First, the unit description
1, the content of this unit: cultivate good study habits 9. Unforgettable teacher En, President Tao's speech, two ancient poems, exercises 1, exercises 1.
2. Theme: The Gardener's Song.
3. The position and connection of this textbook in this year's issue: it is the first unit of this year's issue and also this textbook. On the basis of middle-aged Chinese knowledge and ability training, continue the following training:
(1) Through the training of reading aloud, reciting and retelling, cultivate the sense of language and increase the accumulation of students' standardized language and ancient poems.
(2) Understand the meaning of language in context and improve the ability to use related words. Learn to summarize the main contents of the text and grasp the center of the article.
(3) Practice local imitation writing from sentence pattern, paragraph pattern, conception and writing style.
(4) Continue to feel the literary talent of famous artists.
(5) Education that respects teachers and values education.
Second, the specific analysis
Unforgettable teacher's kindness
1, Content Center: This is a simple narrative with sincere feelings. By recalling tian teacher in the first grade of primary school, the author expressed his gratitude and nostalgia for the teacher.
2. Features: The feature of the text is that the selected cases are ordinary and common, but they are typical and specific, and the true feelings are integrated into the narrative. Students should be consciously guided to learn this kind of writing.
3. Design: Teaching, first of all, related perception. After revealing the topic, students can take "Why does the author think the teacher's kindness is unforgettable?" ? What impressed him the most? "Reading the text by yourself requires students to read the text carefully, read the pronunciation correctly, read through the text, and understand the meaning by looking it up in a dictionary or contacting the context. After the students read completely independently, check the effect of independent reading and specify the students to read the text in the natural paragraph. After reading it, you can perceive the main idea of the article as a whole.
Look at the key paragraphs first. The second paragraph focuses on the first day of school and guides students to read this part actively. It can stimulate students to ask questions freely, and then organize students to sort out the questions they ask, helping to extract questions with certain thinking value, such as: (1) What is the relationship between the stories told by tian teacher and the poems they have learned? (2) What influence did tian teacher's story have on me? (3) Where can you see that you are fascinated? When answering this question, let the students talk about the meanings of "being there", "speaking beautifully" and "fascinating" in the context, and let the students talk about how they understand it. In teaching, students are allowed to fully read, think, discuss and communicate around these issues, and the teacher only makes necessary explanations and hints, so that students can know tian teacher, a figure who is good at attracting students with stories and spreading knowledge seeds, through independent learning activities, and understand with the lens. Read the first and last paragraphs again. After reading the first paragraph, I know that tian teacher is experienced, able to speak and write, and outstanding in learning. Read the third paragraph and think: Where do you see that I am obsessed with tian teacher's teachings? Why? Guide students to grasp the words "respect", "deep gratitude" and "unforgettable" to understand the author's respect and gratitude to tian teacher, and guide students to express their feelings through reading aloud, and finally understand the meaning of "it takes ten years to plant trees and a hundred years to cultivate people" in the context. The key in teaching is to teach students reading methods, that is, to learn to ask questions, read and think with questions, understand the content of the text, and experience thoughts and feelings.
4. Training points:
(1) Pronunciation: Correct Teaching and Cooking *
(2) Font: paper, wool and young.
(3) Words: Question 2 at the end of the book. (Ask students to understand the words in context)
Talking about the past, I am deeply grateful to the teacher for sowing the seeds of literature in my young mind. This sentence. (This topic should be discussed from two aspects: tian teacher's help and influence on me, and my respect and gratitude to tian teacher. )
(7) Writing: Learn from the author's ordinary but typical examples to express his true feelings.
5. Preparation: Collect stories of celebrities respecting teachers.
President Tao's speech
1, Content Center: It is a speech by Mr. Tao Xingzhi, asking students to demand themselves from four aspects: health, knowledge, work and morality every day, so as to motivate and spur themselves to make continuous progress.
