers. The touching story of their rescue.

2. Talk about illustrations: The article is equipped with two vivid illustrations, which are close to the students’ real life and in line with the age characteristics of children. Illustrations are an important part of teaching materials. They allow students to have a strong desire to talk to the text by observing the illustrations. They play an important role in training students' observation ability and correctly understanding the ideological content of the text.

2. Teaching objectives and key points and difficulties

(1) Teaching objectives

Based on the teaching material content, unit introduction and requirements, as well as the age characteristics and learning foundation of the students (Students have mastered the new words, read the text familiarly, and have a preliminary understanding of the text content in the first class). Guided by the concepts advocated by the new curriculum, I determined the teaching objectives of the class as:

1 ,Knowledge objectives:

①, Read the text correctly, fluently and emotionally.

②. Be able to grasp the key words and sentences to understand the text and appreciate the true feelings.

(The "New Primary School Chinese Curriculum Standards" regards reading aloud and comprehension as important goals of primary school reading teaching.)

2. Ability goals: guide students through "reading, searching, discussing, Study the text using the method of “understanding and speaking” to gain a deep understanding of the content.

(The "New Primary School Chinese Curriculum Standards" points out that the focus of training in this unit is to "pay attention to the examples described in the article, experience them with your heart, and learn from the growth experiences of others that are beneficial to your own growth." )

3. Emotional goals: to experience the strength and bravery of "I" in times of crisis, and to educate students to care about and love others.

(The "Basic Education Curriculum Reform Outline" points out that "the training objectives of the new curriculum should reflect the requirements of the times. It is necessary to enable students to inherit and carry forward the excellent traditions of the Chinese nation... and gradually form a correct world view, outlook on life, and values .")

(2) Important and difficult points in teaching

The key point is to guide students to grasp the key words and sentences and understand the feelings expressed by the author.

(Key cause: The new curriculum standard points out that fourth grade students focus on cultivating reading comprehension skills, which has important basic significance for students to form lifelong learning abilities.)

The difficulty is : Guide students to get inspiration for growth from the text.

(Cause of difficulty: Primary school students have limited social experience and intellectual development, and most of them are only children, growing up in a comfortable environment and lacking the experience of "suffering".)

3. Preaching method and learning method

(1) Preaching method:

In teaching, I adopt the following method:

1. Reading aloud method.

(In reading teaching, "reading" takes the lead. The new Chinese language syllabus points out: students should be able to fully read, perceive the whole while reading, gain insights while reading, and be emotionally influenced by reading. Therefore, I let Students can read aloud, comprehend, and experience to their heart’s content)

2. Multimedia-assisted teaching method.

(Based on the age characteristics of primary school students, the use of multimedia-assisted teaching can help improve the appeal of teaching content, stimulate interest, induce emotions, and enable students to actively participate in the entire learning process emotionally and behaviorally.)

(2) Lecture method:

1. Independent learning method

2. Cooperative learning method

("New Primary School Chinese Language" Curriculum Standards advocates independent, cooperative, and inquiry-based learning. Therefore, during the teaching process, I let students focus on group learning, allowing each student to participate in the discussion and communication process, giving full play to the student's main role, and improving the quality of teaching. Students’ self-learning ability and cooperative learning ability)

4. Teaching process

1. Creating situations (stimulating interest)

Multimedia presentation of text illustrations 1. Ask students to observe and think carefully: What do you know from the picture? If you were the child in the picture, what would you do?

(With the help of illustrations, students can quickly enter the text situation and cultivate students’ observation ability.)

2. Self-reading perception (overall grasp)

1 . Ask the children to read the text in the way they like and think about it: Where is "I" in the text? What happened? How did "I" do it? So what's the result?

(Advocate for autonomy in reading, grasp the main plot of the text, grasp the text as a whole, teach students how to summarize the main content of the text, and cultivate students’ generalization ability.)

　2. Students demonstrate their self-study results. < /p>

① Self-reading and self-enlightenment: Read the text silently and think about it: Which sentence moved you?

②Cooperative inquiry: students discuss and communicate in groups.

③Character display: Ask the group representatives to read the sentences that moved them, and share with everyone the reasons why they were moved.

④Group discussion: Guide students to deepen their understanding by understanding key words.

Repeatedly guide students to read sentences emotionally.

(The "New Primary School Chinese Curriculum Standards" points out: Reading is a student's personalized behavior, and teachers' analysis should not replace students' reading practice. Therefore, teachers should boldly let go and let students read independently. , self-discovery, guide students to grasp key words to understand the text content, and express their own unique experiences)

In this link, I will guide students to read which sentence they find emotionally. , understand with students, comprehend together, and be inspired.

Under the guidance of the teacher, through reading sentences, the knowledge goals, ability goals and emotional goals will be gradually implemented.

IV. Associative experience (breaking through difficulties)

In Chinese language learning, students’ imagination must be fully utilized, which can play a good role in mobilizing students’ emotions and understanding the text. .

①. Find the actions of the villagers to save "me", and act it out in their shoes to experience the love and care the villagers have for me;

②. Imagination 1: The villagers hug me , pat my back gently, what will you say to me?

Based on their daily life experience, students may say: "My child, you are suffering." "My child, don't be afraid, as long as we are here, you will be fine."... Put the folks The kind of love and care for children is vividly displayed. After understanding the following sentence: "I kept crying, it was hot." The problem was solved. The children realized that "I" was saved and were deeply moved by the villagers, so they shed tears. , these are tears of excitement, tears of touching...

Imagination 2: Seeing the mountains full of lanterns and torches, facing the kind folks, what will "I" say to the folks? ?

At this time, the teacher can give instructions based on the child’s answer: We must also be caring and kind people.

5. Sublimation and expansion (summary of the full text)

The new curriculum standards point out that in Chinese teaching, attention should be paid to the correct orientation of emotions, attitudes, and values.

①. Talk - let students talk freely about their gains and experiences.

Author, you moved me and made me learn.

Folks, you moved me and made me learn.

(Through students’ words, let students know how to be brave and strong in the face of danger, use their brains to find ways, and be able to protect themselves; educate students to care about others and help others enthusiastically. Emphasize the important and difficult points again.)

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②. Think about it—warm reminder: How do primary school students protect themselves?

(Let students gradually understand what they should do in the face of danger during the learning process and enhance their awareness of self-protection.)

③. Write - assign homework: let the children Let’s write down some small moments when we received care and help from our relatives and friends when we were growing up.

5. Talking on the blackboard

Briefly