Xin primary school teachers in classrooms

 Location: Xin primary school teachers in classrooms

 Tang Jun

Class: Xin Primary Three (1) class

study sites: the Select the text message processing as an example, how to teach?

design rationale: Wang Rongsheng teachers will select the language teaching materials are divided into fixed text articles, Liwen, sample, with pieces of four, designed to address language teaching This criss and cross, now widely accepted for language education.

the same selected articles, are treated as different types, in the teaching requirement is not the same. (This lesson, Li Wen, Li Wen, is a textbook Learning Li Wen, Li Wen does not lie in learning itself, but rather to learn those A Liwen in the end of a Teachers to teach this (.

division: in this class, we continue studying Lesson 10. Shall we go and listen to the issues very well read it again, OK?

: Good!

Division: Lesson 10, it together.

Students: 10 lessons, kite.

Second, training students to read 1,2,3, magic secret to get the text speech form.

1. Asked a student to read the first paragraph of 1, reading instructor. S begin, dialogue with teachers and students extract semantic focus.

Teacher: we open the book, see the text. Please read the text first, a student, studying in the first paragraph of text. See their books - Li Zhuolin. To ask you to read, read it. The first paragraphs.

Li Zhuolin: childhood when we kids, the biggest joy is to make kites, kite-flying.

Teacher: Reading was pretty good, right?

Student: Yes.

Teacher: loud, and did not play stutter. Good boy, you stand up - these words, do not read so fast, slow down, like the teacher so that [relief to]: childhood, we the children, the greatest joy is to make kites, kite-flying. You see, when the teacher read, not so urgent, you read it again, OK? To childhood, when -

Li Zhuolin: childhood when we kids, the biggest joy is to make kites, kite-flying. [Than the first time, a little ease a little. ]

Teacher: You see, the speed slowed down a little bit to look better listen. I then asked a student to read to the girl, then, will you read to this paragraph.

Dengfeng Yi: his childhood when we kids, the biggest joy is to make kites, kite-flying.

Teacher: sit down. You see, she just intended to emphasize a bit to look more pleasant reading - Well, we go and read this little paragraph again. Note to relieve a little time, not to read too fast. Childhood when we kids, the greatest joy - Ready, Qi.

Health: Childhood, we are the children, the greatest joy is to make kites, kite-flying.

Teacher: You see, you slow down the speed, ease that school is very nice. This is a very short period, but it tells us a very important message. Guo Yufang, good boy, to - it tells us that the greatest joy these children, what is it?

Students: kite making, kite-flying.

Teacher: sit down. This information is important, everyone said it again - this section, it tells us, as we are when these children the greatest joy of childhood is -

Students: kite making, kite-flying.

2. Then asked the two students to read, reading instructor. S begin, dialogue with teachers and students extract semantic focus.

Teacher: Very good. This is it, telling us the most important thing. [Show slide of a]. When the students have just read, read this section very well together, the speed a little relief - Now, I listen to two children reading, other students should see the book, do not see me. Huang Wenying, you come to read the second paragraph: In the reed pond pulling a few small reed - relief that time.

Huang Wenying read 2 paragraphs.

Teacher: Reading How?

: Good.

division: a good read - but teachers still feel a little faster, can slow down a little bit? Read slowly, Deng Kai Ching, you come. Tang Kai

2 paragraphs of fine reading.

Ching Tang Kai: pulling in the fish ponds a few small reed -

Teacher: No, in the reed pond, read. Ching Tang Kai

continue reading 2 paragraphs.

Teacher: You see, this time, when the reading clear armor, speed, Bi Wenying _ is a bit slower, is not it?

Student: Yes.

Teacher: sounds as if it read more flavor - not to read too fast. This article is on sat, quietly, slowly would like to read this, that the article was read a taste. So, the next, I'll call a classmate to read this paragraph of the third. Note that the slow time, okay? , We have to go fly a kite.

Jiang Shanqi read 3 paragraphs: We go fly a kite. One hand holding -

Teacher: Read slowly, one hand holding - again.

Jiang Shanqi continue reading, there is some problems.

Teacher: Rereading this place, you do not panic, that a tight line of a song, read.

Jiang Shanqi continue reading.

Teacher: She has several time to listen to it just fine! First place at the nice read,

Students: standing far away places.

Teacher: Stop. She was particularly pleasant reading that last sentence, the villagers say that sentence. Jiangshan Qi, you demonstrate again the sentence with you again. I hear you read, listen to school just fine. Listen again, how people read. Anyone who has seen the village, reading.