2. Features: the speech is sincere, inspiring and infectious; Structurally, it is very put to write an article in the way of "total score" and construct a paragraph in the way of "what to ask, why to ask and how to do it". It is a good teaching material for students to read aloud, cultivate their sentiments and educate their thoughts.
3. Design: The second paragraph is the focus and difficulty of teaching. In teaching, teachers can adopt the methods of "teaching" (the paragraph of "asking about the body" in the guide), "helping" (the paragraph of "asking about knowledge" in the guide) and "letting go" (the two paragraphs of "asking about the merits" and "asking about morality" by self-study) to cultivate students' autonomous learning ability.
Learn the first paragraph, and let the students think about why the author should ask whether the body is getting better first. Let students understand the concept of "health first" by reading aloud. Teachers should master relevant vocabulary for language training. Then, inspire students to think about how to have a healthy body. Grasp two "inseparable" and guide students to read aloud. Finally, guide the students to read the whole natural paragraph and find out the level of this paragraph: first ask yourself whether your body has improved? Then answer why? Finally, I hope. In this paragraph, the teacher should give priority to guidance, but don't analyze the text too much. Instead, we should focus on the training of choosing words and sentences and reading aloud, so as to make necessary preparations for learning the law.
Students' second question can adopt the method of "half-help and half-release". Let the students read the text silently first, and then organize the students to discuss: What is the "second question"? Why ask yourself if your knowledge has improved? How can I make progress in knowledge? Finally, guide the students to read the text with emotion. The "third question" and "fourth question" can make students learn by themselves, and give some guidance with emphasis. Such as "public morality", "private morality" and "real people".
4. Training points:
(1) Pronunciation: Intensive basic training.
(2) Glyph: the distinction between topic and presentation, refinement and practice, that is, from existing, encouragement, calendar and exhaustion.
(3) Know and use the two related words "even" and "both".
(4) What four questions did President Tao and his classmates talk about? Why does he want to talk about these issues? (this question should train the ability to learn and summarize the content of the text, and the words should be summarized. )
(5) Writing: A preliminary understanding of the characteristics of the speech.
5. Preparation: Collect information about Tao Xingzhi and get to know Mr. Tao Xingzhi.
Two ancient poems
1, content center: "Not for guests" tells that the poet went up the mountain to find a hermit but did not meet him. The text mainly wrote the question and answer between the poet and the boy, which reflected the noble character of the hermit and the poet's admiration for him. Seeing shows us a vivid picture of a shepherd boy singing and catching cicadas. Expressed the author's love for rural pastoral scenery.
2. Features: Both poems are five-character quatrains, and the language is fresh, plain and simple. The content of this poem is all related to children.
3. Design: When teaching the first poem, students can read the poem freely and find out the location, characters and stories, which can be generalized. Then, on the basis of understanding poetry, let students experience the poet's emotional changes in the question and answer, that is, full of hope-disappointment-a glimmer of hope-complete disappointment. Understand the poet's mood, and finally guide the students to imagine the dialogue between the author and the boy, so that things can be enriched.
When teaching the second poem, we can start with the topic, explain it first, and then let the students teach themselves the poem with the question "What did the author see?" On the basis of the students' answers, the teacher focuses on helping the students understand the meaning of "true forest and moon". Finally, let the students know that it is the author's guess to catch cicadas. After learning the whole poem, I asked, "Why did the author stop to look at such an ordinary rural scenery for a long time?" So I can feel the author's love for rural scenery and rural children. /
4. Training points:
(1) Pronunciation: vibration riding *
(2) Sentence: The third question at the end of the book
(3) Chapter: Experience the scene described in the poem "Don't meet a guest" and then write it down. On the one hand, this question requires students to write according to the original poem. On the other hand, you can add reasonable imagination. Finally, we should try our best to write the dialogue between the characters.
5. Preparation: Students have learned a lot of ancient poems about children last semester, so they can collect and review them in advance.
