Primary School Listening Record 1

After the class bell rang, the students were still quite noisy, so the teacher immediately took measures - this class adopts a group bonus point system, which determines the score of today's group assignment How much, how fast school is over; the second group just sat the most upright, plus three points.

1. Introducing the new lesson

1. Everyone reads the topic together - "Sauvignon Blanc" to get ready.

2. "Sauvignon Blanc" is the name of the brand. This poem is still a poem, and words are also called long and short sentences. The number of words is asymmetrical, some are long and some are short.

2. New words

Read the ancient poem aloud and answer which word in the poem is a polyphonic word - "pan"

3. Enter a new lesson

1. In groups of four, discuss the meaning of the poem and ask questions if you don’t understand.

2. What are the questions in the discussion?

(Student): What does "the wind changes and the snow changes" mean?

(Teacher): Which classmate can help him?

Apart from this sentence, what else don’t you understand? Okay, I understand. Let me test everyone.

3. Read sentence by sentence

"The wind changes and the snow changes." When you read this sentence, can you imagine what the weather was like at that time?

(Student): It was snowing heavily... and a biting cold wind was blowing in my face

(Teacher): Are there any other expressions?

"Mountains are a journey, water is a journey." When you read this sentence, can you imagine what the soldiers experienced at that time, what the environment was like at that time, and where they walked during the march

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(Student): The soldiers traveled across thousands of mountains and rivers...the cliffs were steep and the rivers were frozen, but they never gave up.

(Teacher): Are there any other expressions? It's not scary to be wrong. Teachers appreciate you using your brain.

What do these environmental descriptions highlight - the difficulty of marching

What did the poet think of his hometown at that time? But what is the only place for marching?

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5. Homework

A little practice writing: If you are Nalan Xingde, you have experienced the difficulty of marching. Please describe the marching environment in detail.

Primary school lecture records 2

1. Introduction of new lessons:

We will continue to study in this lesson (read together the topic)

2. Review old knowledge:

1. Do you still know these words? (Fishing, never seen, allowed, abiding by regulations, inscribed)

2. What is written in the recall text? Can you say these words? (Students answered, and the teacher wrote "fishing" and "releasing fish" on the blackboard)

3. Entering the new lesson:

Section 1:

1. Students Beginning with the answer, the teacher: What is the current scene of the children fishing and releasing fish?

2. Guided reading of sections one to four of the text:

a. (Show the courseware: Tom - a famous American architectural designer. His designs have won many international awards. Recently, ...) During the interview, he expressed his gratitude to his father for letting him go...) Let's take a look at this designer...

b. Guided reading of sections one to four of the text. Students read the text. (Free reading required)

3. Reading exchange: What did you understand in sections one to four? (Students were enthusiastic)

1) The text is written...

2) I feel that the scenery there is beautiful;

3) Do you understand what ripples mean ( The teacher casually asked), we can pronounce "ripples" more beautifully, and read the sentence "ripples" together;

4) I understood their happiness: two exclamation points.

5) I understand that the fish they caught is very big: arc (pronounced "big"), who else understands that this fish is very big? (big guy) and it’s a big bass.

6) Guided reading: "Wow! A big bass he has never seen before" (three people)

7) At this time, Dad's voice came. Let’s read dad’s language in the text. (Students reading)

a. Show the courseware: Dialogue between father and son: Dad: "Son, you must let this fish go!" "Why?" Tom shouted reluctantly.

b. Guide students to read these words aloud: a. Divide the protagonists; b. Focus on key words;

c. Why did Tom yell so reluctantly?

d. Why did Tom refuse to release the fish? (Questions for listening to the class: Children, when others answer questions, what are you thinking about when you sit quietly?)

e. Introduce the "regulations" and ask: "Do you understand?"

f. Show the courseware and guide students to read aloud, emphasizing the tone (categorically): "We should abide by the rules regardless of whether others see it or not." First read individually, and then invite the men to read together; g. Show the courseware and guide students to talk about things in life using "no matter...".

(Student expression, teacher evaluation)

4. Summary writing on the blackboard: Consciously abide by the regulations.

The second section:

5. I believe that Dad’s words must be deeply inspiring to everyone. Let’s read this sentence together: “No matter if others see it or not, we Everyone should abide by the regulations." (Reading together)

6. Guide students to read the text separately, and other students will act as judges (beginning of the fifth section - "Regulations") and guide students to make suggestions: How did they read? ?

