The fifth grade Chinese of a primary school "Dongyang? Childhood? Camel team courseware
Teaching objectives:
1. Understand "chewing" and understand the different pronunciations of the word "chewing" in spoken and written language in connection with the context; Remember the word "chewing" through the combination of teacher's model essay, students' empty books and practice writing.
2. Through repeated reading and reading of different roles, I can experience the exquisiteness of the article description and feel Xiaoying's innocence and cuteness.
3. Through repeated reading and thinking, I feel Lin's yearning for childhood and bitterness towards his second hometown, Beiping.
Teaching focus:
Through repeated reading and reading of different roles, I can appreciate the exquisiteness of the article description and feel Xiaoying's innocence and cuteness.
Teaching difficulties:
Through repeated reading and thinking, I feel Lin's yearning for childhood and bitter yearning for his second hometown, Beiping.
Class schedule: 1 class hour
Teaching process:
(A), the conversation digress, into childhood memories.
1, wonderful dialogue:
Teacher: Childhood is a beautiful poem, a beautiful song and a beautiful painting. As time goes by quietly, many fond memories of childhood certainly remain in our hearts. So what interesting stories do you have in mind? Let's share it. (Music)
2. Summarize the dialogue and lead to the theme:
Teacher: Indeed, a toy, a dog, a person and a thing can arouse our happy childhood memories. These memories are always treasured in our hearts because of a shining pearl, and sometimes they shine with dazzling light. However, different people, different times and different places bring us different childhood memories. There is a woman writer in Taiwan Province Province. Her name is Lin. She spent her childhood in old Beijing. Later, she went to Taiwan Province Province, so she wrote a book about her childhood living in the south of the city, called Old Things in the South of the City. Today we will read the preface of this book-"Dongyang? Childhood? camel train
3. Imagine this situation:
Teacher: Dongyang, childhood, camel team, these three words constitute the topic of the text we are going to learn today. What kind of picture appears in your mind at this time?
Teacher: In fact, the pictures left in the students' minds have also appeared in Teacher Lin's mind countless times. You see, the camel team came slowly in winter, ringing sweet camel bells, and the past of childhood came back to me.
(2) Read the text for the first time and feel the wonderful stories of childhood.
1, Teacher: Please read this text carefully and think about related issues according to the prompts.
Projection demonstration: free reading of the text requires: 1) accurate pronunciation and understanding of the text;
2) What childhood memories emerge in the author's mind?
2. Communication:
Teacher: What interesting childhood stories does the author remember?
(3) Re-read the text and deeply appreciate the wonderful memories of childhood.
1, Teacher: Childhood stories are like a beautiful picture scroll, floating in our minds forever, and Lin's childhood stories are so interesting. Now let's walk into the south of old Beijing decades ago and feel her interesting childhood story. Please read the text carefully, underline the sentences you are most interested in, and then write down your feelings next to the sentences.
2. Communication:
Teacher: Just now, I saw that everyone was very devoted to reading and looking for it seriously. Some students drew a place, while others drew many places. I think the place where I painted for the first time must be the most interesting place for you. Who wants to talk first? (Related sentences appear randomly)
Student: 1) "I" watch camel chew (the courseware shows the following sentence)
I stood in front of the camels and watched them chew grass, with such ugly faces, such long teeth and such a quiet gesture. When they chew, their upper and lower teeth are staggered and then ground off, their big nostrils are steaming, and foam covers their beards. I'm so surprised that my teeth are moving.
Teacher: Why do you think this sentence is very interesting? (of three students talking freely and asking them to read)
If you are Lin, you are standing in front of the camel and watching how the camel chews forage. Please close your eyes and the teacher will read this article. Imagine a camel and how its teeth move when it chews.
The teacher read the article "I stood in front of the camel ... my teeth moved". Close your eyes and imagine that the camel was eating grass)
Teacher: What do you see, class?
answer
Teacher: In this way, Lin was deeply attracted by the way camels ate forage, so he observed it for a long time. He was so absorbed that he was amused and froze. Looking at it, she seems to have forgotten something and feels great.
