Lecture on the return of geese 1 textbook.
The Return of the Wild Goose is a lyric prose in Unit 3, Volume 2, Grade 8, People's Education Press, with the theme of protecting nature and environment. In the author's pen, the goose is so cute, and people live in harmony with the goose, which is full of interest.
Talk about learning.
Senior two students are at the stage where they are most eager for knowledge and dare to show themselves. They dare to express their truest feelings and truly reveal what they see and think.
Teaching idea and teaching method
Students are the main body of learning and development, and teachers are the organizers and guides of learning activities. Based on since the enlightenment, self-study and inquiry, this course advocates independent, cooperative and inquiry learning methods, and gives full play to the initiative and creativity of both teachers and students in teaching.
Let students learn in an independent and cooperative atmosphere, get a preliminary understanding of life, and let each student establish environmental awareness from the bottom of his heart.
Teaching objectives:
Knowledge and ability:
1, understand common sense of literature;
2. Learn something about geese;
3. Learn the personification and vivid description of this article.
Process method:
1, taste the beautiful language of the article;
2. Experience the author's love for geese.
Emotions, attitudes and values:
1, cultivate students' awareness of protecting wild animals;
2. Enhance students' awareness of environmental protection.
Teaching focus:
1, taste the beautiful language of the article;
2. Experience the author's love for geese;
3. Cultivate students' awareness of environmental protection.
Teaching process:
First, create situations and introduce new lessons.
The teacher made a riddle for everyone to guess: the sky defends the small flying army and is arranged in a herringbone shape. Facing south in winter, returning north in spring, well-behaved and disciplined. Beat animals (geese). The wild goose is a very spiritual bird. Today, under the guidance of Leopold, a famous American environmentalist, let's welcome the geese back with a happy mood.
[Design intention: It is natural and appropriate to create scenes in the form of riddles to attract geese to introduce new lessons and stimulate students' enthusiasm and interest in learning. ]
Second, I said the author: (students show the collected author information)
Leopold, a famous American environmentalist. He is an enthusiastic observer, a keen thinker and a literary master with profound attainments. The Yearbook of Shaxiang is his most famous work. In his article, we can see the power of nature, and we can also see his lament that human beings have ravaged nature for their own interests. This book is called "Green Bible" because of its beautiful writing and profound thoughts.
The beautiful article The Return of Wild Goose tells us many interesting stories about wild geese and the author's love for birds.
[Design intention: By collecting relevant literature and students' demonstrations, we can cultivate students' ability to collect and process information, exercise their courage and eloquence, and cultivate good Chinese learning habits. ]
Third, read it and have fun.
Please read the text freely and complete two tasks at the same time: First, what do you know about geese from the text? Second, underline the sentences that you think are vivid and beautifully written. (Students think and draw while reading, 5 minutes. )
1, the first task: What do you know about geese from the text?
Students sum up, communicate with each other and learn from each other. )
(1) geese fly from the south to the north to breed in March, and 1 1 month flies from the north to the south for winter.
(2) The flight path of geese is straight.
(3) The Goose Team consists of 6 or multiples of 6.
(4) Wild geese like to gather in swamps in spring, and their migration is global.
[Design intention: Through communication and induction, I learned the knowledge about geese from the text, which enriched students' accumulation, broadened students' horizons, promoted students' mastery of the main points of the text and improved their generalization ability. ]
2. The second task: Reread and taste the beautiful sentences drawn in the process of reading the text just now, and then explore in groups of four and think about the reasons why you think it is well written.
Students read aloud, think and communicate, 5 minutes. ) display:
(1) "They turned around along the winding river, ... whispering to every beach, just like whispering to an old friend after a long separation. They meander in swamps and meadows and say hello to every newly melted puddle and pond. " -These words not only describe vivid images, but also show the cleverness, cuteness and enthusiasm of geese, and show the author's love for geese!
(2) "As soon as they touched the water, the new guests cried. The splash they splashed made the fragile cattail shake off the winter." This sentence compares the wild goose to a "guest", which shows the author's love for wild geese; The verb "thump" and "shake off" are vividly used, which vividly shows that the return of geese indicates that everything has got rid of the cold in winter and warm spring has arrived.
