Teaching objectives of "Touch Spring" lesson plan 1
1, learn to make new words.
2. Read the text correctly, fluently and emotionally, recite your favorite paragraphs, and refine and accumulate good words.
3. Understand profound sentences and guess the truth contained in them.
4. Experience blind children's love for life, feel the author's care for life, and know how to love and cherish life.
Emphasis and difficulty in teaching
Let students understand the feelings expressed in beautiful sentences in the text, which can be realized by combining the main points of "thinking about exercises"
teaching process
Second lesson
First, set a scene to enter the country and introduce the text.
Teacher: Students, last class, we talked about that on a morning filled with flowers, a blind girl named Jing Tian quietly caught a butterfly parked among the flowers. In this lesson, let's look for the miracle created by her and Jing Tian together, feel the breath of spring and touch the pulse of spring in her unique way.
Classmate: Reading topic: 17, Touch Spring.
Second, independent inquiry and overall perception.
1, find out, what miracles did tranquility invent?
Teacher: Read the text in your favorite way and find out what miracles you have quietly invented. Circle them and mark their feelings in the textbook.
2. Teachers patrol.
3. Intra-group communication.
Third, analyze words and sentences and communicate in class.
1, class communication report:
Teacher: it is a pleasure to communicate with peers, and it is even greater to share with you. So who will tell us what miracle silence has invented?
2, teachers guide students to report, and combined with key sentences for in-depth experience:
(1) "peacefully through the flowers. She walked smoothly without any embarrassment. "
Student: I think this sentence is about "walking peacefully through the flowers". She walks smoothly without any stumbling. "
Teacher: "Then can you tell me why you think this is a miracle?"
Classmate: Jingjing is a blind child. Her eyes are out of sight, but she still walks so smoothly among the flowers, so I think it's a miracle.
Teacher: What about other students? Students can get in touch with a sentence, "Wandering quietly among flowers all day." How do you feel?
Classmate: In connection with the above, I know Jingjing likes flowers very much, so she lingers among the flowers all day. She walks very smoothly. I think she must be practicing walking every day, so she didn't stumble.
Teacher: Only by studying hard can we have such a profound experience. Perhaps it is quiet, lively and smart, perhaps it is quiet and infinite love for spring, so she will linger in the flowers and pass through them all day.
(3) Read this sentence together:
Teacher: Let's read this sentence with our own feelings.
Students read, and after reading, call the roll. Read it by name again.
Teacher: It's really easy to read, especially the word "stumbling", which is very interesting to read. So what miracles did Quiet invent next?
She slowly reached out her hands, and under the guidance of the fragrance of flowers, she reached out to a rose stained with dew very accurately.
Classmate: What I'm looking for is "She slowly stretched out her hands, and under the guidance of the fragrance of flowers, she reached out to a rose with dew." "She reached for a rose very accurately, which was amazing, because she couldn't see it at all, so I thought it was a miracle.
② Comparative sentence:
Teacher: In order to make everyone feel more profound, the teacher put two sentences on the screen. Please read them:
She reached out her hands and, guided by the fragrance of flowers, reached for a Chinese rose with dew.
B, she slowly stretched out her hands, and under the guidance of the fragrance of flowers, she reached out to a rose stained with dew very accurately.
Teacher: Read it. What did you find?
Classmate: I found that the second sentence has two more words "slow and accurate" than the first sentence.
Teacher: You are such an observant child. Which sentence do the students think is better? Can you tell me why?
Classmate: I think the second sentence is good. Take your time, because she is blind and quiet can't be as fast as us. So the author uses words accurately.
Classmate: Extremely accurate means very accurate. Under the guidance of flowers, it is a miracle to get in touch with Chinese rose quietly and accurately.
Teacher: Yes, from the slowness of tranquility and the extreme accuracy of tranquility, it is not difficult for us to realize the accuracy of the author's words, and it is not difficult for us to realize the miracle that tranquility has invented for us.
(3) Read these two sentences:
Teacher: "Who can understand these two different feelings?"
Students read and the teacher guides them with a camera. (name reading, boys and girls competition)
Teacher: Boys and girls are neck and neck. The teacher gave you the warmest applause. So what miracle did silence invent?