A: Camel.
Teacher: Now you are the camel that keeps eating grass. Let's have fun together.
Teacher: Lin forgot everything around him and thought he was a camel, so his teeth moved. So, classmates, have you ever had such an experience that you were fascinated and dumbfounded?
Teacher: I think your anecdotes as a child have brought as many good memories to the teacher as Lin. Now, let's feel the fun of chewing camels with childhood Lin!
Teacher: For various reasons, I am not interested in this kind of thing when I am an adult, even though I came from a young age. Ms. Lin was forty-two years old when she wrote this article, ten years older than her teacher. Do you think she will learn to chew like a camel when writing this story? Sheng Qi answered:No..
Teacher: Just as the author wrote in the last part of the article: "I won't do stupid things like learning camel chewing in winter", please read this passage.
Show the following words, read them all and show the courseware:
Summer passed, autumn passed, winter came again, camel team came again, but childhood never came back. I won't do anything stupid like camel chewing in winter.
Transition: Although the author won't do such stupid things now, it is such an interesting childhood event that brings us many memories. So, is there anything interesting besides watching camels chew?
2) My imagination of a camel wearing a bell (according to the students' answers, relevant sentences appear randomly)
Courseware demonstration:
My childish mind is full of ideas different from those of adults. I said to my father, "No, Dad! Their soft soles silently walk on the soft desert. Didn't you say that they walked for three days and nights without drinking a mouthful of water, but quietly chewed the food ruminated from their stomachs? It must be that the camel puller can't stand the long and lonely journey, so put bells on the camel to add some fun to the journey. "
Communication: Why is this passage more interesting?
Teacher: So how does Dad explain that camels hang bells? Who do you agree with? Why?
Teacher: My father heard my thoughts at that time, thought about it, and smiled and said, "Maybe, your thoughts are better." At this point, what is dad thinking? What are you laughing at?
In fact, dad has also agreed with his daughter's idea. Think so naive, so full of poetry, now let's feel the author's poetry and childlike interest together.
Teacher: Dad's sentence "Maybe your idea is better." Let Lin often recall the beautiful past now, but the beautiful thoughts of childhood may no longer exist from a realistic point of view, just like the stupid thing of chewing the winter sun like a camel will never be done again. As she said:
Summer passed, autumn passed, winter came again, camel team came again, but childhood never came back. I won't do anything stupid like camel chewing in winter.
Transition: I learned to chew a camel when I was a child, and my naive thoughts brought me good memories now. There are other things that I will never forget, that is, (watching a camel shed its hair).
3) "I" watched the camel depilate.
Courseware demonstration:
Winter is almost over, and spring is coming. The sun is so warm that people want to take off their cotton-padded jackets. Isn't it? The camel also took off its velvet robe! Its fur fell off its body in chunks and hung under its stomach. I really want to cut them with scissors because they are so untidy. The same is true of camel pullers, who also take off their sheepskin and put it on the small peak on the camel's back. The bag is empty.
Teacher: Ask 1 students to read this article, while other students listen and imagine what you find interesting from the description of this article.
Teacher: If you were Lin, would you have such an idea? Why?
Teacher: Now that Ms. Lin is middle-aged, will she still have the idea of cutting irregular hair for camels? (Students communicate freely) At this time, she won't have any thoughts at that time, just like learning camel chewing in winter.
Summer passed, autumn passed, winter came again, camel team came again, but childhood never came back. I won't do anything stupid like camel chewing in winter.
Show and read together:
Transition: What else is interesting?
I miss camels.
Courseware presentation: different roles read aloud
What do you see from this article?
Teacher: Yes, no wonder my mother said, "Always asking, always asking, you child!" " So, what did Lin ask when he was a child?
Teacher: Yes, at this time, she may not ask any more questions. As written in the article, she won't do stupid things like learning camel chewing in winter, and she won't ask her questions when she was a child.
Show the courseware and read it with the students: summer passed, autumn passed, winter came again, camel team came again, but childhood never came back. I won't do anything stupid like camel chewing in winter.
Teacher: Students, although Lin has lived in Taiwan Province for many years, after more than 50 years, her Beijing dialect is still stubborn. Some friends say that she is more Beijing than Beijingers. Do you know why? Does she only miss her childhood? Life is spent there. Happiness and sadness, laughter and crying, that ancient city once poured out all my feelings. Spring has come and autumn has gone, how can I know the season there!
Show: beloved Beiping related sentences:
Unforgettable Beiping! I have lived there for too long, just like a tree taking root. Childhood, a girl, and a woman, half a life.
Where can I find these? Just like the drizzle dripping tonight, I miss Beiping more.
Read raw.
Teacher: In this way, every scene and everything, as long as it is similar to Peiping, will make her feel touched by the scene and arouse her nostalgia for her native land, which will be out of control. As the article says (for students): I said to myself, write them down. In this way, I wrote a book "Old Things in the South of the City".
Students, this book records Lin's long memories and faint sadness in the south of Beiping. I hope you can understand.
The fifth grade language of the second primary school "Dongyang? Childhood? Camel team courseware
Teaching objectives
1. Know three new words in this lesson, write nine new words, and learn to "chew" polyphonic words. Can be correct, fluent and sensible.
Read the text affectionately.
2. Guide students to grasp the content of the text by understanding key words and phrases from the four fragments of the author's childhood memory.
Satisfy the author's childhood love for camels and feel the author's nostalgia for childhood life.
3. Recite favorite paragraphs. Interested students can read the novel Old Things in the South of the City.
Emphasis and difficulty in teaching
From several fragments of the author's childhood memories, through the understanding of key words, we can realize childlike interest and feel the author's homesickness.
Love.
Course arrangement: 2 hours
first kind
First of all, go further and approach the forest.
1. Time passed quietly, but it left us many beautiful memories. What interesting things do you remember when you were a child?
Transition: Just now, everyone told many interesting stories about childhood. A person, a toy and a game can arouse our childhood memories, and these memories will become the wealth and treasure of our life. "Dongyang blackboard writing project? Childhood? Camel, what evokes the author's childhood memories here?
2. Reading problems. What's the difference between this topic and the text topic we have studied at ordinary times?
3. The teacher reads the questions and asks the students to close their eyes and imagine what kind of pictures come to your mind. How poetic this picture is. Today, let's follow the author to see the unforgettable picture in her mind. Read the topic again.
Camel in Winter is the most unforgettable childhood photo of Ms. Lin. We are no longer strangers to the author Lin. Last semester, we studied her work Secret Reading, where we saw Arlene Hai Yin, who loves reading. What does Ms. Lin want to show us?
5. Knowing the author and writing background can help us understand the text better. Please read the after-class information package and tell us what you have learned from it.
Second, read the text for the first time and feel the whole.
1. Students read the text by themselves. Read the text correctly and fluently. Then think about it, in what order do the words describe the author's childhood life? What fragments of childhood did the author recall, and what natural paragraphs were there in the text?
Learn words: chew slowly and chew backwards.
(2) communication: writing on the blackboard: learn to chew, talk about bells, want to cut hair, and ask where to go.
2. Look at the subtitles. What do you find?
It's all about camels. It seems that there are many things written, but they are all written around the camel team. Camel team left a deep impression on the author's childhood, and the author also used camel team to express his childhood life. )
Read the text again, and read the most interesting and interesting parts several times.
Third, read deeply and appreciate childhood.
1. Look at the picture and tell which scene the author saw in his childhood. (Watching the camel chew) Please find this paragraph and read it out loud. What did you realize?
Read this paragraph by name and tell me your impression after reading it.
