Case Display Case Information Case Name: How to Write a Paragraph around "I Love Reading" Instructor: Guo Xiaojun (Senior Primary School Teacher, No.6 Primary School in Miyun County, Beijing) Teaching Design Teaching Objectives 1. Learn to expand a sentence into a paragraph. For example, clarify the problem, implement "how to think", and combine teaching with practice. Final homework 3. Habitual teaching to initially cultivate students' scientific thinking focuses on learning the three steps of using thinking: what to think, how to think, how to answer and write paragraphs, clarifying the six-step teaching difficulties in "How to think" and the six-step teaching process, teacher activities and student activities in "How to think" 1. Introduce and show the topic: How to write the sentence "I love reading" into a paragraph? Clear the goal and ask questions: if you were asked to write, what would you write? Thinking 2. Learn 1. Test yourself before trying to write "I love reading" into a paragraph. (Write a paragraph around "I love reading") Seven minutes before the exam (write as you like) 2. How to write the first paragraph, 1, and give the answer. I like reading. When I go to the bookstore, as long as there is nothing urgent, I will stay all day reading. When I go to my grandmother's house, as long as my uncle is at home, I will ask him to help me find the new book he bought. I have a weekend off. As long as I finish my homework, I will spend the rest of my time reading. 2. How much did the teacher write? What is the difference? How is this passage written? Students think about this problem independently. Students try to answer this question by themselves. Students observe carefully. Show the steps of writing a sentence 1 step by step (show the projection). Q: (1) What should I do as "I love reading"? Second thought: (1) What should I do to be considered as "I love reading"? (1) Narrow the scope of "what to do" (2) Where do I go and what does it feel like to be "I love reading"? Continue to narrow the scope of "what to do": (3) What should I call "I love reading" when I go to the bookstore? (2) Narrow down "what kind" (4) If I go to the bookstore, what kind of "I love reading" will it be? (5) When I go to the bookstore, as long as there is no other urgent matter, what will be called "I love reading"? (6) When I go to the bookstore, as long as there are no other urgent things, I will stay all day reading. Is that "I love reading"? Answer 3: I'll go to the bookstore and stay all day as long as there is no other urgent matter. Read three things separately (the last three sentences of the target sentence). Remember this question and think it over. Look carefully. Can you say what I can call "I like reading" if there is no other emergency? Say the name, look at the screen carefully and tell what you found. The flashing sentences together are the first sentence of the paragraph. (2) The second step of writing sentences step by step (showing the projection): (1) What do I do? Is it "I love reading"? Two thoughts: (1) What should I do to be considered as "I love reading"? (2) Where do I go and what do I look like? I like reading. (3) What should I call "I love reading" when I go to my grandmother's house? (4) When I go to my grandmother's house, what will it be like as long as it is "I love reading"? 5] When I go to my grandma's house, as long as my uncle is at home, what do you mean, "I love reading"? Going to grandma's house, as long as my uncle is at home, will the new book I bought from him be "I love reading"? Answer 3: Try to write a sentence by yourself (wherever I go, it will be what I want) and find out what is different from the first sentence. Can you write like the first and second sentences? Students do replacement exercises (3) Show the steps of writing sentences step by step (show the projection) (1) What do I do to be considered as "I love reading"? What do I do on weekends? Is it "I love reading"? (3) As "I love reading", what do I do on weekends? I have a weekend off. What will it be like as long as it is "I love reading"? 5. I have a weekend off. What do you mean "I love reading" as long as I finish my homework? I have a weekend off. As long as I finish my homework, will I spend all my other time reading? Is that "I love reading"? Try to write a sentence by yourself. Connecting the two sentences written with the target sentence is a paragraph. Look at the screen carefully and talk about the differences between the first sentence and the second sentence. 2. Practice writing "I like painting". Students try to write a replacement exercise. 3. Summary Method Summary How many steps does it take to write a specific sentence (write a paragraph around a sentence)? First of all, remember a question in the first step, pay special attention to the "how to think" in the second step, and gradually narrow the scope of the question, so that the answer will be simple. Then connect the answers to the questions and write a paragraph. Review the steps of writing paragraphs and remember them carefully. Third, please use the "three-step paragraph writing method" for your homework, and write the sentence "I love cleaning the room" as a paragraph after class. Students finish on time. Design on the blackboard: appendix: practice on paper: try to write a paragraph. Please try to write "I love reading" into a paragraph. _______________________________________________________________________________________________________________________________________________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Try it quickly! _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Second, the students have a clear thinking direction and can use the "six-step method" to write at least two paragraphs around the target sentence. Third, other students were influenced by the previous writing mode of "writing wherever you think, writing whatever you think". So it's just a class, and students can't skillfully use the "six-step method". Reflect on yourself. Teaching content composition teaching in grade three is the key. It is a transitional period from writing sentences to writing, that is, learning to write paragraphs. Therefore, according to the characteristics of learning paragraphs, I have determined that this teaching content is very valuable. Fifth, teaching activities create situations to stimulate students' interest in learning, but the process of teaching students "six-step method" is eager to teach methods, which is a bit "teaching plan" and the link connection is not flexible. Sixth, the transfer of conceptual knowledge uses the "six-step method" to guide students to clarify the process of thinking, that is, "how to think", step by step, interlocking, and solving teaching difficulties. Reflection on peers 7. Praising the "six-step method", students have a way to write compositions instead of "scribbling" as before. Moreover, even children who can't write paragraphs really learn to write paragraphs in this way. 8. Question how to make students master what can be written in the "six-step method" flexibly. (Actually, this can't be solved in one or two classes. Only after a series of teaching and practice can students master it skillfully. )