(3) "Quiet fingers closed quietly, ... caught by this blind girl's magical spirituality."
① classmate: I think the sentence describing the miracle of tranquility is "quiet fingers closed quietly, ... caught by the magical spirituality of this blind girl."
Teacher: The teacher typed this sentence on the screen and asked the students to read it silently. What does "unexpected" mean when reading?
Students read silently.
Teacher: What do you mean by "unexpected"?
Classmate: I didn't expect that.
Teacher: What word can be used to mean "unexpected"?
Classmate: unexpected, unexpected, incredible.
Teacher: Can you say a word "unexpected"?
The classmate answered.
Teacher: Students, at this moment, you are quiet. Please close your eyes and let our imagination fly with the teacher's description. You can imagine and act. "Quiet fingers closed quietly.
..... Caught by the magical spirituality of the blind girl. "
Teacher: How did you feel when "magical spirituality" jumped in front of you? Students can imagine that if you are the butterfly, when the quiet palms are quietly closed.
Why not fly away with your eyes open? What are you thinking about? )
Classmate: I don't think I've seen butterflies before, so I flew to her hand on purpose to let her experience what it was like to fly to her hand.
Classmate: I want to wander quietly among the flowers all day. She likes spring very much. Although she can't see it, she still feels it in her own way. Peace touched me deeply.
So I want to stay in quiet hands for a while.
Classmate: I want to be good friends with Jingjing.
Teacher: You are really an understanding butterfly. Yes, it is not so much that the butterfly is held by a quiet palm, but rather that her love for spring and infinite yearning for life have made it.
The butterfly willingly fell into her palm. With this feeling, who will read the sentence?
After the students practice reading, read the names aloud.
(4) Show "For a long time, she opened her fingers, and the butterfly flapped its wings and flew away, quietly looking up."
Student: I think it is this sentence: "For a long time, she opened her fingers, and the butterfly flapped its wings and flew away, quietly looking up."
Teacher: Can you make a gesture? (Students do actions)
Students, at this time, if you just released a butterfly, what can you see when you look up?
Classmate: I can see the beautiful wings of a butterfly.
Classmate: I can see which direction the butterfly flies.
Classmate: I can see colorful patterns of butterflies.
Teacher: However, all this peace may never be seen, but she still has to look up, because she has a heart eager to fly like us. This passage deeply touched the teacher. Can you give the teacher a chance to express his inner feelings? (Teacher's Music Reading)
Students read aloud with emotion.
Fourth, combing and summarizing, emotional sublimation.
1, excessive teacher: I am not disturbing the peace. Read together:
The big screen shows that "everyone has the right to live, and anyone can invent a colorful world of their own." The teacher asked the students to talk about their understanding of this sentence in combination with the text and real life.
2, teachers guide students to sum up the experience of profound sentences:
The projection shows the sentences experienced by teachers and students in this lesson:
(1) "peacefully through the flowers. She walked smoothly without any embarrassment. "
"She held out her hands slowly, and under the guidance of the fragrance of flowers, she held out a Chinese rose with dewdrops very accurately.
(3) "Quiet fingers closed quietly, ... caught by this blind girl's magical spirituality."
(4) "For a long time, she opened her fingers, and the butterfly fluttered away and quietly looked up."
"Everyone has the right to live, and anyone can invent a colorful world of their own."
Teachers and students jointly sum up the methods of understanding profound sentences: linking the context, comparing sentences, expanding imagination, grasping key words and combining with real life.
Teacher: In the future study, the teacher believes that you will have more and better ways to experience it.
3. Students practice writing:
After learning this text, what inspiration or feeling did you get from it? Please write it down.
4, the teacher patrol, the camera is excellent in the class.
5. Teacher's summary:
Students, each of us has the right to life. No matter whether you have a healthy body or not, as long as you love life, you will certainly invent your own spring and weave your own colorful world!
Touch Spring Lesson 2 [Text Interpretation]:
Touching Spring is selected from the fifth group of texts in the second volume of the fourth grade experimental textbook of People's Education Press. The theme of this set of textbooks is "Love Life", and four beautiful articles are selected to let students experience the beauty of life and think about how to treat life and love life.
