The first teaching design
Objective To read the text correctly, fluently and emotionally.
2. Grasp the key words in the text, try to understand the inseparable relationship between land and human beings by trying to figure out the taste, and stimulate students' feelings of loving and protecting nature.
Deeply feel the language and words of the article, understand the inseparable relationship between man and nature, and know that we should protect the environment and care for our homeland.
Prepare 1 before class, learn about Seattle, investigate the surrounding environment and make courseware.
teaching process
First, I felt sacred at first when I looked at the topic.
1, let's look at the topic. What does "sacred" mean? (lofty, solemn, sacred and inviolable)
Please read the topic again with this lofty and solemn emotion.
3. What questions did you have when you first saw the topic?
What land does "this land" mean? ② Why is this land sacred?
(3) Why does the author use this sentence as a topic?
Through preview, do you know who said this sentence? What land does "this land" mean?
Teacher: Why does Seattle say this land is sacred? Let's look for the answer between the lines of the text.
The ancients said: small doubts and small progress, big doubts and great progress, no doubt no progress. Let the students walk into the text with questions and stimulate their reading expectations.
Second, read the text and feel sacred.
(1) Reading the 1-3 paragraph feels sacred.
Please read paragraph 1-3 carefully. What words make you feel that this land is sacred?
1, students read aloud softly, and teachers patrol.
2. Exchange of reports
Teaching in the first natural section
Why did you draw this sentence? Can you read this sentence with sacred feelings? (The students read the sacred words after speaking.)
Teaching in the Second Natural Section (Courseware)
A, from which words do you feel sacred?
B, which word in the first paragraph also embodies this meaning? Would you please read it?
C, do you have any suggestions for his reading? What do you think of their advice? Would you please read it again?
D, classmates, how are you studying? What do you see from his reading?
E, yes, everything is so fresh, so beautiful and so charming. Let's read this paragraph together with this emotion.
Teaching in the Third Natural Period (Short Teaching)
First, students speak freely
B, teaching around "home"
Teacher's Passion Transition: What a happy, harmonious and warm home this is! Children, let's read this passage with the teacher in this mood.
C, but son, this happy, harmonious and warm home will leave you far away. The golden soft beaches you see, the green cultivated land that indicates a bumper harvest, the towering mountains, the clear rivers, and everything in this sacred land will no longer belong to our Indian nation. Why is this? (Play the courseware: background introduction)
Reading teaching is to realize the communication between texts, teachers and students. The timely supplement of background information here will help students feel more truly the attachment and reluctance of Seattle chiefs and Indians to this land.
3, children, knowing this, if you are a member of the Indian nation, what kind of mood will you feel when you see that your beloved home no longer belongs to you? (sad, angry, sad, sad)
4. We are sad, we are sad, we are sad and angry, and we are reluctant to give up because of our deep love for this land! Say something to Seattle Chief affectionately-(teacher means lively topic)
The poetic language of the article truly expresses the Indian's love for this land. This link grasps the key words to guide students to understand the sacredness of the land and realize the effect of word expression. And through deep love reading questions, strengthen emotions.
(2) Reading 4-8 natural paragraphs feels sacred.
1. At this moment, what does Seattle, the chief of the Indian tribe, want to say to the white people who bought this sacred land? Please read the natural paragraphs in Text 4-8 silently and find out the sentences that best reflect Seattle's feelings.
2. Students read silently and teachers patrol.
3. What sentence did you draw? Teachers usually educate you, can you give up easily when dealing with difficulties? Under what circumstances will you give up? (hopeless, helpless, have to give up)
4. What kind of emotion will you feel when you have to give up your favorite? (Helpless, reluctant, sad, sad, etc. )
5, this is a deep helplessness! Let's read this sentence again with deep helplessness.
6, "Be sure to remember", this is Seattle's earnest warning to whites! How many warnings did Seattle give to white people? Warn of what every time? Books are kind to river water and air animals.
7. What kind of treatment is kindness?
8. When Seattle is about to leave this land, it doesn't want a good horse because of the long journey, and it doesn't want an extra grain and a piece of cloth because of lack of clothes and food. But repeatedly put forward such warnings, do you know why?
(Show courseware: "The river has relieved our thirst ... the wooden boat is full of our hopes." )
What did you read from this article?