7. Show the dialogue without prompts and ask students to "use" the suggestions just now;

8. Put forward new requirements: "Add actions, expressions, props" to enhance Express the effect; provide courseware for cooperation, and teachers and students cooperate

9. What was the outcome of the argument between Dad and Little Tom? How do you feel at this time? (Invite several students to answer)

The third section:

10. The teacher summarizes the students’ answers. Transition from "regret" to what follows.

11. Discussion: Do you regret it? (Ask students to help)

13. The teacher summarized the full text and showed the courseware: "In a blink of an eye... As expected... Morality is just a very simple question of right and wrong, but in practice it is very difficult. Difficult... That moonlit night 34 years ago..."

14. Students,... show the courseware: "What you lose is temporary benefit, and what you gain is a lifetime of wealth. . "Read this sentence aloud to the students;

15. Read aloud again: "We should abide by the rules regardless of whether others see it or not."

Elementary school lecture notes 3< /p>

1. Review the import.

1. In this lesson we continue to study Yonghua Mountain. (Students read together)

2. (Show the poem written by Kou Zhun) Read by name.

Comment: When reviewing the introduction, by looking at the first paragraph of the fill-in-the-blank question and reading "Huashan" by name, we not only checked the students' learning situation in the first class, but also highlighted the teaching focus of this class and guided the students. Understanding the poet's creative background fully demonstrates the teacher's ingenuity in designing lesson plans.

(Show the courseware) Ah! Huashan Mountain is so high! (Read by name)

3. Yes, Huashan Mountain is so high. Which sentences in the text describe the height of Huashan Mountain? (Students are reading and searching in the second natural passage)

Read it softly and imagine as you read, what do you seem to see? (Student discussion)

Comments: Teachers attach great importance to the dialogue and exchanges between teachers and students, students and texts, and students and students, and focus on cultivating students' imagination, allowing students to comprehend and communicate based on imagination, and gradually deepen the majestic and tall impression of Mount Huashan in students' hearts. .

Comment: Students have been full of curiosity about Huashan since the first lesson. The teacher played the video of Huashan here and drew simple drawings to create a situation for learning the second natural section, so that students can further perceive Huashan. The characteristic of "high".

Read together.

4. There is a sentence in the second natural paragraph that also says "The height of Mount Huashan". Let's see who is the most careful and can find this sentence.

(Show courseware) They climbed up to the top of the mountain with difficulty along the mountain road.

(Referring to the blackboard) Yes, no wonder Xiao Kou will exclaim from the bottom of his heart:

Students read together: Ah! Huashan Mountain is so high!

5 , the children were all attracted by the steep scenery of Huashan Mountain, and they couldn't help but exclaimed, this is - (referring to the courseware Qi said: can't help it).

Comments: Pay attention to the accumulation of words, and can guide students to understand the meaning of idioms based on text materials. Students understand it quickly, and it seems to be a matter of course.

2. Learn poetry through literature.

Transition: Little Kou Zhun, like everyone else, couldn’t help but praise Huashan.

1. The courseware shows verses.

(1) Students find the meaning of poems in the text.

(2) Which sentence in the text means "Only the sky is above, not to mention the mountains and mountains." (Show the ancient poem and the meaning of the sentence.)

(3) Which sentence means "Looking up, the sun is approaching, looking back, the white clouds are low." What does it mean? (Show the ancient poem and the meaning of the sentence)

(4) Understand the meaning of "Looking back".

Comment: During the teaching process, pay attention to grasping some key words in key paragraphs and guide students to evaluate the subtlety of the poet's words.

(5) Ask the girls to read the poems and the boys to read the sentences in the text.

2. Point out the topic. To praise Mount Huashan like we do is to praise Mount Huashan (referring to the topic).

3. Yes, Xiao Kou can write such a good poem at a young age. No wonder the teacher nodded and praised: (——Show the third natural paragraph: Qi Shuo)

< p> 4. Let us hold up the book and chant Huashan Mountain again! Read the text together.

3. Extracurricular extensions

1. Provide poems describing mountains collected before class for students to practice reading freely.

2. Name the person to go on stage to recite, and the teacher will provide music.

3. Encourage students to collect ancient poems about mountains after class.

Comment: Teachers can break the limitations of the classroom, lead students outside the classroom, stimulate students' interest in reading, and improve students' reading appreciation skills.

4. Learn new characters and guide writing

(Show) Sui Hua Qi

1. Learn the prefix "山" and read it.

2. Take a look, what do these three characters have in common?

3. Look, where are these three characters in the field?

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4. Students paint red, and the teacher patrols.

Primary school lecture records Part 4

1. Introduction of excitement

1. The teacher draws whales on the board to stimulate students' interest in learning.

2. Today we went to the vast sea to see real whales. (Play the video)

3. What do you want to understand most when you see this writhing and leaping whale?

2. First reading of the text

1. Students read the text freely.

2. Check the new words and read them by name

Belly, lung, palate and fetus

What did you find?

Health: They are all next to the word "month"

Health: They are all parts of the body.

