Tisch
Unit 1 teaching material analysis:
With the theme of feeling the beauty of nature, this unit is constructed in the form of "Three Refinements and One Sketch", and the text Swallow, Two Ancient Poems and Lotus are selected for intensive reading, and the text Pearl Spring in China Garden is skimmed. Beautiful natural scenery, four different perspectives, each with its own characteristics: whispering purple swallows, graceful willows, lotus flowers with mud and no stains, and pearl-like springs. These beautiful scenery trickle through the author's pen, and the vivid words in his chest inspire students' beautiful feelings of loving nature. When learning this set of texts, teachers should guide students to read repeatedly and try to figure out the role of language in expressing emotions. In addition to taste appreciation, you can also understand the author's observation methods and accumulate beautiful sentences. Through oral English, writing and extracurricular activities, we can expand our understanding of natural scenery and feel the beauty of our hometown and natural scenery.
From the content, this group of articles reflects a common theme from different aspects of animals, plants and landscapes, which is naturally beautiful.
Formally speaking, this unit includes prose masterpieces and ancient poems, and different forms also contain the same language characteristics, that is, the language is accurate and beautiful. While presenting the text, the textbook is supplemented by vivid illustrations, which increases the aesthetic feeling in form.
Teaching suggestions:
Based on these characteristics, when teaching this unit, I have the following suggestions:
1. The overall perception unit theme. Give full play to the characteristics of the theme components of the textbook, set aside a class time in class to let students perceive the textbook as a whole, and ask them to read through the text and know the main content of each article initially; On the basis of reading through, let the students express their opinions and talk about their feelings or impressions after reading. On this basis, the teacher summarizes the content and formal characteristics of this unit article, so that students can understand and learn with interest.
This is a new lesson, teachers can try it boldly, and if it is effective, they can continue to explore and improve it.
2. Beautiful writing and reading. Using the content and language advantages of this set of textbooks, students can get in close contact with the text and language in classroom teaching, and their reading ability and language perception ability can be improved.
3. Language accumulation. The forms of accumulation are reading, memorizing and copying, which can be required at different levels, with the emphasis on effect testing. If possible, a small reading exhibition can be held in combination with eight minutes' autonomy.
4. Resource expansion. There are many beautiful essays, poems, paintings and songs about spring, which can be consciously unfolded in teaching. It is necessary to introduce writers such as Zheng Zhenduo and Ye Shengtao and teachers of this unit to help students accumulate some literary knowledge.
5. Read and write. This is a basic law of Chinese learning, which has been fully reflected in the compilation of teaching materials. In teaching, students' understanding, accumulation and transfer of language should be considered together, and students should always be inspired to describe beautiful scenery in their own language, and ordinary small composition exercises should be advocated to make the whole thing into parts, make it easy, improve students' interest in writing, and then improve their writing ability.
Teaching objectives:
1. Know 16 new words, write 33 words and accumulate beautiful sentences.
2. Read the text correctly, fluently and emotionally, observe the surrounding scenery and feel the beauty of nature.
3. Master the main content of the text, understand the observation method, and understand the expression and meaning of key words.
Function.
Unit focus:
1. Read the text aloud and silently with emotion, grasp the main content of the article initially, and experience the thoughts and feelings expressed in the article.
2. Learn to understand words in context and continue to understand the role of keywords in expression.
3. Accumulate beautiful words and wonderful sentences in the text, read excellent poems and ask questions about what you don't understand in the text.
4. Sort out the structure of the article, summarize the order of the author's observation, and understand how the author carefully observes and describes it.
5. Experience the rich imagination in the article description, and feel how the author expresses his inner feelings with the help of things description.
Unit difficulty: (corresponding to the analysis of oral communication and practice requirements in the park)
The fragment practice of the object focuses on guiding the writing of key paragraphs, carefully observing and highlighting the characteristics: the description (narration) is clear and orderly; Imagination is reasonable and methodical; Emotional expression is in place.
Preparation before class:
1, text illustrations, music tapes.
2. Go into nature and observe the scenery around you.
Teaching process:
First, preparation before class
Before learning this unit, teachers can arrange for students to go into nature and observe the surrounding scenery, which not only stimulates students' enthusiasm for learning and reading, but also paves the way for oral communication and exercise teaching.
Second, the basic strategy
1, first reading comprehension. Guide students to be familiar with the text, and take various forms such as reading by name, checking at the same table, reading by competition and reading by evaluation. , so as to realize reading and thinking, reading correctly and fluently.
2. Intensive reading and analysis. These words are both literary and beautiful. Teachers can create situations, guide students to think and imagine while reading, and grasp the key words to understand the observation method of the text and its function of expressing and conveying meaning.
