1. Learn the new words in this lesson and read the text correctly, fluently and emotionally.
2. Understand the magic of quietness, understand the blind children's love and care for life, and know how to love and cherish life.
Teaching emphasis: deeply understand the meaning of some key sentences.
Teaching difficulty: understanding the profound truth revealed by the author.
Teaching process:
First, preview and explore
1, please recall the campus spring scenery map and tell me how you feel about this beautiful spring scenery.
2. Experience the darkness of the blind touching the elephant. Please close your eyes and think about how you would feel if you lost the light. )
3. Expose the topic after students exchange their feelings
Teacher: As everyone says, if we lose the light, we will never see the beautiful campus, our beloved teachers and classmates, and colorful spring. There will always be endless darkness before our eyes. However, there is an 8-year-old blind girl. Although she can't observe spring with her eyes, the spring in her eyes is still colorful. In this class, the teacher will introduce you to this blind girl.
Writing on the blackboard: touching spring
4. Look at the topic and understand "moving" before looking at the topic.
5. problems.
Second, cooperation and exchanges.
(1) Requirements for reading the text by yourself:
1, read the text, pronounce correctly, and look up the words at the same table.
2. Thinking. Who touched the spring with what? What kind of child do you think she is?
Communication:
1. Tell me about the text.
2. What is a quiet child like in your eyes? The teacher randomly writes on the blackboard according to the students' answers: Silence is a magical girl. )
(2) Self-study
1. Seek self-study: Where is the magic of silence? Please read the text in your favorite way, mark the place that makes your heart beat and read it several times.
2. Students read books by themselves and teachers patrol.
3. Self-study at the same table.
Transition: What magical shots did you see on this spring morning?
Third, reading comprehension.
Key sentences 1:
"Quiet shuttle in the flowers. She walked smoothly without any embarrassment. "
1, students talk about their experiences.
Ask a student to walk from the back to the front blindfolded. Let's say that this classmate is walking before reading this sentence carefully.
3. Teacher: Students, why can silence go on so smoothly without any stumbling?
4. Xiu: "The quiet whole lingers among the flowers." Understand "lingering" and tell me why. (Love life)
5. Read the second paragraph and talk about the beauty of spring. Be quiet.
6. Summary: Quiet is a way of loving life, which allows you to magically shuttle through the garden!
Key sentence 2:
"She slowly reached out her hands, and under the guidance of the fragrance of flowers, she reached out very accurately to a rose stained with dew."
1. Tell me where you saw the magic of silence.
2. Show and compare the sentences:
She slowly stretched out her hands and, guided by the fragrance of flowers, reached out to a Chinese rose with dew.
She slowly stretched out her hands, and under the guidance of the fragrance of flowers, she reached out to a Chinese rose with dew very accurately. Read the sentences freely and realize the difference between the two sentences. Which is better? Why?
B read the second sentence with your own feelings (surprise, admiration, etc.). )
3. Summary: How much I love the quiet life, and it is a miracle that I can reach out to the Chinese rose accurately!
Key sentence 3:
"Quiet fingers quietly closed and caught the butterfly. It's a miracle! The butterfly that earned her eyes was caught by the magical spirituality of this blind girl. "
1, tell me about your life experience
2. Teacher: Students, do you feel that a blind child can actually catch a butterfly? Please express your feelings by reading aloud-freely-together.
3. Teacher: Students, Quiet is a blind child. How did she catch the butterfly with open eyes?
4. Students communicate, teachers guide-understand the "magical spirituality".
5. Teachers induce reading:
This spirituality comes from the quiet love for spring and nature. How happy she was when she caught the butterfly. Read …
Quietly grasping is not a quietly blooming flower, but a fluttering butterfly. How exciting! Read it again ...
6. Teacher: Do the students believe in this miracle? Let's listen to the personal experience of the blind Helen Keller.
Show me: "I am blind, but I can find hundreds of interesting things just by feeling." I can feel the delicate patterns of leaves or the uneven hard skin of pine trees. In spring, I feel the beautiful velvet texture of flowers. With luck, when I put my hand gently on the small tree, I can occasionally feel the' happy tremor' brought by birds singing on the branches. "
7. Conclusion: God is fair. If he makes you lose your sight, it will make your sense of smell and touch very sensitive. Although you can't see spring with your eyes, you will touch it with your heart. She is such an amazing girl.
Key sentence 4:
"For a long time, she opened her fingers, and the butterfly fluttered away and quietly looked up."
1, Teacher: See for yourself and think for yourself. What descriptions in this sentence feel the magic of silence? Is there a problem with putting the word "Wang Wang" here?
