Grade Four Chinese "Sparrow" 1 Teaching Design I. Teaching Objectives
(1) Understand the content of the text, grasp the manner and movements of the old sparrow, realize the greatness of love, and understand a powerful force, namely the power of love.
(2) Read the text with emotion and understand the meaning of key sentences in the text.
(3) further study and master the methods of concrete narration and expression of true thoughts and feelings.
Second, the focus and difficulty of teaching
Focus on the fourth and fifth paragraphs of the text, and carefully understand how the author shows the spirit that the old sparrow is dominated by a powerful force through specific descriptions.
Third, the teaching process
(1) Teachers use emotions to shape the text for students, so that students can recall what the text has written around sparrows. Then, let the students say.
This passage describes that on my way back from hunting, I saw with my own eyes that the big hunting dog wanted to eat the little sparrow, and the old sparrow was desperate to protect the little sparrow in front of the big hunting dog. )
(2) Learn the first paragraph of the text.
1. Let the students read paragraphs 1, 2, 3 of the text, and let the students think about what happened.
(Paragraphs 1, 2 and 3 of the text are the beginning of the story. On the way back from hunting with me, the hounds suddenly slowed down and walked quietly, smelling something wild ahead. At this moment, I saw a small sparrow fall from its nest. )
2. Name the second paragraph that the students read. Suddenly, my hunting dog slowed down and walked quietly, as if he smelled something wild ahead. What do you mean by wild things here? It is natural and reasonable for the author to draw out sparrows with suddenness and smell. Teachers can make students think about the meaning of sniffing and guide them to understand that because they are hunting dogs, they are naturally sensitive to wild animals both in hearing and vision, laying the foundation for students to understand that hunting dogs eat sparrows in the following paragraphs.
I seem to smell something ahead. The wild things in it refer to little sparrows. Smell means smell, and you can identify the smell with your nose. )
The teacher can explain that smell is commonly used by animals. Such as dogs and cats.
3. Students read the third paragraph of the text silently. Then, think about what kind of sparrow I see. Draw sentences describing the movement and shape of sparrows in the book with a pen.
(1) I have seen such a little sparrow: a little sparrow stood on the ground and beat little wings helplessly. It has a yellow mouth in Sean and hairy hair on its head. Apparently, he fell out of his nest at birth. (2) Sentence describing the sparrow's movements: The sparrow stands on the ground and beats little wings helplessly. (3) sentences describing the shape of sparrows: the mouth is bright yellow and the head is covered with fluff)
4. Teachers can guide students to read these sentences again and again, and let students talk about the meaning of the sentences, and deeply understand the role of these two words in the text. Next, let the students think about it. What can we see from the sentences describing the movements and shapes of sparrows?
(1) A little sparrow is standing in the ground and stiff. (2) The helplessness of slapping little wings is that there is no way. (3) It can be seen from the description of the sparrow's two movements that this is a newly born sparrow, which has never seen the world and the wind and rain, and has never left its mother's nest. So, when it fell from the tree, it stood on the ground and beat little wings helplessly. (4) From the description of the bright yellow mouth and hairy head, it can be further seen that the sparrow is obviously a newborn sparrow. Obviously means clearly, obviously. )
5. Summarize the study in the first paragraph, and then transition to the second paragraph.
Summary: On the way back from hunting, I saw a small sparrow fall from the tree.
Teachers can guide students to think and ask questions, and transition to the second stage of learning.
In the face of such a sparrow, what would you think if it were you? How? Now, the big hound has found the little sparrow. What does this mean? What will happen to the little sparrow?
(For the first question, most students will answer: If it were me, I would think, how pitiful the sparrow is! It must be very eager to leave its mother and partner. I'm going to put it back on the buttonwood tree and help it return to its mother. Now, the big hunting dog has found the little sparrow, which indicates the danger of the little sparrow. )
(3) Learn the second paragraph of the text.
1. Let the students read the fourth paragraph of the text silently and think. What's the danger of sparrows? Which sentence in the text illustrates this danger? Draw it in the text.
The danger of sparrows is that hunting dogs want to eat them. The hound approached the sparrow slowly, sniffed, opened its mouth and showed its sharp teeth. )
2. Judging from the performance of hounds, what kind of enemies do you think this newborn sparrow has met compared with itself?
Judging from the performance of the hounds opening their mouths and showing their teeth, the little sparrow met an enemy hundreds of times stronger than himself. )
3. The teacher asked the students to read the second and third sentences of the fourth paragraph by name, and asked them to think: Who appeared when the hounds approached the sparrow? How did it appear? What word is used in the article to express that its arrival surprised the hounds?
