The Ugly Duckling Lesson Plan Design Part I Activity Objectives
1. On the basis of understanding the story, children can tell the story completely by watching the word card and headdress presented by the teacher.
2. Stimulate children's curiosity and enrich their imagination.
3. Inspire children's creative thinking and developmental thinking.
Teaching emphases and difficulties
1, understand the ugly duckling's persistent pursuit of ideals. Grasp the ideological connotation of ugly duck image, taste the charm of fairy tale language art and realize what you want to be? White swan? It is important to have a swan-like noble soul through your own efforts.
2. Try to figure out the key sentences, understand the deep connotation of the story, and experience the profound enlightenment brought by the story.
Activities to be prepared
1, let the children know the main content of the story.
2. Know the characteristics and habits of ugly ducklings.
3. Prepare word cards, tape recorders and headdresses for all kinds of animals.
Activity process
First, the beginning link:
Listening to music and doing finger exercises "a small bridge" has been introduced into the new lesson.
Second, the basic link:
1, by displaying headdresses and numbers? 2? Let the children know the ducklings and lead the activities.
2. The child looked at the headdress and word card presented by the teacher and listened to the teacher tell the story.
3. After listening to the story, get familiar with the new words on the word card and read the text with the teacher.
4. Let the children deepen their understanding of the story by performing.
5. Practice acting in groups and let the children perform in front of the podium. During the performance, the teacher can make some supplements to encourage praise.
Third, the end of the link:
Complete the activity by counting ducks rhythmically.
Fourth, the extension link:
1, the sequel to The Ugly Duckling Live a Happy Life.
Children, please go home and tell your family what you learned today.
The Ugly Duckling Lesson Plan Design Part II Activity Objectives:
1. Help children grasp the main clues of the story while reading through group activities, and appreciate and love the role image of the ugly duckling in the story; 2. Let the children understand the story according to the clues while listening to the story, and develop their intention to remember the main content of the story.
3. Stimulate children's sympathy and protect the beautiful feelings of small animals.
4. Be interested in literary works and cultivate children's listening habits.
Focus of activities:
Understand the story through pictures.
Let the children feel the process of the ugly duckling's mood change.
Activity preparation:
There are big story books of ugly ducklings, children's books, swan headdresses and music tapes of Swan Lake.
Activity flow:
First of all, the scene setting should stimulate interest.
The teacher came to the children while dancing with a swan headdress, which aroused their interest and led to the story of Ugly Duckling.
Comments: Interest is the best teacher. Through the teacher's dance and melodious music, the children are full of reverie and interest in the story.
Second, show big books and perceive the content of the story.
1. Show the first page of the big book: Mother Duck is incubating the ducklings, watching them hatch one by one, so happy.
Ask the students to say what is in the picture. What does the picture mean?
2. Show the second page of the big book: A duckling has hatched for several days and looks ugly and earthy.
Please tell the children that the ducklings all look the same. Can a different duckling get along with his brothers and sisters?
3. Show the third page of the big book: Brothers and sisters all think the ugly duckling is too ugly to ignore.
Please tell the children why brothers and sisters don't like ugly ducklings.
4. Show the fourth page of the big book: the chickens and ducks brothers and sisters on the farm bully the ugly duckling.
Let the children talk about whether chickens and ducks on the farm like ugly ducklings. Is it popular? Are you happy? So what should it do?
5. Show the fifth page of the big book: The ugly duckling can't stay on the farm any longer and leaves the farm.
Please tell the children that the ugly duckling is still on the farm. Why did it leave the farm?
6. Show the big book page 6: The ugly duckling came to live in the swamp. One day, two geese flew in. They were playing a trick on the ugly duckling and were shot down by the hunter.
Please tell the children where the ugly duckling went. What happened? Is it happy from the picture?
7. Show page 7 of the big book: The hounds caught the ugly duckling and left. The ugly duckling thinks that the hounds think it is ugly, which makes him even sadder.
Please tell the children whether the hounds have caught the ugly duckling. Why is the ugly duckling more sad?
8. Show me page 8 of the big book: It's cold. An old woman took in the ugly duckling, but her cat and chicken bullied her all day.
Please tell the children who take in the ugly duckling. Do the old woman's cat and chicken like it?
9. Show me page 9 of the big book: The ugly duckling was driven out by cats and chickens on a snowy day and frozen into ice in the water. Fortunately, a farmer saved it.
Please tell the children who drove the ugly duckling out when it snowed heavily. Is it cold? Can anyone help? Who saved it?
10, show the big book page 10: The ugly duckling ran out of the farmer's house soon, and soon spring came. It saw several white swans swimming gracefully in the water.
Let the children say, has the ugly duckling always lived in the farmer's house? Spring is coming. What does it see?