(3) "In this annual migration, the whole continent got a poem with wildness that fell from the sky in March"-the author compared the chirping of geese in migration to "a poem with wildness", which not only wrote the loveliness of geese, but also expressed their love for them.
[Design Intention: Based on learning and taste, students cooperate to explore and deepen their understanding of the text; Encourage students to express creative opinions, respect students' unique reading experience, make students have a clear understanding of the language characteristics of the article, feel the charm of the language, and improve students' aesthetic ability and appreciation ability. ]
Fourth, cooperative exploration, feeling the main idea (four-person group cooperation, exchange, and answer first)
1. The author not only uses personification rhetoric in many places, but also calls geese "we" many times. Please find such a sentence from the text.
(1) Goose is called "our guest" in the fourth paragraph.
(2) There is a sentence "Our Spring Goose" in the sixth paragraph.
(3) There is a sentence "Our geese" in the seventh paragraph.
The author called these geese "ours" many times. What does this mean?
Example: It not only shows the author's love for geese, but also shows that geese are like their friends in the author's mind!
The author is happy for the return of his friend Goose and sad for the lonely Goose. So why do some geese change from geese to solitary geese?
They were hunted!
The author feels sad for those lonely geese whose relatives and partners were killed by human beings, which shows the author's attitude towards hunters. What does the author want people to do?
Example (1) Dissatisfaction, condemnation and resentment against the hunter!
(2) I hope people can protect wild geese and wild animals!
5. Please think: What is the significance of protecting wild animals? The teacher guides the students to understand. )
Example: (1) can keep the ecological balance on the earth.
(2) It can maintain the richness and diversity of nature.
(3) It can add more joy and interest to our human life.
6. Teacher's summary: Students, protecting wild animals is of far-reaching significance! The author wrote this article to appeal to human beings to protect wild geese and wild animals! Protecting them, cherishing them and living in harmony with them on an equal footing is the only correct choice for us human beings. I hope that students will further enhance their awareness of protecting wild animals, start from small things, start from the side, be a little guardian of protecting wild animals, be a little guardian of environmental protection, and jointly build a harmonious and beautiful nature!
[Design intention: Clever instructions, proper guidance, and active participation of students make the theme revealed naturally; At the same time, students' concept of protecting wild animals is cultivated imperceptibly, and their awareness of environmental protection is enhanced. ]
Fifth, expand and accumulate poems.
1. What other ancient poems about geese do the students know? (Students exchange and show)
Wang Wei, a poet in the Tang Dynasty, said, "Waste Peng Yu and return the wild goose to the lake field".
Wang Wan's "I can finally send a messenger to Luoyang" in the Tang Dynasty.
In the Song Dynasty, Fan Zhongyan wrote, "Although the scenery in Qiu Lai is different, Hengyang geese go unnoticed.
2. Teacher's summary: Students' extracurricular accumulation is really rich! As long as the students read more good books and accumulate more, as always, our Chinese level and Chinese literacy will definitely improve!
[Design intention: expand and extend, enrich classroom content, expand classroom capacity, enrich students' language accumulation, cultivate students' accumulation habits and stimulate students' interest in learning. ]
Design a slogan to protect wild animals. (Student design, group presentation, class presentation) Take care of wildlife and protect beautiful homeland.
Animals are close friends of human beings, and human beings are trustworthy partners of animals.
Under the blue sky, people and birds are home.
[Design Intention: Let students design environmental protection slogans, which can further enhance students' awareness of environmental protection and deepen their spiritual understanding. ]
Lecture notes on the return of geese II. First of all, talk about textbooks.
1, curriculum standard requirements
The new curriculum standard puts forward that Chinese teaching in junior middle schools should focus on cultivating and improving students' basic skills, especially language expression ability, reading ability and writing ability, enriching vocabulary accumulation, cultivating scientific rational spirit and humanistic care, and comprehensively improving Chinese literacy. All these should be carried out on the premise of ensuring that teaching is student-centered and stimulating students' interest in learning, and the teaching objectives can be achieved through the form of "autonomy, cooperation and inquiry" and teacher-student interaction.