Jiang Shanqi again the last sentence of paragraph of paragraph 3.

Teacher: read how well the tone of envy. , We read this sentence again. Anyone who has seen the village, said it together.

students to read this sentence.

Teacher: Good. Jiang Shanqi just read, there was a place where she would put themselves think about it, is this a place where she read very little meaning: another person, holding the line, standing in a place far, say -

Jia Xu domain: put.

division: a place far,UGG bailey button, the person in front of you to say so listen to be heard. Standing in a place far, say -

Jia Xu domain: standing far from the place and say

Teacher: Oh, small voice I am afraid! A place far, it looks like a black individual point, how should I say? Standing in a place far,Bailey UGG boots, say - Health [loudly]: put.

Teacher: Okay, let people hear, is not it? Standing in a place far, say -

Health [loudly]: put.

Teacher: You see, is such a taste. This Standing in a place far, say -

students [with loud]: put.

Teacher: Yes, that is, read this. Now that the text read out a little taste. Well, just when the teacher read, or read that the students read very fast. This article, you little to alleviate a little time. You see, I have just said Kai Ching, when she read, read slowly, is not it? That sounds, heard, quite comfortable. Let In the following, this paragraph 2 and paragraph 3 of the exercises again. How to contact? Do it, pay attention to control your speed - I give you from the head, is this, , read the time for it, that face is still there. 2,3 two, which two ah?

Students: 2,3 two.

Teacher: Yes, you read below their own, do not read together. Hear?

Students: Yeah.

Teacher: to practice the soothing, practice again sit well. Later, I want to hear you read. Start reading your own.

students free practice reading aloud.

Teacher: I just heard a group of students to read. Silk Qi Qi Rui and behind the speed control that very well. Well, we very quickly from reading what the students to practice along with others about, soothing I could read, Do not worry, it really do?

: Good.

division: For these two, Do not worry, read on, see the book. From the head teacher, the children read better. Pulling in a few thin reed reed pond, to find some paper, we will start to kite.

Health s begin.

division [in the Standing in a place far, continue reading from.

students continue s begin.

Teacher: Yes. Or do the students work, and slow down the speed, reading, quite nice. Now, the teacher would like to ask someone to think about, you say, paragraph 2, paragraph 2, see the book Oh! Paragraph 2, write us to do? Wire core, you tell us. Rui Tao silk

: do kite.

Teacher: sit down. Is not it?

Student: Yes.

Teacher: Yes. Many students seem to understand. Then I think of to ask, this paragraph 3, written and is going to do? Criminal Bonin.

criminal Bonin: Paragraph 3 was to fly a kite.

Teacher: sit down. Is not it?

Student: Yes.

3. Slide show, student dialogue, description, paragraph 1 paragraph with the first 2,3 semantic links that exist focus of proposed working concept -

Teacher: Yes, is not it? Well, we now look back on, we just look at these three sections, [show slide b] you take a look, paragraph 1, that we, when these children are the greatest joy in childhood is -

Student: kite making, kite-flying.

Teacher: Next, paragraph 2, to start writing -

Health: making kites.

Teacher: No. 3 went on to write about?

Students: flying kites.

Teacher: Look at this chart, ah, think about it, between these segments, they have no contact ah?

Students: Yes.

Teacher: I see that as connected, right? In the end is a kind of practice? I listen to millet tell us. Just saying it does not matter what you think is the link?

m Qing Rui: a ... ... [can not tell, there are pained face. ]

Teacher: hard to say,Discount UGG boots, is not it? Anyway, there is a connection is not it? Sit down. Have the students, I could probably tell us? There is no connection? Yes, is not it? Look at you now, if there is equality between them - you said the first few paragraphs added equal to the first paragraphs of the first few paragraphs it? Well, Shangyi, you tell us.

Deng Shangyi: Paragraph 1 + s 2 = s 3.

Teacher: Is that so?

students: not.

Teacher: sit down. You (Guo Yufang) Tell me, boy.

Health: paragraph 2, paragraph 3 + = paragraph 1.

Teacher: is not it?

Student: Yes.

Teacher: Oh, this is the equation which have it. You see, in paragraph 1 that the kite and kite flying, paragraph 2 and paragraph 3, also wrote a -

students: how to make kites and kite flying.

Teacher: paragraph 1, if large, is not it? The content behind the two together is equivalent to it. This paragraph is very important. Students, know what this paragraph is called the paragraph? Have not studied before?