Exercise 1
1, content: among the teachers you have taught, choose a teacher who impressed you deeply, and write down his or her characteristics in some aspects (such as appearance, personality, education methods, etc.). ), or write one or two things that he (she) helps and educates himself (her), and the topic is self-made.
2. Design: First, guide students to recall the cases selected by the author and the feelings expressed in the article Unforgettable Teacher. Read the model essay again. Ask the students to sum up what we should learn from the two articles. First of all, the author chooses ordinary and ordinary typical examples to express the characters. Secondly, the author wrote in detail what the teacher "said" and "did", which left a deep impression on the author and also reflected the characteristics of the characters. The third is to express the true feelings in the photos. Then ask the students to clarify the requirements of today's homework. Then ask the students to review the examples of teachers with characteristics around them or teachers who have helped them educate and talk about them.
3. Training point: (1) Understand the methods of writing characters delicately, touching and expressing their characteristics through concrete and vivid examples.
(2) Let students express their true feelings in words.
(3) In the senior year, I put forward specific and clear requirements in expression: concrete content and true feelings; According to the needs of the exercise content, describe it in sections; Use common punctuation marks. In addition, the operation speed is required: the operation of not less than 400 words can be completed within 40 minutes.
4. preparation: read some short stories about celebrities respecting teachers.
Exercise 1
1, part of the content: Learn to ask others in oral communication. Think about how to ask others for advice on the following occasions. Say it first, and then act it out in different roles.
2. Features: Practical life.
3. Design: The textbook has four contents for students to choose from. However, I think the topics provided in the textbook are just hints, not asking teachers to practice speaking and acting in groups and roles on these four topics. Teachers should create the following scenarios: First, create an open "language field" so that students can speak freely and express their difficulties in study and life. Here, the teacher is concerned about whether students can open their hearts, truly tell their own difficulties, and guide students to comment on how to make the difficulties or problems clear. The second is to effectively arrange students' "consultation" according to the environment at that time. The third is to extend to extracurricular (life), so that students can discuss (also a kind of oral communication) according to their own experiences, how to ask questions to objects other than students and teachers, and pay attention to the politeness and propriety of different occasions and objects.
The teaching process is as follows:
1. Dialogue leads to difficulties.
2. Sort out the problems and seek practical suggestions.
3. Case demonstration and mutual evaluation.
4. Expand and guide life.
Chinese Book 9 Unit 2 teaching material analysis
First, the unit description
1, the content of this unit: Open the textbook "Natural Green", and the pocket is full of insects, chameleons, cicadas, exercises 2, exercises 2.
2. Theme: "The Mystery of Nature". Pockets full of insects, chameleons and cicadas, with vivid and interesting stories, lead children into the animal world, listen to the songs of animals, feel the wonder and interest of the animal world, and cultivate interest in natural science research.
3. The position and connection of this textbook in this year's issue: it is the second unit of this year's issue and also this textbook. Continue the following training on the basis of the first unit of Chinese knowledge and ability training:
(1) Through the training of reading aloud, reciting and retelling, cultivate the sense of language and increase the accumulation of students' standardized language and ancient poems.
(2) On the basis of understanding natural paragraphs, learn to analyze meaningful paragraphs.
(3) Understand the meaning of language in context and improve the ability to use idioms. Learn to summarize the main contents of the text and grasp the center of the article.
(4) Practice local imitation writing from sentence pattern, paragraph pattern, conception and writing style.
(5) Develop the good habit of paying attention to life and observing carefully.
(6) Stimulate students' enthusiasm for loving and exploring nature.
(7) Pay attention to students' unique feelings and give students room for independent understanding and free expression. What part of the text impressed you deeply? Why? "What do you think is the most' weird and moving' scene in the process of shelling the golden cicada after class? First circle the relevant sentences and read them, then exchange your reading feelings with your classmates. "
Second, the specific analysis
Open the natural green textbook.
1, Content Center: This is a fresh and lively modern poem. The author captures the wonder of nature with keen eyes, shows the beauty of nature with vivid brushstrokes, and inspires children's interest in loving and exploring nature.
