Idioms story animation appreciation lesson plan?

(1) Idioms by The Idioms of the Chinese People

Activity Objectives:

1. Understand the content of the story, and know the origin of "waiting for rabbits and plants".

2. Understand the moral of "waiting for the rabbit" and experience that getting something for nothing is not successful.

Activity Preparation:

1, "Waiting for the Rabbit" animation video, farmer, rabbit hand puppet.

2, "waiting for the rabbit" moral of a number of related pictures.

Activity process:

First, through the guess, lead to the theme, stimulate interest.

1, the teacher showed the "farmer": "Who is this?" (This is a farmer in the Song Dynasty)

2, the teacher showed "rabbit": "Who is this?" (Rabbit)

3. "What will happen between them?" "Let's hear it together."

2. Understand the story, know the idiom of "waiting for rabbits".

1. Teachers tell the beginning of the story to "Waiting for the rabbit to run over and crash".

Questions:

(1) "Where did he pick up the rabbit?" (by the stump)

(2) "How did the rabbit die?" (accidentally run over by itself, by chance, by chance encounter)

(3) "What did the farmer think when he picked up the rabbit? What did he do?"

(5) "Do you think the rabbit will come back? Why? But the farmer kept believing it would come back." (Children's guess)

2. "Did he wait for the rabbit or not? Let's go on to the next part of the story." The teacher continues the story to the end.

(2) Idioms by The Idioms: 'Drawing a Snake and Adding Feet' Teaching Design

'Drawing a Snake and Adding Feet' Teaching Design

There was an official in the state of Chu who, after offering sacrifices to his ancestors in the spring, rewarded his clerks with a jug of wine to drink. Someone suggested, "We only have one jug of wine, surely it is not enough for all of us to drink, but it is more than enough for one person to drink. Let's each draw a snake on the ground, and whoever draws it the fastest will have the jug of wine." Everyone agreed.

One man quickly drew the snake. He was about to drink the jug of wine when he saw that everyone else was still busy drawing. He then said proudly, "You are drawing so slowly, wait until I have drawn a few more feet!" Before he had finished his snake's feet, another man had already drawn the snake. The man snatched the jug away and said, "Has anyone ever seen a snake with long feet? What you have drawn is not a snake, and this jug of wine should be mine." Saying this, he drank the wine. The man who had drawn the feet of the snake had no choice but to regret his folly.

The idiom of "Drawing a snake and adding feet to it" comes from this story. Now people use it to illustrate the point that overdoing and underdoing are equally harmful.

I. Create a situation

Introduce the program: play the recording - listen to the story - look at the slides - guess the idiom

Teacher: Hi, dear students, do you like to listen to stories? Teacher asks you to listen to this interesting story.

Play the modern text recording of "Drawing Snakes". Let the students enter the situation and stimulate the interest in learning.

Teacher: Next, please enjoy an interesting picture. (Show slides and project the slide show.) Students

, can you guess the title of the story according to the story you just heard and the picture you saw?

II Teaching process

1, read the first natural paragraph, think: the servants saw too little wine, proposed to do?

2. Show the first natural paragraph, exchange: "They all said: If each person tastes a small mouthful, it's no fun, it's better to let one person drink it. But, in the end, to whom to drink?"

"If... also..." sentence understanding, replaced by the sentence: "If each person tastes a mouthful, it is too meaningless, or let a person drink a quick drink" so it was proposed that What did they say? (Each one draws a snake on the ground, and whoever draws it fast and like it will give the jug of wine to him.) And complete the board: draw a snake and drink wine

(3) study the second and third natural paragraphs, group communication:

1, show the second natural paragraph, think: how well did one man draw? (very fast)

From which word can you tell that this person draws very fast? (a turn of the eye)

2. What did the man who drew the snake first think when he saw that the others did not draw it well? And what did he do?

Produce the sentence: he looked up and saw that no one else had drawn it well, so he thought, "I'll add four feet to the snake." He took the jug in his left hand and the branch in his right and drew the snake's feet.

3. While he was adding feet to the snake, what about the other man? (also painted the snake.) Finish the board: painting the snake

4. Think: Did the one who painted the snake first drink the wine? Who drank the wine last? From which sentences? Show the third natural paragraph. Finish the board: lose wine, drink wine

5. Think: Why didn't the one who drew the snake first get the wine?

Show the sentence, focus on: "Snakes don't have feet, why did you draw them? The first to draw the snake was me, not you!" Clarify: A snake is not a snake if you add feet to it. It was inappropriate for him to add feet to the snake. Completion of the board: inappropriate

6, and then compare: the first person to draw the snake to add feet to the snake, did not drink, while the other person drew the snake, did not add feet to the snake, and combined with the board, to complete the board (superfluous)

Derive the moral: the snake originally did not have feet, and "add" feet to the snake is not a snake, so that person did not draw the snake. The man did not draw the snake. Suppose he didn't add feet to the snake what would happen, (drink to the wine), and this "add" instead of drawing slow, and not like it, so this "add" is completely superfluous, (complete the board: superfluous)

This fable tells us all that things are done well, do not go to the trouble of doing it again. The story tells us to do things right and not to do unnecessary and inappropriate things.

The idiom of "painting a snake to add feet" is a metaphor for doing something superfluous but inappropriate.

Third, consolidate:

1, combined with the post-course exercises in the sentence "draw the snake to add foot"

2, in our normal life and learning, we often come across some of the draw the snake to add foot, grouped together with their own life to say what belongs to "". The "snake" thing.