3. Extension and expansion. Guide students to exchange learning experiences and accumulate beautiful sentences.
Third, each has its own emphasis.
(1) Swallow
This text describes the dancing scenes of peach blossoms, green willows and swallows in a relaxed and lively style. The text takes the swallow as a clue, according to its appearance characteristics, the order of spring coming from the south, flying and staying. The full text has clear structure and beautiful language, which is an example of reading training.
1. Before teaching, teachers can let students observe the surrounding spring scenery, or organize students to observe the scenery in the wild. They can also collect pictures about spring and read poems and articles praising spring. Let students have a personal feeling about spring. If possible, teachers can also prepare some courseware about spring and swallows.
2. In teaching, we can start with the swallow, learn the text in the order of observation from near to far, and experience the author's observation method. We can also contact the scenery in spring to observe swallows, expand our imagination and realize what swallows bring to spring. After learning the text, teachers should encourage students to apply the observation method from near to far to their usual observation; Through reading aloud, grasp the full text as a whole and break through the important and difficult points. It is necessary to read aloud with emotion under the guidance of the teacher to experience the loveliness of swallows and the vitality of spring. In reading aloud, we should pay attention to let students read more to reflect their reading level; Grasp the key sentences and understand the content of the text and the emotions expressed. From Leaning, I feel the flying posture of swallows, which is light, flexible and free when flying. By "skimming", we can experience the flying speed of swallows. From this, we can know the author's unique preference for vibrant spring and his positive feelings of praising nature and loving life.
(2) Two Ancient Poems
This intensive reading text consists of two ancient poems, which describe the content of spring and describe and praise the scenery of spring. When teaching, we should mobilize students' life accumulation and fully feel the natural scene of spring.
1. Before class, let students observe the natural scenery in spring, focusing on willow trees and their growth, as well as the scene of flowers blooming in spring. If you can't observe it because of the season, let the students recall the scene of spring or find some pictures about spring. The teacher prepares courseware or pictures about spring.
2. The ancient poems have distinct rhythm and sonorous rhyme. When studying, we should give priority to reading aloud. They can be read in various forms. They can understand the meaning of poetry and the author's thoughts and feelings by combining pictures and imagining situations. Pay attention to the rhythm, pause, and the rhythm of reading poems, and then let the students recite them on the basis of repeated reading.
(3) Lotus
With rich imagination, the author described the fresh and beautiful lotus flowers, showed the vivid pictures of lotus flowers with different postures and bright colors in the water, and expressed the author's love for nature.
1, wonderful introduction: What lotus flowers have you seen? Show pictures and information, show pictures of lotus flowers.
2. Guide the students to read the text, grasp the key words, expand their imagination, feel the graceful posture of the lotus, and focus on understanding the sentence "Imagine a pool of lotus in front of them as a vivid picture …", and realize the role of the sentence in expressing feelings.
3. Encourage students to exchange their own poems praising the lotus. Let the students know more about the lotus and the reasons why it has been loved by people of all ages.
(4) Pearl Spring
This skimming text is simple in content and beautiful in language. The purpose is to let students know the beautiful scenery of Pearl Spring through reading and feel the author's love for nature and hometown since enlightenment. At the same time, understand the narrative order and accumulate beautiful text language. In the teaching of this lesson, students can learn by themselves from the enlightenment according to the learning tips in the conjunctions, and teachers can guide them. First of all, we can guide students to read conjunctions and make clear the reading requirements: what characteristics and feelings are written in Pearl Spring? Then teach yourself the text as required. First reading, correct pronunciation, understand the content of the text, and exchange feelings after reading; When reading the text again, discuss the text tips, understand the content and experience the feelings; Finally, the teacher instructs the students to read aloud with emotion, so as to further understand the sense of language and accumulate beautiful sentences during reading.
Four. Outreach activities
The expansion activities of this set of teaching materials should be combined with the study of China gardens. On the one hand, collect and list the wonderful descriptions of nature by famous experts at home and abroad, encourage students to accumulate frequently and enhance their language perception; At the same time, in oral communication and practice, guide students to improve their communicative ability and expressive ability in oral English, writing and writing. The content of the exercise implies the guidance of writing methods, such as grasping the characteristics to guide students to observe the scenery of their hometown and write. Stimulate the beautiful feelings of loving nature in a series of Chinese activities and cultivate students' comprehensive quality.