2. Features: The first natural paragraph and the last natural paragraph of the poem are similar in form and have the effect of echoing from beginning to end.
Design: In the teaching of poetry, guide reading and inspire imagination in the whole process. Through reading aloud, we can taste the language, feel the colorful world, and stimulate students' love for nature and interest in exploring nature. In teaching, students should be guided to read aloud around the teaching key points and experience the feelings of the article in reading. Read the second part (sections 2-5) carefully and ask: Why is Nature described as a "green textbook"? How many magical secrets are hidden in this "green textbook"? How much gain and happiness can we get from reading this "green textbook"?
(1) Read the second section carefully and think about what touching natural pictures this section depicts.
(2) How do children feel in the beautiful nature? What tone should I read it in? Teachers read aloud through examples, roll calls and groups. .
(3) Read Section 3 carefully, compare the pictures and texts, and talk about your own feelings. Grasping the words "songbirds" and "wild flowers" will make you feel lively and cheerful and warm and friendly to young friends.
(4) Guiding reading: Reading out the enthusiasm and friendliness of nature in a brisk tone.
(5) Read Section 4 and Section 5 carefully. Understand the meaning of this poem. What are the characteristics of the landscape of the motherland? Experience the beauty and magic of "green hills", "green waters", "heaven" and "earth" in connection with life practice. How can we appreciate the scenery and enjoy nature?
(6) Read the third part (Section 6) carefully and summarize the reasons why the author compares "nature" to "green textbook".
4. Training points:
(1) Pronunciation: Jin
(2) Font: Micro
(3) Article: Recite the text. Why is nature a "green textbook"? Do you like this green textbook? Why? Teachers should lead students to read poetry from two aspects: "green" and "textbook". "Green" can be combined with the beautiful scenery in poems, and "textbooks" can help students understand the rich knowledge contained in nature from poems. . The second and third questions ask students to answer poems and their own real life experiences. Finally, it is the green nature that makes our life colorful.
(4) Expansion: choose a scene or a natural phenomenon to observe, and express praise and love for nature with fragments. Collect poems describing and praising nature and hold poetry recitals; Organize an outing to lead students to read the "green textbook" of nature.
A pocket full of insects
1, Content Center: This lesson tells the story of the famous entomologist Fabres, who was fascinated by insects since he was a child. Encourage students to cultivate their interest in nature and science from an early age through learning.
3. Features: It is similar to the exercise in the previous unit-reflecting the characteristics of the characters through typical examples.
The text is easy to understand and full of childlike interest.
4. Design: Take the topic as a breakthrough to feel Fabres's obsession with insects. The teaching steps of key paragraphs are as follows:
(1) Open the textbook and find out which sentences are written in Fabres's pocket.
Do you know what is in this bulging pocket?
What do you know from here? (Camera blackboard: infatuation, infatuation)
(2) Fables is a man obsessed with insects. How much does the article reflect Fabres's obsession with insects?
3. Group study:
A, read paragraph 2- 10 freely, and draw sentences that make you think Fabres is obsessed with insects;
B, read the sentences you underlined to the students in the group, explain the reasons why you underlined, and listen to others' comments on your reading;
C. You can communicate with each other if you have other feelings.
4, collective communication, camera guidance reading.
5. Transition: Fables was obsessed with the study of insects all his life. He concentrates on observing and exploring insects and often forgets the world around him. His parents' scolding can't stop his obsession with insects at all. With this persistent and unwilling spirit, he entered the hall of science and became a world-famous and far-reaching entomologist!
Read paragraph 1 1.
6. Project the Fabres diagram again to show the sentence patterns:
Looking at Fabres's bulging pocket, I seem to see him. ...
Now, please think about why the title of the text is "a bag full of insects".
7. What did you learn from Fabres? What have you learned?
5. Training points:
(1) Pronunciation: Ang Hengqi
(2) font: hi tea
(3) Words: synonymous with flashing, scolding, clinging and hating.
