This land is sacred. Analysis of Teaching Design1;
The land of Seattle echoed with the famous speech of Indian Chief Seattle. The article expresses the Indian's nostalgia and care for this land and people's love for this land in affectionate language.
Knowledge goal:
1, learn to write new words in this lesson, and correctly read and write words such as "holiness, steed, eagle, babbling, echo, moistening, kindness, turpentine, precious, nourishing, baby, sentimentally attached, sparkling".
2. Read the text with emotion. The deepest part of the back.
Ability goal:
Try to figure out beautiful sentences and experience the characteristics of written expression.
Emotional goals:
Understand the inseparable relationship between human beings and nature, and know that we should protect the environment and care for our homes.
Teaching focus:
Through reading, we can feel the beautiful language of the article and the feelings closely related to man and nature.
Teaching difficulties:
Understand meaningful language; Through study, guide students to know their own land and home deeply, and stimulate their awareness of environmental protection.
Teaching AIDS:
multimedia courseware
Instructional design:
First, communicate before class and introduce new lessons.
1, enjoy the beautiful scenery of Seattle with the music before class, thus leading to the city of "Seattle".
Teacher: Seattle is the largest coastal city in the northwest of the United States. It used to be Indian territory. Indians have deep feelings for the land. Do you want to know?
In this lesson, let's learn Lesson 27 "This land is sacred".
4. Look at the topic together.
5. Understand "sacredness" and read the topic again with a sacred feeling.
Second, check the preview.
1, word recognition.
Holy, steed, eagle, gurgling, echoing, nourishing and kind.
Turpentine, precious, nourishing, baby, sentimentally attached, sparkling.
2. Understand the text.
What do you feel or experience after reading this text? (Love the land)
Third, read the "sacred" part of the text intensively.
(A) "Love the earth, just like a newborn baby clinging to its mother's warm arms."
Transition: Indians love their land! In this passage, there is a sentence that best reflects their relationship with the land. Which sentence is it?
1. What did you learn from this sentence?
2. Guide students to understand the relationship between "born baby" and "mother's arms", so as to guide the relationship between Indians and land.
3. Understand the meaning of "attachment", experience feelings and guide the reading of "deep attachment".
(2) "We are a part of the earth, and the earth is also a part of us. Grass, green leaves and flowers are our sisters, while elk, steed and eagle are our brothers. We belong to the same home as the mountains, rivers, animals and plants on the earth. "
1, transition: It is precisely because they love the earth, just like babies love their mothers' arms, so they say: …
2. Guide students to understand the meaning of "home", "brother" and "sister".
(3) "Every beach, every arable land, every mountain range, every river, every shining pine needle, every buzzing insect, mist in the dense forest and white clouds in the blue sky are sacred objects in our national memory and experience."
Transition: Students, what a beautiful home this is, and what a beautiful brother and sister this is. They Indians will be separated from them forever. Do you want to know why? Let's look at a message together. (Courseware shows background information)
1, students, what do they want to see on this land when they leave? Please read the second paragraph carefully.
Read their names and tell them what they missed.
3. Comparative reading: There are several "Ges" in the text. What do you mean? Get rid of them, okay? Read these two sentences by yourself.
4. Tell your own understanding.
5. Practice reading experience.
6. Teacher's introduction: In the eyes of Indians, everything in this land is unforgettable. Is the beach beautiful? Are the buzzing insects beautiful? They will never see it. When they parted, they were all very sad. Let's put this feeling into the sentence and read it well.
7. Read together.
8. Imagine: What else is sacred in their eyes? Show the courseware and fill in the blanks. )
Fourth, read the "Be kind" section.
1, transition: What did Seattle ask the white government? Be kind to river water, air and animals. Please read the natural paragraphs of text 4-8 silently, and think while reading, what does Seattle ask them to be kind to?
2. communication.
In this part, there is a sentence that the author said three times. Please find it and read it carefully.
"If we give up this land and transfer it to you, you must remember that this land is sacred."
