Design concept:
Exploring Dalima's inner world through her eyes and guiding students to make reasonable imagination with context are the characteristics of this course design.
Teaching objectives:
1. Through reading, I walked into the inner world of Dalima and deeply felt the emotional changes of Dalima.
2. Understand the meaning of "Spring Rain".
3. Feel the teacher's selfless care for students.
Teaching focus:
Combining the beginning and end of the story, it leads to the exploration of Dalima's emotional changes.
Teaching difficulties:
In-depth text and language training.
1, can reasonably imagine in context and explore in reading and imagination.
2. In reading, discussing and understanding, grasp the key sentences and understand the meaning of the last paragraph of the text.
3. Feel the teacher's love for the students like spring rain, and feel that the future of the grassland is full of hope.
Analysis of learning situation:
This text is a prose narrative, with long length and scattered sentences, which makes it difficult for students to read aloud. Therefore, first of all, students should be given enough time to read the text in class. Some sentences have profound meanings (such as "Her heart wanders on the grassland with the spring breeze"), which is based on reading and accumulation, and may not be dug deep for students. The last paragraph of the text echoes the topic, which is the difficulty of understanding. Students may not understand it in place, but as long as they have some feelings. Teachers should guide students to clarify the ideas of the text and grasp the words and deeds of girls and teachers to read, discuss and feel. There are many metaphors and good sentences in this lesson. Ask the students to write it down.
Teaching preparation:
Students preview the text, and teachers prepare slides of key sentences in the text, as well as pictures, backgrounds and illustrations of spring grassland scenery.
Teaching process:
First, import
Spring is a season full of poetry and hope. Spring rain is sprinkled on the earth, nourishing everything, and sometimes it is sprinkled on people's hearts! It makes people feel warm and happy. Today, we continue to learn the text "Raindrops in Spring". The blackboard project, students read the project together.
Second, review and review
Last class, we got a preliminary understanding of the main content of the text. Please think about what this text says. When did it happen? What place? Who is the protagonist? The teacher writes on the blackboard with a camera. Students, there is a saying that "eyes are the windows to the soul". In this lesson, we will explore Dalima's inner world through her eyes. What did Dalima's eyes see in this vibrant spring? Let four students read the text, others listen, find out and underline these sentences.
Courseware demonstration
1, Dalima sat on the bench in the classroom, with round eyes looking at Hannah, the teacher.
Da Lima looked at the teacher's serious face and swore in her heart that she would never let her heart run to the grassland again in class.
After class, Dalima saw the thin spring rain outside the window.
She only heard the teacher's hoarse voice and saw the teacher's dry lips.
Dalima touched her dry clothes, leaned against the door and watched the teacher's back go away in the drizzle. ...
Third, explore
Only one of these five sentences describes Dalima's inner world. Which one is it? The other four sentences did not write Dalima's inner world.
Courseware demonstration:
1, Dalima sat on the bench in the classroom, looked round at Hannah, the teacher, and thought: …
After class, Dalima saw the thin spring rain outside the window and thought: …
4. She only heard the teacher's hoarse voice, saw the teacher's dry lips and thought: ...
Da Lima touched her dry clothes and leaned against the door, watching the teacher's back disappear in the drizzle, thinking ...
The teacher added the word "wish" at the end of these four sentences. What does Dalima think every time she thinks? To uncover Dalima's inner world, we must read the text carefully and deeply.
Now, please read the text freely.
Please choose an "idea" that you are most interested in, express Dalima's idea in words, and write it directly in the textbook as your reading notes.
Fourth, communication.
1, Dalima sat on the bench in the classroom, looked round at Hannah, the teacher, and thought: …
Reference:
How beautiful spring is! How nice it would be to ride a good horse on the grassland!
Da Lima looked at the teacher's serious face and swore in her heart that she would never let her heart run to the grassland again in class.
What do you mean "swear"? Please read this sentence in a firm tone.
Why does Dalima curse? Know that you are wrong; The teacher didn't criticize her severely, but patiently made up lessons for her.
After class, Dalima saw the thin spring rain outside the window and thought: …
Reference:
Ah! Why is it raining?
You can see Dalima's dedication.
4. She only heard the teacher's hoarse voice, saw the teacher's dry lips and thought: ...
Reference:
Teacher, it's my fault to bother you. I'm sorry!