Default value:
(1) I was so shocked that my teeth moved.
Think about it, did you see things when you were a child? Can you imagine the expression on your face? A "plain" word, let us see what kind of eiko? Read the name of this sentence again.
(2) Such an ugly face, such long teeth and such a quiet attitude.
This sentence makes us feel that the camel's face is really ugly, its teeth are really long and its attitude is really quiet. Read aloud, read out the dislike of camels and say, is this right?
(3) When they chew, the upper teeth and the lower teeth grind alternately, there is hot air in the big nostrils, and foam sticks to the beard.
Read aloud by name. From reading aloud, we can not only feel that the camel is chewing slowly, but what else can we learn? Instruct reading aloud.
When we study, we should be like a camel, calm down, read carefully and experience slowly. This is also called chewing. Let's chew the text like camels.
Let three students read the text sentence by sentence. Did you find anything new? The author observes carefully, writes clearly, and reads it naturally and kindly, which makes us feel immersive. We should do the same when writing.
4. Read this article together. Step back.
Students, this happened when the author was five years old. Please think about it. When she grows up, will she learn to chew like a camel again? As the article wrote at the end (read together), "Summer has passed, autumn has passed, winter has come again, and the camel team has come again, but childhood is gone forever." I won't do anything stupid to learn camel chewing in winter. "
Fourth, homework:
1. Choose your favorite paragraph to recite.
2. Imitate the fourth paragraph and write a scene of observing small animals.
Second lesson
First, review.
What fragments did the text recall? Dorsal fourth natural segment.
2. Continue to study and realize childhood.
Childhood has passed, but childhood images often appear in the author's mind. Let's look at the other three clips, please chew them carefully, and then write down your experience after watching them in the book.
What do you think is interesting? Default value:
(1) Talking about bells
A. "Enrichment" made us realize that Lin was particularly curious about when he was a child.
B. Read this article and tell me what's the difference between this conversation and the usual conversation. Let's read it in roles, shall we? But dad's words were not written directly. Can you guess what dad said? Let's talk about dad and I's different views on camel bells in different roles.
C.what kind of eiko did you see?
D. Dad listened to my idea and smiled and said, "Maybe, your idea is better." Do you know what dad is laughing at?
E. Review "Summer is over, … I won't do it again."
(2) What do you think is particularly interesting about a haircut?
(3) What did you learn from asking where to go? Read the dialogues of different roles.
Third, recall the past and experience the true feelings.
1. When the author reaches middle age and is in Taiwan Province Province, he may have more life insights. For example, what would she say when she once again remembered the scene of learning to chew from a camel, when she once again remembered the bell hanging around the camel's neck, when she once again remembered the long hair hanging under the camel's stomach, and when she once again remembered the problems of her childhood? Write down what the author wants to say.
2. Students write words.
3. Communication: Tell me about your feelings when writing this passage. (experience a touch of sadness and deep nostalgia. )
4. Read this paragraph in cooperation between teachers and students.
5. 1990, 72-year-old Lin finally returned to Beijing, and 42 years have passed.
What will she think of when she sees everything in Beijing? Yes, all this has been deeply branded in her heart. How can she not miss this scene at this time? How can you not make her sad? Let's read it together-I silently wrote slowly. I saw the camel team coming in the winter and heard the slow and pleasant camel bells. Childhood came back to my mind.
Fourth, expand and cherish childhood.
1. Write the most interesting thing about your childhood.
2. It is recommended to read the old things in the south of the city.
Primary school grade three grade five Chinese "Dongyang? Childhood? Camel team courseware
design concept
Starting from the topic, grasp the main content of the full text and create an emotional tone; By learning interesting things independently, clear the context of the article; Grasp the key words to read and feel, and gradually deepen the emotional experience; At the same time, combined with the reality of life, I recall my stupid things, interesting things and fantastic ideas, fully understand the author's thoughts and feelings, and feel the beauty of my childhood.
