"The Same Name" Lesson Plan

"The Same Name" Lesson Plan

As an outstanding faculty member, you are usually required to write lesson plans. Lesson plans are the basic conditions for ensuring the success of teaching and improving the quality of teaching. So how do you write a good lesson plan? The following is the lesson plan for "The Same Name" that I carefully compiled for reference only. Let's take a look at it together.

"The Same Name" Lesson Plan 1

Teaching objectives:

1. Read the text emotionally.

2. Can grasp the main content of the text, understand the reasons why the protagonist of the text is loved by others, and appreciate the friendship between people.

Teaching steps:

(1) Introduction of new lessons

1. Enjoy the song "Clouds of Hometown".

2. What emotion does this song express?

3. People who are wandering in a foreign country, who doesn’t want to have the opportunity to go home and visit? But some people just give up such an opportunity. What's going on? Ask students to understand for themselves by reading the book.

(2) Overall perception

1. Read the full text freely to understand what the article is about?

2. Focus on the key sentences and discuss what does "the same name written in different handwriting on each piece of paper" mean?

(3) Study the text

1. Communicate as a class to appreciate how much people love Walter.

2. Tell me, if you were "I" in the article, what would you think after seeing this result, and express your feelings.

Guide students to talk from the perspective of "treat others how you want others to treat you." It can be thought of how Walter usually treats his co-workers.

(4) Summary and expansion

Talk about the people around you, what virtues he (or she) has, and praise him (or her).

(5) Assign homework

Write short essays and praise the people around you.

(6) Blackboard writing design

32* Same name

Lesson plan comments:

This is a skimming text, teacher Further adopt students' independent learning methods to cultivate students' reading ability and reading habits, grasp the text as a whole, understand the narrative sequence, and grasp the main content. By understanding the key words and phrases, and through mutual learning, discussion and exchange, the teacher enlightened and understood people's love for Walter Johnson, received the education of "having others in the heart", and tasted the beauty of the soul.

Exploration activities

1. Collect various information about friendship between people.

2. Hold a communication meeting, read the information you found, and talk about your feelings. "The Same Name" Lesson Plan 2

Teaching requirements:

★Understand the content of the text and know that "the same name is written in a different handwriting on each piece of paper" shows that everyone Voluntarily sponsoring the beloved Walter and Jason to return to their hometown, students can feel the harmonious relationship between people helping each other in the article.

★Accumulate good words and sentences in the text.

★Read the text emotionally.

Teaching focus:

Understand what does "the same name written in different handwriting on each piece of paper" mean?

Teaching difficulties:

Why is the same name written on each piece of paper?

Teaching process:

1. Introduction.

Who doesn’t want to have the opportunity to go home and see someone who is wandering in a foreign country? But some people just give up such an opportunity. Today we study the text 〈〈The Same Name〉〉.

2. First reading.

1. Read the pronunciation of the characters accurately and read the text fluently.

2. Come up with words you don’t understand and learn from each other.

3. What does the text talk about first? What else was said? What is this text mainly about?

3. Intensive reading.

1. "To this day, I still remember the colorful ribbons dancing on the tin roof, as if I can still smell the aroma of pasta, and as if I can still hear the beautiful song." - Why When After 20 years, the author is still so impressed by this incident?

2. Read aloud with emotion.

3. If you were "I" in the article, what would you think when you see this result? Talk about how you feel.

4. Classroom exercises.

1. Copy down the good words and sentences in the article and read them more.

2. Practice penmanship.

Write down a touching thing that happened in the class recently.

"The Same Name" Lesson Plan 3

Textbook Analysis:

This skimming text describes what "I" witnessed with my own eyes while participating in a local "trip back home" activity. Because of people's love for Walter Jensen, who was about to retire, they all gave him the opportunity to go home and have a look.

Teaching objectives;

Read the text emotionally. Grasp the main content of the text, understand the reasons why Walter Johnson is loved by others, and appreciate the friendship between people.

Key points and difficulties in teaching;

Grasp the main content of the text and understand the principles of life.

Teaching ideas:

First show the geographical location map to let students understand the distance between the two places. There is a certain distance between the story of this lesson and the students' life experience. First, let the students read the text for the first time and ask difficult questions, and then provide guidance on the students' questions, and then guide the students to read carefully and understand the background of the story from the text. On the basis of being familiar with the text content, students are guided to grasp the words and sentences and discuss key issues.

Teaching preparation: Map of the Americas.

Teaching time: one class hour.