Teacher, you have worked hard. I will pay attention to the lectures in the future.
Thank you, teacher. Drink some water to say again!
You can see Mr. Wu's serious work attitude.
Guide the reading dialogue.
"Teacher, it's raining!"
"Didn't you see the lightning? Didn't you hear the thunder? "
Dalima shook her head.
"You didn't hear anything?"
"Oh, da Lima ... you will learn well, so I'm relieved ..."
Da Lima touched her dry clothes and leaned against the door, watching the teacher's back disappear in the drizzle, thinking ...
Reference:
Teacher, thank you for your concern! You are such a good teacher!
Teacher, come in and have a drink before you go.
Please go, teacher.
Teacher, believe me, I will study hard in the future.
6. Teacher's summary: Teacher Uhanna is so good. Regardless of fatigue, she made up lessons for her students seriously when everyone else went home. As she was talking, Dalima heard-Health: The teacher has a hoarse voice. Teacher: Dalima saw it-Health: Teacher's lips are dry. Looking at the kind face and serious expression of the teacher, Dalima secretly vowed in her heart: Miss all the students: I can't let my heart run to the grassland again in class. She took everything the teacher said to heart ... Dalima was moved by the teacher. 2 1 0-year-old Uhanna put her arms around Dalima, who was 10-year-old, when she untied the skirt of the Mongolian robe. In the continuous spring rain, she sent her children home and then turned to leave. Dalima watched the teacher's figure melt in the green leaves and was moved again.
7. At this moment, if you are Dalima, can you praise your teacher Uhanna in one sentence?
Reference: Mr. Uhanna, you are really a good teacher who loves students and is serious and responsible.
Fifth, solve the problem.
1, students, is this text entitled "Raindrops in Spring" just because there is a fine spring rain on this day? (No) What else did Dalima think when she saw that "the spring rain fell on the grassland, and the grassland was sprouting full of vitality"? (oral communication)
Reference:
Teachers' care and love, like raindrops in this spring, moisten the hearts of "me" (students and children).
Children are like grass on this grassland, growing sturdily under the care of teachers.
The future of grassland is full of hope, the future of grassland is prosperous, and the life of grassland people is happy.
2. The courseware shows the last paragraph of the text. How to understand these two sentences? Read the last two sentences.
3. After the teacher summarizes, the students read the full text affectionately.
Sixth, extracurricular expansion.
Throughout the ages, many people praise teachers with poems, words and paintings. They compare teachers to spring silkworms, red candles and gardeners ... Today, the text compares teachers to raindrops in spring.
After class, ask the students to collect praise for the teacher.
Blackboard design:
Raindrops in spring
Uhanna was excited to find a makeup guard.
teacher-student relationship
Dalima Liu Hao has been thanking that umbrella.
The second volume courseware of Chinese in the fourth grade of primary school: Spring Rain
Teaching objectives:
1. Read the text correctly, fluently and emotionally.
You can simply tell this story in your own words.
3, can contact the context to understand the meaning of the specified sentence.
4. Understand the content of the text and feel the sincere teacher-student relationship between Da Ma and the teacher.
Teaching focus:
Read the text with emotion, and you can tell others the story between Dalima and the teacher.
Teaching difficulties:
Can understand the meaning of "spring rain falls on the grassland, but also on the hearts of teachers and da Lima" in the context.
Teaching process:
I. Introduction of Ancient Poetry
1. Everyone has learned Spring Dawn. Shall we recite it again?
2. Reveal the topic. Throughout the ages, there are countless poems praising spring and spring rain. Today, what do we praise in this text?
Second, self-study the text and check the self-study situation.
1, self-study text requirements
(1) Read the text freely and make reading marks according to the requirements of after-class exercises 1.
(2) Contact the context or use tools to learn new words.
(3) Think about who the text is mainly about and what it is about.
2, check the self-study situation
(1) Show new words and let students read, discuss and take notes freely.
The teacher pointed out the main points.
Lip (chǘn) can't be pronounced chén (morning) tired (pronounced Jie, not jí).
(2) Put forward words that you don't understand as appropriate.
(3) Who wrote the text? What happened between them?
Third, divide the text.
We learned several ways to divide the text into several sections in book seven, remember?
Please choose a segmentation method to segment the text.