3. The teacher guides the writing of new words.

Invite students to come up to the stage and write these new words on the board drawings.

4. Read the text by name, check the reading situation of students, correct the pronunciation of words during reading, guide students to grasp keywords and key sentences, and understand the key points when reading.

(1) The whale has a very big characteristic, and I wrote it on the palm of my hand with a word.

Great, it’s amazing to read a paragraph into one word.

(2) Name the second natural paragraph and read it into a sentence.

Whales are mammals, not fish.

(3) Read the 4th natural paragraph by name

What is the difference between the first sentence of this section and other natural paragraphs? (Ask a question)

3. Learn the third world nature section, understand the size of whales, and understand the explanation methods.

1. Can you use another word to say "big whale"?

Born: Huge

Born: Huge

Born: Behemoth

2. Abnormally big, very big, extremely big, everyone said There are a lot of big words in the text. Look, are they written in such big words in the text? Find the words and phrases written in big letters.

Why the same image ratio?

Health: The elephant is the largest animal on the land.

Can you really go into the mouth of a whale?

Student: That’s a hypothesis

3. Hire a senior commentator to introduce the size of the whale.

4. What characteristics of whales are introduced in the first paragraph? What explanation methods were used?

In this short paragraph, the author uses a variety of explanation methods to describe the size of the whale? (Writing on the blackboard: multiple explanation methods)

4. Learn the second natural paragraph, understand that whales are mammals, and feel the language characteristics of expository texts.

1. Just now we were studying the characteristics of large whales. Is the text just an introduction to this characteristic?

2. Show the clip and ask students to see how it is different from the text.

Why use 2 long words?

Student: One long sentence is not enough.

Guide students to read carefully and understand the meaning of words such as "very long", "gradually", "complete" and "whole".

Students, none of these words can be missing. This text also has another feature, that is

(Blackboard writing: precise language expression)

3 , read this passage again, and emphasize the words we just ignored.

4. Show the sentence structure: We understand that whales have adapted to life in the ocean, but don’t forget it.

5. Understand the types and living habits of whales and start a debate.

1. Read sections 4 and 5 to understand the habits of whales.

2. Conduct debates around the characteristics of toothed and baleen whales to cultivate students' debate skills.

Comments:

Teacher Lin shortened the distance between her and the students as soon as she started. With her energetic language and wonderful pictures, the students were quickly attracted.

Teacher Lin’s unique use of a small turntable allows students to discover the patterns of these new words, which not only stimulates students’ interest in learning, but also deepens their memory of these words, and also allows students to understand that these new words refer to whales. Which part of.

Read with questions to help students learn to think.

Teaching from shallow to deep allows students to understand the accuracy of the author's language expression.

The design of this link is a good way to mobilize students' enthusiasm, which not only develops students' thinking skills, but also develops students' language skills.

Writing on the blackboard:

Making comparisons

Various explanation methods

Listing numbers

Hypotheses

Accurate language expression

General comments:

Teacher Lin’s class is so lively, and students maintain a strong interest in learning from beginning to end. How rare this is!

Teacher Lin achieves a harmonious and perfect unity of teaching and learning, and flexibly and rationally optimizes the combination of various teaching methods: using heuristic teaching methods to guide students; using self-study methods and group cooperative learning methods , to cultivate students' self-study ability; it also uses the method of reading aloud with questions to allow students to understand and comprehend from reading. It gives full play to the leading role of teachers and the main role of students, creating a pleasant and democratic teaching atmosphere, making students the focus and foothold of teaching, and cultivating students' good study habits.

Such a wonderful class will be unforgettable for me for the rest of my life.

Primary school lecture notes 5

1. Create situations and stimulate interest:

1. Writing topics on the blackboard, (students, you understand that what the teacher writes is What?) Read the topic together: Lotus.

2. Language rendering: From ancient times to the present, the lotus has been one of the favorite plants of literati. There are countless poems describing and praising the lotus. The great ancient Chinese poets Qu Yuan, Li Bai, Su Shi, etc. all sang about the lotus. . People call lotus the "gentleman of flowers".

Today, let’s study an article about lotus. Its author is Ye Shengtao, a famous modern Chinese writer and educator. The title of the article is "Lotus".

3. Which students have seen lotus? Please use one word to describe the lotus you have seen. I (Slim lotus, graceful lotus, lotus in various poses...)

Do students still want to see such lotus? Before studying the text, the teacher also wants to accompany you with beautiful music , go to the lotus pond to appreciate the beauty of the lotus. Ask the students to look and think about what they see. (The courseware presents multiple photos of lotus flowers and plays background music)

2. First reading of the text to cultivate emotions:

1. Arouse interest in reading: The teacher found that the students were listening just now, I was almost fascinated while watching it. The teacher can tell from your expressions that everyone is deeply attracted by the wonderful music and beautiful pictures. This is how you look at lotus, so how does the author look at lotus? Next, let’s enjoy the article "Lotus" by Grandpa Ye Shengtao and see what kind of perfect enjoyment Grandpa Ye can bring us?