4. Guide students to realize: Do students usually give up easily? Under what circumstances will you give up? What is your mood when you give up one thing?
5. Introduction, yes! This is a deep helplessness. This is extremely sad, read by name-; This is a disturbing piece of advice. Read by name.
6. Are they just asking to be nice to these three? What else is there?
7. The teacher concluded that they should be kind to everything on the earth!
8. Read aloud with music: Let's read the words of Seattle with music with deep helplessness, great disappointment and sincere persuasion.
Fifth, the ending part.
1, transitional language: What kind of demands does the author put forward at the end of the article?
(A) "For future generations, you should devote all your strength and emotion to protecting the earth."
(2) "The earth does not belong to human beings, and human beings belong to the earth."
2, understand the meaning of the second sentence, read well and feel.
The teacher added: The white man appealed. They were moved by Seattle's love for land and named the city "Seattle". Now, the city is like spring all the year round and the scenery is pleasant.
Sixth, expand sublimation.
1, transition: The earth has provided everything for human beings, and we really should love this hot land.
2. Many writers and poets also wrote many poems that love the land. Let's enjoy a poem by Ai Qing. The teacher recited "I love this land" to the music.
3. Practice writing: Students, at this moment, I believe that students have a lot to say about the land under our feet. Please take out your pen and express your love for the land in affectionate language.
4. Communication and reading.
Seven, passionate summary.
1, students, when Seattle says the land is sacred, does it just mean the land under your feet? (No) Qi said: All land is sacred!
2, classmates, for our own happiness, for the happiness of future generations, let's use all our strength and emotion to protect the earth!
Eight, homework.
After reading this passage, we will naturally think of the land in our hometown and the resources around us. Are they protected or destroyed? Write down your own findings and feelings about this problem.
This land is sacred teaching design 2 teaching objectives:
1, try to figure out beautiful sentences and experience the characteristics of written expression.
2. Understand the close and inseparable relationship between human beings and nature, and understand that we should protect the environment and care for our homes.
3. Read the text with emotion and realize the Indian's deep love and attachment to the land.
Teaching process:
First, music poetry recitation, rendering atmosphere
1. Play Ai Qing's poem Land I Love. Students listen carefully.
2. Communication: What did you hear from the recitation just now? What did you realize?
3. The teacher concluded: "Why do I often have tears in my eyes? Because I love this land deeply! " The teacher here has introduced it: Seattle, known as the evergreen city, is an incredible city. It has the lowest altitude, but it has ancient glaciers, active volcanoes and peaks covered with snow all year round. Seattle is also a unique city, with green hills, lakes, harbors and rivers, with a warm climate and spring-like seasons. No matter in the United States or in other parts of the world, there is hardly a second city like Seattle, with dense and almost primitive forests all over the mountains. Quiet harbors, rivers, green trees and colorful markets are arranged inside and outside the city. There are dozens of lakes of different sizes in the green hills around the city. The trees are lush, the grass is lush, and even the rain floating around and the wind blowing gently are green.
It is such a land that Indians love it deeply, and this land will be transferred to the white people in Washington, and they will become the new owners of this land. If you were an Indian, how would you feel? What do you want to say most? (an appendage of the land)
Second, study the text (paragraphs 6-9)
Teacher: So what is Seattle's mood as an Indian leader who deeply loves this land? What will he say to the new owner of the land?
1, concentrate on reading the natural paragraphs of text 6-9, and see which words deeply touched you? Write down your feelings.
2. When students communicate, the teacher shows the text fragments in camera:
● "Be kind to the river"
(1) "Rivers are our brothers and your brothers."
(Default 1: Under normal circumstances, only people will call each other brothers, while Indians here regard water as their brothers. What did they learn? ) (as important as relatives)
(Premise 2: Did the author write about rivers in the previous text? ) (para. 5)
Read the fifth paragraph and think about it. What kind of feelings do Indians have for rivers?
(2) Pay attention to understanding:
"What shines in streams and rivers ... is also the blood of our ancestors." Water is the source of life. In the long river of history, the reason why water can maintain its clear and pure nature is inseparable from the efforts of several generations. Their spirit of guarding their homeland and defending purity will shine in the long river of time. )
(3) "This river is full of hope for us ..." (gratitude and reverence for the river)
(4) Practice reading paragraphs 5 and 6, and read out gratitude and reverence for the river.
● "Be kind to the air"
(1) "Air and the life it nourishes ... sweet taste."
(presupposition: air is the most common thing in nature, but what is the air like in Seattle and Indians? Precious because it gives life to all things.
(2) Introduction to the text: air and-,breeze brings-,but also sends away-. Similarly, so will the air.
(3) Practice reading 7-8 paragraphs of the text.
Teacher-student evaluation (read section 7, which word best expresses Seattle's mood-love).
● "Be kind to animals"
(1) "You must take good care of this ... arrival to mankind."
Presupposition: What have you learned from this article? (This is the Indian's advice and warning to mankind) What is he warning people? Animals are friends of human beings and indispensable to nature.
(2) In the eyes of kind and simple Indians, animals are their brothers and flowers and plants are their sisters. It was also written in the previous article. (Paragraph 4)
(3) pay attention to understanding:
"we are part of the earth ... us." We feel that the relationship between the earth and human beings is inseparable and closely related.
"We belong to the same home ... on earth." You should not face it as a bystander, but protect your home as a master. )
(4) Practice emotional reading.
● Three places: "If we give up this land ... this land is sacred."
(Presupposition: Why did the author say the same sentence three times? If you delete the last two times, is that all right? )
(1) Students read their own feelings and communicate with each other.
(2) Students imitate a paragraph; Free communication.
● Return to paragraph 3 of the text.
Teacher: As the students described, in the hearts of Indians, everything in this land is particularly precious and worthy of attachment.
(1) Read the third paragraph of the text by yourself and draw a line that can best express people's attachment and cherish.
(2) Display: "Every beach ... is sacred."
(Default 1: Have you seen these things described in the article? What is it like in your eyes? Perhaps trivial, perhaps ordinary, but in their eyes: every grass and tree, every mountain and stone is sacred. )
(3) Practice reading the text aloud. Pay attention to the red words in this article. )
Iii. Learning the text (10- 12 paragraph)
Teacher: After learning this, the teacher wants to ask the students: How will you treat this land where we live?
1, students communicate freely. Speaking Guide: We love the earth as much as we do.
2. Teacher's summary: Therefore, in the article, the author said, read the text: We love the earth, just like-.
3. At the end of the article, the author deeply appeals that the earth does not belong to human beings, and human beings belong to the earth.
How do you feel after reading this sentence? The earth is the home of mankind. If the home is destroyed, any harm to the earth will become harm to mankind itself. No one has the right to destroy and damage the integrity and dignity of the earth. On the contrary, human beings belong to the earth, because the earth has materials for life growth, and human beings can continue to multiply and continue. )
5. Play the song "Affectionate Land" and read the last sentence of the text together.
This land is sacred, the third teaching content of teaching design.
People's Education Publishing House, sixth grade, volume 1, group 4, lesson 15, this land is sacred.
Teaching objectives
1, understand the relationship between man and nature, and enhance environmental awareness.
2. Understand the mystery of written expression, feel the unique charm of speech language, and try to imitate and write speech fragments by means of parallelism and repetition.
3. Read the text with emotion and recite the deepest part.
Emphasis and difficulty in teaching
Understand the secret of expression, imitate it by means of parallelism and repetition, and write a speech fragment.
teaching process
First, review the old knowledge, arouse doubts and lock the secret of the speech.