Divide the text into several sections in the order of development;
Segmentation of text in time-varying order;
Text is segmented according to the order of position change.
Mark the paragraphs and think about the meaning of each paragraph.
According to different contents, divide the text into four paragraphs according to the following tips.
1. In class, Dalima didn't hear the teacher's question.
After school, the teacher made up lessons for Dalima and sent her home in the rain.
The next morning, Dalima took her teacher to school in the rain.
4. The relationship between teachers and students in Inner Mongolia prairie is like a continuous drizzle, nourishing the earth.
Fourth, learn the first paragraph.
1, read the first paragraph freely.
Let's have a look. What happened in the classroom during class? (or what about Dalima in class? )
Students may answer: Dalima didn't listen carefully in class and was found out by teacher Uhanna.
3. How did Teacher Wu Anna find out?
Students may answer: Teacher Wu found Lima's face from 42 pairs of eyes, a pair of distracted eyes.
(1) Understand "distracted": distracted, distracted.
(2) What sentences in the text say that Dalima is "distracted"? Understand "wandering".
(3) What words are used to connect the front and back parts? What does this sentence have to do with?
(4) Understanding: "Discovery", what inspiration do you get from it?
4. What will Dalima think when she is discovered?
Verb (abbreviation of verb) Learn the second paragraph.
1. Let the students read the third paragraph aloud. Some students thought: What did Miss Uhanna do when she made up lessons for Dalima?
2. How did Dalima repay Mr. Wu?
Students may answer: Dalima looked at the teacher's serious face and vowed in her heart that she would never let her heart run to the grassland again in class.
(1) Understand "swear": solemnly say something that shows determination.
(2) If you were Darima now, how would you curse?
(3) Why did Dalima swear?
Students may answer: Teacher Wu Hanna found Dalima "distracted" and asked questions to confirm. Instead of criticizing her, she made up lessons for her after school. Although she is only teaching Dalima, Miss Wu is equally serious. This kind of education deeply touched Dalima. She is not only aware of her mistake, but also determined to correct it. So swear.
(4) How did Dalima do it?
Students may understand that she has printed everything the teacher said in her mind.
Introduction: What does "seal" mean and what can it be changed to?
It's because Dalima listened to the class too carefully, and it was raining outside, so she didn't notice it.
4. Read by name, and then read together.
Dalima didn't see lightning or hear thunder, so what did she hear?
Students may answer: "teacher, I only heard you give me a lecture." Yes, she only heard the teacher's hoarse voice and saw the teacher's dry lips. How did she notice the lightning and thunder?
(1) From this sentence, we can see how Dalima attends classes.
Where did you see it? The word "only" is evident.
(2) From the "screaming at the top" and "thirsty", we can see Mr. Wu's situation at that time.
6. Teacher Wu is so tired. How did she feel when she learned that Dalima didn't see lightning or hear thunder in class? (excited)
Guide: Why are you so excited?
7. Read aloud in different roles and experience Dalima's concentration and Teacher Wu's excitement.
6. Learn the third paragraph
1. After finishing class, it began to rain. How did Teacher Wu escort Dalima home? Find out the relevant sentences, read and think: What have you learned from it?
2. The students read aloud emotionally to understand the teacher's love for Dalima, who reported the teacher's love.
7. Learn the fourth paragraph
1. Read the last paragraph together and think: What's your question?
Students may question: how can raindrops fall in people's hearts?
2. Guide students to understand the context and life experience.
Guide understanding in communication
(1) immediately touched his dry clothes, leaned against the door and watched the teacher's back go away in the drizzle. ...
(2) The raindrops in the sky, falling on the grassland, are sprouting full of vitality. The raindrops in spring seem to fall in Dalima's heart.
What's the difference between two "spring rains"?
The characteristic of spring rain is to moisten things quietly, and the teacher's help to Dalima is a kind of understanding and respect, rather than yelling loudly, but to moisten things quietly; Dalima's gratitude to the teacher is not rhetoric, but pure love from the heart, which is also silent. Under the silent nourishment of the spring rain, everything germinated. Similarly, under the care and love of teacher Uhanna, Dalima has made progress and grown up. It is the teachers' spirit of "keeping things quiet" like the spring rain that cultivates the new generation of the motherland, and the new generation can thrive.
Eight, summary, homework
Basic homework: tell the story of the text to your family.