The teaching goal of "secret reading";
Knowledge and ability objectives:
1. Know and master the new words in this article and understand them. 2. Read the text with emotion.
Process and method:
1. Read aloud and discuss in circles, and experience the taste of stealing.
2. Understand how the author expresses his feelings through detailed action description and psychological description, and realize the accuracy and vividness of the author's words.
Emotional attitudes and values:
Grasp the main content, realize the complex taste of stealing reading, and realize that the author's love for reading and thirst for knowledge are infected.
Teaching focus:
Grasp the main content, understand the author's emotions and understand the author's expression methods. Teaching difficulties:
Understand how the author expresses his thoughts and feelings through action and psychological description, and understand the meaning of reading. Evaluation design:
In the teaching process, we can emphasize the author's feelings and expressions, find the * * * sound through the evaluation of students and students, and find the way forward through the evaluation of teachers and students.
Teaching process:
lead into/introduce
I. Understand the meaning of "stealing" (5 minutes)
1, China writer Bing Xin once said, "Study hard, study hard, study hard", and British writer Shakespeare said, "Books are the nourishment of the whole world. Life without books is like life without sunshine. Wisdom without books is like a bird without wings. " Students, do you like reading? (Courseware shows famous sayings)
2. What books have you read? Tell you my biggest feeling. (classmates communicate)
In reading, we can not only gain knowledge and learn to think, but also get emotional edification and spiritual enjoyment. In this lesson, let's walk into the work Stealing Reading by Lin, a female writer in Taiwan Province Province, and recall her unique reading experience as a teenager. Observe the word "steal" carefully. Is there any way to remember? (Students communicate) When we see the word "steal", we immediately think of "steal". What does the word "steal" in the topic "steal" mean? The teacher looked up the dictionary before class, and "stealing" has three meanings: ① stealing; 2 sneaking around; Modesty refers to oneself. What kind of explanation do you think should be chosen? Then this text tells the story of the author reading secretly when he was a child.
5. Books are the nourishment of the whole world, and reading is a glorious thing, but why does the author want it? Stealing? ? What else do you want to know when you see this topic? (Why steal? How to steal? What influence or change has it had on the author? Now let's walk into the book of stealing. I believe you will have a deeper understanding after reading the text.
Briefing session; exhibition
Second, from the beginning of reading (five minutes) to experience the heart of reading.
1, please feel free to read the text, and read the difficult parts several times. Think about it, how did I "steal" it?
2. Students communicate after reading.
Third, taste the love of books from Stealing (25 minutes)
Students, reading has thousands of tastes. Please browse the text to see which sentence directly describes the taste of "stealing". Please cross it out with "~ ~".
("I'm happy and scared-the taste of stealing". )
Stealing is accompanied by a complex feeling. Can you read the ups and downs of the author's cheating from the text? Work in groups, find out the relevant sentences from the text, draw a line, read it and communicate with you later. Students can read and row freely. )
Communication: (Courseware) Who will talk about the smell of stealing first?
Student: Teacher, I want to share the pain of stealing.
(1) suffering:
1, "I stepped into the store door, exulting that no one noticed. I stood on tiptoe and got under the adult's armpit. Oh, I messed up my short hair. It doesn't matter. I finally squeezed in. "
A. Please find out the words that indicate the action quickly.
B. What does Xiao Haiyin's psychology think from this series of actions? C analyze the action and ponder the psychology. What kind of sea sounds do we seem to see? Now you are Lin. Read your feelings. (2 classmates)
Sometimes, a book needs several bookstores to finish. Teacher: Students, what do you feel from the words "one" and "several"? Read your feelings.
3. Introduction: (The courseware is displayed one by one) Teacher: Let's feel the author's hard work together.
Teacher: After school, I hurried to a bookstore from school-"I stepped into the door of the store ..." Teacher: In rows of colorful books, my eyes searched eagerly, but I couldn't find that book. Teacher: I hurried to another bookstore-"I stepped into the store door ..."
Teacher: among the rows of colorful books, my eyes are eager to find it, but I can't find it. But at this time, I should go home.
Teacher: The next day after school, I hurried from school to a bookstore-"I stepped into the store ..."
Teacher: among the rows of colorful books, my eyes are eager to find it, but I can't find it. Find it again from the beginning-"ah! Here, where it was yesterday ... read greedily. " Teacher: This is the smell of "stealing".
4. What other sentences make you feel the pain of stealing?
Sentence: "My leg is so sore that I have to support it with one leg alternately, and sometimes I lean against the bookcase to rest temporarily."
1, this reading is more than two hours, 120 minutes, 7200 seconds! It's equivalent to three classes. We don't eat, drink or rest for fear that others will find out. Who will tell me about your experience? Read your feelings.
In order to read more books, the author endured leg pain, numbness and hunger when stealing, but the author still said: I am very happy. Do you think those sentences that the author stole are sweet? (blackboard writing)
1, "Open the book in a hurry, one page, two pages, I read greedily like a hungry wolf."
(1) This is a figurative sentence. Compared with what?
(2) The Hungry Wolf left us a bad image, while "I" compared myself to a "hungry wolf" and read greedily. Is this good?
(3) This kind of reading is reading eagerly. Let's read like this! Have you ever had such an experience in your life? Where else did you read the sweetness stolen by the author?
Sentence: "I sometimes pretend to frown and look at the street from time to time as if to say:? I can't go back because of the rain. In fact, I cried with joy in my heart: Bigger! Bigger! ? "(Color Change of Courseware Zhuang)
1, the word "install" is well said! Let's see how "I" is faked to hide people's eyes and ears. Girls, let's see how the author disguises himself. (first sentence)
Boy, but Lin's heart wants it to rain harder and harder!
What the author does on the surface is different from what he thinks in his heart! If you use one word to describe it, it is-so, this is a bad student who is duplicitous, duplicitous and duplicitous? What is the author doing one thing and thinking another just for?
Teacher: Just to read more, the author's enthusiasm for reading has reached the point of obsession. What other sentences were stolen by the author, which made you feel very happy?
I closed the book, swallowed a mouthful of saliva, as if swallowing all the wisdom, and then reluctantly put the book back on the shelf. (Read all)
(1) Close your eyes and imagine the smell of the author. Old teachers study. What did you learn from it? (Love books)
Teacher: Yes, she must have gained a lot of knowledge and wisdom from books. Although her feet are a little numb, she is relaxed.
Teacher: She remembered what the Chinese teacher said.
(Show Sentences) "You grew up eating books." Talk about your understanding of this sentence. (Read aloud with emotion)
"Eating can make the body grow, reading can get spiritual nutrients and make you mature and open-minded."
Consolidated summary
Four, from the "theft" to feel human dignity (five minutes)
1, learning here, we know that the author is so good at reading and has tasted the ups and downs in reading. I have a question. Why doesn't the author buy books and read them at home?
Poverty is not a shame, but giving up dignity is a shame. The little girl has no money, so she can only "steal" to satisfy her thirst for books. The author overcame one difficulty after another.
3. What would you do if you were the boss and faced a little girl who loves reading and can't afford books? Expand your imagination and fill in the blanks:
(1). A book touched my arm and gently sent it to me: "Please have a look, I didn't sell it for an extra day." The clerk said silently to the little girl.
I was embarrassed to thank him with a book, but he walked away casually. I want to tell him.
This kind of speech practice is an excavation of the blank in the article and is desirable. But we should focus on other aspects, such as the complicated and delicate psychological imagination and deep thinking behind the author's previous cheating behavior. Instead of focusing on the "alienation" evaluation of the periphery.
The purpose of this link is to realize human dignity and true feelings from language and words. Students should be allowed to speak freely about the evaluation of bookstore owners. Some students may feel bad, and some children may feel understandable. Doing business is nothing but making money. If everyone just treats it like a little girl, the bookstore will close down and so on. Teachers should not simply make a good or bad evaluation, but should respect students' unique experience and their value orientation. The design of fill-in-the-blank questions is to let children play their imagination and enter the emotional world of the characters, and it is also a small exercise to describe the psychological activities of the characters.