Can you read the importance of river water to human beings? (Student) So Seattle earnestly warned the white people-(read the fifth paragraph together)
Be kind to the air and animals, which is reflected in students reading aloud with emotion.
9. Classmates, does Seattle only ask to be kind to these things? What do you think should be treated well? Can you imitate the text and say something with the warning from Seattle? (blackboard writing: ...)
Show the courseware because
If we give up this land and transfer it to you, you must remember that this land is sacred. So you must be kind.
10 students, do you still think that the sentence "subject" is just a warning from Seattle to white people? Who else? The Indian people regard everything in this land as brothers and sisters. When they lost their homes, they did not forget to repeatedly warn white people to be kind to everything in this land. Let's talk with the Indian people to the white people kindly.
Chinese teaching must be based on text. Although the article only writes three warnings to whites, it is not just about being kind to these three things. By supplementing students' warnings in time, Seattle is brought, and the language is reprocessed by imitating the text, so that the language is poetic and the students' ability to use the language is developed, thus achieving the harmonious unity of language training and humanities teaching goals.
(c) Reading the 9- 1 1 natural paragraph feels sacred.
1, Seattle warned white people not only to be kind to everything in this land, but also to their children and grandchildren. Why? Please read aloud the paragraph 9- 1 1, find out the sentence that you feel the most and draw it carefully.
2. Tell me my most touching sentence and experience (you can talk about it in combination with the surrounding environment before class)
"any child ... the earth."
"We know that the earth does not belong to human beings, but human beings belong to the earth." (guiding reading)
3. Students, do you still think that "this land" in the project only refers to the territory where Indians live? Is this sentence (the whole earth) just a warning from the Indian people to whites? Students, this land is our mother! She has given mankind the necessary resources for survival. Children living on the earth's 6 billion land should and must deeply love every inch of land under their feet.
4. Now do you know why the author used this sentence as the topic?
5. Say what you say from the bottom of your heart again-(the teacher refers to the students reading deeply)
Read back the topic three times, guide students to explore the theme of the article again and again, and constantly sublimate the meaning of the article, so as to achieve the preset emotional goals and respond to students' doubts at the beginning of class.
Second, expand and sublimate the sanctity.
1, students, I know that at this moment, you must have a lot to say to this sacred land under our feet. Please pick up a pen and write down what is in your heart.
2, show courseware I deeply love the earth, I want to say to you:
3. Write your name.
Chinese teaching under the new curriculum concept should make students understand the works, understand the true meaning, transcend the text, and sublimate the reading experience and sentiment. The design of this link guides students to understand, comprehend, accumulate and use language, so that environmental awareness can take root in students' hearts and the fragrance of language will naturally flow.
4. Sublimation and passion summary: Students, we deeply love this sacred land under our feet, and we will definitely protect this land with our sincerity and all our strength and emotion. Let's always remember and warn the world-(teachers refer to students who read the questions in depth again)
5. Class is over.
blackboard-writing design
this land is sacred
Be kind to sb.
(River water, animals in the air ...)
Teaching objectives of Article 2
1. Know the new words, master the main contents of the full text, and understand the close relationship between land and human survival.
2. Read the text with emotion and experience the beauty and meaning of language.
3. Inspire students to protect the environment and the earth, and know how to protect their homes.
Teaching focus
Guide students to read aloud, feel the beautiful language of the article, and feel the feelings closely related to man and nature.
Teaching difficulties
1, understand the language with profound meaning;
2. Guide students to know more about the land and home where they live, and stimulate students' awareness of environmental protection.
teaching process
First, preparation before class
1. Read the text and preview the new words.
Look up the meaning of "sacred" in the dictionary.
I. Query Import (2 minutes)
Teacher: What do you mean by "sacred"?
The students answered.
Teacher: Looking it up in the dictionary, we all know that "sacred" means "extremely lofty and solemn, inviolable." (Students may not understand)
Teacher: Then what do you think is sacred in your heart?
Health: national flag, national emblem, national laws, mother, human dignity, revolution. ...
Teacher: In the recent news, I often hear such a sentence: "Diaoyu Island is a sacred territory of our country and cannot be violated." Does this land involve national sovereignty and territorial integrity? Ok, let's read the text and understand the meaning of "sacredness" from the text!
Second, read the text for the first time, perceive it as a whole and read the words correctly. (5 minutes)
Students read the text aloud.
