2. Read the text with emotion. The deepest part of the back.
3. Try to figure out beautiful sentences and experience the characteristics of written expression.
4. Understand the inseparable relationship between human beings and nature, and know that we should protect the environment and care for our homeland.
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 preparation:
Collect knowledge about American Indians and Seattle, understand the background of Indian Chief Seattle's speech, and use multimedia courseware.
Teaching time:
2 class hours.
Teaching process:
first kind
First, doubt, the introduction of new courses
1, complete the fill-in-the-blank exercise: the land of _ _.
Students fill in the blanks orally and the teacher writes words on the blackboard.
2. Reveal the topic:
Today we will come to such a land-this land is sacred. (blackboard writing topic. Look at the topic together. )
Step 3 solve the problem. Understand the meaning of "sacred" (the original meaning is extremely noble and solemn, and cannot be blasphemed).
Transition: What land does "this land" mean? Why use "sacred" to describe it? Let's start today's study.
Second, read the text for the first time and understand the main content.
1. Read the text freely, pay attention to accurate pronunciation and read sentences fluently. Think about what this article is mainly about.
2. Communicate the main content and know which piece of land "this piece of land" refers to? Introduce the background of the article.
In the 1950s, white leaders in Washington, D.C., wanted to buy Indian territory in the northwestern United States. This article is based on the reply from Seattle, the Indian chief at that time. Seattle is very friendly to whites. In memory of him, the coastal city in the northwest of the United States was named Seattle. White residents also built a monument on his grave.
Indians Indians believe in animism. They respect nature and are in awe of everything in nature. They think that mountains are alive and call them "fathers". Indians are relatively closed and don't want strangers to disturb their lives. Until today, many Indian villages have no modern living facilities such as electricity, running water, telephone and television. At present, there are 2.53 million Indians in the United States, belonging to more than 560 tribes and living in more than 200 Indian reservations. Among Indians, low-and middle-income people account for the vast majority of the total number.
3, around the "sacred", clarify the context of the article:
Read the text by name and think: What does the text say about "sacredness"?
1 ~ 3 natural paragraph: It is always written that every part of this land is sacred.
4 ~ 8 natural paragraph: It expresses the strong demand of Seattle chiefs for whites. If the land is transferred, I hope the white people can remember that this land is sacred.
9 ~ 1 1 natural paragraph: It further expounds the relationship between human beings and the earth, and points out that the earth is the mother of human beings and human beings belong to the earth, which sublimates the theme of the article.
Thirdly, learn the natural paragraph of the text 1 ~ 3 and have a preliminary understanding of "sacredness"
1 As the students said at the beginning of the class, we often use the word "vast and fertile" to describe this land, but the author chose the word "sacred". So, in the natural passage of 1, 2, 3, which words make you think this land is sacred? Sketch while reading and thinking, and annotate your feelings.
2. Exchange "sacred" words:
Focus on understanding the following sentences and guide the camera to read aloud:
"Every part of this land is sacred to our country."
"Our nation"-Indians, in the original speech, called themselves red people.
(2) "We are a part of the earth, and the earth is also a part of us."
This sentence fully illustrates the inseparable relationship between human beings and the earth, and also indicates how important this sacred land is to us.
(3) "We belong to the same home as the mountains, rivers, animals and plants on the earth."
This sentence once again illustrates the close relationship between human beings and nature, and tells us not to face it as a bystander, but to protect our home as a master.
3. The teacher reads the first paragraph and leads: What kind of picture is presented in this land where every part is so sacred?
Students can freely read 1 ~ 3 paragraphs, imagine and communicate what they "see".
Conclusion: We respect everything in this land, they are so sacred.
4. Introduction to paragraphs 2 and 3:
Four. abstract
This is our home and this is our sacred land. This sacred land is so important to us, how can we keep it sacred? Students read the text by themselves after class to find the answers.
Second lesson
First, review the text and feel "sacred"
1. Guide the students to read aloud the first to third paragraphs of the text with emotion.
2. Introduce Seattle:
Information: 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.
Transition: this land is sacred, so precious and inviolable to us, so how can we preserve this sacredness and maintain it?
Second, study the text and understand the "sacredness"
1. Students can read paragraphs 4-8 freely, find out the relevant sentences reflecting "sacredness" from the article, make comments, and write down their feelings and experiences. If we give up this land and transfer it to you, you must remember that this land is sacred.
Know who you are? (white)
2, grasp the key sentences to communicate and guide reading:
"Water is our brother and your brother. You should be as kind to our river as your brother. "
(1) Students exchange feelings. This river is very important to us. )
(2) Why does the author say that we should treat rivers like brothers? Please find out the relevant sentences in the text and talk about your feelings.
(3) Emotional reading paragraphs 4 and 5:
"You should take good care of it so that you can taste the sweetness of the wind after crossing the grass."
(4) Who is it? Why do you care?
Focus on understanding that "air is integrated with the life it nourishes." The breeze gave our ancestors their first breath and sent away their last sigh. "
5] Read paragraphs 6 and 7 with emotion:
"You must take good care of the animals in this land."