Student learning process:

1. Read the text for the first time and ask questions.

1. Students read the text to themselves and read the text smoothly. Draw questions you don't understand while reading.

2. Divide into groups to discuss and exchange issues that they do not understand.

3. Teacher guidance. Show the map of the Americas and let students find New Jersey in the United States and Puerto Rico in Latin America on the map, feel the distance between the two places, and understand the difficulty of immigrants returning home to visit relatives.

2. Read the text silently to promote comprehension.

1 Read the text silently and think about what the text mainly talks about.

2 Use relevant sentences to understand the order of story telling.

3. Class discussion to deepen understanding. On the basis of sufficient reading, guide students to grasp relevant words and sentences in the text and understand the following questions:

1. How do Puerto Rican immigrants who are wandering in a foreign country hope to have the opportunity to go home.

2. When "I" read Walter Jensen's name, why did people cheer, wish him well, and hug him? Show the illustrations and guide students to carefully observe several main characters. Talk about the characters' expressions, movements, and language, imagine their inner activities, and on this basis, let students talk about their own feelings.

3. What does "the same name written in different handwriting on each piece of paper" mean? Discussions are held in small groups, and representatives are recommended to communicate in class.

4. What do we think of from this story?

Homework design:

Tell this story to your parents.

Blackboard design:

Same name

Walter Jensen

Different handwriting on each note

< p> Love "The Same Name" Lesson Plan 4

Teaching requirements

1. Understand the knowledge about the sun and stimulate students' interest in learning natural science and their spirit of exploration.

2. Learn the 13 new words in this lesson and master words such as "estimate, reproduction, coal, and no grass can grow"; understand the characteristics of the sun and the relationship between the sun and humans.

3. Summarize the explanation methods of expository texts, read the expository texts; read the text aloud and recite your favorite passages; expand your imagination and experience the characteristics of the sun.

Key points and difficulties

Key points: Understand the characteristics of the sun and the close relationship between the sun and humans.

Difficulty:

1. Specifically imagine how far away the sun is from us, how big it is, and how hot it is.

2. Learn how to explain expository texts.

Teaching hours: two hours.

First lesson

Teaching objectives

1. Learn 13 new words and master common words in the text.

2. Study the 1-3 natural paragraphs to understand the characteristics of the sun.

3. Summarize the explanation methods of expository text.

4. Read the first three paragraphs of the text aloud.

Teaching aid preparation: word cards

Teaching process

1. Introduction of new lessons: blackboard writing topics.

2. Thoughts on first reading the text: What knowledge does the text mainly talk about about the sun?

3. Self-study preview

1. Learn new words. Read the pronunciation of the characters accurately, memorize the glyphs, and understand the meanings of the characters.

2. Read the text carefully, mark how many natural paragraphs there are in the text, and think about what each paragraph says?

3. Practice reading the text aloud and asking questions.

4. Check the self-study status (show the card)

1. Read the pronunciation of the characters correctly.

2. Remember the glyphs.

3. Check the reading situation.

(Each person reads a natural paragraph)

5. Study the text

1. Study the first natural paragraph.

(1) Ask students to read the text.

(2) Discuss two questions:

A. What are the characteristics of the beginning of the text? Which lesson does it have the same beginning? Have you heard of this legend?

< p> B. After studying this paragraph, what characteristics do you understand about the sun? How do you know it?

2. Read paragraphs 2 and 3 and talk about other characteristics of the sun?

VI. Homework

1. Read the text from paragraphs 1-3.

2. Group words:

Low ( ) steel ( ) colonization ( ) estimate ( ) gray ( ) sparse ( )

Resistance ( ) rigid ( ) Plant ( ) So ( ) Charcoal ( ) Vegetable ( )

Second lesson

Teaching objectives

1. Study the 4-8 natural paragraphs and understand the sun relationship with humans.

2. Read the text aloud and recite your favorite passages.

Teaching process

1. Study the text

1. The sun is so far away from us, what is its relationship with us? Read the text yourself and draw on the book come out.

2. Discuss with the whole class and speak freely.

3. ***Discuss your understanding of the last sentence, stimulate interest, and deepen your understanding of the text.

2. Use various forms to practice recitation (individual recitation, group recitation...)

3. Writing on the blackboard

Far: one hundred and fifty million, three Thousand, five hundred, twenty if... that's it

Characteristics of the sun: 1.3 million earth numbers, comparisons, assumptions

Heat: six thousand three thousand big fireballs That is...

Animals, plants, and human life

The sun is closely related to us. Without weather... there would be no...

Prevention and treatment of diseases

IV. Homework

1. Recite your favorite passages.

2. Find three sets of antonyms from the text. "The Same Name" Lesson Plan 5

1. Teaching requirements:

1. Read the text emotionally.

2. Be able to grasp the main content of the text, understand the reasons why the protagonist of the text is loved by others, and appreciate the friendship between people.