3, group report the results, and comment

4, show the relevant sentences, let the students choose which belong to the "snake"

1) bought a piece of salted meat in the supermarket, and went home, and then in the salted meat on the wine a lot of salt, and the result is too salty to eat. ( )

2) It was so cold that Xiao Ming added another piece of clothing. ( )

3) Put a skirt over the pants. ( )

4) The greens were too light, so I added more salt. ( )

5) The clothes were hung up to dry without being washed, and when I found out, I washed them again. ( )

6) The title of the essay was "Spring", a student wrote it, but felt that it was not full enough, and added some sentences describing the snowy winter scenery. ( )

7) The duty student had already mopped the classroom floor clean, but the class monitor still felt it wasn't clean enough, so he splashed the classroom with water. ( )

Board design:

(redundant)

One man drew a snake to add to it and lost his wine

drew a snake to drink wine (inappropriate)

Another man drew a snake to drink wine

(3) Excellent teaching design of idioms and idiomatic stories

Analysis of teaching talent and learning situation:

Idioms and idiomatic stories have some attraction to students. There is a certain degree of attraction, which is conducive to students' absorption of traditional culture.

Teaching Difficulties Focus :

To make students appreciate the cultural essence of the Chinese nation and learn the origin of idioms.

Teaching aids: CD-ROMs, data cards, projector

Teaching process (This article comes from the excellent educational resources network Fei. Fei. Lesson . Pieces . Garden):

1, teaching "art sea picking up shells" part, teachers and students **** with the study of "deer for horses" and its meaning, to appreciate the charm of the language of couplets. Focus on explaining the words "Zhao Gao, A, Yin, Zhu, law, worry about the sky, mountains and rivers".

2, students study "warm click" part.

(1) Students read on their own, with the help of tools to learn.

(2) Teachers help students to produce some rational understanding of the characteristics of the scenery.

3, learning "activities" part

(1) Teach the flow of students on the understanding of the couplets, inspire them to love the feelings of the culture of the motherland.

(2) collect information about idioms and stories from the place, compare, who collects the most rich.

4. Summarize and evaluate the stage

(1) Students self-summarize, talk about their true feelings.

(2) The teacher praised the excellent students who spoke positively.

Board Design:

Idioms Exploration Four Chu Ge Luoyang Paper Expensive Night Lang Ziwei

杞人忧天 闻鸡起舞 凿壁偷光 杯弓蛇影

(4) Large Class Language: "Idioms Stories" Lesson Plan

The teaching of key points and difficult points is the key to a lesson, and the teacher's classroom teaching is mainly reflected in the highlighting of the key points and breakthroughs in the difficult points. The teacher's level of classroom teaching is mainly reflected in the highlighting of the key points and the breakthrough of difficult points. Generally speaking, a lesson in the students to grasp the main knowledge is the focus of this lesson, students in the understanding and acceptance of the existence of difficulties is the teaching of the difficult points.

(5) Idioms and Idioms Story lesson plan teaching design

First of all, write the teaching objectives, now is the stage of the reform of the classroom to have a new concept of three parts: knowledge, ability, affective attitude and value of the internal view. Then the analysis of teaching materials: key points and difficulties three Teaching aids four Teaching methods five Teaching process, can be divided into detailed case and brief case, detailed case to envision how to say each sentence is more troublesome, brief case as long as the time schedule, and each part of the teacher's activities and student activities six board outline seven Teaching Feedback so that the lesson plan will be more complete, and can summarize the problem in a timely manner. I think the most important thing to write a lesson plan is to establish the concept of teaching, that is, the first part, can not be underestimated in this part, otherwise the class will be aimless, the effect is relatively poor.

(6) Nursery Class Idioms Story Lesson Plan: "A Word is a Thousand Pieces of Gold"

A Word is a Thousand Pieces of Gold

A word is a thousand pieces of gold when it is added to or subtracted from a word. Praise for the exquisite writing, which cannot be changed.

[Pinyin]

yī版 zì qiān jīn

[出处]

南北朝-钟权嵘《诗品-古诗》："Wen warm and beautiful; the meaning is sorrowful and far-reaching; the heart is thrilled and moved; it can be said that almost one word is worth a thousand pieces of gold."

[Example sentence]

Mr. Zhao only changed a few parts of the article, but the effect of a word is a thousand pieces of gold.

[Nearby Meaning]

The ink is as gold as a pen, the pen is not meticulous, the penny is worth a thousand words, and the word is gold ...

[Antonyms]

Off-topic, worthless, tasteless language

(7) Idioms by The Free Dictionary Beat the Grass to Scare the Snake Lesson Plan

打草惊蛇 [dǎ cǎo jīng shé]

生词本

基本释义 Detailed Interpretation

To beat the grass to scare a snake in the grass. The original metaphor is to punish A so that B will be alerted. Later, it is often used as a metaphor for not being cautious and making the other party wary.

Pejorative

Origin

Song - Zheng Wenbao "South Tang Dynasty": "Wang Lu for the Tu Zai; blasphemy as a matter of business; will be the Department of the people even the lawsuit against the main book of covetousness; Lu is the judgment: 'Although you hit the grass; I've been snake scared.'"

Example sentence

This is the enemy's vanguard, let them pass, so as not to ~, affecting the plan of total annihilation of the enemy's main force. A cat and an owl. The teacher always shows it to the students. I can't remember it. 。。。。。 I'm trying to find it too.

Good luck ~

(9) 小班故事蛙上天成语故事的教案

Objectives:

1, to solve the panda appearance characteristics habits

2, the preliminary solution to the panda and the relationship between

Preparation:

1, panda pictures

2, panda details

Program: