The text "Bridge" is a heartfelt and touching miniature novel. With concise and vivid language, the author created a glorious image of an ordinary old clerk. In the face of the raging flood, he commanded the villagers with his prestige and composure and sent them to the bridge of life across death. He gave the hope of life to others, left the danger of death to himself and his son, and built an immortal bridge with flesh and blood. This bridge is a "bridge" for outstanding members to keep close contact with the public, and it is also the profound connotation of the text with the title of "bridge". Class type: intensive reading class.
Teaching objectives:
1, knowledge and ability goal: read the text correctly, fluently and emotionally, and understand the content of the text. Understand the meaning of key words in the text and practice writing.
2. Process and Method Objective: To guide students to learn to use imagination, text dialogue and other means to enter the role and deeply understand the content of the article. Pay attention to the infiltration of text structure and help students understand the author's expression methods in reading and thinking.
3. Emotion, attitude and values goal: guide students to be influenced and infected by emotions in touching stories, and feel the lofty spirit of calm, fearless, selfless and fearless old workers.
Teaching focus:
Guide students to grasp the touching places in the text, feel the noble spirit of the old Committee member, such as calmness, fearlessness, selflessness and fearlessness, and experience the characteristics of the text in expression. . Teaching difficulty: understanding the profound meaning of the topic.
Teaching preparation:
1, teacher preparation: multimedia courseware, text reading tape, music "For Who" and "Mystery Garden".
Class arrangement:
2 class hours:
first kind
First, create a situation, called * * * sense.
1, (Play the song "For Who") Lead: This song is written for 1998, the people's soldiers after the flood control in the Yangtze River. Their deeds touched everyone in China. In fact, there are many such people around us: (There are corresponding pictures in the courseware) In the "5. 12" Wenchuan earthquake in 2008, Premier Wen, who was nearly 70 years old, took pains to travel around the hardest hit areas, risking his life to inspect the disaster situation and visit the children, and refused to dress up when he was injured; At the moment when the auditorium shook violently, he shouted without thinking: "cadres stay, students go first"; Tan Qianqiu, who saved four students with his own body under the lecture table, died unfortunately ... Our country selects the top ten people who touched China every year, and there are so many touching stories every year. Today we will learn a very touching story.
2, blackboard writing topic, emotional reading topic.
3. Examples of members' selfless fearlessness, selfless dedication and heroic dedication in the Wenchuan earthquake collected before the student exchange class. [Design intention: "A play should have a good beginning, and a class should have a good beginning." At the beginning of the course, students' emotions are stimulated by using multimedia and citing examples of outstanding members in the May 12 earthquake, and students are given a preliminary emotional and moral education to stimulate their interest in learning this article. 〕
Second, check the preview and cultivate the mood.
Lead: Please preview the text before class. The teacher believes that you must have carefully previewed it. Let's check:
1, (Courseware shows new words) Students read new words by train in class and pronounce them correctly.
2. Talk about what kind of old man you think this is through preview, and what questions you know and don't understand.
Design intention: Developing good preview habits is one of the basic qualities that primary school students should have. This link is not only the feedback of students' preview before class, but also the correction of teachers' learning objectives in the next link. At the same time, the teacher guides the students to read the relevant sentences in the text with the camera, and examines the students' mastery of correcting new words. At the same time, let students perceive the content of the text as a whole, grasp the structure of the article, and have a preliminary impression of what kind of person the old man is emotionally. 〕
Third, I am excited about approaching the flood.
(Courseware displays text)
Roaring, grinning, unbridled, leg-deep.
1, these are some words in the text. Do you know them? Who can read it? (Read by name. Read it together. )
Tell me what these words describe. (Teacher writes on the blackboard: flood) Please add the word "flood" before each word and read it aloud. What kind of flood do you think this is? Lead: At dawn, a disaster came to a small village silently. Let's travel through time and space and experience that special dawn with the villagers. (Courseware display learning requirements): Read the text silently quickly, find out the sentences describing the fierce flood, mark them with "──", read them, and what do you feel from them?
3, communication: (1) random courseware shows sentences:
At dawn, it suddenly rained heavily. Like splashing water. Like falling.
(2) The mountain torrents roared, rushing out of the valley like a group of frightened wild horses, unstoppable.
Which sentence is well written? Why?
(2) What other sentences describe the ferocity of the flood? Find out the answer, say and read.
(Random words: dancing, grinning. )
(3) What are the characteristics of these sentences?
