"Life Life" is the third text in the fifth unit of the second volume of the fourth grade Chinese language published by the People's Education Press. The following is the teaching design of "Life and Life" under the new curriculum standard for fourth-grade Chinese language that I have compiled for everyone. Welcome to refer to it ~
Teaching objectives:
1. Read the text correctly, fluently and emotionally , accumulate good words and sentences.
2. Fully read the text, understand the profound sentences, figure out the meaning contained in it, and feel the author's thinking about life, strong awareness of life, and positive attitude towards life.
3. Know how to cherish life, respect life, treat life well, let limited life reflect infinite value, and gradually form a positive attitude towards life and correct values.
Teaching focus:
1. Read the text correctly, fluently and emotionally.
2. Preliminarily cultivate students' ability to read sentences with profound meanings, understand the shortness and preciousness of life based on the context and real life, learn to cherish life, and realize their own life value.
Teaching difficulties:
Students can understand the main content of the text through repeated reading, and understand life and care for life based on their own life experience.
Teaching process:
1. Teacher-student dialogue, introduction of new lessons
1. Students, although we have just met, I feel that we are already friends Yes, everyone said, right? Before class, let’s play a little game. Do you want to play? Okay, please put your hands on your chest, close your eyes, feel or listen to your heartbeat quietly, and then read your feelings. (Yes, living makes us feel the existence of life, and life is the rhythmic heartbeat.)
2. What else is life? We all come to enjoy some pictures, but students cannot enjoy them in vain. I have conditions. The condition is that after you watch the pictures, please tell me, what is life?
3. Yes, it is precisely because of this colorful life that we have this rich and colorful world. So in the eyes of Taiwanese female writer Xing Linzi, what is life? Today, we will study her life-themed article "Life Life".
Design intention: This design focuses on fully exploring the implications of the text and stimulating students' active participation in active thinking. Make students' hearing, vision, and thinking operate in "multi-channels" to form a good classroom tone of "there is emotion before there is melody".
2. First reading the text, perceiving the content
1. Read the text carefully, read the pronunciation of the characters and read the sentences thoroughly.
2. If you don’t understand the word, please contact the context or look it up in the dictionary.
3. Thinking: What things in the article triggered the author’s thinking about life? (Students read the text freely.)
4. Check feedback
(1) Did you encounter any difficult-to-read sentences when reading? (Communication, random reading, correct pronunciation.)
(2) Which things in the article triggered the author’s thinking about life? What did you realize?
Class summary, summarizing the main content of the text.
This article is approved ( ). ( ). ( ) and other small things show the meaning of life: Although life ( ), we can let ( ) reflect ( ).
Design intention: This link gives students sufficient reading time, so that students can truly pass the "recognition and reading level", clear the obstacles of new words, read through and read the full text smoothly; and then go through the "reading test" "Students' preliminary dialogue with the text" achieves the purpose of grasping the text content as a whole by linking events in the full text. Taking "Which things in the text triggered the author's thinking about life?" as the starting point, write on the blackboard according to the communication situation, outline and highlight the teaching objectives, so that students can establish a "framework" understanding of the text content.
3. Read the text intensively and feel life
1. These are three extremely small and ordinary things, but the author conveyed to us her understanding of life through these three small things. The perception of life. Next, ask students to read the text again, choose the examples that touch you the most, and tell us how you feel the meaning of life from those words? Write your reflections in the blank space.
2. Communicate and discuss, appreciate the language and text, and the teacher guides students to read aloud during the communication.
(1) What did you feel from the first case? I can feel it from those words.
“But it struggled and flapped its wings vigorously. I felt the power of life leaping (beating) in my hands. It was so strong! So vivid! The moth’s desire to survive shocked me. , I couldn’t help but let it go!”
What words did you understand? How does the author feel? What did you realize from the three exclamations? Who can read the little moth's survival and the author's exclamation.
Teacher summary: When the little moth faced a serious threat to its life, no matter how dangerous it was, no matter whether it could escape or not, it never gave up its life.
Have you ever seen a life phenomenon like "a little moth surviving"?
(2) When the little moth is reborn due to its own efforts, what kind of inspiration does the small melon seedling growing in the cracks of the bricks give you? Who can tell me how I feel? What did you get from those sentences?
"It can actually break through the hard shell, and grow unyieldingly in the cracks of bricks without sunlight and soil, even if it only lives for a few days."
What words did you understand it from? What kind of feelings will you have when you see such a small melon seedling? Who can read the stubbornness of the little melon seedlings and the admiration for the little melon seedlings.
In your life, have you ever seen a life phenomenon that grows as tenaciously as a small melon seedling?
(3) Just now, we all listened to our own heartbeats. Why can a small heartbeat cause the author to think deeply?
"I can use it well, or I can waste it in vain. Everything is decided by myself, and I must be responsible for myself."
This is what Xinglinzi thinks, too. Do this.
What do you understand from this sentence? Who can read it with their own feelings?
Design intention: This link uses "reading - tasting, reading - thinking, reading - understanding" as the basic learning activity program, and has formulated a framework that can be adjusted at any time in actual operation, allowing students to pass different Perceiving and expressing the meaning of life from a different perspective makes the learning process reappear and rise in a spiral, allowing them to understand the text content more deeply and promoting their Chinese literacy to be improved in many aspects.
4. Exchange and discussion, understand the true meaning
1. The author suffered from illness, which is unimaginable to ordinary people. The author may very well feel that living is a burden and it would be better to die. However, when the author discovers the strong desire of survival of the little moth, and when she sees a small melon seedling growing in the cracks of the bricks without sunlight and soil, When she heard her own steady and regular heartbeat with her own ears, the author thought deeply.
2. Read this sentence yourself. Can you understand your understanding of this sentence based on Xing Linzi’s life?
3. Teacher’s summary: Xinglinzi is a person who understands the true meaning of life, and her life is beautiful. Human life is limited. If you want to make your life glorious and powerful, you must cherish life and treat life well, no matter whether it is happiness or pain that constitutes the background of life.
Design intention: This link is based on students’ full understanding of the text, and through communication, click on the “center” to receive the finishing touch.
5. Expansion and Sublimation
1. After learning this, I think everyone must have a better understanding of life. In fact, there are many people or things in social life that can cause us to think about the topic of "life". Who can tell us?
2. What do you plan to do with your life?
3. If you were asked to add punctuation to the topic, how would you add it? Why?
4. Summary: The article may end and the class may end, but the long river of life will never end. For us, our young lives do not have to be as heavy a burden as those of Zhang Haidi, Helen, and Xing Linzi. What I want to say is that everyone should respect life, be kind to life, and let our flower of life bloom in the bright sunshine forever!
Design intention: In accordance with the teaching spirit advocated by the "Curriculum Standards", based on the characteristics of students and teachers, and the teaching goals set thereby, we strive to transform the "One-Word Hall" into a "Multi-Word Hall" ”, truly reflecting students’ dominant position in learning.
6. Homework
1. Prepare an article about your feelings after reading <
2. Extracurricular reading "If You Give Me Three Days of Light" and "How Steel Was Tempered".
Design intention: The design of practical assignments is intended to guide students to pay attention to real social life, grasp the essence of Chinese language in daily life, and lay a good foundation for the improvement and development of students' personality.
Blackboard writing design:
Life life
Moths survive and life is limited
Melon seedlings are unyielding and upward
Quiet Listening to your heartbeat is of infinite value