5. Summary: Today, we met a "different" person. He doesn't have to eat delicious food for studying. In order to study, he can go to several stores to finish reading a book. In order to study, he can be like a "hungry wolf". At this point, we must understand that "we learn to grow up by eating!"
blackboard-writing design
Steal notes
Happy day
Eat and read.
Fear of suffering
The teaching goal of "juvenile runner";
1, master new words, read the text with emotion, understand the writing order in the text, and learn and understand the key words in the text.
Through the explanation of this article, we can improve the thoughts and feelings of people who love their work.
3. Read the text with emotion and role-playing, so that students can understand the personality characteristics of the characters and grasp the meaning of the article.
First, import
Teacher: Students, do you have any good friends? Can you sum him up in a few words?
Health 1: very thin and tall.
Health 2: Playing games is very powerful.
S3: We can talk a lot.
Teacher: Good. Everyone says you have a little friend in your heart. Little friends mean different things to everyone. So today, let's take a look at Mr. Lu Xun's childhood friends. Please open the text "Junior Final".
(Teacher's blackboard writing topic)
Second, overall perception.
Teacher: Please scan the text quickly and outline the words you don't know.
Teacher: Well, I saw everyone raise their heads. It seems that the problem of new words has been solved almost. Please look at the phonetic symbols of the words on the big screen, mark them yourself and read them again.
Teacher: Please read the article silently again, and then find out the sentences that describe the image of moistening the soil.
Health: purple round face, wearing ~ ~
Teacher: Everyone looks at it carefully. Everyone knows how the author describes the image of Runtu, so in what order does the author describe it?
Health: Memories, first acquaintance, getting along, parting.
Teacher: Great search.
Third, enter the text.
Teacher: After summarizing the description order, let's look at the penultimate paragraph of the article. In this passage, the author wrote that "there are many strange things in Runtu's heart". What stage do these things belong to in the author's description order?
Health: the third stage, get along.
Teacher: What are these strange things? Give everyone 2 minutes, scan the article quickly, and then discuss it in groups. What are these things? Let's divide the work among each group. The first group will find out what the first thing is, the second group will find out the second thing, and so on. Let's compare which group found the fastest and which group summarized well.
Health: (catching birds in the snow, eating melons, picking up shells by the sea, watching fish by the sea)
Teacher: Well, the second group got a quick summary. Let's clap for them.
Teacher: After finding four rare things, let's think about it. Why are these things rare?
Health: It's strange because the author hasn't seen it. So what strange things have you encountered in your life? Please share it with some students!
Teacher: Next, let's play role-playing. Please play the dialogue between Mr. Lu Xun and another deskmate. Everyone must pay attention to the tone, rhythm and expression when performing. Give everyone five minutes, and then we will invite some students to perform.
Fourth, consolidate and improve.
Teacher: Today, we learned Mr. Lu Xun's description of leap soil. Then, please think about it first and describe one of your friends in your own words.
Verb (abbreviation for verb) summarizes homework.
What kind of person do you think Runtu is after learning today's lesson? (Brave and resourceful, smart and well-informed, farmer boy) Do you like him? What kind of emotion does Mr. Lu Xun use to describe him? Please read the text again with emotion after class and collect relevant materials about this article.
"General Template for Primary School Chinese" I. Steps and contents of primary school Chinese teaching plan design
Subject: _ _ _ _ _ _ _
Class hours: _ _ _ _ _ _
Class type: _ _ _ (new teaching/review/inspection)
(A) Teaching objectives
1. Knowledge and skills objectives
(1) can read and write _ _ _ _ _ _ _ _ can read and write.
(2) Learn the knowledge points of _ _ _ _ in the text and understand the meaning of _ _ _ _ _ in the main/key sentences.