1, review old knowledge and introduce new lessons. (omitted)
2. Dictation of words: Dictate three words at a time, read only 1 time, and then write after listening. Please write them neatly in the corresponding spaces and pay attention to the correct writing posture. (Dictation content: buzzing, gurgling, turpentine; Horse, eagle, holiness; Kindness, nourishment, cherish)
(Show: Seattle warns people that this land is sacred. Every _ _ _ _ _ call, every _ _ _ _ running water, every _ _ _ _ fragrance, every running elk, Every time _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Love our animal brothers, turn to _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ )
Proofreading and commenting. Read this article together.
Design intention: To create dictation, not only consolidate new words, review the text outline, but also strengthen accumulation and application, cultivate listening and writing skills, and achieve multiple goals.
3. Challenges and calibration. As "the most touching environmental speech ever", what should we learn from this lesson? (How to impress the audience with language and enhance appeal and persuasiveness) To learn Chinese, you should learn the most valuable things. In this lesson, let's explore and discover the secret of expression hidden in that touching speech. Look at the topic together.
Design intention: goal setting originates from students and points to pragmatics, so that students can know what they are and why, thus triggering inquiry expectation and avoiding blindness in learning.
Second, including English, learning to express and exploring the secrets of speech.
(A) follow the "imperial edict", repeatedly understand and explore writing skills.
1. Explain the main idea of the speech. What is the core idea of this lesson?
2. Understand the technique of repetition.
(1) raises questions. If we give up this land and transfer it to you, you must remember that this land is sacred. This sentence appeared three times in the article, emphasizing the need to be kind to river water, air and animals respectively. Do you have any questions about this?
(2) sort out the problem. What are the benefits of the existing? Why not repeat it a few times? What is the different way of emphasizing each time? )
(3) Independent inquiry. Read paragraphs 4 to 8 silently and think about related issues. Choose one that interests you most, study it carefully, and annotate your experience beside it.
(4) Reporting and communication. Default dialing strategy and summary ideas:
① Repetition can deepen the theme, strengthen the emotion, and produce the expression effect of one chant and three sighs.
If you were Seattle, what else would you ask for? Seattle can't think of these requirements? Then why didn't he mention a few more? (moderate use of repetition)
(3) It will be better to change the application slightly when repeating. (For example, "Be kind to river water" and "be kind to air" are positive statements, and "be kind to animals" is a negative warning. )
5. Instruct reading: Seattle's appeal Every word is tears, and every word is love! Dear Seattle, warn those greedy and bullying whites with your just and powerful voice! Read paragraphs 4 to 8 together.
3. Grasp the speech framework.
(1) Thinking: Seattle has said everything. Is the rest of the text unnecessary?
(2) summary. This paper belongs to the structure of "total-sub-total", with distinct views and clear organization. You can also use this structure when writing a speech.
Design intention: lock the secret point of text expression, guide students to perceive, understand and internalize "repetition" with language examples, and then cross the jungle of "meaning" to explore the secret of "speech", obtain the enlightenment of "law", construct Chinese knowledge, and improve the quality of speech wisdom and language sense.
(2) Follow the "sacred", taste the language, and look for the secret of expression.
1, transition guidance. It's not enough to just read the speech and pay attention to the overall framework. Only by sinking down to contact and taste the language can we discover more secrets. Read the first to third paragraphs carefully, draw the most expressive words, savor them carefully, and then share your findings with your deskmate.
2. Interactive learning. Students explore independently and communicate at the same table. Teacher's guide.
3. report and exchange.
Default 1: "Holy Home" (show the second paragraph)
A, feel the charm of language. What are the expressive features of this article? What are the benefits of paying attention to these in your speech? Boys and girls read together. The whole paragraph will be arranged in modern poetry format and read aloud with music (pure music in the background: Tengger singer's paradise). Change "every …" to "all" and make a comparison. What did you find? Say a few words according to the sentence pattern.