[6] Use examples to guide students to understand that the fate that befalls animals will eventually befall humans. "
(7) Read the eighth paragraph freely and tell us how to love and care for this sacred land.
3. Read the 9, 10 paragraph silently and think: Why should we love and care for this sacred land so much?
Key understanding: "The earth does not belong to human beings, and human beings belong to the earth."
Summary: human beings belong to the earth, because the earth has substances for life growth, so human life can continue to multiply and continue. Only by caring for every grass, tree, mountain and stone on the earth can we ensure all kinds of natural conditions needed for the growth of human life, thus maintaining the continuation of life.
Third, expand the extension and deepen the "sacredness"
1. In "If we give up ... this land is sacred", it shows that "we must ..." Guide students to supplement natural objects outside the text.
2. Think independently and supplement communication.
Fourth, practice after class and accumulate language.
1, recite your most touching paragraph.
2. Draw good words and sentences and extract them.
3. Read the original speech of Seattle Chief.
4. Exercise: Contact the land in your hometown, whether the resources around you have been protected, and write down your own findings and feelings.
Blackboard design: 15. This land is sacred.
Be kind to the river
The sacred land is kind to the air.
Be kind to animals
……
Teaching reflection:
extreme
Teaching objectives:
1. Read the text with emotion and recite what you feel most.
2. Try to figure out beautiful sentences and experience the characteristics of written expression.
Understand the inseparable relationship between human beings and nature, and know that we should protect the environment and care for our homeland.
4. Understand the profound language, and be able to understand it in connection with your own life or the text you have learned.
Teaching time: the second class.
Teaching process:
First, review the background and get to the point.
1. Today, we continue to learn lesson 15 and read the topic together.
Do you remember the writing background of this article? Let's review it again. Read by name: 65438+In the 1950s, the white leader of "Washington, D.C." wanted to buy Indian territory in the northwest of the United States.
3. Letters are tools to express feelings. What does Chief Seattle want to tell the buyer most in this letter? If we give up this land and transfer it to you, you must remember that this land is sacred. )
4. How many times does this sentence appear in the text? What does he mean by repeating this sentence repeatedly?
Second, feel the beauty and affection.
1. Where can we prove that this land is sacred? What is specifically mentioned in the first part of the text? Please circle the book and draw a picture.
There are many "each" in the second paragraph of the text. Can these words be removed? Compare reading to removing "every" and keeping "every".
3. Play the courseware, enjoy the beautiful scenery, and read the picturesque scenery again in the form of poetry.
4. What do Indians think of these things?
Will their brothers and sisters feel better now, because they are giving them away? Read again: If we give up this land and transfer it to you, you must remember that this land is sacred.
Third, read the text carefully and listen to exhortation.
1. Indians must be separated from their relatives. What do they expect from the new owner of this land?
2. Write on the blackboard: Be kind to rivers, love the air and love animals.
3. Is there anything that Chief Seattle hasn't said? Write on the blackboard: …
4. If you are the new owner of this land, what do you think of the words that touched you the most? Why?
5. Solve difficult words.
If we give up this land and transfer it to you, you must remember that this land is sacred. There are several verbs in this sentence. Can you find them? What kind of abandonment is this? What kind of transfer is this? What kind of memory is this memory? Let's read this sentence again.
7. Not only the masters of your generation should always keep in mind, but you should also educate your descendants and read the ninth paragraph of the text. The last sentence of this paragraph is very similar to the truth revealed by an article we have studied. Can you recall which text it is? (The Story of a Small Village)
8. Read paragraph 10 of the text quickly and fill in the blanks. We love the earth as much as we love _ _ _ _ _ _ _ _ _
9./kloc-more than 0/50 years ago, Indians had a strong sense of environmental protection, because they understood a truth: the earth does not belong to human beings, and human beings belong to the earth. How to understand this sentence? Can we add two words to this sentence? The earth does not () belong to human beings, and human beings () belong to the earth. Why do you want to add it like this? (Default: Full only)
Fourth, summarize the text and talk about the gains.
Chief Seattle has long since left us, but his letter has been passed down forever. What do you want to say after reading his letter? (Written on the blackboard: Protect the environment and care for your home)
There is only one earth, and the mountains, rivers, animals and plants living in this land are the darlings of heaven. Only by caring for them, flowers will bloom for us, eagles will spread their wings for us, and springs will flow for us, so let us always remember that this land is sacred. (Read the topic repeatedly)
Verb (abbreviation for verb) assigns homework.
1. Recite beautiful sentences.
2. Investigate your surroundings.
Tisso
Brief analysis of teaching materials: The land of Seattle echoed with the 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 text expression.
Emotional goal: understand the inseparable relationship between human beings and nature, and know how to protect the environment and care for the home.
Teaching emphasis: through reading, feel the beautiful language of the article and the feelings closely related to man and nature.
Teaching difficulties: understanding abstruse language; Through study, guide students to know their own land and home deeply, and stimulate their awareness of environmental protection.
Teaching aid: 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 a coastal city in the northwestern 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 15 "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 steeds, eagles, whisper, moisten and be kind.
The precious turpentine nourishes the baby's attachment and shines.
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 a baby clinging to its mother's arms, that 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. Read by name ————————; This is very 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 together 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.