Health: no.

Teacher: So, now teachers have to tell us introduce you. This paragraph, paragraph 1, such as to see the teacher to write - it name.

Students: General section.

Teacher: No general section, and ah! This paragraph is called -

Health: Total from above.

Teacher: read again and again, not to forget the name. Such a paragraph, its name is called -

Health: Total from above.

Teacher: We have another look at: the total section of which was made from the kite, the latter will certainly write -

Students: kite;

Division : The total section of which was made from the kite-flying, back they will certainly write -

Students: flying kites.

Teacher: Yes, ah, so this segment is very important. If an article for a person than if you say it is equivalent to the total from what part of paragraph?

Ching Tang Kai: head. Teacher: What is the equivalent of?

Students: head.

III transition, the organization of students language practice.

1. Teachers read a small article in the beginning is missing

division: the equivalent of head, right? If an article is not the first, it does not seem to complete, is not it?

Student: Yes.

Teacher: Remember: the total from the paragraph, is equal to the sum of paragraphs back, oh. Now, teachers have a place now just a small article. It does not always play segment, less what it ah?

Students: head.

Teacher: Now, we try to write about, see if I can play it with a general section? Do not write first, listen to the teacher finished it, right?

[send copy paper]

under the Hydrology Division read out their own

Teacher: Now this article from the lack of a general section, the teacher let you play for it to write a general paragraph, how are you going, Some students think it over, we are one by one to try. Listen, you see how people give it a general from the segment.

Jiangshan Qi: childhood, I like to play You listen to clear?

Health: hear it clearly.

teacher: her total from this section right?

Students: Yes.

Teacher: Why do you say she is right?

Students: Because she wrote the following two paragraphs.

Teacher: She wrote the following to say these words these things are there, right?

Student: Yes.

Teacher: The second paragraph of the following is written about?

Students: Tiaopi Jin.

Teacher: What is written in the third paragraph of it?

students: one two three, blockhead.

Teacher: Yes. She said that she is such an expression, there is not the students that I have spoken enough, and I say this once. Jia Xu domain has no thought of good? No ah? Have the students try it? Tang Kai Ching can say, tell it to us.

Ching Tang Kai: a child, I love playing the game is

Teacher: You see, people account for two students time in a different way. Jiang Shanqi said

students: a child.

Teacher: Can you?

Students: Yes.

Teacher: are used very appropriate. There are no students, I would like to say something. Cheng Ke, how do you add the total from the section of it?

Cheng Ko: I entered primary school, my favorite play of the game is

Teacher: This section of the total increase from the well, but to get rid of a word, give that

Cheng Ke: entered primary school, my favorite play of the game is

Teacher: sit down. Right?

Students: Yes.

Teacher: The total effect of each individual section has its own argument, may be similar, it may be some small differences. So be it, the teacher gave you three minutes,UGG boots clearance, should be able to write this little paragraph. Now you will quietly write, write your own, and do see. You write about, I look at, if not, I'll teach it.

[the students to write]

Teacher: The students finished to their seats, give us recite, read aloud.

Students: childhood, me to ... ...

Teacher: do not fight stumbling, again, do not be nervous.

students: a child, I went to school, play our favorite game is

Teacher: not bad, people have other people's view. The students say good. Yu Lu, finished it?

Yu Lu: finished.

Teacher: Yu Lu is confidently said,

Yu Lu: Third grade, I like to play Sit down.

Teacher: This student has a different account of the time used in the method of how people account for time?

Students: Third grade.

2. Assignment: Students with

Teacher: Yes ah! Today, we learned so long time, learned a half an hour, I would like to ask, you learn a little something? Do you know a little something he learned? Yee Man, you say.

Health: Total from above.

Teacher: learn from the section of the total, is not it? Writing, at the beginning, we can set it from a general section. Good boy, sit down. She knew what he learned. I point that out loud to hear.

Health: Total from above.

Teacher: This is the kite of this text with a little of our knowledge. When writing, you can write it in paragraph 1 of a total from above. Next, the teacher arranged a little work: with the title essay, Read, the first request.

students: First, use the total from the beginning of the paragraph.

Division: Second, in the article using

Health: Second, in the article using

Teacher: must use, not to do. Not finished, the teacher can not find your article a Good use of the word, okay? : Good.

Teacher: There are eight minutes or so, we write about in silence, not speech; teacher came to see, but also a little guide us.

[the students write the same essay topic, teachers patrolling, individual guidance. ]