When the hounds approached the little sparrow, the old sparrow appeared. The word "suddenly" is used in the article, which means that the old sparrow is coming soon, which makes the hounds unexpected. )
The teacher guides the students to read the second and third sentences of the fourth paragraph repeatedly. Suddenly, an old sparrow flew down from the tree and landed in front of the hounds like a stone. It raised all its feathers and screamed in despair. And ask the question: What does the author compare the old sparrow to here? Why did the old sparrow fly down and land like a stone? What does despair mean? What does it feel like for an old sparrow to raise its feathers and scream in despair? What does it say here?
In these two sentences, the author compares the old sparrow to a stone. (2) Because the old sparrow flew down from the tree quickly and steadily, it showed the courage, courage and boldness of the old sparrow in the face of fierce beasts. Despair means no hope. (4) The old sparrow tied up all his feathers and screamed in despair. Every feather on his body stood up and defended his children with his last strength. It shows that the old sparrow is not only angry, but also brave enough to save his children without fear of enemies stronger than himself. )
5. The teacher makes a transition: The old sparrow desperately wants to save her child, but she is facing a huge monster. Let's see how it behaves. Then, ask the students to read the fifth paragraph by name, and put forward the learning requirements and questions.
Ask the students to underline the words that represent the action of the old sparrow.
(It is trembling and making a hoarse voice. It stood still, ready to fight. A powerful force made it fly down. )
It trembled and made a hoarse voice. Why does the old sparrow tremble and make a hoarse voice?
Because the old sparrow is weak in front of the huge hound and has no weapons to protect itself and its children, it is very nervous and trembling all over. However, it was very angry and never backed down, so it made a hoarse voice. )
However, it could not stand safely on the high and harmless branch, and a powerful force made it fly down. What power does great power mean?
Although in front of the hounds, the old sparrow can't stand on the high and non-dangerous branches and leave the child behind for his own safety, but resolutely swoops down and prepares for a life-and-death duel to save the child. This is a powerful force, this is unparalleled maternal love! )
6. The teacher summarizes the learning of key links.
The fourth and fifth paragraphs of the text are the climax of the story and the key paragraphs of the article. It tells the story that the old sparrow is desperate to protect the little sparrow in front of the hounds. Praise the great and noble maternal love. The author implicitly pointed out this and showed his true feelings.
7. Read the second paragraph of the text with emotion.
(4) Learn the third paragraph of the text.
1. The teacher asked the students to read paragraphs 6 and 7 of the text silently and asked the question: Is the hound in a daze because of fear?
The hunting dog was stuck, not because of fear, but because the old sparrow was desperate to protect the little sparrow. )
2. Why am I in such a hurry to call the hound back and take it away?
Because I was moved by the old sparrow's bold and firm action and the spirit of saving the young, and driven by compassion, I quickly called the hound back and walked away with it. )
(5) Summarize the full text.
The text "Sparrow" tells the story of an old sparrow trying to protect the little sparrow in front of hunting dogs, praising the youth and greatness of maternal love.
Teaching Design of Grade Four Chinese "Sparrow" 2 teaching material analysis
Sparrow is the first text in Unit 3, Volume 8, People's Education Publishing House. The text mainly tells the story of an old sparrow trying her best to protect the little sparrow in front of hunting dogs, praising the noble quality of young lovers.
design concept
Chinese curriculum standards emphasize that reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice. Let students deepen their understanding and experience, feel and think, be influenced by emotions, gain wisdom and enjoy aesthetic pleasure in active thinking and emotional activities.
Chinese teaching is a process of equal dialogue between teachers and students. Students are the masters of Chinese learning, and teachers are the organizers and guides of learning activities, that is, to stimulate students' interest in learning, pay attention to cultivating students' awareness and habits of autonomous learning, create a good autonomous learning situation for students, and flexibly use various strategies to guide students to learn in practice.
design feature
Personalized reading, independent perception.
Teaching objectives
First, the basic objectives:
Feel the courage of the old sparrow and the great power of love. Through group cooperation and situation solving, every student can enter the state, take the initiative to participate, experience in reading and feel in reading.
Second, the development goals:
In the process of solving problems, cultivate students' ability of cooperation and communication, as well as the ability of independent reading, inquiry reading and critical reading.
Teaching focus
According to the characteristics of the text, we carefully understand how the author shows the spirit of "a powerful force" that the old sparrow is desperate to cover the little sparrow through specific descriptions, so as to cultivate students' sense of language and improve their Chinese literacy.
Teaching difficulties
It is difficult to create a situation that is conducive to students' learning and feeling, and to feel the great spirit of old sparrows protecting small sparrows.
