Knowledge and ability:

1. Learn the new words in this lesson and read and write the words correctly.

2. Read the text for the first time, understand the main contents of the text, and clarify the ideas of the article.

3. Initial perception of the impression left by leaping over the soil.

4. Continue to study the characters, deeply taste the characters, and experience the characteristics of the text layout.

5. Understand profound sentences, feel the emotion of "I", and understand the relationship between the emotional change of "I" and the characterization of the soil.

6. Read the text with emotion and try to recite the first paragraph.

Process and method:

Understand the characteristics of text layout, the emotion of "I" and the relationship between the emotional change of "I" and the characterization of the characters.

Emotional attitudes and values:

Guide students to feel the impression left by the leap soil and taste the characters in depth.

Second, the difficulties in teaching

Teaching focus:

Understand profound sentences, feel the emotion of "I", and understand the relationship between the emotional change of "I" and the characterization of "Runtu".

Teaching difficulties:

Continue to study characters, deeply taste characters, and experience the characteristics of text layout.

Third, teaching strategies

1. Grasp the line, feel the characters, combine reading with feeling, realize in reading, and promote reading after understanding.

2. Clear up emotional clues, experience emotional changes, and understand their feelings, their intentions and their methods through teacher-student communication.

3. Combine the two lines, try to figure out the characteristics of expression, and stimulate students to learn the author's writing techniques. Guide and encourage students to communicate boldly and cultivate students' creative thinking and oral expression ability.

Fourth, the teaching process

(A) Introduction to the conversation, first met Lu Xun

1. Understand the teaching requirements in unit reading guidance, and get to know Lu Xun for the first time.

2. How much do you know about Lu Xun? Introduction to the author in the supplementary information package.

Mr. Lu Xun is a great writer. How did he portray the distinctive characters in words?

(B) reading the text for the first time, feedback preview

1. Correct pronunciation: twist, hip, kitchen, sleeve, hedgehog, beast, psychic.

2. Disyllabic words: positive, Buddha, offering and livestock.

3. Text explanation: In the meantime, there is no reason, I don't know, so, strangely, I only know.

(C) carding ideas, training and induction

1. Read the text aloud.

Thinking: what to write first, then what to write, then what to write, and finally what to write.

2. Read the text: read the leap soil part silently. What did Runtu tell me when he was with me?

Summarize four things in concise language and guide to write a subtitle. Catch birds in the snow, pick up shells at the seaside, prick melons and watch fish on the beach.

3. Students ask questions, answer and summarize.

(4) Reading events is touching.

The author still has some details about these four things when writing, so which ones did he write specifically? (bird catching, stabbing)

1. Birds in the Snow.

(1) Change roles and feel the expression.

First reading: Let's learn about catching birds in the snow first. Read this part first. Free reading.

Second reading: teachers and students ask questions and answer books. (Showing courseware: caption) The leap soil in the picture is vividly described. I listened carefully in the text and couldn't help asking a lot of questions. Little Runtu, can you answer me with the words in the book?

Reading 3: The story told by Runtu is very interesting, and I was attracted. Are you attracted, too Read this section quickly.

(2) Teachers and students read and feel the characters.

(1) Teachers and students read together and put forward reading requirements.

After listening to your vivid reading, I also want to read this passage, but what the teacher read is different from that in the book. You should listen carefully, read carefully, emphasize with your reading, and tell everyone which part I read is different from the book.

As described by the author, we know that Runtu is a capable child. Do you know anything new about moistening soil?

(2) Jumping soil can catch birds in the snow, so-

So I'm looking forward to snow again. Am I expecting snow?

I hope: _ _ _ _ _ _ _. (watching bird catching; Catch birds personally; Feel the joy of happiness and success when catching birds; Feel this colorful life ...)

The "I" in the text has many ideas. What do you feel in one hope after another? Runtu told a story about catching birds, which made me envy and admire. What did he say? Look at the illustration again. Can you imagine what he said and read this part again?

The design intention is to let students really walk into the text in the experience of role transformation and shorten the distance with the characters; In the dialogue with the protagonist, I realized his characteristics and the inner world of "I"; Naturally integrate the effect of trying to figure out the expression into reading comprehension. Try to guide students to experience the reading process from first reading to intensive reading and then to fine reading, deepen their experience, enrich their understanding and appreciate the role of language in expressing their emotions.

2. "Look at the thorns".

(1) Read the words and feel the characters.

The author also wrote this matter in detail, please read the content of moistening the soil silently. Think about which descriptions left a deep impression on you and make comments in the article.

