Teaching plans accurately grasp the key points and difficulties of textbooks, and then choose scientific and appropriate teaching methods, which is conducive to teachers' scientific and reasonable control of classroom time, better organization of teaching activities and improvement of teaching quality. Next, I will bring you a Chinese teaching plan for the sixth grade of primary school published by People's Education Publishing House for your reference.
People's education edition sixth grade primary school Chinese teaching plan 1 "Don't starve that horse"
Learning objectives:
Knowledge and ability: read the text correctly, fluently and emotionally.
Process and method: Through the description of characters' language, movements and psychology, we can further understand the writing methods of expressing characters' quality.
Emotion, attitude and values: understand the content of the text, experience the beautiful quality of the disabled youth and my deep gratitude to the disabled.
Learning focus: Through reading the text aloud, I realized the good quality of helping disabled youth and my deep gratitude to the youth.
Difficulties in learning: express the beautiful image of the characters in the article by reading aloud.
Learning Tips: Learn independently by comprehensively using Chinese learning methods such as reading, drawing, reading, thinking, writing and discussing. Pay attention to the role of keywords in expression and expression.
Learning process:
First, preview the standard.
1. Choose the correct pronunciation for the dotted word, which is indicated by "√".
Disability (jοjí) glance (pi VI) see struggle (zhāzhá) from (c NGCóng) ability.
2. Read and remember the following words.
Uneasy, unforgettable, tears flow from fingers to heart, glaring, overbearing, as always, embarrassed, telling.
Read the text several times and tell me what it says.
4. Who is the character in the text 1 * *? Which one do you like and why?
Read the text and find out how many times it said "Don't starve that horse". Think about the purpose of each time.
6. After reading the text carefully, I still have the following questions:
Second, cooperative exploration.
1. Read the text silently and think: Where can I see the beautiful hearts of disabled youth? Find and draw these sentences, then read them carefully, and write down your own understanding and feelings in the blanks to communicate with your classmates.
Learning Tips: Learn independently by comprehensively using Chinese learning methods such as reading, drawing, reading, thinking, writing and discussing. That is: read the text several times, draw relevant sentences, and then read it carefully, thinking about why you are moved, or what qualities you have learned from it. Finally, write down these experiences and communicate with your classmates.
2. Other characters in the text are also so kind, and we can appreciate their beautiful hearts from many descriptions. Read the text to find out the relevant sentences and copy them below.
Father's kindness:
Bi Yun's kindness:
The goodness of "I":
3. Read the text carefully and think about how the author expresses the excellent qualities of these characters.
Third, imagine boldly and learn to express.
"I" have been selling horse grass to young people, thinking that he really has that horse. Now that I have seen the horse grass, I understand the truth. What does "I" feel like? According to the end of the story, please imagine how I will tell my father when I get home. Write a father-son dialogue.
Fourth, expand and extend.
A gift for a warm life
Yu Yanyan
Many years ago, when I was sorting out photos, I found an old photo with my mother, me and four sisters on it. In my mother's memory, the scene at that time seemed to reappear before my eyes.
It was Christmas Eve in 1959, and the air was filled with festive celebrations. At that time, my mother left my father with our sister for more than a month. At that time, single mothers were not accepted by society. People around us look at our house with discriminatory eyes. Poor guy, we live in the slums of Lake Winnipeg. During that time, the alarm sounded from time to time at night, and my mother looked at the ceiling with tears in her eyes and almost didn't sleep all night.
On Christmas Eve, it was snowing outside, and the light in the room was the faint light of the Christmas tree, which was badly tied. Mother gave each of us a small gift. She wants to give us more gifts, but eating is the most important thing. Suddenly her body shook slightly, hugged me and began to cry loudly.
At this moment, someone knocked at the door. It's the ugly girl. This is what my mother calls the woman upstairs, because she always dresses very gaudy. Mother dried her tears and let her in.
"Lady," she said, "I know your life is hard. You can't go to church because you have to take care of the children. Go to church now. I will take good care of your children. Your eldest daughter told me that you really want to go to church. "
Mother believed her words. But the story didn't end, and the ending wasn't mom praying back in the light of Christmas. As soon as she entered the church, she began to worry about the safety of the children. She blamed herself for believing the ugly girl. She knows nothing about that woman. She ran out of the church in a hurry and ran in the snowy night, her heart clenched tightly. "How stupid of me to leave my child with a complete stranger!" She can imagine that the family is full of complicated characters and drunkards, children crying for their mothers, and ugly women walking around laughing.