2. teaching material analysis
This article is a self-reading article, and its length is not short. Although the content introduces the life habits of geese, it is also like a lyric poem, expressing the love for geese. Facing the joint concept of geese, human beings should be ashamed. Unfortunately, human hunting has brought disaster to geese. The author often uses personification to describe geese, because geese are as spiritual as people in the author's mind, and geese are like crowds. From the writing point of view, the perfect combination of image, knowledge and lyricism is a major feature of this article, and the love for birds is permeated between the lines.
3. Teaching philosophy
The design of this course mainly reflects the new curriculum standards and highlights the students' dominant position in classroom teaching. The whole class focuses on students' thinking, hands-on and verbal communication, supplemented by teachers' guidance, and adopts the learning method of four-person group and deskmate to encourage students to boldly break through psychological constraints and express their unique reading feelings and opinions.
4. Teaching objectives
Based on the above analysis, the objectives of this lesson are determined as follows:
Knowledge and ability:
1. Know the author; Understand and accumulate new words in the text and learn to use them.
2. Grasp the meaning of the article as a whole, understand the main idea of this article, and train the generalization ability.
Process and method
1. Read the text and experience the writing characteristics of this article; Try to understand sentences and appreciate the thoughts and feelings expressed in them.
2. Understand the life habits of geese and the author's love for geese.
Emotional attitude and values: Feel the author's love for birds, and inspire the feelings of cherishing wild animals, falling in love with nature and returning to nature.
Focus: Taste the language and understand the author's feelings for geese.
Difficulty: Understand some difficult sentences implied in the text.
Key: Summarize, discuss and conclude on the basis of fast reading.
Second, the teaching process
(A) create a suspicious environment
Goose, we are not strangers. So, what do you know about geese? Can you introduce the goose in your eyes? (Appearance, migratory birds, gregarious, loud? It is said that geese can also deliver letters, so it is easy to affect the feelings of literati, so there are many works of singing geese in the history of literature. Can you name idioms, allusions and poems related to geese to describe the geese in your heart? (For example, "Scared Birds", "I can finally send my messenger geese to Luoyang") Just now we were talking about geese in our own eyes and geese written by literati. So, in the eyes of environmentalists, what will geese look like? Today, let's join Leopold, a famous American environmentalist, into the world of The Return of the Wild Goose.
(B) the overall perception
1, from the title, guess what this article might write? By the way, the author is an environmentalist. Does he have any other purpose in writing this article? By reading, everyone will understand
2. Speed reading First of all, please read the text quickly, make a regular outline while reading, and think about what the article has written around the return of the geese. What did you read from it?
(3) Question inquiry
1. What did the author do to observe and study these unknown characteristics of geese? Please skip the text and grab the information quickly.
What do you think drives him to spend so much money on geese? Is (love) directly revealed in the text? Skip reading again.
The activities of the goose are also described in detail, and the deep affection for the goose is also revealed between the lines. Please find out your favorite words, sentences or a group of pictures that can stimulate your imagination most, read them aloud with emotion and try to make comments.
(d) summary of integration
1. Have a deeper understanding of the text by guessing, reading quickly, skipping and reading. What inspiration did you get from it?
2. Teacher's summary: As the students said, this article has given us a lot of inspiration and made us ponder: Is it worthwhile to sacrifice natural, wild and unrestrained things at the expense of our calm and high living standards? Once upon a time, we were far away from nature and hid in the attic made of reinforced concrete. Our life is simplified to ourselves and the environment is concentrated in the park. Everything simple, real and natural has quietly left our sight. Thanks to Leopold, he made us understand that loving nature is the same emotion of human beings; Returning to nature is the ultimate pursuit of mankind.
Speech 3 is from The Return of the Wild Goose Dear judges and colleagues: Hello everyone! I taught the geese to return, and the second volume of the eighth grade Chinese published by People's Education Publishing House is a literary and scientific observation note. I will explain this lesson from four aspects: teaching objectives, teaching difficulties, teaching rules and teaching process.
First of all, the goal
The goals I set for this class are:
1. Read the text silently, filter the main information, summarize the content of the text describing the goose, and understand the personality characteristics of the goose written by the author.