Teaching process and design intention
First of all, create situations to stimulate emotions.
When introducing the text, the teacher pasted "big trees, sparrows and hunting dogs" and set the suspense: "When a fierce hunting dog opens its mouth and is about to swallow a newborn sparrow, can you imagine what might happen?" The students are in high spirits, saying all kinds of answers. The teacher did not affirm or deny the students' answers, but guided the students to read the text with questions.
In this process, teachers create an emotional "field" for reading subjects, and make use of students' reading expectations to make them talk to the text, read actively, concentrate on reading and read with interest. Students have a preliminary understanding and experience of the article in active thinking and emotional activities.
Second, the overall perception, grasp the content
After importing the text, instruct the students to read since the enlightenment by themselves according to the preview requirements: read the text, read the words by themselves, and think about what the text said, under what circumstances, and what the result was.
If you read aimlessly, you may only leave a vague impression after reading. On the basis of stimulating students' interest, teachers let students perceive the content of the text initially, and students will concentrate on reading, thus effectively mobilizing the initiative and enthusiasm of students' thinking, cultivating students' generalization ability and stimulating students' thirst for knowledge.
Third, concentrate on reading and understand emotions.
1, it's a pity
The teacher asked the students to read the text, underline the sentences expressing poor sparrows in the text, read carefully and think about how to write sparrows in detail in the text.
(1) "I looked down Lin Yin Road and saw a small sparrow standing on the ground, flapping helplessly at little wings. It has a yellow mouth in Sean and hairy hair on its head. It was clearly born and fell from the nest. " From "blandness" and "helplessness", we can realize the loneliness and helplessness of the little sparrow; From the "yellow corners of the mouth" and "fluff on the head", we can learn about young sparrows; From the whole sentence, I understand that the little sparrow is young and helpless, which leads to compassion.
(2) Teaching clips
Teacher: What do you mean by "helpless"?
Health: I just can't do anything
Teacher: There is nothing in the text that you can do whatever you want.
Health: The sparrow wants to fly back to its nest, but it can't. Because its mouth is yellow and its head is covered with fluff, it is obviously just born and it is impossible to fly, so it just stands on the ground.
Teacher: You are simply Mr. Turgenev. You have observed carefully enough. Who can read this article well? Try it yourself. Wait a minute to see who can understand it, so that everyone can see this live sparrow.
The students are all practicing loudly with great interest. Then the teacher asked the students to read. Inspired by everyone, the little sparrow has become more and more vivid. )
The teacher grasps the key word "helplessness" and guides the students to read the text. By asking the students to read aloud with emotion, the image of the little sparrow is reproduced. This is not only a language training, but also an emotional experience.
2. Feel the bravery of the old sparrow.
The teacher introduced affectionately: "when the hound opened its mouth and prepared to pounce on the sparrow." In order to save their young children, the old sparrow flew down from the tree in despair (photo: old sparrow). Please read the fourth and fifth paragraphs, draw sentences that you are deeply moved by, understand them carefully, and read them emotionally several times in combination with your own experience. " Students are free to read first. On the basis of full preparation, the teacher asks the group to exchange learning experiences, and then communicate collectively.
Student exchange report clip:
(1) "Suddenly, an old sparrow fell from the tree and landed in front of the hounds like a stone."
Teacher: "Why do you use the word' drop' here?"
Student1:"The word' falling' means that the sparrow landed very quickly."
Student 2: "The word' falling' means that the sparrow is very brave and decisive."
Student 3: "It can be seen from the word' falling' that sparrows are extremely anxious to save their children."
Student 4: "The word' falling' reflects that sparrows only care about their children and ignore their own dangers."
Student 5: "It can be seen from the word' Luo' that the sparrow is really a brave mother and a brave father."
In addition, when discussing communication, teachers guide students to understand the following two key sentences by asking their own questions and solving their own problems:
(2) "It raised all its feathers and screamed in despair."
What is the scene of "tying up all your feathers"? Why does the "desperate" old sparrow keep screaming? What did you learn from it? )
"Raise all your feathers" is an instinctive expression when facing a strong enemy. Every feather stands up and looks ugly. The "desperate" old sparrow keeps screaming, which is a way to deal with the strong enemy and also the embodiment of instinct. From the sentence, we can realize the courage of the old sparrow to save the little sparrow, and we can also realize its weakness and helplessness in the face of the strong enemy. )
Teacher: "Guess what the old sparrow will call?"
Health 1: "If you lay a finger on my child, I will fight with you!" "
Health 2: "Don't hurt my child!" " "
Health 3: "if you dare to come near again, I will be rude to you!" " "
Health 4: "hound, if you want to eat, eat me, never eat my children."