extreme
Unit 2 teaching material analysis:
Focusing on "Caring for the Surrounding Environment", this set of textbooks is a comprehensive study and a China garden, featuring intensive reading of the texts "Kingfisher", "Swallow Train" and "The Story of a Village" and skimming of the text "Oak by the Road". The subject content of this unit is relatively broad and has strong social significance. This aspect has been involved in the textbooks of senior one and senior two before, but the difference is that the content of comprehensive learning is added in this unit, with the aim of enhancing students' understanding of the importance of environmental protection. Among them, Kingfisher and Swallow Train tell stories about people and animals, while the stories of A Village and Oak by the Road reflect people's different attitudes towards animals and plants. From different angles and sides, the four texts use concrete and vivid examples to guide students to feel the importance of protecting the environment and the efforts made by others to protect the environment, so that they are touched in their hearts and feelings, attitudes and values. In teaching, teachers should guide students to read the text aloud and silently, understand the meaning and function of keywords and understand the truth contained in the article. At the same time, by arranging students to carry out environmental surveys, they can further understand the importance of protecting the environment and caring for animals and plants, and they are emotionally influenced and infected.
Student analysis:
For students, the content of this topic is not unfamiliar, because in the second volume of Senior One and the first volume of Senior Two, we have been exposed to the contents of "protecting the environment" and "caring for animals" respectively. Environmental protection is a major problem facing mankind, such as environmental pollution, lack of water resources, and the killing of Tibetan antelopes. These students have had some experience in life, extracurricular books and film and television media. In teaching, teachers not only ask students to talk to the text, but also carry out language training and language ability training, strengthen the integration of disciplines, pay attention to reality and enhance environmental awareness.
Teaching philosophy:
1. Strengthen subject integration, make full use of teaching resources in life, broaden horizons, let students pay attention to life, understand nature, and enhance environmental awareness.
2. Teachers and students * * * collect information about human beings and environmental protection in life, conduct environmental surveys, improve students' Chinese practice ability, and get emotional edification from it.
3. Have a full dialogue with the text, deepen understanding in repeated reading, cultivate students' ability to read independently, and gradually improve Chinese literacy.
Learning objectives:
1. Know 38 new words and write 40 words to experience the accuracy of language expression.
2. Read the text aloud, learn to pay attention to the things around you and understand the beautiful words in the text.
3. Understand the truth contained in the article and realize the importance of protecting the environment and caring for animals.
Preparation before class:
1. Collect information about human environmental protection.
2. Text illustrations.
Teaching process:
First, preparation before class
Before learning this set of texts, students can be guided to conduct environmental investigation in nature and feel the serious harm caused by the effective use and random destruction of nature by human beings. Personal life experience has improved students' awareness of environmental protection and stimulated their desire to learn the text. Students can also collect relevant information on the internet or from extracurricular books, which will lay the foundation for the training of "comprehensive study", "oral communication" and "physical exercise" in this unit.
Two. Basic strategy
1, guide students to understand the meaning and function of key words, understand the truth contained in the article, realize the importance of protecting the environment and caring for animals and plants, and be affected and infected emotionally.
2. On the basis of the investigation activities carried out by students, expand and extend to a deeper level, and guide students to carry out oral communication, practice, display and other learning activities around the topic and this activity.
Third, each has its own emphasis.
(1) kingfisher
The brightly colored, small and exquisite kingfisher is vividly portrayed in the author's works. This paper not only shows the appearance and activity characteristics of kingfishers, but also calls for harmony between humans and animals. Grasping the characteristics of things and describing them vividly is the uniqueness of this lesson in expression.
1. Show pictures of kingfishers: What do you think of kingfishers? Guide students to read the text, compare what they see with the original text, and understand the author's detailed and orderly description.
2. Combine reading with understanding, firmly grasp its characteristics in modeling and action, express the author's feelings through reading on the basis of correctly understanding the text content, and deepen the understanding of the text through reading.
3. Try to figure out the author's writing method and realize the accuracy, concreteness and vividness of language expression. The reason why the author writes the characteristics of kingfisher so carefully is inseparable from his careful observation every day. On the basis of careful observation, he described the characteristics of kingfisher with vivid, vivid and lively language.
4. Carry out comprehensive study around special topics. Teachers guide students to make social surveys, such as how air and water are polluted, where the pollution sources are, what measures the local government has taken to deal with them, what impact pollution has brought to people's production and life, and what we should do in the face of such pollution.
(2) Swallow Train
The author tells a touching story about swallows in flashback from a unique perspective.
1, blackboard title, leading question: What questions do you have when you see the title?
What does "special train" mean? Who runs the Swallow Train? Why do you want to open a swallow train? )
2. Read the text silently and think: What kind of feelings does the text express? What did you learn from those sentences?
