Chapter 1: This land is a sacred teaching goal;
1. Know the words "buzz, elk, steed, eagle, babbling, turpentine, baby, attachment" and understand the meaning of "sacredness and attachment".
2. Read the text with emotion, and experience the sacredness of the land by experiencing profound sentences and trying to figure out beautiful sentences.
3. Understand the inseparable relationship between human beings and natural rest, and know that we should protect the environment and care for our homes.
Teaching focus:
1, guide students to deeply feel the language of the article by reading aloud, and realize the inseparable relationship between man and nature.
2. Understand the rich connotation and profound meaning of the text.
Teaching hours: 2 hours.
Teaching process:
first kind
First, contact life and introduce "sacredness"
1, what is commonly used to describe sacredness in the life around you?
In the eyes of Indians, the seemingly insignificant land they live in is also sacred.
2. Look at the topic.
Second, reading the text for the first time, I feel "sacred"
1, the land can be described as fertile, barren and vast, but few people praise it as sacred. So why do Indians call it that? Let's walk into this sacred land.
2. Introduce the background knowledge of the article. (Letter from Indian leader Seattle to white leader)
3. Read the text, read the difficult words and sentences several times, and read the text smoothly.
Third, sort out the content and position it as "sacred"
1. Read the text again and tell me what the article mainly introduces.
2. What natural paragraphs in the article reflect that this land is sacred?
Fourth, study sentences and understand "sacredness"
1. Read the second paragraph of the article and imagine while reading: What kind of picture does this sacred land present?
(1) Grasp the "holiness" and understand the content. We respect everything in this land and will not destroy or hurt them.
(2) Emotional reading, reading your own imagination.
(3) Read paragraphs 1 and 2 with emotion.
2. Why is such sacred land so precious and important to us and our nation? Read the third paragraph and feel between the lines.
Verbs (short for verb) focus on understanding.
(1) We are a part of the earth, and the earth is also a part of us.
(1) Exchange your knowledge and experience.
Use one or two words to describe the relationship between the earth and us. Closely related, inseparable, etc. )
(2) We belong to the same home as the mountains, rivers, animals and plants on the earth.
(1) Which family does * * * belong to?
② Exchange the feelings of reading aloud.
③ Read the third paragraph emotionally.
This sacred land is so important to us that we should not face it as bystanders, but should protect this home as masters.
Chapter II: This land is sacred. 1. Read "Sacred" and recall the picture.
1, read paragraph 1, and read or recite the second and third paragraphs with emotion.
2. Understand "sacredness" and explore paragraphs? This land is sacred, so precious and inviolable to us, so how can we preserve this sacredness and keep it sacred?
3. Read paragraphs 3 ~ 7 of the article and look for relevant sentences from the article. Read these sentences more, and you can write down your feelings and experiences beside them.
Second, focus on guiding the understanding of the following sentences:
This river is our brother as well as yours. You should treat our river like your brother. ① Exchange feelings. This river is very important to us.
② Why does the author say that we should treat rivers like brothers? Read the fourth paragraph and find relevant sentences to talk about your feelings. ③ Read the fourth and fifth paragraphs aloud.
(2) You should take good care of it, so that you can also taste the sweetness of the wind after crossing the grass.
Talk about your feelings. Air is very important to life.
(2) Tell me what is this smell? Which sentences in the article can appreciate this unique taste? (Read paragraph 5)
(3) Why should we take good care of it? 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. " Because there is no air, or the air is polluted, it will directly affect people's breathing, biological growth and the existence of life.
④ Read paragraphs 6 and 7 with emotion.
You must take good care of the animals in this land.
1 Talk about your understanding in context. (Because elk, steed and eagle are our brothers)
Focus on understanding that "the fate that befalls animals will eventually befall human beings." Because we belong to the same home as the mountains, rivers, animals and plants on the earth.
③ Read the eighth paragraph with emotion.
(4) You should love it as much as we do. For future generations, you should devote all your strength and emotion to protect the earth. ① Communicate your own understanding and feelings. We love our land very much.
(2) How do we love and care for this sacred land?
Why do we love and care for this land so much?
Focus on understanding that "anything that befalls the earth will eventually befall the children on the earth." If our home is destroyed, we can't remedy it in time, and the harm to the earth will turn into harm to human beings themselves. How can humans live alone when their homes are destroyed? )
④ Read paragraph 9 and 10 with emotion.