After a while, mother ran to the stairs and she heard the children screaming! Oh, my God, she knew what happened. Her mother flew up and slammed the door open. She saw something completely different from what she had imagined. First, she saw a smile on my face. I was the one screaming, and then my sisters. When she saw the ground. Stunned: a gift! Lots of presents. On the floor of our humble hut! Mother was stunned and couldn't speak for a long time. "How did this happen?" The "ugly girl" said nothing but smiled slightly. "I misunderstood you like a fool ..." Mom cried. "I'm just standing here talking. It is the vagrants, cleaners and beggars who give gifts to you and the children. Each of you has at least eight gifts. " The "ugly girl" is still smiling, but her eyes are shining with tears.
Later, my mother learned from others that the "ugly girl" upstairs had greeted the whole block. Begging people to help us. Her kindness touched people, so people gave us gifts generously.
Countless times, my mother talked about it, and it all came to an abrupt end. This story has no ending. She just looked at the photo meaningfully, as if the ending of the story was hidden in it.
On that snowy Christmas Eve, we were surrounded by a sea of gifts. You can know the meaning of these gifts from the screams of surprise from my sisters and me and my mother's smile. It is these humble people who gave us an unforgettable Christmas and the courage to continue living-this is a gift of our life. ...
Please understand the inner feelings of the characters in the text from the following sentences. ?
(1) "Mom looked at the ceiling. Tears filled my eyes and I could hardly sleep all night. "At that time, the mother thought:
(2) "The ugly girl is still smiling, but her eyes are shining with tears." This is because:
(3) "countless times, my mother talked about it, and it came to an abrupt end" because:
How do you understand the meaning of drawing lines?
Verb (abbreviation for verb) related links
A movie ticket.
Jiang yilun
It rained heavily and the lights were dim. I walked leisurely to the cinema.
At the gate of the cinema, a man in his thirties, wearing a gray jacket and holding money, stood quietly in the rain, and a boy of four or five years old pulled his skirt.
There are many people waiting for a refund. As soon as I approached the cinema, many people came up and asked me if I had any tickets. I kept shaking my head. I only have one ticket, how can I give it to others! But just then, the boy's father greeted me.
"Do you have a ticket?" The man whispered with a little hope.
The little boy raised his head and looked at me eagerly, his deep eyes shining with gentle light and staring at me unblinkingly. Looking at my eager eyes and expression, my "no" got stuck in my throat.
I suddenly remembered a night many years ago. It's also drizzle and dim light. I am a boy, too. The difference is that it is my mother who holds my hand and waits for a refund. Suddenly, that distant and eager memory gradually flooded into my heart, and my Rourou Xin trembled slowly. That time, a bearded uncle gave the ticket to his mother. How happy I was when my mother paid for the ticket! At this time, a lofty feeling rose in my heart, and I suddenly felt that I had the responsibility to give the ticket to the boy.
I handed the ticket in my hand to the child's father.
The boy's face became radiant. "Thank you, Uncle!"
"Nothing." I replied, I couldn't help but reach out and pat the boy on the head, just like a big brother to a little brother.
Watching the little boy skipping towards the cinema, I looked at my watch, just five minutes before the end of the movie. I felt a calm and intimate feeling in my heart. It was a feeling of doing something that should be worth doing.
On the way home, I didn't open an umbrella and let the drizzle fall on me. I whistled, looked at the flickering halo of street lamps and the broken shadows of branches swaying, and suddenly felt how beautiful and kind the world was.
People's Education Publishing House, the sixth grade of primary school, Volume 2, Chinese Teaching Plan 2, "Juvenile Victory"
Teaching objectives:
1, understand the content of the text, understand the characteristics of juvenile leap soil, and experience the deep friendship between "I" and leap soil.
2. Read the text with emotion. Recite the first paragraph.
3. Use various methods (contact the context, use the background information, grasp the key words, etc. ) to understand profound sentences.
4. Learn how to describe people by grasping their characteristics (appearance, movements, language).
5. I met Lu Xun for the first time and learned about his literary achievements.
Teaching emphasis and difficulty: through the language of the text, deeply understand the connotation of the work and learn the writing method.
Teaching time: two class hours
The first category (introductory category)
Put the picture first, and lead to the leap soil.