This article is exquisite in writing, rich in language and beautiful. This paper describes the story of blind children quietly feeling the beautiful spring with their hearts in the flowers, and expresses their strong pursuit of loving and cherishing life.
[Design concept]:
Stick to the word "catch" and design a problem board with a large span (what does it mean to catch a butterfly? Why can you catch it? Did you only catch butterflies? ), let students taste the charm of language, feel the humanistic meaning of the text and understand the true meaning of life.
[Teaching objectives]:
1. Understand the meanings of words such as spirituality, lingering, fluency and shuttle.
2. Learn paragraphs 4-7 of the text, understand profound sentences and read the text with emotion.
3. Experience blind children's love for life, know how to love life and cherish life.
[Teaching philosophy]:
Section 1: Topic introduction.
1, recite three groups of words in one minute:
blind child
Unwilling to leave
shuttle back and forth
fluent
miracle
intelligence
Wonderful world
2. Communication: How do you remember it?
[Design intention: The teacher prompts the memory method and tells the students that there is a connection between words. If you connect the text into a paragraph or a picture, the effect will be better. Students not only consolidate the new words in the text, but also teach the methods of memory, and also guide students to summarize the main contents of the text and directly lead them into the later study. ]
Block 2: Explore the text.
The text tells the magical thing that a blind child quietly caught a butterfly.
1. Read the text quickly: Which part of the text directly describes this touching scene?
Show (key sentences) "It's a miracle that the quiet fingers closed quietly and caught the butterfly! The butterfly with eyes open was caught by the magical spirituality of this blind girl. "
Read this sentence aloud. What do you want to read? (Default: not easy, miracle, spiritual spirituality ...)
Transition: whether we think this is a miracle or that quietness has magical spirituality, it is because we have caught this butterfly quietly, but quietness is different from our ordinary children. She is a blind girl.
Understand the meaning of "blind" and realize the inconvenience of the blind;
Literally, "blindness" means losing your eyes We have bright eyes, and we can see a colorful world. For the blind, she can't see (the scene of flowers in full bloom), can't see (the smiling face of mom and dad), can't see ... There is only one piece (darkness) in front of her eyes, so we say that it is a miracle that a blind girl can hold this butterfly with her eyes open. (Read key sentences)
[Design intention: For this sentence, students have different pronunciations according to their own different understandings. They can highlight the words "miracle", "magic", "eyes open" and "blind girl", but the students are still a little unfinished. Teachers will let students understand the inconvenience of the blind, and when they feel that they can't see anything in common, they will immediately put their feelings into reading this sentence again. ]
(2) Guide learning 4-6 natural paragraphs.
What does this "grasping" mean to silence? Don't rush to answer, concentrate on reading the natural paragraphs in text 4-6 first.
Students are free to read paragraphs 4-6 of the text.
Feedback, communicate and understand sentences.
A butterfly fluttered between her fingers, and her quiet face was full of surprises. This is a brand-new experience. An Jing's mind came to a place she had never experienced before. "
This assurance means that this is a brand-new experience. What have you experienced quietly? What have you experienced?
(blackboard writing: experience new experiences)
Quiet in the dark, when she can't see the light, she has experienced it (students answer the blackboard with a camera: helplessness, pain, fear).
She went through it the first time she went downstairs? (stumbling ...)
Later, she was gradually able to wander among the flowers smoothly, shuttle among the flowers, smell (rich flowers,) hear (sweet birds singing)—
But she never felt that spring was around. When this butterfly flies between her fingers, it is a brand-new experience. What is she going through now? (Happiness, happiness ...) Read your happiness (happiness). It's all because I caught this butterfly (read sentence A)
We should not forget that silence is a blind child, but when we read it, we seem to forget this cruel reality, because we know that the quiet inner world is no longer a- darkness, no longer a- blank. We seem to see her colorful inner world. This miracle, this magic, moved me deeply. (Read the key sentences).
[Design Intention: The "experience" and "experience" here are deeper than the previous problem of "nothing can be seen". Through understanding and reading aloud, I will go into the inner world of the quiet character to experience her helplessness before and her happiness now. ]
What else does this catch mean?