2. Teaching focus:

Grasp the main content of the text and understand the principles of life.

3. Teaching preparation:

Map of the Americas; text wall chart.

4. Teaching hours:

1 class hour

5. Teaching process:

〈1〉. First read the text and ask questions .

1. Students read the text to themselves and read the text smoothly. Draw questions you don't understand while reading.

2. Divide into groups to discuss and exchange issues that they do not understand.

3. Teacher guidance. Show the map of the Americas and let students find New Jersey and Puerto Rico in the United States on the map to feel how far apart the two places are. Experience the dreams of Puerto Rican immigrants and the difficulty of immigrants returning home to visit relatives. Some words in the text, such as monk, immigrant, and parish, may not be understood by students, so the teacher will provide appropriate explanations.

<2>. Read the text silently to promote comprehension.

On the basis of sufficient reading, guide students to grasp relevant words and sentences in the text and understand the following questions:

(1) How do Puerto Rican immigrants living in a foreign country hope to have the opportunity to go home? of.

(2) When I read Walter Jensen’s name, why did people cheer, congratulate him, and hug him?

Show enlarged text illustrations and guide students to carefully observe several main characters. Talk about the characters’ demeanor, movements, and language, imagine their inner activities, and let the students experience it themselves. (The illustration in the text depicts the scene of people surrounding Walter and congratulating him)

(3) What does it mean that each note has the same name written in different handwriting? (Each note says They all have the same name written in different handwritings, which shows that the Puerto Rican immigrants who have wandered abroad gave Walter the opportunity to return home to visit relatives, which shows everyone's love for Walter, and indirectly reflects Walter's decades of love and love. The people who work with him have given everyone the care and love over the years, so they unanimously gave Walter the opportunity to return home.)

The discussion was carried out in groups, and representatives were recommended in the class. comminicate.

Teacher guidance: The immigrants all gave Walter the opportunity to return home to visit relatives, which shows everyone’s love for him and also shows that Walter has loved the people who have worked with him for decades.

(4) What do you think after reading this story?

Encourage students to express their opinions boldly, as long as they are their true feelings, even if they are very naive and superficial. Give positive affirmations. "The Same Name" Lesson Plan 6

Teaching purposes:

1. Read the text emotionally.

2. Be able to grasp the main content of the text, understand the reasons why the protagonist of the text is loved by others, and appreciate the friendship between people.

Important and difficult points in teaching:

Grasp the main content of the text, understand the reasons why the protagonist of the text is loved by others, and appreciate the friendship between people.

Teaching process:

1. Conversation introduction:

Students, we know that people who are wandering in foreign lands don’t want to have the opportunity to go home and visit. , but some people just give up such an opportunity. Let us study the text "The Same Name" and find out who these people are?

2. Writing on the blackboard topic:

32. The same name

3. Read the text emotionally.

Think about what the text mainly talks about?

4. Study cooperatively in groups.

Thinking:

1. The same name is written in different handwriting on each piece of paper. What does it mean?

2. If you were me in the article, what would you think after seeing this result? Tell me how you feel.

5. Whole class discussion.

6. Further guidance on reading the text with emotion.

Teacher. Summary: We should learn from Walter Jensen in the article. As long as you are thinking of others, others will also think of you and respect you.

Blackboard design:

32. The same name

As long as you are thinking of others, others will also think of you and respect you. "The Same Name" Lesson Plan 7

Teaching objectives:

1. Through reading and tasting the text, we can understand that the street sweeper of Tianyou Peak is an optimistic, cheerful, open-minded and confident old man.

2. Cultivate students’ optimistic attitude towards life through reading aloud and situational activities.

Teaching focus:

By reading aloud, taste the elderly’s optimistic attitude towards life, gain insights into life, and cultivate students’ optimistic and confident attitude towards life.

Teaching process:

1. Situation introduction:

1. "Courseware" The beautiful scenery of Tianyou Peak:

2. Introduction : After reading this, what do you want to say? Sheng said.

Transition: The author has no intention of admiring this charming scenery, but has a soft spot for an ordinary street sweeper. What kind of old man is this?

2. Comprehension text:

1. Requirements:

Read the text freely and experience the street sweeper of Tianyou Peak What kind of person he is. Find the sentences that interest you and read them carefully.

2. Students read. The teacher makes his rounds.

3. Communication:

What kind of person do you think the old man is? Sheng said.

Please read out your feelings and tell us your impression of the old man.