2. Read the pronunciation correctly. Hum, elk, steed, eagle, gurgling, turpentine, baby, attachment.
3. What land does this land refer to?
Health: It's Indian territory.
Third, study the paragraph 1-3 to understand "sacredness". (8 minutes)
1. Q: Where is the "sacredness" of this land? Read this article with questions.
Health: "Every beach, every arable land, every mountain range, every river, every shining pine needle, every buzzing insect, mist in the dense forest and white clouds in the blue sky are sacred in the memory and experience of our nation."
"We are part of the earth, and the earth is also part of us."
2. Grasp the "holy" and understand the content.
Let the students read silently and understand "holiness"-holiness and purity.
As the owner of this land, what is our attitude towards this land?
We respect everything in this land and will not destroy or hurt them. Yes, the beautiful scenery that Seattle tries to describe is pure, primitive and natural, with no traces of man-made destruction. It is precisely because in the eyes of Indians, the land is "sacred", so they fear nature, live in harmony with everything on earth, regard plants as "sisters", regard animals as "brothers" and protect their homes as masters! )
Here, Seattle tells people with a lot of facts: "For our nation, every part of this land is sacred."
4. Q: Why is such sacred land so precious and important to us and our nation? Read the third paragraph freely and feel between the lines. "We share a home with mountains, rivers, animals and plants on the earth."
5. Read paragraphs 2-3 again. What should I read? Read the beauty of this land and love.
Read it together.
Exchange the feelings of reading aloud: this sacred land is so important to us that we should not face it as a bystander, but should protect this home as a master.
6. Teacher: Yes! This land is sacred, so precious and inviolable to Indians, so what should we do in the face of this sacred land?
Fourth, study paragraphs 4-8 of the text. (15 minutes)
1, students read aloud.
There is a recurring sentence in these paragraphs, please find it.
If we give up this land and transfer it to you, you must remember that this land is sacred.
2. Leading question: Do you have any questions after reading this sentence?
Since this land is so sacred to Indians and they love the land where they live so much, why should they "transfer"?
3. Understand the background: This land is where Indians have lived for generations and is the territory of their tribe. The invasion of white people made the Indians gradually lose their territory. 185 1 year, the American government asked the Indians to give up this land on the grounds of money purchase. Seattle, as the chief, has been unable to refuse and can only transfer.
4. Read the paragraph again (paragraphs 5, 7 and 8). How should I feel about reading? (Love, nostalgia, reluctance, attachment)
Read raw.
5. Maybe everyone still has questions. Why don't you resist? Don't defend territory through war?
Guide students to understand that the occupation of Indian territory by white people is an indisputable result (either the war will eventually end and the result will be death, and everything on the land will be destroyed by the war; Either give up the land and move to other places, but everything on the land will be preserved): It is precisely because Indians are devout to the land that they choose to give up in order to save the land and everything. Giving up at this time is protecting!
Giving up at this time can better reflect the "sacred" status of this land in the hearts of Indians. The word "sacred" is so meaningful here!
6. How should we feel after reading this article again?
I want to read about the helplessness, sadness and reluctance when Seattle was forced to leave the sacred territory. I was told that I was heartbroken!
Read it again. Evaluation.
7. The group asked: Why did the phrase "If we give up this land and transfer it to you, you must remember that this land is sacred" appear three times?
Communicate with the class and make it clear that this sentence is a statement reflecting the main idea of the text. The repeated appearance of this sentence has produced the expression effect of one chant and three sighs, which not only deepens the theme, but also strengthens the emotion that the author wants to express.
8. Question: When the white people in Seattle want to leave this land, what do they tell them to do? How to treat this sacred land?
(1) Be kind to rivers. "This river is our brother and your brother. You should be as kind to our river as your brother. "
(2) Be kind to the air. "Air is integrated with the life it nourishes." "You should take good care of it."
(3) Be kind to animals. "You must take good care of the animals in this land", "The fate that befalls animals will eventually befall human beings."
Verb (abbreviation of verb) Learn the text 9- 1 1 (7 minutes)
1. Read the passage, find out your favorite sentence, and talk about how the author's feelings have changed.
"Anything that comes to the earth will eventually come to the children on the earth."
"We love the earth, just like a newborn baby in the warm arms of its mother."