Xiuju B: "At this moment, a quiet heart must have crossed a beautiful arc, and a butterfly has crossed an extremely beautiful curve in her eight-year-old life, telling the concept of flying."
(blackboard writing: look at the new scene)
Read the blackboard. Is there a problem here? Quiet is a blind child. Can you look around?
Yes, Helen Keller put it well: "In addition to seeing the world with eyes, people also have a unique internal perspective, which may be more real, that is, seeing the world with heart."
What did she see? What does arc mean? What arc is this? How beautiful is it? Like what? Who can read more beautifully? Look at a new scene that you have never seen before.
(3) Is it a coincidence that a blind girl can catch this butterfly?
Please read the natural paragraph of the text 1-3. What words, words and sentences touched you at once and told you that it was no accident.
The camera understands the word: "Walk around smoothly, stumble, and be extremely accurate."
Read the relevant sentences aloud.
After reading these, what do you think the magical spirituality here contains?
(Strong, hardworking, loving life ...)
Read key sentences
[Design Intention: The design of this question radiates to the 1-3 natural paragraph of the text, and you can feel the quiet love for life between the lines of the text. Students have read this passage for the first time before, and now review it again to guide students to deepen their understanding of the text from another angle and understand the profound connotation of spirituality. ]
Plate 3: sublimation.
1, imagine a quiet future (background music plays to the end)
We are worried ... we are worried ... (pointing to the blackboard: this blind girl will be afraid, helpless, unable to find the courage to live, and will have no future ...)
Now, we have every reason to believe that this girl who loves life is no longer (wiping the blackboard one by one: fear, helplessness ...)
We can be sure that this brave and strong girl may become ... will become. ...
We can firmly believe that this spiritual girl will definitely create a new life of her own.
(writing on the blackboard: creating a new life)
2. Show the central sentence: "Everyone has the right to live, and anyone can create a colorful world of their own."
Because silence tells us this truth.
Who does everyone here mean?
Who else has told you this truth with their own stories? Who do you want to tell this truth to?
Someone did it:
3. Supplementary study "I still have one foot".
I still have one foot.
Zhoudaguan
Beethoven was deaf in both ears,
Zheng Longshui is blind in both eyes.
I still have one foot,
I want to stand on the earth.
Helen Keller is blind,
Zheng Fengxi's feet are deformed,
I still have one foot,
I want to travel around the beautiful world.
(1) Introduction Little poet: Guess what the author might look like. What I want to tell you is that Zhou Daguan is a little boy. When he was 8 years old, the doctor had to amputate his leg because of bone cancer. Lying in his hospital bed, he wrote more than 40 touching poems, and his love for life permeated every capital.
(2) Reading poetry aloud (guiding reading well: being, winding, etc. )
(3) Writing: I am _ _ _ _ _ _ _ _, I have _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ (Write down your ambition)
[Design Intention: Although this poem is short, it contains a lot of information. What is important is that the story is more touching and enriches the philosophy of life contained in this article. The last small exercise pen not only internalizes the feelings of loving life, but also allows children to get language training. ]
3. Summary: Let's remember this sentence, I believe we will definitely touch the spring of our lives. (Read the central sentence)
Plate 4: theme extension.
1. Read the text aloud.
2. Collect relevant information after class and hold a story meeting or theme team meeting.
Blackboard design:
Touch spring
afeared
helpless
experience
New experience
staggering
blind child
intelligence
snatch
look around
New scene
The spring of life
scarey
create
new life
Experience before the third lesson of "Touch Spring" teaching plan: blindfolded, experience invisible inconvenience, difficulty and pain.
Design intention: Let students relate their study and life. Students have never experienced many difficulties and inconveniences in the life of the blind. Arranging such experience activities before class is helpful for students to enter the dialogue between texts.
First of all, create situations and guide new courses.
1, create a situation:
Accompanied by the song "Where is Spring? The courseware shows the colorful spring scenery.
2, the teacher in the students' admiration into:
How beautiful spring is! But there is a little girl who will never be seen. what do you think?