B, stimulate empathy. Yes, all the mountains and rivers here bear in mind our growing footprints; Every grass and tree treasures our sacred memory; A bird and a worm are telling our happy experience! You see, on this beach, we (stare at the sun together and let the passionate sun dance take us flying happily); But from then on, we (never see the golden soft beach again); In this field, we (held a winter festival together and enjoyed the joy of harvest), but from then on (we can't enjoy the food in this field anymore); In this mountain, we (meditated together in the depths of the jungle and completed the bar mitzvah ceremony), but from then on (there was no clear birdsong in this quiet valley); ..... From then on, all happiness will be out of reach, and all memories will be lost! Brothers and sisters in India, what do you want to say at the last moment of farewell to your homeland? Pass on what you want to say by reading aloud (reading the whole paragraph).
C. create situational quotations. (Show and read together: Why are there always tears in my eyes? Because I love this land deeply, the home is so sacred, the land is so sacred, and the Indians are so attached to the land under their feet! However ... let us always remember this beautiful and sacred text! (Recite the whole paragraph from the music score, and the teacher prompts all the "every")
Presupposition 2: "Holy Emotion" (Show the third paragraph)
First, understand the connotation. Contact with reality and talk about your own understanding.
B, explore the mystery. What words do you want to use to describe the relationship between human beings and the earth? How does the author vividly express this closely related relationship? (figuratively, personified)
C. guide reading aloud.
Design intention: lock in "every one", a "language rich mine" with perfect unity of content and form, restore the picture of life and revive the perceptual life of words by rubbing words, empathizing with imagination and creating a reciting environment. At the same time, we should pay attention to pragmatics, and guide students to read, comprehend, accumulate and use exquisite language paradigms by replacing comparison and expanding parody, so that students can feel the beauty of words, realize the cleverness of expression and form the ability of words.
Third, pay attention to pragmatics, create an environment for practicing writing, and internalize the secrets of speech.
1, create a situation. Seattle's speech deeply touched every white person present. They are determined to treat everything in this land well and keep it sacred. If you were a white leader, what kind of commitment would you make to the people of Seattle? (Xiu: Please rest assured, Indian brothers, since we have inherited this land, we will definitely remember that this land is sacred! From now on, will we? Shake it? Shake it? Shake it? Shake it? Shake it? Shake it? Shake it? Shake it? Shake it? Shake it? Shake it? Shake it? Shake it. )
2. Cooperative writing. In groups of four, each person writes a few words from one angle, and then combines them into a speech with "repetition". (Students practice writing, and teachers patrol and guide)
3. Feedback summary.
Design Intention: Create a writing practice situation with isomorphism of emotion and words, and build a platform for the use of language and characters, so that students can activate their silent knowledge of expression secrets and speech paradigms in writing practice, so that the newly learned knowledge of speech expression can be skillfully and timely integrated into the existing language sense schema, and realize "getting words, being proud and getting the method".
Fourth, summarize the full text, expand reading and reproduce the secret of the speech.
1, summarizing the full text. (Play a video of the scenery in Seattle, and the picture is fixed at the Chief Monument in Seattle) This is the land in the speech. /kloc-after more than 0/50 years, she is still so sacred and charming! She has a sacred name-(born in Seattle) and its sacredness belongs to a great nation-(born in India) a man with capital letters-(born in Seattle) a successful speech-(born in Seattle) Yes, the land in Seattle is sacred. In fact, facing the land under our feet, we should always remember this advice-(health: the earth does not belong to human beings, but human beings belong to the earth) because-(health: this land is sacred! )
2. Assign homework.
(1) On the basis of practicing writing in class, I continued to write a few sentences in a repetitive way. One of them is "Please rest assured, Indian brothers, since we have inherited this land, we will definitely remember that this land is sacred!" This sentence should appear at least three times, and then tell it to your deskmate.
(2) Read the Seattle Chiefs Declaration after class.
Design intention: expand reading, aiming at deepening students' understanding of speech genre and related secrets; Continuing to write and practicing writing can not only reproduce and consolidate the "repetition" technique, but also extend practical practice to extracurricular activities, and guide students to change their roles, so as to resort to words to protect the environment and care for their homes, thus obtaining spiritual purification and clarity.