Most of these sentences are personified or figurative, such as "like a frightened wild horse", "dancing on the road", "grinning at the flood" and "unbridled", which makes us feel the recklessness of the flood very vividly. The flood is a monster, highlighting the critical situation and exaggerating the tense atmosphere. (teacher's camera blackboard: like a demon)
(2) these sentences, the language is very concise, concise, for example, "like a splash". Like falling. Students repeatedly read sentences describing the severity of floods, talk about feelings, teacher-student evaluation, comparison between men and women, mutual evaluation and synchronous reading.
The courseware shows pictures of flash floods: what a fierce and terrible flood. Describe the flash floods you saw in your own words. [Design intent:
Guide the students to find all the sentences describing the flood and let them talk about their feelings freely. By grasping the key words such as "splash, fall, roar, scare wild horses, rush, overwhelm, dance, grimace of a grin", students can feel the ravages of the flood and the urgency of the situation at that time. Then let the students read the key sentences with emotion, evaluate the teachers and students, find out the problems, and then read them together. In the repeated evaluation reading, I read out the overwhelming flood and the crisis in form. The students seem to have seen an overwhelming flood. When students are immersed in fear and panic, let them watch the picture of the flood, let them feel the madness of the flood again, and pave the way for the emergence of the elderly. 〕
Fourth, assign homework.
1, read the text with emotion.
2. Copy new words.
Second lesson
First, review old knowledge, introduce new knowledge, and pave the way for emotion.
1, free to read the sentences describing the ferocity of the flood.
2. Tell the main content of the text. Lead: What a terrible flood! From these sentences describing the flood, we seem to see that the flood is rising and the disaster situation is getting worse. At this moment, everyone present will have the desire to escape Let's see how the villagers escaped. Read it together.
The whole village was awakened. People turned over and stepped into the water. Who shouted in panic, and more than 100 people rushed south. ..... people go back like crazy again.
People stumbled towards the wooden bridge.
3. What did you read? If you had to sum it up in one word, which word would you use? (Guide students to understand "madness")
4. Can you express your panic by reading aloud? (Instruct reading aloud)
Lead: The students read the text at the beginning of the last class and have already felt the magical flood. At this critical moment, let's look at how people behave. Let's go into the text and have a look.
Design intention: to sort out the learning content of the last class and understand the main content of the article, so that students can grasp the text as a whole and lay a good emotional foundation for the natural connection of this class. Read rather than speak, with details and key points. 〕
Second, read the text carefully, explore the characters and understand the emotions.
1, lead: the village wakes up when the flood strikes. People turn over, but one foot is in the water. Panic-stricken people, you pushed me and fled, looking for a way out. Did they find it? Is this an ordinary bridge? No, this is not an ordinary bridge, because its narrow body will bear the lives of 100 people and the whole village! As a result, people eager for survival stumbled onto the wooden bridge. ...
2. Discussion: What would happen if everyone stumbled and ran to the narrow wooden bridge in disorder? (Name)
3. Yes, who did people see at this critical moment? The courseware shows the diagram of the text. They are the secretary of the Party branch and the beloved old man in the whole village. (teacher camera blackboard: old man)
4. What kind of old man is this?
Where did you feel it? Please read the second paragraph of the text silently quickly. (Courseware shows the learning requirements) Find out the sentences that describe the actions, demeanor and language of the elderly, mark them with "~ ~", and annotate your feelings beside them.
5. Students learn the text by themselves, taste the key words and make comments, and the teacher visits and guides them to understand the situation.
6. Students mainly communicate and report in groups, and other groups supplement and modify. Mainly analyze the following sentences (courseware shows key sentences):
The old man's thin face was dripping with rain. He didn't speak and stared at the noisy people. He is like a mountain.
Through the contrast between "a mountain" and "noisy", it shows the majesty, calmness and fearlessness of the old man.
B, the old man shouted hoarsely: "The bridge is narrow! Line up, don't be crowded! Party member is behind! "
Students may speak key words and ignore three exclamation points. Then the teacher can guide them. "What can you learn from these three exclamation points?"
C, the old man suddenly rushed forward, pulled out a young man from the team and shouted, "Are you still party member? Go to the back! " The old man is as fierce as a leopard.
For this sentence, we mainly understand the anger and selflessness of the elderly by changing words. If "grab, grab and roar" is changed to "walk, pull and talk", students can draw a conclusion through demonstration and discussion: "grab, grab and roar" can better reflect the anger and selflessness of the elderly. At this time, the teacher gave another hint: "If you give the old man another chance, will the old man take his son out of the team?" Let the students know that the old man is such a selfless person.
D, the old man roared, "Cut the crap and go." He forced the young man onto the wooden bridge.
By grasping the words "roar, force", it shows that the old man took out his son and pushed it onto the wooden bridge. The seemingly contradictory behavior shows that the old man gave up his family for everyone and his selfless mind for his son.