1. Show photos of Lu Xun and exchange information between teachers and students. Lead to sigh "ah".
2. Put the picture of "Seeing a melon and getting a thorn" to understand the leap soil written by Lu Xun.
Second, the overall perception, first understand the leap over the soil
1. Read the text freely, read the pronunciation correctly, read the sentences, and mark what impressed you the most with a pen.
2. Communicate impressive contents, sort out the structure of the text, and pay attention to the pronunciation of new words and the guidance of long and difficult sentences.
3. Summarize the overall impression of the leap soil and fight back the word "ah".
Third, follow the study and guidance to understand the soil of leap.
1. Find the sentences with "ah" in the text and guide the students to ask questions.
2. Experience the character's character with the leap language as a breakthrough;
(1) Let the students read the leap soil in turn, so that they can understand that the leap soil includes four things: "catching birds in the snow, picking up shells at the seaside, watching melons and thorns, and watching jumping fish".
(2) If you read leap soil, imagine the picture while reading. Q: What words are you most interested in? Students use cameras to guide them. Focus on guiding "catching birds in the snow" and "watching melons and thorns", and adopt various methods such as "rendering the situation, connecting with reality, introducing background information and comparing with each other" to understand and read aloud.
3. Use "ah" to talk about the feeling of leap soil.
4. Show the illustrations of the text and understand the expressions and actions of the two people in the dialogue. Q: In my conversation with Runtu, I have few words and only some feelings. Can you imagine what I said according to my thoughts? Write it next to my feelings.
5. Read at the same table by role and name.
Fourth, multivariate analysis, remember the leap soil
1. The teacher summed up the difference between "I" and leap soil.
(1) What did you read from this "ah"? What would you say if you expressed my exclamation in words? Let the students read the sentences with their own feelings.
(2) Experience the profound connotation of "Four Corners of Heaven" in various ways (contact context, picture comparison, contact life, etc.). ).
2. Guide students to give kickbacks in the first paragraph and recite them.
Fifth, expand and extend, and then know the leap soil.
1. Inspire students to imagine speaking: "I" and "Runtu" meet again after nearly 30 years respectively. What was the first thing they said when they met?
2. Let students quickly read the original fragments of Hometown:
One day, it was a very cold afternoon. I had lunch and sat drinking tea. I thought someone came in outside, so I looked back. I was very surprised when I saw it. I stood up hurriedly and walked towards it.
This is leap soil. Although I knew it was leap soil at first sight, it was not my memory. His figures have doubled; The previous purple round face has turned gray-yellow, adding deep wrinkles; Like his father, his eyes are swollen all around, which I know. People who farm by the sea blow the sea breeze all day, which is generally the case. He wore a worn felt hat on his head and only a thin cotton-padded coat on his body. Holding a paper bag and a long pipe in my hand is not the red and round hand I remember, but thick, stupid and cracked, like pine bark.
I am very excited at this moment, but I don't know how to say it, just saying:
Ah! Brother Runtu.-You're here? ……
Then I have a lot of words that I want to spit out like beads: horn chicken, jumping fish, shells, clams, ... but I always feel as if I am blocked by something, and my mind is spinning and I can't spit it out.
He stopped, his face showing joy and sadness; His lips are moving, but he is silent. His attitude finally respectful, clear call way:
adult ...
I seem to have a cold shiver; I know there is a deep barrier between us. I can't talk either.
1. Find out the language of "I" and use "ah" to express your feelings.
2. Arrange students to read the novel Hometown and explore the reasons independently.
Sixth, summarize the whole class and sublimate your own understanding.
The teacher summed it up with "ah". (Mainly from Lu Xun, Run Tu, students' performance and prospects for the future. )
The second class (simple case)
First, briefly review the full text, dictate some new words and recite the name of the first paragraph.
Second, look for the parts that describe the appearance and movements of the characters in the text, and dig deep into their beauty. Practice writing: Ask students or teachers to demonstrate. Students will write a short passage after dictation, and teachers and students will comment together.
Third, combining with hometown, further let students understand the connotation of works and Lu Xun.
Fourthly, introduce some typical characters in Lu Xun's representative works, such as; Ah Q, Sister Xianglin, inspires students to read their works and watch their film and television works after class.
People's Education Publishing House, sixth grade primary school, Volume 2, Chinese teaching plan 3, The Poor.
Teaching requirements:
1, experience the thoughts and feelings of the text, and read the text with emotion.