Paragraph (4): Two things that show Fabres's fascination with insects can be summarized in concise words.
(5) Why is the text titled "Bugs in Pockets"? Answer the questions around "a bag full of insects", which best reflects Fabres's fascination and treasure for insects. )
Step 5 prepare: get to know Fables
chameleon
1, content center: This paper describes the process of discovering chameleon, studying chameleon and putting it back in its original place, and shows the characteristics of chameleon, thus reminding people to protect animals.
2. Features: The level of the text is clear, which is a good teaching material for training students to segment.
3. Design: The second paragraph is the focus of the full text, and the design is as follows:
1, the second "We" studied the chameleon carefully. What do you mean by "learning"? Read the text silently and see where the author comes from.
Detailed "chameleon"?
2. According to the students' answers to the camera blackboard: appearance characteristics, grasping food and changing color.
3. Group study: Read 9 paragraphs and read what interests you most.
(1) In the ninth paragraph, read by name and tell us in what order the author introduces the appearance of chameleons.
② What are the characteristics of this part of the chameleon?
③ According to the diagram, introduce the chameleon from head to toe.
4. Understand the tenth to twelfth paragraphs of the text
(1) self-abuse, tell me what you know about the chameleon in this natural paragraph.
Understand some words: slow, snooping, vivid, lightning fast, sudden, etc.
③ Practice reading aloud and pay attention to the key words.
(4) Make sentences with "vividness".
5. Does the chameleon really change color? Look at the 14 paragraph together.
(1) How many times did my friend Gaza experiment? What words do you see?
(2) Find the words that represent colors (banana leaf color, green, brown, light gray).
④ Observe the picture carefully and realize the color change of the chameleon.
⑤ Seeing such a scene can be described in one word, and sentences can be made with "worthy of the name".
6. What does learning the second part of the text inspire us to observe small animals?
Summarize the methods of describing animals: observe them carefully, grasp their characteristics and write them in a certain order.
8. Read the third part of the text together
(1) Put the chameleon back. Why? What does it remind you of?
4. Training points:
(1) Pronunciation: Wait for the brake.
(2) Font: the difference between a pair and a frame.
(3) Words: Understand new words and make sentences with "vividness" and "worthy of the name".
Paragraph (4): With the help of the specific language in the text, understand the appearance characteristics and life habits of the chameleon.
(5) Text: Divide the text into meaningful paragraphs according to the subheadings after class.
You can read the text silently at a certain speed. Tell me what impressed you and why. Let the students tell their true and unique feelings.
(6) Writing: Learn the writing order of texts and observe the characteristics of animals.
(7) expand: Collect information about your favorite animals.
Practice writing: carefully observe your favorite small animals, flexibly use the observation and expression methods you have learned, and write an article about small animals.
5. Preparation: Collect information about the chameleon.
cicada sloughing its skin―slip out of a predicament/siege by strategy
1, Content Center: With exquisite writing, the author introduced in detail his love for catching cicadas, his determination to reveal secrets, and his patience, and finally witnessed the whole process of the golden cicada's shelling. With vivid and interesting stories, lead children into the animal world and listen to the songs of animals, so that students can feel the wonder and interest of the animal world and cultivate their interest in observing things around them. ..
2. Features: The context of this paper is clear, and the shelling process is very detailed and vivid, which is suitable for guiding students' imagination and facilitating students' migration and use.
3. Design:
(A) seize the topic, stimulate interest, introduction
(1) Title on the blackboard: The golden cicada will shell. Look at the topic together.
(2) Question: Have you ever heard of the idiom "a golden cicada sheds its shell"? Tell me your understanding.
(3) Storytelling: Thirty-six strategies of "The Golden Cicada Peels the Shell".
(2) The second paragraph is the key paragraph of the full text.