Example of introduction: After listening to your reading, the teacher felt a strong sense of warmth.

After hearing this, the teacher felt that the old man was so active.

The teacher feels very relaxed.

Listening to classmates’ exchanges can enrich our feelings.

Listen to different voices and see what you can gain?

Some people say that you will know what kind of character you have by what you can say.

4. Generate topics from students’ exchanges: Are old people tired from working like this?

Students talk and students read.

Introduction: (1) I must be very tired. (2) Feeling very tired and very fulfilled.

Transition: Life is rare in seventy years. The old man is unexpected.

5. Generate topic:

It’s strange that a man in his seventies is still reluctant to leave! What makes him reluctant to leave? Do you have any questions?

Sheng: Why are you reluctant to leave? Communication:

Introduction: Be friends with mountains and rivers, and be with flowers and birds. Teachers also yearn for that free life.

What is he reluctant to part with?

The teacher was also attracted by this old man. I wondered, what would be the attitude of his family, his children and grandchildren towards him?

p>

3. Cooperative learning:

1. Requirements:

(1) Choose a character you like.

(2) Read it and think about it, what will he and his family say?

(3) Group students perform.

2. The teacher inspects and understands the situation.

3. Ask a group to perform. Other students listen and comment again.

4. The teacher’s advice: This old man is quite confident, (optimistic)...you are getting stronger with time.

A confident life is ordinary and fulfilling, how fascinating it is! No wonder his family is so supportive of him!

Scenario 2: I think the leaders of the tourist area don’t agree with the old man continuing to work? You are an old man, how do you convince him?

1. Free organization persuasion.

2. I am the leader of the tourist area: at your age, you should enjoy the blessings when you go home!

3. The student then "persuaded":

< p> Transition: I didn’t expect that at your age, you are more energetic than I thought! I admire you!

4: Who still wants to convince me: Sheng said.

Transition: Looking at you like this, you will have no problem living to be 100 years old.

IV. Guide imagination:

1. Transition: Hearty laughter echoes in the valley

2. Show: picture

Thirty years later, we came to Tianyou Peak again and heard the sound of rushing again...

　3. What do you think will happen>

　4. Students practice Write. comminicate. "The Same Name" Lesson Plan 8

Teaching requirements:

1. Read the text emotionally.

2. Be able to grasp the main content of the text, understand the reasons why the protagonist of the text is loved by others, and appreciate the friendship between people.

Teaching focus:

Grasp the main content of the text and understand the principles of life.

Teaching preparation:

Map of the Americas; text wall chart.

Number of teaching hours: 1 class hour

Teaching process:

1. Read the text for the first time and ask questions.

1. Students read the text to themselves and read the text smoothly. Draw questions you don't understand while reading.

2. Divide into groups to discuss and exchange issues that they do not understand.

3. Teacher guidance. Show the map of the Americas and let students find New Jersey and Puerto Rico in the United States on the map to feel how far apart the two places are. Experience the dreams of Puerto Rican immigrants and the difficulty of immigrants returning home to visit relatives. Some words in the text, such as "friars, immigrants, parishes", may not be understood by students, so the teacher will provide appropriate explanations.

2. Read the text silently to promote comprehension.

On the basis of sufficient reading, guide students to grasp relevant words and sentences in the text and understand the following questions:

(1) How do Puerto Rican immigrants living in a foreign country hope to have the opportunity to go home? of.

(2) When "I" read Walter Jensen's name, why did people cheer, congratulate him, and hug him?

Show enlarged text illustrations and guide students to carefully observe several main characters. Talk about the characters’ demeanor, movements, and language, imagine their inner activities, and let the students experience it themselves. (The illustration in the text depicts the scene of people surrounding Walter and congratulating him)

(3) What does "each note has the same name written in different handwriting" mean? ("Each note has the same name written in different handwriting"? "The same name is written in different handwritings on each piece of paper." This shows that the Puerto Rican immigrants who have wandered abroad gave Walter the opportunity to return home to visit relatives, which shows everyone's love for Walter, and indirectly reflects how many people Walter has. "I have loved the people who have worked with him over the past ten years" and "the care and friendship he has given to everyone over the years", so people unanimously gave Walter the opportunity of "homecoming trip")

Discussion. Start in small groups and then recommend representatives to communicate in the class.

Teacher guidance: The immigrants all gave Walter the opportunity to return home to visit relatives, which shows everyone’s love for him and also shows that Walter has loved the people who have worked with him for decades.

(4) What do you think after reading this story?

Encourage students to express their opinions boldly, as long as they are their true feelings, even if they are very naive or superficial. Give positive affirmations.