1 1. Show the big book page 1 1: The ugly duckling envies them very much. When the ugly duckling lowered his head, he found himself a beautiful swan from the reflection in the water.
Please say, does the ugly duckling like the white swan? But when he looked down, he found what he had become. Where does it find its own swan?
12, page 12 of the exhibition book: the big swan warmly welcomes its arrival. Several children found out and shouted happily, "Look! That beautiful little swan is new here! " Let the children say that swans welcome ugly ducklings to become little swans. Do you like it? Are you happy? Please make a happy face.
Comments: Through the layer-by-layer display of the big book, let the children understand the content of the picture while watching, and at the same time associate the next link of the story, set suspense and stimulate interest. Let the children follow the story, deeply understand the sadness of the ugly duckling after suffering, and use its tragic experience to inspire the children's sympathy and protect the weak and beautiful feelings. Finally, the ugly duckling turned into a beautiful swan, which made the children feel the happy mood of the ugly duckling.
Third, listen to stories and read books.
1. Give each child a little picture book of the ugly duckling. Children will watch and listen, and teachers will read the story of Ugly Duckling affectionately.
2. Question: Why is the ugly duckling called ugly duckling by others? Start its happy life? What dangers did the ugly duckling experience later? What is the dream of the ugly duckling? Has its dream come true? What would you do if you saw an ugly duckling?
Comments: Through the teacher's vivid storytelling, arouse children's interest in literary works and cultivate children's listening habits. Hold a small book in your hand, so that children can be more familiar with the story by appreciating the book, and feel the psychological changes of the ugly duckling through the expression in the book. At the same time, it can promote children's interest in learning and make them pay more attention to stories and understand their contents.
The Ugly Duckling Teaching Plan Design Part III [Analysis Textbook]
The Ugly Duckling is the last text in Book 4 of People's Education Press. This text is adapted from The Ugly Duckling written by the famous fairy tale writer Andersen. The ugly duckling in the story is an image of pursuing a beautiful ideal wholeheartedly in the face of difficult and tortuous course. The story is very touching, and it is attached to the child's life, which conforms to the age and psychological characteristics of the lower grade children.
[analyzing students]
Students in the lower grades of primary school are more interested in intuitive pictures, and vivid, novel and colorful stimuli are the easiest objects for them to pay attention to. Active, playful, imaginative, good at imitation and strong desire for expression are another remarkable feature of the students in our class. However, although they are smart and lively, they are not careful. When reading, I often stay in the form and don't go deep into the thoughts and feelings expressed by words. In teaching, I make full use of the interesting and intuitive teaching materials to guide students to read aloud with emotion, so that students' feelings can be sublimated.
[Teaching philosophy]
The content of this lesson is simple, the story is strong, the plot is fascinating and readable. The words in the text are expressive and rich in vocabulary. Understanding the content of the text mainly depends on your own reading and understanding. In teaching, I give students enough free reading time and absorption time to stimulate students' interest in reading, arouse students' enthusiasm for autonomous learning and cultivate students' rich imagination and creativity.
[Design Features]
In the process of creative use of teaching materials, students' development is the core, students' innovative consciousness and practical ability are cultivated, and students are guided to climb up the ladder of teaching materials step by step.
[Teaching objectives]
1. Learn 8 new words and words composed of new words in this lesson, and know 4 new words.
2. Read the text correctly, fluently and emotionally.
3. Understand the content of the text, adapt or continue the story, and arrange the textbook drama.
On the basis of reading since the Enlightenment, I realize that everything in the world is developing and changing. As long as we persist in pursuing beautiful ideals, adversity will change.
[Teaching Process] [Design Intention]
Read the text by yourself first and tell the story with pictures.
1, each study group chooses its favorite way to read the text and complete two tasks:
1) Read the text from the students' words.
2) Put forward difficult problems and discuss and solve them in groups.
2. Stick the four illustrations drawn before class on a piece of white paper according to your own understanding order.
This teaching link in the past teaching? Reading the text for the first time, what's your overall impression? However, the intention of this design is to provide students with an opportunity to express themselves in language and let them express the results of their observation and understanding in their own language. Students will encounter difficulties or produce many problems in the process of expression.
3. Tell stories in groups according to the order of the map.
Second, analyze sentences with words and read aloud with emotion.
1. Read the text again and find out where the story in the text is better than what you just said.
2. Report and communicate, and the teacher will randomly guide reading and understand the words.
1) combine pictures and texts to guide the first reading.
(1) Look at the first illustration and tell me what the ugly duckling looks like.
(2) Read the first paragraph freely and draw strange words and phrases that describe the ugly duckling.
(3) use? Is this an ugly duckling? Practice oral English.
(4) How to read the ugly duckling? Big and ugly? The way it looks.