(1) Read paragraphs 3-6 silently. Think about it: in what order did the author write it? (Before, during and after the shelling)
(2) Show: "What kind of scene do you think is the most magical and moving in the process of the golden cicada shelling?" ? First circle the relevant sentences and read them, and then exchange your reading feelings with your classmates.
(3) Group communication first and then class communication.
Focus on (1) Imagine the process of the golden cicada's shelling in the order of back → head → feet → tail, and talk about the feeling of reading.
Grasp the key words "twitch", "crack", "extremely light green", "dark green", "move slowly", "shake", "stretch", "lift", "grasp" and "draw" to experience.
(4) What happened to the golden cicada after it shelled? What surprised you the most?
(5) Instruct reading aloud and read out your own feelings.
(3) Learning the third part
(1) Read this part silently and think "I looked at the cicada carefully again". What do you see?
(2) How carefully the author observes cicadas. What does learning this article inspire our writing?
4. Training points:
(1) Pronunciation: She *
(2) Glyph: the writing method of search, the distinction between secret and secret association, and the harmonious horizontal scraping.
(3) writing: writing AABC-style words like "reluctant to part" can correctly explain "the golden cicada takes off its shell"
Paragraph (4): Recite paragraphs 4-5 on the basis of clear expression order and mastering key words.
(5) Article: Which scene do you think is the most "weird and moving" in the process of the golden cicada's shelling? Circle the relevant sentences and read them, then share your feelings with your classmates. (Teachers should help students complete in the teaching process)
(6) Writing: Use spare time to observe a small animal, focus on its movements, imitate the writing of this lesson, and write an observation diary.
Exercise 2
1. Content: Observe an animal carefully, write down its shape and movements, and pay attention to the connection between fragments.
2. Training points:
(1) Know the concept and function of inflection sentences, use them properly, and pay attention to the cohesion between paragraphs.
(2) Higher requirements are put forward for "observation accumulation". On the basis of "paying attention to the things around us" in middle age, in senior three, he proposed "forming the habit of observing things carefully, consciously enriching his knowledge, cherishing his unique feelings and accumulating practice materials".
(2) In the senior year, I put forward specific and clear requirements in expression: concrete content and true feelings; According to the needs of the exercise content, describe it in sections; Use common punctuation marks. In addition, the operation speed is required: the operation of not less than 400 words can be completed within 40 minutes.
3. Design:
(1) After the topic is exposed, ask the students to read the examples carefully, draw words that describe the shape and flight movements of pigeons, and tell them what are the advantages of these words.
(2) Re-recognize the turning sentence and its function.
(3) According to the text of this unit, it is important to grasp the characteristics, carefully observe and track the process of animal activities, and make repeated observations.
(4) Define the requirements of this drill.
(5) We can guide and observe a small animal collectively, and also let students observe and write according to their own actual situation.
4. Preparation: Observe the shapes and movements of small animals.
Exercise 2
6. Part of the content: "Drawing and talking" in oral communication. Make up the second picture through reasonable imagination, and then tell the students the meaning of the four pictures coherently.
7. Design:
(1) Observe and think, and get the problem from the picture. According to the existing three pictures, the subjects students have obtained are diverse, including photo contests, spring outing and amazing discoveries ... Students should be fully allowed to expand their imagination according to their existing experience. And let the students fully express their opinions. As long as the students are reasonable, this is the first "communication and interaction".
(2) add pictures to enrich the content of the topic. This is an important link to cultivate students' imagination and show students' personality. Teachers should give students enough time to add pictures.
(3) Talk to each other in groups and tell the students the meaning of the four pictures coherently. Listen and make comments and supplements. At the same time, recommend a student representative group to communicate in class to complete the second exchange and interaction. (Note: In this session, teachers should pay attention to whether every student can have a chance to speak and whether students actively express their opinions. )
(4) Class exchange and mutual evaluation. In this section, the teacher had better show the students' works to the whole class and let the students speak to their own works. When commenting on each other, teachers only guide students to comment on the coherence of speech and the rationality of imagination, thus completing the third interaction.
(5) class summary.