The soul of the plum blossom lingers in dreams
——Teaching design of "The Soul of the Plum Blossom" (two lessons)
Learning objectives
1. Recognize 12 new characters and be able to write 14 new characters. Correctly read and write words such as "plum blossom soul, wisps of fragrance, buried in a foreign country, cheek edge, white hanging thick, even, indifferent, losing reason, overseas Chinese, aging, handkerchief".
2. Read the text correctly, fluently and emotionally, and freely copy the words, sentences and paragraphs that move you.
3. Grasp the main content, understand the author's choice of several things to express his grandfather's homesickness, and feel the influence of emotion.
4. Continue to practice silent reading, find difficult problems, and try to solve them by yourself or through cooperation. Develop the habit of reading, thinking and the ability to cooperate with others.
Learning Key Points
Grasp the main content, experience the emotions of my grandfather, and continue to carry out activities to "enhance the rural sentiments".
Difficulties in learning
Understand the meaning of "soul" in "Plum Blossom Soul".
Study preparation
Understand the meaning and origin of the poems about plum blossoms mentioned in the article, and consult relevant information about the experiences of overseas Chinese living overseas.
Class schedule
2 class hours.
Learning process
The first lesson
1. Stimulate interest and introduce new lessons
Play "Plum Blossom Three Lanes" to elicit " Plum Blossom" and "Soul". (Feel free to comment on your own feelings)
2. Write the topic on the blackboard and read the topic.
2. Check the preview and gain insights from the first reading
1. Read the text aloud freely, pay attention to the pronunciation of the characters, and read the text thoroughly.
(Provide the "First Reading Tips" and organize students to learn the text by themselves according to the first reading tips: read the text by yourself, get every word into your eyes, and every sentence into your brain. For words you don't know, look at the after-class vocabulary list, or Check the dictionary to solve the problem and read the text correctly)
2. Communicate words from students, let students act as teachers, and remind students of common mistakes.
(The pronunciation and strokes of "hun", the strokes of "hun", the middle "secure", and the strokes of "decline" in "aging", the "lu" is the side sound, and the "burial" is the flat tongue , pay attention to the pronunciation standards)
3. Read the text silently, read the parts that are difficult to understand several times, and make comments to understand the content of the text.
(Exchange learning results within the group, discuss questions you are confused about, and discuss with the whole class if you don’t understand.)
3. Exchange feedback and experience emotions
1 ． Provide answers to questions generated in class. (Answer it by yourself, leave it for thinking, and answer it in the next link)
2. If the students did not ask questions about sorting out the general content of the text, the teacher asked: The text is telling us the stories of plum blossoms. Which ones are they told? Can you write it briefly without using two or three sentences? Whoever finishes writing first will stand up and read it for everyone to enjoy. (Students write quietly, teacher inspects)
3. Students read and evaluate in various forms. (Student evaluation, teacher evaluation, guidance on how to write in a simple and clear way)
4. Review the class and memorize it again
1. Continuing from the previous link, based on students’ understanding, the main idea of ??the text is summarized again.
2. We roughly understood the main meaning of the text and also clarified some words. However, further study of the text still requires a challenge. If you succeed in the challenge, you can proceed to the next link smoothly.
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Second Lesson
1. Introduction of songs and review of the previous section
1. Send songs
Everyone performed exceptionally well in the last class and successfully passed the test. Congratulations on entering the next stage of learning. In order to congratulate and encourage, the teacher brought this song - "Clouds of Hometown".
2. Review the text
The clouds of my hometown are floating in the sky, and they keep calling me, come back, come back, wandering wanderer, come back, come back, don’t wander around anymore. What does this saying in the song have to do with what we learned in the last lesson? What did you learn in the last section?
[Design idea: use songs to create momentum, create a homesick atmosphere, and lay an emotional foundation for better learning of the text]
2. Taste the language and experience the "soul" from multiple angles < /p>
1. Read the text silently and look for the "soul of plum blossoms".
Look for which sentences and paragraphs write "soul", what to use to write "soul", which "soul" touches you?
2. Read the sentence aloud to show the "soul of plum blossoms".
Students gave feedback on the results of "finding". Teachers and students read the text together and understood the writing method. (This link combines the content of the previous lesson to further read the language and text)
3. Think deeply and write the "soul of plum blossoms".
What exactly is the "soul" in "Plum Blossom Soul"? Write your heart out with a pen.
Play "Clouds of Hometown" softly again during the writing process
[Design idea: The dialogue between students, teachers, and texts generates a lot of things, so it is not convenient to design in detail, but it is just designed Rough links. When implementing the above links, we must make full use of the evaluation function, encourage students in many aspects, affirm students from multiple angles, let students express their own opinions and fully understand the text]
3. Reading link, Expand the understanding of "soul"
1. Read it, read it through.
2. Tell me, what did you read?
3. Think about it, is there a soul here?
[Design idea: extend the reading, extend the thoughts, and further understand the plum blossom soul]
4. Summarize the full text and sublimate the "plum blossom soul"
1 ． Read the text again and reflect on the "Soul of Plum Blossoms"
The paragraph about the soul of plum blossoms written in the text is read aloud in five parts
2. Make suggestions and design "Plum Blossom Soul"
How to express the "soul" with video lenses? What things do you choose to put into your lens? What appears most often?
Friendly reminder: 1. Allow group cooperation or individual thinking;
2. You can refer to the text, and based on this, you can also find information (poems, music, pictures) and life experiences.
3. Summary of students' design
Design ideas: This link is not only a summary of text learning, but also a sublimation of the text. By reciting in sections, you can recall the text and at the same time pave the way for the textual information and emotional rendering in the next session. The evaluation function must also be implemented to allow students to elaborate from multiple angles, directions, and levels.
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