2. Students read the text to themselves. Requirements: (l) Read new words several times. In addition to correctly pronouncing the pronunciation, you must also see the glyphs clearly. (2) Read the sentences smoothly. (3) Draw words that you don’t know or understand.

3. Check the self-reading situation:

(1) Show the words:

Squeeze the lotus flower bones, swell, dance, dragonfly, last night’s dream broke A Piece of Clothes

(2) Free reading; named reading; reading by train; reading together.

4. Fully read aloud and activate the sense of language:

(1) After solving these "stumbling blocks" in reading, we can happily read this "Lotus" by Grandpa Ye Shengtao 》La. Who is willing to read this text aloud?

Name the text and read it in sections. For students who raise their hands, give them full recognition for their confidence or bravery.

(2) Talk about how Grandpa Ye looks at lotus? (Can’t wait to look at lotus, look at lotus with relish...)

(3) Students understand how the author looks at lotus At this time, the teacher takes advantage of the situation and guides the students to tell them which text passage they came from to understand this point, and then organizes students to recite the corresponding passage repeatedly. (The second paragraph of the text can organize students to perform divergent reading, and encourage students to read out different feelings and charms in their own favorite way; the third paragraph of the text can organize students to perform competitive reading, and encourage students to read better than each other; In the fourth paragraph of the text, students can be organized to perform demonstration readings, using Eugenics's reading as a model to encourage students to learn to read from Eugenics)

(Full reading in the first reading is to enable students to read the text thoroughly. Lay a solid foundation for understanding the text. The more students read, the more they will understand, and the less teachers need to explain. The ancients said: "Read a book a hundred times, and its meaning will become apparent." This is what it means. The truth. Nowadays, we often say that students should read more and gain insights while reading, but it is not enough to just "read" when reading the text. Teachers must also lead students to understand the text. There is no time allowed for students to gain insights while reading, and the result is still that the teacher "takes all the responsibility" - the teacher talks more and the students read less. Therefore, in the first reading, students must read more and thoroughly the text. After passing this level, when it comes to reading the text intensively and appreciating the text, the students' perception and understanding of the text will come naturally)

(4) In the process of repeated reading, the teacher helps the students, or students. Help each other to solve the meaning of words that are not understood in each paragraph, such as:

①Dancing gracefully: describes dancing briskly.

②Squeezed next to each other: This lesson describes the lotus leaves growing very densely and squeezing together.

③Fragrance: light fragrance.

④ Full: full and swollen.

⑤ Rupture: Cracks appear.

⑥ Posture: The appearance of the body.

3. Read the text again and clarify the context:

1. Ask questions to guide re-reading: Ye Shengtao once said this: "The author has a way of thinking, and he can learn by following the way. "True." This means that the author usually has relatively thorough and rigorous thinking and preparation when writing an article, and there are ideas, that is, internal context that can be found in the article. When we read and appreciate an article, if we can follow the author's ideas, we may more accurately understand and grasp the article's intention and the author's sustenance.

Can you understand the context of this text and grasp the author’s ideas? With this question in mind, please read the text carefully.

2. Group discussion.

3. Exchange and discussion results: There are five natural paragraphs in the text. According to the order of viewing lotus, the two parts are mainly "looking at lotus" and "thinking about lotus" or "first smelling lotus fragrance". , "Appreciating the Lotus Again" and "Transforming the Lotus".

(Under the new teaching ideas, we do not advocate dividing texts into paragraphs in the past. In fact, the understanding of an article is also "the beholder has his own opinion, and the wise has his own wisdom". There is no need for a dead division, just like This article can be divided into two parts: "seeing lotus" and "thinking about lotus", or three parts: "first smelling the fragrance of lotus", "appreciating the appearance of lotus again", and "illustrating lotus", and there are even other ways of dividing it. It is also necessary to grasp the ideas and clarify the context, but to be more flexible in methods and thinking, as long as it makes sense, there is no need to pursue a rigid and fixed answer)

4. Summary: Article. Narrative, descriptive, lyrical, with clear context and depth, vividly demonstrates the beauty of lotus and pushes the author's love for lotus and nature to a climax step by step. Let us read this article beautifully again.

5. Read the full text with music.

4. Assign homework:

1. Read the text correctly, fluently and emotionally.

2. Use methods such as "checking "Ancient Poetry", asking parents, and searching online to collect famous poems and lines about lotuses in ancient times.

Life is like a candle, it is always bright from the top to the bottom.

——Xiao Chunu

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