2. Read the text, try to figure out the sentences that express the author's feelings, and feel the rich lyrical color of the work.
3. Understand the meaning of the last paragraph of the text, feel the author's love for birds and inspire students to cherish the feelings of wild animals.
Determining the above goals is based on three aspects.
1. Based on the requirements of the curriculum standard, the new curriculum standard clearly points out that to appreciate literary works, one should have one's own emotional experience, initially understand the connotation of the works, and get beneficial enlightenment from it to nature, society and life. When reading an expository article, we should grasp the basic ideas of the article, screen the main information and understand what the article expounds.
2. From teaching material analysis, the units in "Returning to the Wild Goose" are all explanatory texts that explain things. The purpose of arranging this unit is to embody the scientific spirit of seeking truth and rigor. These natural phenomena can be understood through the return of geese.
3. Based on the understanding of the learning situation, the eighth-grade students have a certain learning ability. They can summarize the main content of the article by silently reading and screening information, talk about their feelings by reading specific sentences, and solve some difficult problems by cooperative inquiry learning methods. During this period, students have mastered the learning methods of the previous texts, which laid the foundation for the study of this class. Based on the above three points, I have determined the above three teaching objectives.
Second, oral teaching methods
Based on the teaching principle of "taking teachers as the main body and students as the center", aiming at the teaching objectives of this course and the actual situation of students, I adopt the method of creating situations, carefully design classroom lead-in and guide students to enter the text. Let the students have a dialogue with the text through the question guidance method, and then I will guide the students to form their own reading experience in reading with the instruction method, thus completing the teaching goal of this lesson.
Third, theoretical study.
The ancients said, "Give people fish for a meal, and give them fish for life." . I designed students to use silent reading to filter the main information. The article reading method allows students to understand the lyrical brushwork of the author, thus breaking through the difficulties of this lesson.
Fourth, talk about the teaching process
I will use six teaching links to implement this lesson. In the process of teaching, I try to follow the principle of teaching students in accordance with their aptitude, step by step, and in-depth at different levels, and strive to change teaching into guidance.
The first part is an exciting introduction. In this session, let the students talk about their favorite animals and the reasons why they like them, so as to introduce that geese are teachers' favorite animals and introduce the topic. The purpose of this design is to stimulate students' interest in learning, establish an equal learning relationship with students through equal dialogue, and narrow the distance with students.
The second link: read the text silently and screen the main information. Silent reading can improve reading speed. In silent reading, guide students to grasp the meaning of the text with the method of screening information they have learned before. The goal of this unit requires screening the main information. The purpose of this link is to cultivate students' ability to filter information, understand what the article expounds, and lay the foundation for the following reading link.
The third link: read the text and feel the rich lyrical color. Through the previous silent reading, students have an understanding of the main idea of the text. This link is mainly for students to read lyrical sentences, try to figure out the author's feelings and understand the rich lyrical color, so as to feel the author's love for geese and concern for their fate, and lay the foundation for students to learn the main idea of this article.
The fourth link: cooperative inquiry, understanding the main idea. Read the last paragraph of the text together and explore the meaning and function of the last sentence of the text in cooperation. The new curriculum standard points out that to create an environment conducive to students' autonomy, cooperation and inquiry learning, this link focuses on cultivating students' cooperative inquiry ability. Through the understanding of the theme of the text, let students realize that it is necessary to protect animals and care for the environment, so as to cultivate students' correct, positive and healthy attitude towards life and realize the cultivation of emotions, attitudes and values.
The fifth link: classroom extension: please draw up a propaganda slogan to protect animals. Chinese curriculum standards are devoted to cultivating students' ability to use language and improving their comprehensive quality. In this link, students can understand and master the ability to use Chinese by writing propaganda slogans. End the whole class by showing what students have written, so that students can establish environmental awareness.
The sixth link: assign homework.
Observe a small animal you like, introduce its habits in vivid language and express your feelings. Extending Chinese learning from in-class to out-of-class, students can cultivate their scientific spirit of seeking truth and rigor, stimulate their interest in inquiry, and improve their Chinese literacy in an all-round way through observation.
After the lecture, please guide the judges and teachers!