2. Understand the content of the text and the miserable life of fishermen in Russian times; Know that the poor would rather suffer more than help others.
Teaching emphasis and difficulty: Through understanding the psychological activities of 9- 1 1 natural section, we can understand Sang Na's anxiety and kindness.
Teaching AIDS: text movies
Teaching time: one class hour.
Teaching process:
First of all, talk about the new lesson and ask questions:
What do you know by reading the text? What is the relationship between sauna and Simon's house? What else do you want to know?
Second, understand the text
1, how poor are Sang Na and Simon? Open the book and read paragraph 1-7. Fill in the blanks while reading. Fill in the blanks by yourself first, and then communicate at the same table.
They are really poor, but how did Sang Na treat Simon's two children when he died? Read the relevant paragraphs quickly and summarize them in one sentence.
3. What did Sang Na think when he took the child home? Read the natural passage silently from 8- 1 1. Write down Sang Na's thoughts while reading, and then read them out loud.
(1) Read the underlined sentences by name.
(2) Show projection: Her heart is beating so hard that she doesn't know why she did it, but she feels she has to do it.
Read by roll-read by roll-say by roll: What do you think of Sang Na?
Read this kindness. How to read Sang Na's kindness through your reading? Practice reading-read by name-say: Why do you read like this?
4. Sanna is really kind, but what is her heart like when she really brings her children home?
Show the projection: "She nervously thought,' What will he say? Is this a joke? His five children are enough for him ... is he here? ..... No, not yet! ..... Why did you bring them here? ..... He will hit me! That's what I deserve. I deserve it ... or beat me up! "
(1) Reading by roll call-Thinking: What happened to Sang Na's heart?
(2) Read this passage again: from fear, tension, contradiction to firmness.
(3) Read this passage again and see what you don't understand.
(4) handling five ellipsis
First, look at the first ellipsis, he nervously thought ... Can you stand it ... What would you think if you were Sang Na-the student said the first ellipsis.
B, an ellipsis means that Sana is full of ideas. You can choose one of the following four. Just follow the method just now and think about what Sana will think. But remember, you are Sang Na.
Prepare yourself first, and then communicate at the same table when you are ready. )
C, through the understanding of ellipsis, we know that Sang Na's embrace of these two children is full of contradictions, so when we read this passage, we should think of it as soon as we read the ellipsis, and read Sang Na's ambivalence. Try it yourself. -Say it by name.
5. We realized the noble quality of Sang Na. Open the book and see if anyone with the same quality as Sang Na can read it by himself12-the end.
What did her husband do when Sang Na told him about Simon's family? Read paragraph 24 together.
(1) handle "boil". What else can this word be replaced with? Why use "forbearance" instead of anything else?
(2) What will life be like for the fisherman and Sang Na after this ordeal? (Life is threatened, living on the streets. It says on the blackboard: sacrifice yourself)
(3) How will Sang Na feel at this moment when she sees her husband being so reasonable? . . . . . Did Sang Na say these words?
Teacher: Yes, silence is better than sound. At this moment, two kind hearts are colliding. Let's read the topic again: Do you want to say something?
Teacher: After the literature class, let's review Tolstoy's articles. Apart from the title, there is not a poor word in the full text, but between the lines, it reflects the poverty and hardship of the poor everywhere. There is not a beautiful word in the whole article, but the whole article praises the beautiful feelings of caring and helping each other among the poor, which is worth learning.
Homework: Learn the writing in the ninth paragraph and write a fragment of psychological activity.
People's Education Press Primary School Grade Six Volume II Chinese Teaching Plan 4 "Listen attentively"
Teaching objectives:
1. Understanding the content of the text and listening attentively can bring happiness and happiness to people. Experience my deep memory of Susan.
2. Understand the writing techniques of the article and the role of keywords in expressing ideas.
Teaching preparation: Students take advantage of weekends and other rest time to observe the information desk in nearby stations, hospitals, shopping malls and banks, understand the service time and content of the information desk, feel the service attitude of the information desk staff on the spot, and communicate with the information desk staff on issues of interest to them.
Teaching time: one class hour.
teaching process
First, find problems, solve problems and stimulate interest.