Through the local people's concern for the safety of swallows and Betty's sentences, we can deeply understand the role of keywords in expression. )
3. The train carries the rescued swallow and people's love for the swallow, and sails to a warm distance. What do you want to say to Betty after reading this story?
(3) The story of a village
"If you don't care about nature, you will be punished by nature" is the essence of The Story of a Small Village. The text strongly appeals to people to care for trees, protect the surrounding environment and maintain ecological balance.
1. Show pictures of the small village before and after the change: What do you feel after reading it?
2. Read the text carefully and grasp and understand the profound words. For example, "nothing-everything you get with an axe, including those sharp axes." What does "everything" mean here? Wenzhong powder
What's the point of carrying a "sharp axe"
3. Search for information to learn about forest coverage and forest destruction, plants and soil erosion, plants and environmental protection in China. Students communicate with each other.
(4) Oaks by the roadside
This article is simple in language and plot, which shows that people's behavior is very noble. From the words and deeds of road builders and engineers, it can be seen that their behavior of protecting oak trees is completely spontaneous and conscious. Therefore, protecting the environment and harmonious coexistence between man and nature have become a kind of consciousness in people's minds.
1, students read the text independently, understand the main content of the article, understand the content of the text, and exchange their feelings with their classmates after reading, and understand people's feelings and different attitudes when dealing with this oak tree and road at first.
2. Guide students to accumulate words. If students are interested, they can extract what they think is good.
Fourth, communication and display.
1, organically combine the comprehensive study with the study of landscape architecture in China, carry out investigation activities around "environmental protection" and exchange what you have learned, felt or thought.
2, the group as a unit to carry out the "excellent propagandist" and "environmental protection small guardian" competition, can give students medals.
Tisso
Unit 3 teaching material analysis
With the theme of "How to treat a problem and how to think about it", this set of textbooks selects and compiles intensive reading texts "Two Fables", "Scared Birds" and "Drawing Carambola", and omits the text "Thinking about what others didn't expect", which is a Chinese garden. The language of the selected articles is plain, profound and changeable, including fables, idioms, legends and real stories in life. "Explain a truth with concrete things" is their common feature. The explanation enriches students' thinking methods from different angles, and the core is to cultivate students' creative spirit. Before, textbooks on similar topics were arranged, so we should pay attention to the connection and difference. The teaching of this unit should be expanded on the basis of the previous content and constantly improve the requirements. In teaching, teachers should be reading-oriented, use the reading methods they have learned to read and understand the text, pay attention to grasping and understanding the key words in the text, connect with real life, understand the truth in stories, and conduct preliminary education with scientific thinking methods.
Student analysis
The topic of thinking method has been covered in previous textbooks, and students are no strangers. Stories and stories are closely related to life, making it easier for students to learn. But for the implied truth, students' understanding is often superficial and only verbal. How to enhance the consciousness of behavior is the focus that teachers should pay attention to. Therefore, in teaching, teachers should guide students to talk with the text, grasp key words, closely connect with real life, and deeply understand the truth in the story.
Teaching assumption
1, dialogue. Read the text carefully and have a full dialogue with the text to understand the truth in the story.
2. Links. Close contact with the reality of students' life and put the truth into practice.
3. expand. Collect articles on short stories and principles, and further educate with scientific thinking methods.
learning target
1, know the new words 16, write 36 words, and be familiar with the text.
2. By consulting the dictionary, contacting the text and understanding the key words, we can develop a reasonable imagination according to the content of the text.
3, understand the truth in the story, initially educated by scientific thinking methods.
4. Accumulate favorite words; Copy and recite meaningful sentences.
Preparation before class
1, the projection related to the text content.
2. Short stories collected by teachers and students.
Teaching process 1. Preparation before class
Before learning this unit, teachers can collect relevant short stories with students. After the exchange, let the students talk about their feelings.
Second, the basic strategy
1, this group of texts should guide students to read the text silently and think: What kind of story did the text write and what did it tell us?
2. Contact the reality of life: Have you ever had such an experience? Or has there been a similar phenomenon around you?
3. Dig deep into the teaching materials and guide the thinking to develop in depth: Who do you want to tell in the story?
Third, teaching suggestions
(A) "Two Fables"
This intensive reading text includes two fables, Better late than never and The Road to the North. These two fables are both from the Warring States Policy. "Better late than never" tells us that it is not too late for a person to do something wrong as long as he is willing to accept opinions and seriously correct them. The opposite direction is often used to describe the opposition between action and purpose, that is, the meaning of "running counter to each other", which contains irony and criticism. In teaching, students should feel the image revealed by the fable, understand the main content of the fable, and then understand its meaning.
1, review the import. What fables have we learned before? Or what fables do you know?