(3) Be able to read the text correctly, fluently and emotionally, repeat the main idea of the work, and communicate reading feelings with others.
(4) Accumulate beautiful words and wonderful sentences in the text.
2. Process and method objectives
(1) Skillfully use the dictionary/dictionary method to independently understand words such as _ _ _ _ _ in the text.
(2) Skillfully use the methods of listening, following, silent reading, free reading, skimming/contacting the context, real life/understanding the content of the article with the help of pictures and tables in the reading materials, and understanding the author's thoughts and feelings.
(3) can initially through the library, the Internet and other information channels to obtain _ _ _ _ related information.
3. Emotional attitudes and values goals
(1) Appreciate the praise of _ _ _ _ (scenery/characters/images), generate the love of _ _ _ _ _ _ (natural/beautiful quality), and stimulate the emotion of _ _ _ _.
(2) Initially form the concept of _ _ _ _, form the habit of _ _ _ _, and acquire the quality of _ _ _ _.
(B) Teaching focus and difficulties
1. Teaching focus
(1) Understand the knowledge of _ _ _ _ _ _, understand the outline of the event (narrative)/roughly grasp the general idea of poetry (poetry)/actively expand the imagination (expository).
(2) Understand the description order, narrative clues and explanation methods of _ _ _ _ _ _.
2. Teaching difficulties
(1) Feel the feelings of _ _ _ _ _ _, and pay attention to the content and feelings of the work through the tone and rhythm of the text.
(2) In the process of understanding the text, understand the different uses of punctuation/rhetoric devices such as _ _ _ _.
(3) Teaching process
1. Create situations and introduce new courses.
(1) Create situations by asking questions or activities to stimulate students' interest and participate in class sharing.
(2) Show pictures and PPT videos to lead to the topic of this article, and ask students to talk about their feelings about watching pictures and videos.
(3) Encourage student representatives to answer and introduce new lessons.
2. First reading the text, the overall perception
(1) Read the text in your favorite way. Requirements: correct pronunciation and fluent reading of the text; Words, words, sentences, etc. Mark with a pen that is difficult to understand; Solve new words by looking them up in the dictionary and connecting them with real life.
(2) Check the self-reading situation. Read the text by name; Student comments, pointing out the advantages and disadvantages of reading.
(3) Understand the author's brief introduction and background of the times to pave the way for text learning.
3. Read the text carefully and explore cooperatively.
(1) Read the first section freely and think: _ _ _;
Through autonomous learning, individuals can speak freely;
Teachers give positive comments and guide correct answers.
(2) Read the second section quickly and silently, and circle and draw _ _ _ _ _ _ _ questions;
Communicate in groups of four, with group representatives speaking;
Teachers give positive comments and guide correct answers.
(3) Teachers demonstrate reading the third section and ask students to pay attention to stress and pause. Such as: _ _ _ _ _ _;
Talk about understanding by finding the (verb) stress of the paragraph;
Play different roles.
4. Text intensive reading, expansion and extension
(1) Free choice of reading methods, focusing on reading _ _ _ _ sentences and paragraphs, and talking about feelings.
(2) Through the keyword _ _ _ _ _, guide students to master the context and content of the article and experience their feelings.
(3) Imitate _ _ _ _ words/sentences, make sentences/write sentences, and promote knowledge transfer.
(4) Open the classroom to promote development.
5. Summarize and assign homework
(1) Copy new words, recite favorite paragraphs and tell stories to parents.
(2) Collect _ _ _ related materials to deepen the understanding of the text.
(3) Read _ _ _ _ extracurricular knowledge.
Blackboard design
The form of blackboard writing can be context, outline, chart, finishing touch and contrast. Take outline writing as an example:
Subject: _ _ _ _ _ _ _
The first outline: _ _ _ _ _ _
Level 1 small outline: _ _ _ _ _ _
Level II Outline: _ _ _ _ _ _
......
Outline of the second paragraph: _ _ _ _ _ _
......