1. Show the questions and read them together: Listen attentively.
2. What do you want to know after reading the question? Who listens attentively? I want to know how to listen attentively. )
[Comment: Guide students to solve problems and go straight to the topic. ]
Second, reading the text for the first time, questioning and dispelling doubts
1. Please read the text several times quickly and freely.
2. Talk about the main content of the text in your own language.
3. What help did Susan give me when I was a child?
[Comment: Grasping the main idea of the full text and understanding how "I" communicates with Susan will help to understand how "I" relies on Susan and refine Susan's patience, care and help to children. ]
Third, read the text intensively and exchange the deepest feelings.
1. What contents of the text moved you? Draw sentences that move you and communicate with you.
2. Convey moving places (focusing on sentences describing characters' words, deeds and psychology)
I found that someone listened to me and couldn't help crying.
Finding a person who listens to "I" is actually finding hope, hoping for help very much, and pinning my hopes on the wizard called "information desk". Hearing Susan's gentle voice, my lonely heart was suddenly comforted and finally burst into tears. This is not only a painful cry caused by pain, but also a happy cry that finds hope in loneliness. )
Elves always answer my questions patiently and explain them to me again and again.
Susan, like her mother, "patiently answers my questions and explains them to me over and over again." In the heart-to-heart communication, the hearts of two people came together and formed a mother-child friendship. This sentence vividly describes Susan's love. Although the language is simple, it is very touching to read. )
Do you know that this lovely bird is going to sing in another world?
My beloved canary suddenly died. I am not only in pain, but also full of fear of death. Susan adopted a better way of saying it. Yes, the bird went to another world to sing. What a wonderful thing! Listening to this, the shadow hanging over the child's heart immediately dissipated and happiness returned to the child's side. Susan is kind and optimistic. )
But I really want to know Susan, a person I've never met but who looks like my second mother.
("Meeting" means having a meeting. Using "like my second mother" to describe Susan shows my love for Susan. Susan is not my mother. We have never met. It is the telephone line that connects them closely: Susan, like her mother, listens to my heart patiently, helps me when I am in trouble and comforts me when I am in pain. )
3. Read the sentences that move you.
Tell me your Susan in your own language.
Susan is an ordinary staff member, who works meticulously and tries her best to do a good job in service. Susan, like her mother, not only listens attentively, but also communicates with her children attentively, soothing their young hearts and being the patron saint of their healthy growth.
Are you a good listener? In this vast world, what is worth listening to?
[Comment: Listening attentively is a high generalization and affirmation of Susan's works, and also points out the center of the article. Learn the text by grasping the words that move you the most, feel Susan's beautiful heart, let children understand that listening attentively can help others, and teach children to learn to be listeners in life. ]
Fourth, summarize the full text.
Although Susan is an ordinary staff member of the information desk, she can listen attentively and bring happiness to people. I hope that children can also learn to listen attentively, which will bring happiness and happiness to people. At present, there are a considerable number of audio stations in China, which are mixed. Some do bring convenience to people's lives; There are also many voice stations for making money. I hope everyone can make correct use of modern information channels under the guidance of parents.
People's Education Publishing House sixth grade fifth volume Chinese teaching plan "Colorful Wings"
Teaching objectives:
1. Read the text with emotion, and understand the harsh natural environment of the island and the hard living conditions of border guards from between the lines of the article.
2. Read the text carefully, and experience the true love of the border guards for the treasure island of the motherland from the words and deeds of the soldiers.
Situation import:
1. Show the article and let the students read freely:
Small melons really bear a lot of fruit. They are so watery and lovely. Unexpectedly, after a heavy rain, huge waves rushed to the island, knocking the melons to the ground one by one. Later, when I checked, I found that only one melon seedling was planted behind the big stone, and there was a small melon left.
2. Read this article by naming several students. The teacher simply evaluates the degree of investment in reading, and the camera asks the students:
1. What does "disability" mean?
B, what words can replace "disability" here?
C, through the "residual", what kind of scene is displayed in front of your eyes?
3. reveal the topic.
Teacher: Do you have any questions after reading this article?
Default student question:
Did the remaining melons finally grow up and mature?
Why do you want to grow melons on the island?
How will the owner react when the melons are knocked off one by one?
(The teacher chooses the questions that can be answered in the text and writes them on the blackboard. )
Teacher: (writing on the blackboard: Cai Yi) The questions raised by the students are very level! Please think about this question again: What is the connection between a small melon and "colorful wings"? Please open your textbook and read the text "Colorful Wings" carefully. We should not only read through the text, but also sort out our problems just now, see what problems the text can solve and draw relevant sentences.
Constructing the image of "island"
1. According to the blackboard, report the post-reading feeling by name, guide students to answer questions through reading, and ask students to read relevant sentences correctly, fluently and emotionally.
