Here, it turns out to be a village, which is the first lesson of Unit 3. With the theme of "change", this unit guides students to feel the changes of family, social development and historical changes. At the same time, let students feel happy and full when they discover these changes, which will also be stored as students' understanding of society and history.
Here, it turned out to be a village is a narrative poem, which takes a small village like Shenzhen Special Economic Zone as a microcosm of China society, eulogizes the earth-shaking changes in China's economy, urban construction and people's lives since the reform and opening up, and expresses the poet's surprise at the changes in his hometown and admiration for the changes in China after the reform and opening up.
This lesson has eight parts and three aspects.
1 and 2 describe the poverty and backwardness of a small village yesterday and the troubles it brought to people.
Verses 3-7 vividly describe the gratifying changes in this village since the reform and opening up and express the poet's surprise and admiration.
Section 8 summarizes the whole poem, eulogizing the reform and opening up and the party's policy of enriching the people have brought great changes to the village, and the people's lives will be better in the future.
Second, the design concept
"Curriculum Standard" points out that the third reading period requires "trying to figure out the expression order of articles, understanding the author's thoughts and feelings, and initially understanding the basic expression methods of articles. In communication and discussion, I dare to put forward my own views and make my own judgments. " Therefore, I choose "passion guidance" as the main teaching method of this paper. There are two main reasons: first, I think passionate guidance can best reflect the perfect unity of teacher-led and student-centered, which can strengthen the operability of training and reduce the invalid components in training, thus increasing the density and efficiency of training and truly turning Chinese lessons into Chinese quality education courses. The second reason is that I think this guidance-oriented training program is most suitable for breaking through the key points and difficulties in this teaching.
Third, the teaching objectives
Based on the characteristics of the above-mentioned textbook arrangement, I have determined the following teaching objectives.
Knowledge and skills: first, guide students to understand the content of the text; Second, learn to master and write new words such as "Zao, Pang, Huan"; The third is to guide students to find various comparative sentences, realize the benefits of writing like this, and prepare for the later exercises.
Process and method: first, summarize the main content of the text with the help of the topic; The second is to introduce keywords and experience the poet's surprise and admiration for the changes in the village. The third is to understand the words understood in the lesson plan in the text and find out rhetorical methods such as metaphor, clay figurine and exaggeration.
Emotion, attitude and values: Read the poems repeatedly, understand the life and changes of a village and people described in the poems, understand the author's joy and admiration for this change, and then understand the great significance of the gratifying changes brought by the reform and opening up to China.
According to the characteristics of textbook arrangement, I'm sure there are two difficulties in this teaching: First, grasp the key words such as "yesterday, transcendence, just a miracle" and taste the language. The establishment of this key point, I also want to reflect the following two purposes: First, let students understand the content by tasting the language and stimulate their feelings as primary school students who abide by the rules; Secondly, it can further train students' sense of language and other language abilities. From the perspective of Chinese teaching psychology, this can gradually arouse students' emotional experience, and then reach the realm of entry, and at the same time re-create the text language.
Fourthly, teaching design.
first kind
(A) lead-in-to mobilize the enthusiasm of learning
Students, who has been to Shenzhen? What impression did Shenzhen leave on you? [Show pictures] Look, this is Shenzhen, a prosperous city, a frontier city of China's reform and opening up, and a famous special economic zone. And here, it turned out to be a village. [blackboard writing topic]
Import with pictures of Shenzhen, in order to surprise the previewed students: Shenzhen was mentioned in the original article. )
Self-reading-discovery and exploration
1, read the text by yourself and pay attention to pronunciation.
2. Check the mastery of new words.
3. Read the text by name. Other students think: What is this poem about? Can be divided into several parts? Ask the students to try to find out the expression order of the articles. )
4. Students ask questions that they don't understand by reading by themselves. The whole class can communicate and valuable questions can be written on the blackboard.
Reading-Understanding and Feeling
1. What is this village like? Read 1 and 2 by name. Can you imagine life then? Tell me your understanding.
Why does the poet use "yesterday" instead of "past" at the beginning? (experience. Shenzhen and the motherland have changed rapidly and greatly, and the pace of society is changing with each passing day. )
3. How to understand "The girl picked up a swaying sunset from the stream …"? What does the ellipsis do? Let the students combine the context and their own accumulation to infer the meaning of related words in the text and realize their own expression effect. )
4. What impression did the original village leave on you? [blackboard writing: poor and backward yesterday]
5. What is this village like now? Read verses 3-7 silently to understand what kind of mood the poet wrote. Where can I see it? Find out the relevant words. Guide the students to understand the third section. )
Through the words "Oh, transcendence, justice and miracle", we can appreciate the poet's surprise and admiration for the changes in the village. What role does this section play in the full text?
6. Why is the poet so surprised? What changes have taken place in the village? Study in groups 4-7.
7. Communicate with the whole class. In what ways does section 4-7 describe the changes in villages? What can you feel? Can you read your feelings? Let students express their understanding of the article through emotional reading, and appreciate the author's content and emotion through the tone and rhythm of poetry. )
8. Yes, farmers' life is "brand-new" both materially and spiritually. "This is a thing of the past ..." Read with the students. There is a metaphor in this section. Can you find it? Why are farmers today called "Chun Yan"? Why do you say they are "depicting beautiful spring scenery"? What kind of emotion does it express?
Four. Summary-expansion and extension
Under what circumstances has Shenzhen changed? [Drama: The Story of Spring]. These songs are about Deng Xiaoping and the policy of reform and opening up. Without Comrade Deng Xiaoping and the reform and opening-up, Shenzhen and other cities might still be in a poor and backward stage. Let's sing this song later.
Let students know the great achievements of Comrade Deng Xiaoping, the chief architect of reform and opening up. )
Second lesson
(1) Review the original text
1, read the text with emotion.
2. How does the poet describe the changes in this village? Let students learn the rhetorical methods used in the text, such as metaphor, personification, exaggeration, contrast, etc. )
3. How has the original village changed? Combine your own life experience and talk about your own experience.
(B) to consolidate new words
1, to distinguish similar characters.
2. Dictate new words.
(3) Recite the text according to the writing order of the poems.