"The earth does not belong to human beings, and human beings belong to the earth."
2. Teacher's summary:
3. Students, we finally understand that the Indian's deep attachment to the land, represented by Seattle, has not only stopped lamenting the helplessness of the loss of tribal territory, but has risen to deep affection for the mother earth!
They called on human beings to "sanctify" the earth and "devote all their strength and emotions" to protect the earth and everything on it, thus protecting human beings themselves. In fact, "holiness" should never be just "this land", but the whole earth! What is "sacred" should not be just "our nation", but all mankind! Seattle's speech moved us!
3. Read these paragraphs together.
Six, summary sublimation (5 minutes)
1, let's guess: do white people have any heart when they hear such remarks?
Indeed, the speech in Seattle touched the white people and they decided to name the land "Seattle". This city is called the "Evergreen City", and it will remain vibrant and beautiful forever! People who live in this land remember this sentence in Seattle: For future generations, we should devote all our strength and emotions to protecting the earth.
Article 3 Teaching objectives:
1, can write 8 new words, and correctly read and write the words listed in the "word stock" such as "holy, reverberating, nourishing, sentimentally attached and shining".
2. Read the text with emotion and recite the deepest part.
3. Try to figure out beautiful sentences and experience the characteristics of written expression.
Understand the close and inseparable relationship between human beings and nature, and know that we should protect the environment and care for our homeland.
Teaching arrangement:
Two class hours
Teaching process:
first kind
Stimulate interest and introduce new courses
Write a word fill-in-the-blank question on the blackboard: Please fill in the appropriate words in brackets to match the words: This land is (). Hard, black, promising, pure, etc.
So, our theme is-this land is sacred. (blackboard writing)
What do you mean by "sacred"? Why do you say "this land is sacred"? (Just for suspense, don't answer)
Exchange information and understand the background.
The students exchanged knowledge about American Indians and Seattle, the leader, collected before class. The teacher gave a brief introduction to pave the way for the perception of the full text.
Emotional reading, overall perception
Teacher: Please read the text aloud and think about what the text is mainly about.
Volunteer and try to read in groups.
The teacher randomly guides the pronunciation of words that are easy to mispronounce.
Read at the same table, correct mistakes and guide each other.
Read and meditate silently, and sort out the context.
Read the text silently and think about what Seattle said in her letter. Land is sacred-the relationship between the earth and people-be kind to rivers-protect the air-love animals-love the earth.
Read the text again and think while reading: where do you understand and where do you not understand? Mark it.
Second lesson
First, read the text again and ask questions.
1, read the full text silently and put forward problems that you can't solve.
2. Teachers and students solve problems together. (If there is any duplication with what you want to learn later, you can solve it later. )
Second, walk into the text and learn the text. The teacher demonstrates the reading paragraph 1.
1. Ask this question: "Every part of this land is sacred". What paragraphs in the article talk about "every part of this land"? (2, 3 natural paragraphs)
2. Students read the second and third paragraphs.
3. Communicate difficult sentences together.
4. Read the second and third paragraphs with emotion. Those who have spare capacity can recite it.
If we transfer this endless land, this beautiful and sacred land, this hopeful land and this Indian beautiful homeland, how attached Seattle is to his compatriots! Seattle turned this feeling into a solemn warning to whites. Please read the text carefully. Which sentences make you think? Draw it in the text. Think again, what did he mainly warn them from? Be kind to rivers, protect the air, love animals and love the earth.
5. Which paragraphs in the text emphasize treating rivers well? (4, 5 natural paragraphs)
(1) Solve problems you don't understand.
(2) Read paragraphs 4 and 5 with emotion.
Which paragraphs in the text emphasize the necessity of protecting the air? (The teaching process is the same as "being kind to rivers")
Which paragraphs in the text emphasize caring for animals? (The teaching process is the same as "being kind to rivers")
Which paragraphs in the text emphasize the necessity of loving the earth? (The teaching process is the same as "being kind to rivers")
Third, respond to the topic and read the full text again.
1. Students read the text with emotion and realize the meaning of the sentence "This land is sacred".
2. Choose the paragraph that you feel most deeply and recite it.
Fourth, contact the text and expand it.
After reading this passage, we will naturally think of the land in our hometown and the resources around us. Are they protected or destroyed? Write down your feelings on this issue.