(5) Review each other after watching the group match.
2)? The ugly duckling felt very lonely. He walked out of the fence and left home. ? After reading this sentence, I guide the students to understand in the context, because everyone bullies the ugly duckling, and he must arouse his curiosity. Cultivate the learning quality of students' active inquiry.
This teaching link is to let students find good words, sentences and expressions from their own emotional experience. This process is the process of self-abuse since the Enlightenment. In this process, students do not passively accept good words, sentences and expressions spoken by teachers, but discover them through independent inquiry.
In the process of students' learning, teachers give proper guidance, clever guidance, timely evaluation and constant encouragement. Through "reading-discussion-reading", students can feel in reading, promote reading in enlightenment and cultivate their sense of language.
Don't feel warm, just feel? Lonely? Understand the unhappy and sad mood of the ugly duckling.
3) guide understanding? Surprise? And then what? Envy? .
(1) Play multimedia courseware: The ugly duckling looks up at the beautiful white swan flying across the sky.
(2) Tell me about the expression of the ugly duckling when he was surprised. (dull, mouth wide open, eyes wide open)
(3) What does the ugly duckling think at this moment? What a beautiful swan! If only I could become a white swan! If only I had so many good friends! )
(4) Just because the swan has an ugly duckling, he wants to have one himself. What is this called? Envy? .
(5) think about it. Under what circumstances do you envy others?
Please read this paragraph with this feeling. (Free reading, competition reading for boys and girls)
(7) Students evaluate each other and their own advantages and disadvantages.
3) Guide the reading of the last paragraph.
(1) Group discussion: To read this natural passage well, we should understand it by observing the expression of the ugly duckling? Surprise? Meaning, not blunt, in place.
Explain it conceptually first? Envy? It is a wonderful way for students to combine their real life experiences.
On the basis of understanding the content, guide students to read aloud repeatedly, let students experience it in reading, and evaluate each other through competitions every time, so as to make students feel the joy of reading.
What words should we pay special attention to?
A. health report.
1? How beautiful! ? Read the compliment.
2 ? Ah, is this your own shadow? Read the tone of disbelief.
3 ? Ah, I'm not an ugly duckling, but a beautiful white swan! ? Read the tone of surprise. Read this paragraph together.
B. competition between teachers and students.
C. mutual evaluation between teachers and students. Read it again in class.
Third, independent innovation, adaptation and continuation of the story.
1. If you tell this story again now, are you confident that it will be better than the text?
1)。
2) Each group takes the stage to speak.
3) Students evaluate each other. Judge? Creative award?
2. Can you continue telling this story?
1) Students make up their own stories.
2) Students evaluate each other. That's great. Awards.
Fourth, write performances to deepen understanding.
Let students feel their feelings in reading, not how the teacher tells them to read. This is a process of self-abuse since the Enlightenment.
Competition between teachers and students can stimulate students' interest in reading. Mutual evaluation between teachers and students, especially students' evaluation of teachers, reflects the democracy of teaching, and teachers are students' learning partners.
This teaching link is to create opportunities for students to seek further development, not just to learn the text itself. With the exploration and experience of students in the teaching process, students show great creativity in this process.
1. Do you like this story? Why do you like it?
2. Arrange the plays in the textbooks in groups.
3. Choose a classmate from each group to play a role and perform the textbook drama together.
4. Students evaluate each other. Best actor? Awards.
After repeated reading, group discussion and teacher's guidance, the students understand that it is natural for the ugly duckling to persist in pursuing a beautiful ideal in adversity.
What is a textbook drama? China practice? In the process of cooperative arrangement of textbook plays, students naturally think of how to match beautiful music and appropriate actions to make the language more attractive. All these reflect the learning quality of students' active cooperation and inquiry.
[self-comment]
The teaching design of this class fully embodies the teaching characteristics of Chinese subject and the spirit of the new curriculum reform, mainly as follows.
(A) reading-oriented, encourage evaluation. Guide students to find problems, solve problems and feel feelings in reading, analyze words and phrases in reading and conduct language training. And let students feel complacent in the evaluation, so that students can feel the pleasure of reading.
(2) change? Textbooks? For what? Use textbooks? . Use teaching materials creatively and flexibly? Figure? , flexible use? Words? Take pictures as materials to cultivate observation ability and language training, and take words as examples to improve reading ability and analyze words and sentences. In teaching, teachers pay more attention to the process of acquiring knowledge than the knowledge objectives contained in the textbook itself, and students get development through active participation.
(3) Stimulate imagination and encourage innovation. On the basis of students' profound understanding of the content of the text, let them give full play to their imagination and creativity, process the text and turn it into a textbook drama for performance. In the process of students' participation in teaching, their innovative spirit and practical ability are cultivated.