(3) "You can't stand on a high and harmless branch safely, but a powerful force makes it fly down."
What do you mean by "Enron"? What does "great power" mean? )
("Enron", "safe, safe and steady" means. "Without danger, you can't stand on a tall branch safely" because your youngest son is in danger. "A powerful force" refers to the affection between parents and children. It is precisely because of this kind of parent-child affection that the old sparrow is urged to save the little sparrow regardless of the danger. From this sentence, we can appreciate the greatness of love. )
Teacher: This love is great! It's amazing! How touching! After reading the fourth and fifth paragraphs, let's feel this earth-shaking parent-child love together!
Guide students to explore at the same table, grasp deeply moved sentences, ask questions and discuss around key words, and feel the courage of the old sparrow. At the same time, expand the fill-in-the-blank text, reproduce the scene at that time, and cultivate the thinking of seeking differences. Through this practical activity, students walked into the text, deeply understood the connotation and thoughts and feelings of the text, and naturally admired the old sparrow in their hearts. Finally, guide the students to read the text with affection, and the whole classroom is moved by this affection. In this way, through the dialogue between teachers, students and students, we can communicate with each other, learn from each other's strong points, share each other's thoughts, experiences and knowledge, and exchange each other's feelings, experiences and concepts, so as to get to know each other together, make progress together, enlighten wisdom and feelings, not only show each student's personality, but also fully tap the connotation in the teaching materials, touch the sparrow's heart and make the classroom full of vitality.
Fourth, extend expression and express feelings.
After fully understanding the courage and great power of love of the old sparrow, the teacher said to the students affectionately, "What do you want to say to the old sparrow most at this moment?"
Health 1: "Old sparrow, you are so brave, I admire you very much!" "
Health 2: "Old sparrow, I am moved by your spirit of saving the child at all costs."
Health 3: "Old sparrow, you are great!" " I'll give you a thumbs up. "
Health 4: "Old sparrow, I want to learn your fearless spirit in times of crisis.
Health 5: "You want to say a word to the little sparrow: You have a good father or mother, and you should be filial to them when you grow up." (At this moment, the whole class burst into warm applause. )
After learning the ending of the story, the teacher asked the students to discuss in groups: "What will happen after the hounds leave?" And write a little exercise on this topic.
Teachers stimulate students' interest through inspiration and guidance, and guide students to use different methods to talk with the text, such as expanding association, reading comprehension, speculative exploration, etc., and lead students to another vast Chinese world. Moderately open questions such as "What do you want to say to the old sparrow most" and "What will happen after the hounds leave" not only deepen students' further understanding of the text, express their admiration for the sparrow, but also sublimate the greatness of their feelings for the family, which is more conducive to cultivating students' broadness, profundity, independence, agility and innovation, thus developing their intelligence and improving their Chinese literacy. Chinese teaching should originate from the text and surpass it. Therefore, teachers should constantly develop and make full use of the ubiquitous and ever-present Chinese education resources, so that students can practice a lot in the rich resources. Teachers should design more interesting practical and exploratory homework, so that students can improve their Chinese literacy in an all-round way in the repeated practice of autonomous learning and in the understanding, accumulation and application of language.
Reflection after class
The teaching of this course strives to create a situation conducive to students' learning and perception, so that every student can actively participate in learning activities and carry out reading comprehension. The main experience after class is as follows:
1, active, initiative, participation
In the teaching of this course, I fully tap and make use of effective teaching resources, cultivate students' interest in reading through maps, text illustrations and other auxiliary teaching methods, and make use of students' reading expectations to make them actively approach the text and walk into it, so as to have a real emotional experience. At the beginning of the new class, students actively participate in the whole process of understanding "parent-child love" and "great power of love". Through reading, observing association, tasting key points and discussing and communicating, they gradually brew, inspire, comprehend and express their admiration for the old sparrow, which better embodies the teaching concept that "students are the masters of Chinese learning".
2. Give priority to reading and move people with emotion.
Reading aloud is an important means to cultivate and improve students' sense of language, and it is also an important way to understand the potential connotation of the text. In this class, I created a variety of reading methods, achieving the effect of increasing wisdom by reading, understanding feelings by reading, promoting thinking by reading, and replacing speaking by reading. At the same time, through students' touching reading, teachers' touching introduction, emotional touching and voice expression, a strong emotional atmosphere is created. Throughout the class, students are always immersed in deep affection, and the external image and internal spirit of the old sparrow are deeply engraved in the children's hearts, which makes the ideological education and emotional edification in Chinese teaching reach the realm of "sneaking into the night with the wind and moistening things silently".