-Teaching Design of Plum Blossom Soul (two class hours)

learning target

1. Know the new word 12 and write the new word 14. Correctly read and write the words "plum blossom soul, fragrant, buried in a foreign country, cheeks, white and thick, even, indifferent, unreasonable, overseas Chinese, aging, handkerchief" and so on.

2. Read the text correctly, fluently and emotionally, and freely copy the words, sentences and paragraphs that move you.

3. Grasp the main content and realize that the author chose several things to express his grandfather's homesickness and feel the emotional edification.

4. Continue silent reading training, find difficult problems from it, and try to solve them by yourself or in cooperation. Cultivate the habit of reading and thinking and the ability to cooperate with others.

Learning focus

Grasp the main content, understand my grandfather's feelings, and continue to carry out the activity of "strengthening homesickness".

learning disorder

Understanding the meaning of "soul" in "plum blossom soul"

Study preparation

Understand the meaning and origin of the poems about plum blossoms involved in the article, and consult relevant materials about the life experiences of overseas Chinese.

Class arrangement

2 class hours.

learning process

first kind

First of all, stimulate interest and introduce new lessons.

Play "Three Lane of Plum Blossom", which leads to "Plum Blossom" and "Soul". (Free to comment on your feelings)

2. Write on the blackboard and read the theme.

Second, check the preview, the first reading comprehension

1. Read the text freely, pay attention to correct pronunciation and read the text well.

Show the "first reading tips" and organize students to teach themselves the text according to the first reading tips: read the text by themselves, pay attention to every word, read the vocabulary after class for words you don't know, or look it up in the dictionary to solve the problem and read the text correctly. )

2. Communicate the students' words, let the students be teachers and prompt for mistakes.

(Pronunciation and strokes of the strokes of "Soul", "Plume Fragrance", "Youwei" and "Decline" in Lao, "Plume" is a lateral sound and "Buried" is a flat tongue, so we should pay attention to pronunciation norms. )

3. Read the text silently, read it several times if it is difficult to understand, make comments and understand the content of the text.

Communicate what you have learned in the group, discuss your doubts, and communicate with the whole class if you don't understand. )

Third, exchange feedback and experience emotions.

1. Answer the questions in class. (Answer by yourself, leave it for thinking, and answer in the next link)

2. If the students didn't ask the question of sorting out the general content of the text, the teacher asked: The text is telling us the story of plum blossoms. What are they talking about? Can you write it simply without two or three sentences? Whoever finishes writing first will stand up and read it for everyone to appreciate. (Students write quietly while the teacher is on patrol)

3. Students read and evaluate in various forms. Student evaluation, teacher evaluation, and guidance on how to write succinctly and clearly.

Fourth, review the classroom and then remember.

1. Continue the last link and summarize the main idea of the text again according to the students' understanding.

2. We got a general idea of the text and dredged some words. However, the further study of the text has to accept the challenge. If the challenge is successful, you can smoothly enter the next link.

Pronunciation and sound transmission: correct reading;

Calligraphy contrast: the words are written correctly;

Collection and display: extracting moving sentences

Second lesson

First, introduce the songs and review the previous chapters.

1. Send songs

Last class, everyone performed well, and everyone successfully broke through the barrier. Congratulations on entering the next stage of your study. In order to express congratulations and encouragement, the teacher brought this song-"Clouds in Hometown".

Step 2 review the text

The clouds in my hometown float across the horizon and keep calling to me. Come back, wanderer, come back, don't wander around. What does singing like this in the song have to do with what we learned last class? What did you learn last time?

[Design idea: create a homesick atmosphere with songs to lay an emotional foundation for better learning the text]

Second, taste the language and experience the "soul" from multiple angles.

1. Read the text silently and look for "plum blossom soul".

Find out which sentence paragraphs write "soul", what to write "soul" with, and which "souls" touched you?

2. Read the sentences and show the "plum blossom soul".

Students feedback the results of "discovery", teachers and students read the text together and feel the writing method. (This link combines the content of last class to read the language further. )

3. Think clearly and write "Plum Blossom Soul".

What is the "soul" in "plum blossom soul"? Write down your heart with a pen. In the process of writing, gently play "Clouds in Hometown" again.

[Design idea: The dialogue between students, teachers and texts produces many things, which is not convenient for detailed design, only the general links are designed. In the implementation of the above links, we should make full use of the evaluation function, encourage students in many ways, affirm students from many angles, let students express their views and fully understand the sentiment]

Third, read the link to expand the understanding of "soul"

1. Read, read through.

2. Say, what did you read?

Think about it. Is there a soul here?

[Design idea: extend reading, extend thoughts and further understand the soul of plum blossom]

Fourthly, summarize the whole paper and sublimate the "plum blossom soul"

1. Read the text again and savor the "plum blossom soul"

The paragraph about plum blossom soul written in the article is divided into five parts to read.

2. Make suggestions and design "Plum Blossom Soul"

How to express "soul" with video lens? What will you choose to enter your lens? What appears the most?

Friendly reminder: 1. Allow groups to cooperate or think alone;

2. You can refer to the text, and on this basis, you can also find information (poetry, music, pictures) and life experiences.

3. Summarize the students' design.

Design idea: This link is not only the summary of text learning, but also the sublimation of the text. Recite the text in sections, and at the same time pave the way for the next link to render text materials and emotions. It is also necessary to implement the evaluation function and allow students to elaborate from multiple angles, directions and levels.