Elementary school Chinese fairy tale teaching plan
The following is an example of a fairy tale lesson plan based on the elementary school Chinese textbook compiled by the Ministry: ** 1. Teaching objectives ** 1. knowledge and skills - Students can learn to write fairy tales. - Cultivate the ability to listen, speak, communicate, and organize information. - To stimulate the interest of creating fairy tales, use fluent sentences and appropriate rhetoric to write the content of the imagination. 2. process and method - By creating a situation, the students could speak first and then write. - Guide the students to develop their imagination and write down the fairy tale fragments in detail. 3. emotional attitude and values - Cultivate a rich imagination and interest in writing, and experience the charm of fairy tales in the creation of fairy tales. ** 2. Important and Difficult Points in Teaching ** 1. ** Teaching Focus ** - Grasp the elements of writing a story, including characters, time, place, and storyline. - Learn to use your imagination to make the story interesting. 2. ** Teaching Difficulties ** - Write a more complete and interesting fairy tale. ** 3. Teaching process ** #(I) Introduction 1. Teachers and students interacted with each other and talked about fairy tales. For example, students were asked to tell fairy tales that they had learned or heard before, such as Camel and Sheep, Wolf and Sheep, Sour and Sweet, etc. 2. In the process of the students 'narration, they were guided to conclude the characteristics of fairy tales: the animals in fairy tales have human characteristics, can speak, do things, think, and have emotional changes; fairy tales are vivid and interesting because of the author's rich imagination. #(2) Fairy Tale 1. It introduced the secret of writing fairy tales. 2. Give some words or situations, let the students choose the protagonist, time, place, and other elements to start thinking about the fairy tale. For example, he could guide the students to choose from the words given in the textbook. If he chose the woodpecker as the protagonist and set the time to dusk, he could start to build a story. - The opening part: Using environmental descriptions to reveal the theme. For example,"At dusk, dark clouds gathered in the sky, and the woodpecker dragged its tired body in the direction of home after a busy day." - The middle part: Write it according to the sequence of events, including the cause, process, and result. - [Cause: The woodpecker encountered an eagle on its way home and was targeted by the eagle.] (For detailed descriptions, you can write about the changes in the sky and the reactions of the woodpeckers. For example,"The sky is getting darker and darker, and the woodpeckers can't help but speed up. Unfortunately, it was targeted by an eagle. Shocked, the woodpecker could only flap its wings vigorously. It circled low, accelerated, and circled around. But I can't shake off Old Eagle." - What happened: The woodpecker couldn't beat the eagle. It fell into the bushes and was injured, but everyone took care of it. You can describe the help of different things to the woodpecker in different sections, such as shrubs, willows, persimmon trees, maple trees, etc., and use language description, action description, and rhetoric, such as "In a panic, the woodpecker fell into the bushes and was injured. The woodpecker had treated many of the trees here, and everyone was very grateful. Therefore, they all extended their hands to help. The short shrubs stretched out their arms to make an airtight cover. The willow tree stretched its branches soaked in the river water to the woodpecker's mouth to quench its thirst. The persimmon tree brought sweet persimmons, and the hungry woodpecker couldn't wait to eat them. The maple tree sent leaves to make a bed for the woodpecker." - As a result, the woodpecker got rid of the eagle and had a good sleep. For example,"After eating and drinking, the woodpecker quickly entered a sweet dream." - At the end, he used the description of the environment to summarize the article and sublimate his emotions. It was late at night and everything was quiet. Only the river beside the bushes is still flowing, telling stories full of love." Or take the rose as the protagonist of the story as an example: - It began: "In a quiet forest, a small river flows quietly. On the grass by the river, there is a lonely rose. Because her stem is full of thorns, everyone thinks that she is very cold and no one is willing to get close to her." - Middle: - He wrote: "One day, a little ant wanted to cross the river, but the river was very wide and the current was fast. The little ant couldn't cross it." A petal fell from the rose, and the little ant became a boat and happily crossed the river." - He wrote a rose to let the little butterfly stop and rest: "A little butterfly was tired of flying and wanted to find a place to rest, but the soil by the river was wet. The little butterfly was afraid of dirtying her flower dress. Then the rose straightened up, opened its petals, and invited the little butterfly to lie down and rest." - He wrote,"The roses shelter the bees from the rain: Dark clouds, lightning and thunder, and in a blink of an eye it rained cats and dogs, and the bees could not go home." The rose called the little bee to shelter from the rain under the petals. Little Bee is especially grateful to this beautiful and kind rose." - She wrote that everyone helped her when the rose was in trouble: "A fox passed by and wanted to pick the rose home. Suddenly, a small bee flew over and stung the fox's face. The little butterfly flew over and patted the fox's eyes. The little ant also rushed over and bit the fox's foot. The fox has never seen such a big battle. It was so scared that it ran away." - The ending: "Finally, the little ant, the little butterfly, and the little bee settled down beside the rose, and the rose was no longer lonely." #(III) Writing Fairy Tales Let the students create fairy tales based on the elements and ideas they have chosen. #(IV) Fairy Tale 1. The teacher evaluated the fairy tales created by the students from the aspects of story integrity, interest, language expression, imagination, and so on. 2. Students would revise their fairy tales, learn from each other, and improve together. #(V) Extending Students were encouraged to read more fairy tales to further experience the charm of fairy tales and accumulate material for subsequent creations. Read more exciting novels for free
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What are the good names of the National Games champion songs?
The reference material only mentioned that Yang Jian, the champion of the National Games, sang " Glorious Years " after winning the championship. It did not mention the songs of other National Games champions, so it was impossible to accurately answer which National Games champion songs had good names. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
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