Teaching suggestion
1. Create a situation from the beginning. The plain language of this article contains the author's deep sadness and deep nostalgia for his childhood.
2. On the basis of combing the context of the article, select the fragments that interest you most, fully read, circle, imagine, experience, communicate, laugh at the fun, and appreciate helplessness and sadness.
3. Pay attention to emotional reading.
4. Learn from the author's writing style of expressing feelings through trivial matters, and learn from the author's writing characteristics of meticulous observation, vivid description and lyrical nature.
Teaching objectives
Knowledge and skill goal: 1. Know three new words in this lesson and write nine words. 2. Read the text correctly, fluently and emotionally.
Process and Methods Purpose: To understand the text, understand the author's childhood love for camels, and imagine the childhood life picture described in the text.
Emotion, attitude and value goal: From several fragments of the author's childhood memories, through the understanding of key words, we can realize childlike interest and feel the author's homesickness.
Emphasis and difficulty in teaching
1. Experience childlike interest and feel the author's homesickness through the understanding of key words. 2. Understand the last two paragraphs of the text.
Class arrangement: 2 class hours.
Preparation before class 1. Students collect poems, TV works and toys related to childhood.
2. Understand the life habits of camels.
teaching process
First, create a situation and create an emotional tone.
1. Everyone has a wonderful childhood, and childhood stories are like shining pearls in our memory. Do you remember the toys you played with when you were a child? What other interesting things have happened around you? [The teacher's delicate and sincere language "A stone stirs up a thousand waves". Students open their hearts, or a stupid thing, or a class ... inadvertently, everyone is integrated into the image and emotional space of the text. ]
2. (Show the topic and watch the topic together. The three phrases "Dongyang-Childhood-Camel Team" became the title of the article. What kind of picture do you seem to see from these three words? Today, let's walk into the childhood of Lin, a female writer in Taiwan Province, and recall his childhood with the author. With these three vivid words, students will think of the warm sun in winter, flocks of camels, crisp camel bells and curious children ... Although there is still a certain gap with the real understanding of the text, it paves the way for further study. ]
Second, read the text by yourself and have a preliminary understanding.
1, free to read the text, requirements:
(1) Read the text correctly and fluently with the help of phonetic notation and reference books.
(2) Thinking:
In what order does the article describe the author's childhood life?
(2) What fragments of childhood did the author recall, and in what natural paragraphs of the text?
2. Reporting and communication (teachers write on the blackboard in time)
Pay attention to guide students to distinguish the different pronunciations of the word "chew" in the text.
This article describes the author's childhood life in seasonal order. The author recalls these fragments of childhood: first, learn camel chewing in winter (four natural cycles); Then I talked about using "I" to imagine camel bells (5-9 natural segments); Then I want to cut camels (10 natural section); Finally, ask the camel where to go (11-14 natural section).
Third, read the sentiment and appreciate the interesting things in childhood.
(A), learning "learn camel chewing" segment
1. Show: "That ugly face, that long tooth, that quiet attitude. When they chew, the upper and lower teeth grind alternately, the big nostrils are steaming, and the foam sticks to the beard. " "I was shocked and my teeth moved."
2. Teachers demonstrate reading and students imagine.
3. Life communication: "I" learn the imaginary picture of camel chewing.
Read this article with understanding and emotion. ② Class communication. From the way camels chew, I realize that the author observes carefully and describes vividly; Learn camel chewing from the author, experience innocence and childlike interest, and experience the stupidity of "I"
[The teacher reads slowly, and the students are there. Imagine yourself as the "I" in the text, standing in front of the camel and watching the camel chew grass. Some feel funny; Some find it interesting; Some feel silly, but silly and lovely. It goes without saying that they deeply understand that "I" is fascinated. ]
5. Summarize the learning method: repeat reading taste → draw words and write feelings → read aloud with emotion.
(B) the three links after group cooperative learning.
Learning requirements: ① Select the most interesting segment from the last three segments and study in groups according to the above methods.