2. Read by name.
Teacher: Students, Quiet is a blind child. She looked up. What will she watch now?
3, language training: quietly looked up, she looked ... looked ... looked ... looked.
4. Read the four sentences learned above with music. (free reading, named reading, synchronous reading)
Fourth, expand and extend.
Teacher: What a girl who loves life and what a magical girl! In fact, there are many people who can create miracles in our lives. The teacher tells:
(1) Helen Keller: A woman who is claustrophobic in the world of blind and deaf people actually graduated from Harvard University and spent her whole life running around and setting up a charity.
Sister Zhang Haidi: She is paralyzed, but she can speak four languages.
(2)2 1 deaf girls: The average age is only 17 years old, but they performed a wonderful program "Guanyin with a Thousand Hands" for the audience at the 20xx Spring Festival party.
(3) Young conductor Zhou Zhou: Addition and subtraction can only be counted as one digit, but the most beautiful music in the world is played with a small baton.
(4) Boys from two schools with mental retardation: They just won the Excellence Award in the Second National Talent Painting Competition for Hearing-impaired Children in Beijing.
(5) Zhou Yuefeng, a young man from Xucun: He lost his arms at the age of 5, but became the first disabled doctoral student in our province.
Teacher: How do you feel after hearing these stories? Students feel it and communicate freely.
Teacher's summary: Students, everyone who lives in the world has the right to give off light and heat in his post to show his life value. We should cherish life as they do in life. After reading this story, we are as moved as the author and moved by the miracle created by tranquility. I think we must have a lot to say, or you want to say something about quiet, or you want to say something to the author, or you want to say something to yourself, or you want to say something to your family, friends and classmates. Then, just pick up a pen and write down what you want to say.
The teaching goal of unit 5 teaching design II in the second volume of the fourth grade Chinese;
1. Know 5 new words and write 8 new words. Correctly read and write words such as "move, desire, spoil, cherish".
2. Read and recite the text with emotion.
3. Guide students to grasp the key words, connect the context with real life, and understand profound sentences.
4. Through reading comprehension, I feel the author's thinking about life, know how to cherish, respect and treat life well, and let the limited life show infinite value.
5. Expand reading The Magnificent Song of Life and write down your feelings after learning The Life of Life.
Teaching emphases and difficulties:
Grasp the key words, connect the context with real life, understand the meaning of sentences, and guide students to think about life and feel the meaning of life.
First, preview and explore
1, communication between teachers and students.
Students, before class, we collected proverbs about life. Now let's exchange ideas first. (Free communication) After listening to the communication just now, what is your deepest feeling about "life"?
The teacher also collected two aphorisms about life and wanted to share them with you. Do you want to hear them?
(Screen display) Although life is short, we can make limited life show infinite value.
Teachers and students read together. Do you understand? How to understand this passage? Let's follow the author to lesson 9 to find the answer.
2. blackboard writing topic. Read it together. problem
Second, cooperation and exchanges.
(A) new words
1, check the preview of new words. I can read. (2) I can talk. (3) I want to ask.
2. Students can read the text freely, and they are required to be correct and fluent.
3. Read the text by name and think about what is written in each paragraph. How many examples are written in the text?
4. Communicate and clear the context.
Mother: Struggle for survival
Sweet melon seeds: seedlings sprout from cracks in bricks.
Me: Listen to your heartbeat.
(2) Text
1. Read the second, third and fourth paragraphs of the text by yourself, choose one of them and read it repeatedly, so as to understand the author's ideas from each example. Why do you have these feelings?
2. Group cooperative learning. Find a classmate who chooses the same paragraph with himself and exchange experiences.
3. Communicate with the whole class.
(1) What does the author think from each case? Why do you have these feelings?
Moth: Struggling to survive-the desire to survive shocked me.
19, life, life, sweet melon seeds: in the cracks of bricks-unyielding let me (admire)
Me: Listen to my heartbeat-the steady and regular heartbeat shocked me.
(2) What sentences did you understand the most in the study just now?
I can make good use of it or spoil it for nothing.
B, it's up to me. I must be responsible for myself.
4. Read and recite with emotion.
Third, reading comprehension.
1. What is the author's thinking about life from these three examples? Let's read the last paragraph of the text together.
2. How do you understand this passage? Let's exchange views.
3, teacher guidance:
(1) The first sentence has a pair of antonyms. Can you find them? What does "limited life" mean in the previous example? What does "infinite value" mean? From the perspective of real life, what does the "infinite value" embodied in human life mean?