(2) Experience emotion and taste writing.

Isn't this part just jumping into the soil to see the melon thorns? Then read the eleventh paragraph. What does this part say? No, okay?

(3) Try to figure out the expression and accumulate the language.

Listening to his story, the "I" in the text can't help but feel curious and admired, and the content told by Runtu left a deep impression on my mind.

Why did the author write it twice? Did he repeat it?

The courseware shows the content of the first paragraph.

Read with music. Listen to me read this part, how do you feel? (Beautiful mood)

① Courseware demonstration: the tenth and thirteenth paragraphs of the article.

Read this part again and point it out. What do you feel? (The story of Runtu is exciting and thrilling)

2 Summary: Yes, it is the same to write "Seeing a melon makes a thorn". Different expressions bring us completely different feelings. The former makes us feel the beauty of artistic conception, while the latter is so thrilling. No wonder this was written by the great writer Lu Xun. Read quickly and read different feelings.

③ Guide students to recite and accumulate language.

The artistic conception of the opening is really reverie, like a painting deeply branded in our hearts. Who can read it to us and feel the beauty of the words?

The deep blue sky, the golden full moon, the green watermelons and the brave teenagers make up a beautiful picture! Let's try to recite this passage and let this beautiful picture be remembered in our hearts.

The design intention is to guide students to pay attention to the internal connection of the text content and feel the characteristics of the characters through the taste of words; Experience the emotions conveyed in the text through associative pictures; Through content comparison, I feel that different expressions reflect different expression effects; Accumulate language by associating pictures.

3. Picking up Shells by the Sea and Watching Tide Fish.

The author also briefly wrote "picking shells at the seaside" and "watching fish in flood season". Who will read it? Read by roll call, and two students read together. Can you feel the feeling of wetting the soil, picking up shells and watching fish? What words do you want to add here?

4. Understand difficult sentences.

(1) Have you ever experienced such strange things as catching birds in the snow, watching melons and thorns, picking shells at the seaside and watching fish in the tide? Let's enjoy the endless miracle created by moistening the soil together.

Teachers lead reading, and teachers and students cooperate in reading.

(2) Show courseware. My friends and I (seeing, listening and feeling) can't reach _ _ _ _ _ when the leap soil is in _ _ _ _. I can only see the sky at the four corners of the high wall in the yard.

The design intention is to make teaching learning-oriented, teachers should make pre-class presuppositions, and solve students' learning confusion by inspiring and guiding students according to their learning effect in class; Implement the specific requirements of understanding profound sentences in unit reading and writing points; To guide students to learn, we should not only pay attention to the results, but also pay attention to the process.

(5) Try to figure out expressions and pay attention to emotions.

Looking back at the full text, the feelings of "I" and "Runtu" are constantly changing in the process of getting to know each other, getting along and leaving. "I" haven't met the leap soil yet, so I look forward to the arrival of the leap soil. Get along with Runtu, and after listening to Runtu, "I" is admiration, envy and yearning.

After reading the seventeenth paragraph, I feel that "I" and "leap soil" are inseparable.

Teacher's introduction: The time together is beautiful and short. The first month has passed. Who can read paragraph 17? Can you tell me how you feel? Have you ever experienced the mood of "I" in the text?

According to the characteristics of teaching materials, this design intends to implement the requirements of "Basic Expression Methods of Understanding Articles" in the Chinese Curriculum Standard for Compulsory Education (20 1 1 Edition) for senior students in reading teaching. Try to let students understand specific expressions from famous works and learn to write by reading.

(6) Review the full text and experience the expression.

Show me the form:

In this unit, the theme of our study is to know Lu Xun. The Young Runner is a famous work by the great writer Lu Xun. What's good about this article?

The second column of the design intention table is the title of the article read by the students. The articles listed now are all topics involved in the unit textbook, and students need to fill in the blanks themselves. It can be what you read in this unit or what you will learn in the future. The third column is the students' feelings after reading, closely surrounding the understanding of Mr. Lu Xun. Different reading content will have different degrees of gains.

(7) Supplementary reading and extension.

Today, we know the writer Lu Xun from the perspective of his works. After class, we will read a fragment of "Hometown". It's been thirty years since I left Runtu, and we meet again. That brave, witty and energetic boy has changed. What changed him? Please read Lu Xun's novel Hometown, and then we will learn from my uncle Lu Xun. With the study of more texts, we gradually fill in the form of "Understanding Lu Xun", hoping that the study of this unit will help you understand Lu Xun.

(8) Homework

1. Recite your favorite paragraphs.

complete the table