2. Guide students to construct the image of "Gem Island".
Teacher: What kind of island is the "Gem Island" in the text? Can you find the answer carefully between the lines of the text?
Students can read the text freely, and the teacher helps them patrol.
4. Report the gains after reading by name.
Key points that students can report:
The island is far from the land.
The island is small in area.
The natural environment of this island is so bad that there are no insects.
There seems to be no one else on the island except a group of lovely soldiers.
……
When reporting by roll call, teachers need to do everything possible to guide students to read the relevant sentences aloud emotionally, and try not to do too much analysis and preaching. )
Focus on guiding the reading of the following sentences:
Two years ago, soldiers came to Gem Island and set up this new position. They opened pieces of "Teru Shimada" under rocks and beside roads, and sowed the vegetable seeds brought from their hometown together with their deep feelings for building and loving the island.
(Teacher's Instruction Reference: The desert island began to show green vitality, and the island finally ushered in a lovely army! The soldiers laughed, and so did the island! )
The melon seedlings have been unearthed, the seedlings have been dragged, and the small yellow flowers have opened. But in the harvest season, there is not even a small melon. Some soldiers were discouraged and pursed their lips and said, "Watermelon thinks our island is hard and doesn't want to settle here."
The sea is salty, the land is barren, there is no breeze and drizzle, and there are many storms and high waves. Watermelon Watermelon is really hard for you, but we are really unwilling! )
The island is far from the mainland and there are no bees or other insects.
Small melons really bear a lot of fruit. They are so watery and lovely. Unexpectedly, after a heavy rain, huge waves rushed to the island, knocking the melons to the ground one by one. Later, when I checked, I found that only one melon seedling was planted behind the big stone, and there was a small melon left.
Island "Guagua Club"
1. Find out the sentence describing "eating melons" in the ninth paragraph of the article, read and think, and observe the stationmaster of the communication station. If you ask everyone: This is a hard-won big watermelon on Gemstone Island, who should I try the first watermelon today? Why?
2. Students can express their opinions freely, and the teacher will summarize them-Lei.
Teacher: Yes, without the agricultural knowledge in the minds of radar soldiers, I'm afraid the soldiers on Gem Island can't even eat their own watermelons! Before Ray Dabing takes the first bite of the big watermelon, we should ask him to introduce us to the process of finding the answer, don't you think? So, how would he introduce it? Please develop rich associations and write an introduction to Lei's "exploits"!
3. Practice writing in class. Teachers patrol, guide and organize students to exchange performances with cameras.
Know the soldier "Gao Xiao"
Teacher: Gao Xiao is the correspondent of Zhenbao Island Observation Communication Station. He accompanied me to Gem Island. This soldier is very interesting. Please draw some words describing Gao Xiao in the text and read more. Tell me what characteristics do you think this soldier has?
1. Students can read the text freely, sit at the same table or discuss in groups.
2. Tell the students' impression of the soldier "Gao Xiao".
Focus on guiding the reading of the following sentences:
Gao Xiao was talking and laughing on the dock. At this time, he fell silent, closed his lips and stared blankly. He threw the big bag aside and held a cardboard box tightly in his arms.
Teacher's Guide Reference: One side is a big bag, and the other side is a paper box. Students, can you find the difference between these two things? -different things, different distances from Gao Xiao, and different concerns from Gao Xiao ... Read this sentence, what a lovely Gao Xiao! )
Gao Xiao nodded and told me that he had put all the insects in the carton before dinner. He smiled and said, "I don't believe that these elves will not love the island of our motherland and will not live and work here."
Sublimation of cognition
1. In a word or two, what kind of island is this and what kind of soldiers are there on the island.
2. After the roll call, the teacher asked: Do you have any questions to ask?
Students may ask the following questions:
Why do soldiers live on such an island?
What's the point of soldiers guarding such a bad island?
……
Teacher: The question asked by the students is very good. These questions are what the teacher has been thinking about. Let's pay attention to two more questions:
First: Where can this island be located in the motherland?
Second: If there are no soldiers stationed on this island, what will be the serious consequences?
3. After the students speak, play "Speak from the Heart" to end the text teaching.
arrange work
1. Extract words and sentences from the text.
2. Write a letter to the soldiers of Gem Island, which can be published on the blackboard or submitted to the editorial department, and post the letter on the website conditionally.