(2) How to live a wonderful life? Combined with the information you have collected, tell me who you think is living a wonderful life. Whose life died in vain?
(3) Let's talk about how to understand this passage.
4. Read and recite the last paragraph with emotion.
5, combined with subject understanding
I have carefully tasted the author's thoughts on life. Now let's read the topic again. What kind of tone would you read? (admiration, aftertaste, reminiscence, ...) The author repeated his life twice in the project. What did you realize? (Emphasis on feeling)
Fourth, expand and extend.
At the end of this text study, the teacher recommended the second maxim I collected to everyone.
(Screen display) Life is the most precious thing for people. Life only belongs to people once. A person's life should be spent like this: when recalling the past, he will not regret wasting his time, nor will he be ashamed of being mediocre; On his deathbed, he could say, "All my life and energy have been dedicated to the most magnificent cause in the world-the struggle for the liberation of mankind".
Unit 5 Teaching Design 3 Teaching Objectives of Grade Four Chinese Volume II:
1. Learn the new words in this lesson. Accumulate the words in this lesson.
2. Read the text with emotion. To understand the emotional and cognitive changes of the author in the process of donating corneas after the death of three relatives.
3. Learn from the noble spirit that the author's family treats death correctly and voluntarily donates organs to benefit others after death.
Teaching emphases and difficulties:
To understand the emotional and cognitive changes of the author in the process of donating corneas after the death of three relatives.
Teaching tools:
Picture, small blackboard
teaching process
first kind
First, preview and explore
1, today we are going to learn a new text, the topic is "The Eye of Eternal Life". Look at the topic together. Why should this article be titled "The Eye of Eternal Life"? What do you mean by "eternal eyes" Ask students to read the text for the first time and understand the main idea of the article
2. Read the text by name and correct the pronunciation.
3. Practice retelling the text and summarize the main contents of the article.
Retell the text in detail
(2) simply retell the text
(3) Hint: Who donated corneas in the article?
(Mother, father and daughter)
(4) Summarize the main content of the article in a few sentences.
The article tells the touching story of three relatives of the author who donated corneas after their death, so that others can see the light again.
Second, cooperation and exchanges.
1. Read the three parts of "mother, father and daughter" donating corneas respectively.
2. Read the text freely and discuss in groups: Why do you want to simply write about the donation of corneas by your daughter Wendy?
3. Answer by name.
4. Check the preview of new words.
1. Show the new words to the students.
2. Refer to the student's approval.
Third, reading comprehension.
1. Learning Part I: Mother donates corneas.
(1) Read the text silently, find out the sentences of "my" attitude towards the fact that my father agreed to my mother's donation of corneas, and understand what my attitude was at that time. (I don't understand)
(2) Draw what my father said and show the projection:
My father gave me a calm hug. "The most precious thing you can give others is a part of yourself. A long time ago, your mother and I thought that our death would be meaningful if our bodies could help others recover.
Read my father's words freely and think: What kind of death does my father think is meaningful?
Our bodies contribute to the recovery of others' health, and such a death is meaningful.
(2) After listening to my father's words, how did my mood change?
③ Guide to recite this passage.
(3) Read the first part with emotion.
2. Learning the second part: Father donates cornea.
(1) Read the text freely and draw your father's wishes.
Communication:
He told me happily: "I will donate all the organs that are still intact after I die, especially my eyes." How wonderful it would be if a blind child could see the light again with our help and draw a horse as lifelike as your daughter Wendy!
(1) Name this passage and read it emotionally.
How did you feel when your father said these words? (Happy, happy)
③ Guide to recite this passage.
I told Wendy my father's wish. What did Wendy do? Where did you see it?
Show sentences: The child was in tears and hugged his grandfather in the past.
This shows Wendy's admiration for her grandfather. )
(3) My father also donated corneas according to his wishes, which made Wendy know something?
Experience the last sentence: at this moment, I realized that what my father left was far from a pair of corneas, and my daughter's eyes reflected a kind of pride! Read this sentence silently and realize what "pride" means.
(4) Teachers guide students to read the second part with emotion.
3. Learning Part III: Daughter Wendy donates corneas.
(1) Read "Letter from Olegan Brave Corneal Center"
(2) Understand sentences and show projections:
The brush in my blonde hand is still waving and her blue eyes are still shining with pride.
Read sentences by name.
② Understand the meaning of this sentence in combination with the topic "Eye of Eternal Life".
(3) Let students express their understanding.
Fourth, expansion and extension.
1. What do you think of "donating cornea after death"?
name
1. Please write an article that gives you the deepest feeling after class, and the content should be detailed.