3. Summary:
Physical disability can't stop them from pursuing good things. Today we will meet this lovely little girl (blackboard writing project).
Design intention: Let students feel the beauty of spring through music pictures, let students realize how painful it is if they can't see this beautiful spring with their own eyes, and arouse their sympathy for the little girl.
Second, read the text for the first time and approach the story.
1, read the text freely in your favorite way, read the pronunciation correctly and read the text well.
2. What is the story of this article? Try to tell this story.
3. Communicate with the students in the study group the initial feelings after reading.
Third, read the text carefully and walk into the story.
1, courseware inquiry questions:
How does silence touch spring? Draw relevant sentences and think about their meanings carefully.
2, study sentences, deepen feelings:
Quiet fingers closed quietly and caught the butterfly. What a miracle! The butterfly with eyes open was caught by the magical spirituality of the blind girl.
(1) Guide students to grasp the words "unexpected" and "miracle" and realize that a blind child who can't see anything can catch butterflies accurately.
② What is magical spirituality?
Guide students to understand in context. The magical spirituality is actually a quiet love for spring.
(3) Guide emotional reading.
Butterflies fluttered between her fingers, and her quiet face was full of surprise. This is a brand-new experience. An Jing's mind came to a place she had never experienced before.
① Guide students to talk about quiet inner feelings by combining life experiences and sentences in the text.
Guide the students to close their eyes and imagine a quiet mind coming to a place she has never experienced before. What will this place look like?
What words can sum up this inner world?
Read this sentence with your experience!
(3) For a long time, she opened her fingers and the butterfly flapped its wings and flew away. She quietly raised her head and looked around. This quiet heart must have crossed a beautiful arc. Butterfly in her eight-year-old life crossed an extremely beautiful curve, telling the concept of flying.
① Guide students to know how to look around. Quiet is blind. How to look around? Ask the students to understand silence by connecting the illustrations in the text with their own actions. Although she can't see it, she imagines the picture of butterflies flying away with her heart. She yearns for flying and feels the beauty of life.
Guide the students to look at the illustrations. What do you think of the little girl's mood at the moment? Guide the students to realize that although the little girl can't see, she is not sad at all and still lives happily, which shows that the little girl loves life.
Read this sentence with your experience and read it with music.
Teacher's words: Yes, silence loves life so much that she makes us understand such a truth.
(4) Show the sentence: Everyone has the right to live, and anyone can create a colorful world of their own.
Read this sentence freely.
(2) Talk about your understanding of this sentence.
③ Summary:
Although the little girl is very quiet and can't see anything, she touches the spring with her heart, loves life, loves life and creates a colorful world of her own.
Design intention: Understanding the profound sentences in the text is the key and difficult point of this unit. In this part of teaching, teachers can grasp the most critical sentence paragraphs in the text, lead students to call their existing life experience, contact the context, and feel in reading, so as to achieve the purpose of reading comprehension. In this way, we not only understand the key sentences in the text, but also realize the hero's love for spring and life, and teach students the learning methods.
Fourth, exchange information and deepen feelings.
1, students exchange information.
2. Playing Guanyin with a Thousand Hands, the teacher gave a perceptual introduction in the music: this is a group of people living in a silent world. They couldn't hear the music, but felt it with their own hearts, and touched the whole China with their beautiful dances, because they created a miracle and a colorful world of their own.
Play that sentence again: everyone has the right to live, and anyone can create a colorful world of their own. Read it together.
Design intention: On the basis of studying the text, it reveals that everyone has the right to live and can create a colorful world of their own. Let students connect this sentence with touching stories in practice when they experience and taste it, so as to raise their understanding of life to another height, realize the value of life and be influenced and infected emotionally.
Five, contact yourself, sublimate emotions
1. These disabled people love life so much. What about us? Let the students talk to themselves about their feelings.
Let's always remember this sentence and show it: everyone has the right to live, and anyone can create a colorful world of their own and read it together.
Design intention: Let students' understanding reach a higher level. Only by loving life can their world become more exciting.
Six, homework, text extension
Collect touching stories about loving life and run a blackboard newspaper with the theme of loving life.