(2) Like-minded students voluntarily join the group to exchange and discuss with each other.
(3) class communication, teachers timely inspiration.
(3) "Imagine the use of camel bells"
1, the teacher taught me to learn from camels and be calm. See it never in a hurry, walk slowly, and it will always arrive; Chew slowly and you will always be full.
When the camel team comes, you will know that there is always a bell under the long neck of the first one. It will ring, jingle and jingle when it walks. "Why do you want to tie the bell?" What do I not understand? Understand my concern for camels. )
3. "no, dad! Their soft soles walk on the soft desert ... adding some fun to the journey. " From Imagining the Use of the Clock, I realized my bold and rich imagination and childlike innocence. )
Dad thought for a moment, smiled and said, "Maybe your idea is better."
What does dad think? What are you laughing at?
(Daughter's words may also remind my father of childhood memories, and innocent and lovely thoughts may also make him deja vu. So his words reflect his tolerance and care for his daughter. )
My childish mind is full of ideas different from those of adults. I said to my father, "No …" (Think about why "I" have different ideas from adults. What do you feel from it? )
6. Read this passage emotionally.
(4) "Want to cut camels"
Winter is almost over, and spring is coming. The sun is particularly warm ... the bell rings more clearly with a relaxed rhythm.
What do you see from reading this article?
(1) Seeing that I love neatness, I want to clean the camel.
(2) From this clip, I realized that the author's narrative is true and the description is vivid.
(3) Read this passage with emotion.
(5) "Ask the camel where to go"
(1) Read this clip freely.
(2) From the perspective of "always ask, always ask", think about what "I" might ask.
[Children have a strong curiosity and thirst for knowledge, and they are no strangers to those experiences that pester adults but are often perfunctory. Students from their own point of view, imagine what "I" would ask at that time, and unconsciously move closer to the protagonist in the text. ]
(3) I realized my curiosity and love for camels from the segment of "Asking where camels are going".
(4) Read aloud emotionally in different roles.
Guide students to understand from different sides and angles. Because of the above study, I understand my love for camels, so I have different ideas from the objective reality of adults, and I also deeply feel my innocence and cuteness. ]
Fourth, continue to study and miss childhood.
So many why, will you ask again when you grow up? Will these things be done again, such as "chewing like a camel" and "trying to cut camel hair"? Please find the corresponding natural paragraphs in the text.
1. Read freely and experience emotions.
2. Show me: "I meditate and write slowly. I saw the camel team coming in the winter and heard the slow and pleasant camel bells. Childhood has returned to my heart. " Read this sentence carefully with feelings and feelings to understand the author's feelings.
Time flies, never to return. Everyone has to grow up, and childhood is gone forever. Childhood can have rambling thoughts and do what you like. Grow up and drift away from us. Those childhood memories are just silly and naive, but they are our best memories. )
Fifth, summarize the full text and cherish childhood.
1. Show the poem "Childhood", and read it by the students and the whole class.
Teacher's summary: Recalling the stupid things, interesting things and fantastic ideas you have done, everyone will have a sweet smile on his face, because it is childish, because it is fleeting. Children, you should seize your own wonderful time, make every day of our life colorful and make it the most beautiful memory tomorrow.
Finally, the teacher recommended two books to you, one is Lin's Old Things in the South of the City, and the other is Gorky's Childhood, both of which are excellent. Don't miss this well-written book.
Sixth, the expansion and extension of homework
1. Recite your favorite paragraphs. Copy your favorite sentences.
2. Accumulate famous aphorisms about cherishing time.
3. Practice writing: Learn how the author expresses his feelings through a little thing, imitate the fourth paragraph, and write the most interesting thing in his childhood.
Seven, blackboard design:
Dongyang-Childhood-Camel Team
Chew like a camel
Imagine the use of camel bells.
Want to cut camel hair
Ask the camel where to go.
Childhood is beautiful and unforgettable.