Clear "sacred" and condense emotions-
Because we love this land deeply, you need to give all your strength and emotion to protect it for future generations. Because we deeply know that the earth does not belong to human beings, and human beings belong to the earth.
Third, focus on understanding that "the earth does not belong to human beings, and human beings belong to the earth."
(1) Didn't the third paragraph of the article emphasize that the earth is a part of us? Why do you say "the earth does not belong to human beings"? (because no one has the right to own the earth, and it is impossible to have control over it; No one can treat the sacred earth with his own preferences, good and evil, and destroy and damage the integrity and solemnity of the earth.
(2) Why do you say that "human beings belong to the earth"? Didn't you emphasize that "we are part of the earth"? Because there are all kinds of substances on the earth that are conducive to the growth of life, human life can multiply, grow and continue.
(3) Emotional reading in the last paragraph.
Fourth, read the full text and recite the paragraphs.
Read the text with emotion and recite the deepest part.
Five, clever expansion, enhance understanding
Chapter III: This land is sacred. 1. Teaching objectives:
1, encourage students to protect the environment, love the earth, and know that they must use all their strength and emotion to protect their homes.
2. Guide students to appreciate the beauty of the article and the meaning of the language.
Second, the teaching focus:
Through reading, we can feel the beautiful language of the article and the feelings closely related to man and nature.
Third, the teaching difficulties:
Understand meaningful language; Through study, guide students to know their own land and home deeply, and stimulate their awareness of environmental protection.
Second lesson
First, create an environment to guide the class and feel "sacred"
1. Review new words: Can you read these words? Ok, the teacher saw that group read the loudest and most accurately.
2. Introduction to the new lesson: Last class, we read the most touching environmental speech ever. The reverence of Seattle chiefs and Indians for this sacred land has deeply infected you and me. Please read paragraphs 1 to 3.
At this time, this land will be transferred to the white people in Washington, and they will become the new owners of this land. If you are an Indian, what are your feelings? At this moment.
What do you want to say to the white people who bought this land?
Second, concentrate on reading the text and feel "sacred"
1, students, now please read paragraphs 4 to 8 freely and find out what the Seattle chief asked the white leader.
(1) Be kind to rivers
(1) What does Seattle think should be done to harness rivers? Please find the sentences in the text.
(2) Usually, only people call each other brothers, but here, Indians regard rivers as brothers. What did they learn?
(3) Why does the author say that rivers should be treated like brothers? Please read the fourth paragraph and find out the relevant sentences.
(4) People who can touch the reality of life and talk about it.
(2) Be kind to the air
(1) What does Seattle think should be done to harness rivers? Please find the sentences in the text.
(2) Air is the most common thing in nature, but what is the air in Seattle and the air in the hearts of Indians? Please read paragraphs 6 and 7 and find out the relevant sentences.
(3) What does air mean to us? Who can talk about the reality of life?
(3) Be kind to animals
(1) What does Seattle think of being kind to animals? Please find the sentences in the text.
(2) What will happen if you don't love animals? Please read paragraph 8 and find out the relevant sentences.
(3) Do we need animals in our life? People who can relate to real life,
Say it.
Third, sublimate emotions and deepen "sacredness".
1. What is Seattle's point of view repeatedly emphasized in this part? See who finds it first? How many times did it appear? Which section are they in?
(1) This is a deep helplessness. ...
This is very sad, ...
This is a sincere advice, ...
2. What else does Seattle want us to do? Quickly browse the natural paragraphs from 9 to 1 1, and talk to these words with your heart again.
(1) Indians wanted to tell us so much that at the end of the speech, a thousand words were merged into one sentence.
(2) Why do you say that? Didn't the third paragraph say that we are a part of the earth and the earth is also a part of us?
Fourth, put forward hope and practice "sacredness"
1. However, today, this land, our mother, has suffered many disasters, scarred and bloodied. At this time, let's speak our hearts together: protect the environment and care for our homeland, which we realized after reading the touching speech of Seattle Chief. What should we do and pay attention to in life? Very good, I hope that students can start from small things, from the things around them, and protect the land under our feet with their own practical actions.
2. Many writers and poets also wrote many poems that love the land. Let's enjoy Ai Qing's poem I Love This Land. The poet Ai Qing's sincere heart for this land permeates between the lines of the poem.
Verb (abbreviation for verb) assignment