Teaching objectives:
1, can read the text correctly, fluently and emotionally.
2. Master the seven new words required to be written in this lesson.
3. Guide students to feel the inner beauty and formal beauty of poetry in reading, and feel the love and enterprising spirit of simple working people for life.
4, understand the text, understand the connotation of poetry: through the storm, life is meaningful and better.
Teaching emphases and difficulties:
Understand the meaning of "country avenue". Understand the meaning of the last sentence of the poem, so that students can understand that it takes a lot of hardships to realize the greatness of life.
Teaching process:
First, talk about new lessons.
1 Students, Mr. Lu Xun, a famous writer in China, once said: In fact, there is no road in the world, and the more people walk, the road becomes. What does this "road" mean? Unit 10 "Road" that we are going to learn introduces us to different meanings of "Road" from different angles. Today we will learn the first text of this unit, Country Avenue.
2. Write "country" on the blackboard. Tell me about your country. Add "avenue" Read the topic aloud.
3. Do you have any questions after reading the topic? People say country road, why does the author say country road? What are the characteristics of country avenue? What does Country Avenue mean? ……)
Second, exchange information and understand the writing background.
1. Students exchange personal information about Guo Xiaochuan. 2. The teacher introduced the writing background of Country Avenue.
Third, read the text for the first time and feel it as a whole.
1. The teacher imitates the text and asks the students to listen carefully.
2. Read the text by yourself. (Requirements: Read the text in your favorite way, read the pronunciation correctly, read the sentences, and solve unfamiliar words by yourself. )
3. Check the reading.
(1) Please ask four students to read the text in sections with loud voice, accurate pronunciation and fluent sentences. (The rest of the students listen carefully and evaluate as required after listening. )
(2) Read the text in sections at the same table, communicate after reading, and pay attention to the opinions of the same table.
(3) Read the text together. Require accuracy and fluency.
Fourth, create a situation and feel the content of the text.
1, school section 1.
(1) Read section 1 of the text by yourself, and mark "~ ~" under the figurative sentences in the text while reading. (2) Communication with the whole class.
(3) Guide the reading of figurative sentences.
(4) What does the poet compare the country road to? From this metaphor, do you know what are the characteristics of country avenue?
(5) communication. This country road is characterized by its length and width. )
(6) Show courseware, showing long and wide pictures of rural roads. Instruct to read the chapter 1 with emotion.
2. Learn the second part.
(1) Group cooperative learning Section II. Requirements: read the text silently, and underline the figurative sentences with "~ ~" while reading; Communication: What does the poet compare the country road to? What characteristics does this section describe about the country avenue? How to understand it?
(2) Communicate with the whole class after group communication. The teacher randomly instructed to read two figurative sentences and read their twists and turns.
(3) Play the courseware to show the steep and tortuous picture of the country road.
(4) With the help of courseware, read the second paragraph by yourself, and experience the steep twists and turns of the country road, focusing on reading "At least nine twists and turns" and "The Waves of the Yellow River are not limited".
(5) Read the second section together and read out your own experiences.
(6) Look at the courseware and read 1 and 2 in cooperation between teachers and students. The teacher reads the figurative sentences and the students read the following sentences.
The poet compared the country road to a long bridge, a silk belt, a steep Yellow River and a dry gully. Why does the poet compare it to such an image? This is closely related to his life background. So, which section of this poem describes the poet's life in the countryside?
3. Learn the third part.
(1) Read the third section by yourself and think: What did you read in this section? (2) Communication with the whole class.
(3) Students ask questions. For example, "Why are those who come here promising, and those who don't come should die of old age?"
(4) After discussion at the same table, the whole class communicates. Read the second sentence randomly according to the students' communication.
(5) Discussion: Why did the poet write about his life in the countryside?
(6) communication. This rural life is also the starting point of the poet's life. ) The teacher randomly instructed to read the sentence 1.
(7) Read Section 3 together.
4. Learn the fourth part.
(1) Read the fourth section silently and think: What is the relationship between this section and the first three sections?
(2) call the roll. (the last section is a summary of the first three sections, which is the relationship before and after. )
(3) What have you learned from reading?
(4) communication. According to the communication situation, teachers guide students to tell their experiences in the first three paragraphs, so that students can realize that a person's life path, like this country road, will not be smooth sailing, but tortuous, bumpy and very steep. Only through hardships and tests can they realize the greatness and variety of life. )
(5) Read Section 4 with your own experience and passion.
Fifth, emotional sublimation.
1, former classmates questioned: Why is the topic Country Avenue? Now, who will tell you how you understand it?
How do you feel after learning this poem?
3. Read the whole article with emotion.
Reflection after class:
1. Start with the unit theme, guide students to question and activate their thinking. The theme of this unit is "Road", and students' understanding of "Road" is inevitably one-sided and narrow. In order to give students a broader understanding of the "road", I first introduce a sentence from Mr. Lu Xun to arouse students' interest in learning literature and make them clear about the learning content of this unit. The topic is an integral part of the textbook, and the dialogue between teachers and students and the text should start with the topic. I wrote the topic on the blackboard twice. I first wrote "country" to guide students to understand the country emotionally, and then I wrote "Avenue" on the blackboard to guide students to look at the subject and ask questions. After thinking, the students put forward several valuable questions: Why is the topic Country Avenue? What are the characteristics of country avenue? What does Country Avenue mean? ..... so that the topic and the text are closely linked and the understanding of the topic is infiltrated into the teaching process. In addition, when understanding the text, guiding students to question difficult sentences fully activates students' thinking, encourages students to think and explore themselves, and cultivates students' ability to question and explain doubts. As brubeck, an educator, said, "The most exquisite teaching art follows the highest principle that students ask their own questions."
2. Guided by reading, guide students to feel. Chinese teaching is a poem, a passionate poem. Chinese class should embody "the sound of books is bright and affectionate". The general goal of curriculum standards requires students to "learn to use a variety of reading methods". The teaching of this course highlights this point and focuses on guiding students to read aloud. Through teachers' demonstration reading, students' independent reading, silent reading, teacher-student cooperation reading, common reading, music reading and other ways. Students can feel the connotation of poetry in reading. Teachers don't explain too much, but guide students to enter the text, deepen their understanding, feel and think in the process of dialogue with the text, and be influenced by emotions.
Pre-class preparation: Arrange students to collect information about the poet Guo Xiaochuan.
Guo Xiaochuan (19 19 ~ 1976), whose real name is Guo Enda, is a famous contemporary poet. People in Fengning, Hebei. From 65438 to 0933, he went to Peiping, attended cram schools in normal colleges and engineering colleges, and participated in anti-Japanese and national salvation activities. Poetry writing began at 1936. He wrote many poems reflecting people's fiery life in his life, and was known as a "warrior poet". His poems are rich in thoughts, sincere in feelings, bold and free, and sonorous in sentences. His poetic style is called "New Ci Fu". His famous poems include Autumn in Tuanbowa, New Songs in the Frontier, Country Avenue, Sanmenxia, Cane Forest-Green Curtain, General Trilogy and so on. His poetry creation occupies an important position in the history of China's new poetry development.