E. The old man seems to be shouting something. Suddenly, a wave engulfed him.
"Yes, what will he shout?" Look at the illustrations in the article and imagine what the old man would shout. Through this divergent question, let the students realize the old man's reluctance to his son and the great responsibility as a clerk.
7. Lead: Escape is human instinct. When the secretary arrived at the bridge, he didn't get on it. Why? He could have been the first to get on the bridge for his life, but why did he stay? This is an old man of _ _ _ _ _. Talk about experience. Ask to talk about your own experience and express your feelings by reading aloud.
Design intention: The new curriculum advocates respecting students' needs, changing the way of teaching and learning, focusing on developing students' potential and promoting their independent development, and the only way to achieve these goals is autonomous learning, cooperative learning and inquiry learning. Reading sentences describing the old man, guiding students to learn the text, promoting reading by communication, promoting reading by communication, and promoting reading by communication, enabling students to explore characters, feel the image of the old man, understand the noble spirit of the old man, pave the way for understanding the meaning of the topic, and cultivate students' reading ability, imagination ability and language expression ability. 〕
Third, summarize the full text and condense emotions.
Five days later, the flood subsided. Please listen to the last part of the story (play the text and read it aloud). Heroes are far away from us, and relatives are even more heartbroken and can't afford to kneel. What did you learn from it? What is your biggest feeling now? Let's all stand up and read the last four paragraphs of the text together in a tone of surprise, admiration and sadness.
2, classmate, the flood is heartless and affectionate. What do you want to say most in this situation? It can be your grief for the hero or your comfort for the hero's family.
The wanton flood washed away the single-plank bridge, and the bridge is gone, but this bridge will always stand in the heart of the old lady, because she lost two dearest people on this narrow single-plank bridge, and this bridge will always stand in the heart of every villager. Students, do you know why?
4. Teacher's summary: We can forget everything, but we can't forget such an old man! The flood swallowed up the old man's body, but what can never be swallowed up is the hope that the old man gave to others and the spirit of carrying the danger of death! The flood swallowed up the old man's body, but what can never be swallowed up is the selfless, fearless and indomitable spirit in the personality of the staff! This is the bridge of life that the old branch secretary sent the villagers across. This is an immortal bridge built by him with his own flesh and blood, and it is a bridge for the outstanding party member of the Party, represented by the old branch secretary, to keep close contact with the masses. He is like a mountain, an enduring mountain, and he is more like a bridge, a bridge connecting life and an immortal bridge of life. Let's praise the great old man.
Design intention: use music to render emotions, use language to describe and condense emotions, and guide students into the text. At this time, students are completely immersed in the article, and can personally experience the greatest affection in the world. By asking questions, students can further understand the profound meaning of the text with the title of "Bridge" and deepen their understanding of the spiritual quality of the elderly, so that students can embark on the spiral development track of independent perception, independent accumulation and independent promotion, and reach emotional resonance with the authors and works. 〕
Fourth, understand words and feelings.
Lead: This passage is touching and shocking. In addition to the content, but also because of the author's originality in expression. Please scan the text quickly to see what characteristics the author has in expression and compare who found more.
1, students browse the full text quickly and think about what is special about the expression of the text.
2. According to students' understanding and comprehension, randomly guide students to find and summarize the writing methods in the article. There are three outstanding features in the expression of this text:
(1) The concept is novel, the suspense is set, and the plot is ups and downs, which is exciting;
⑵ The language is concise and vivid, but rich in meaning, which plays up the tension;
⑶ Metaphor, personification and other rhetorical devices are widely used to enhance expressive force. Design intention: Let students realize that there are three outstanding characteristics in the expression method of the text, and improve their ability to appreciate and evaluate the text. 〕
Fifth, read and write, express emotions and sublimate emotions.
1. Tomb-Sweeping Day is coming. If you came to the old man's grave, what would you say to him? Please write a few words beside the illustration in memory of the old man as a special gift for Tomb-Sweeping Day. With the deep music, the students write and talk. )
The villagers were saved when the flood receded. But the old man and his son left their relatives forever. They are heroes of the times. Think about whether there is such a case in life. Let's listen to the song of 1998 on fighting floods again. (Play the song "For Who") [Design intention: Let students "express their feelings in words" and write a few words in memory of the old branch secretary with emotion, admiration and deep nostalgia, which not only deepens the spirit of the old man, but also enriches the students' emotions. 〕
Blackboard design:
16 bridge is like a magical flood.
The old man is like an old branch secretary-a bridge of life.
Design intention: blackboard writing is the concentration of teaching content or ideas, and the artistic crystallization of articles, teachers and students' ideas. Clear-cut and focused blackboard writing is beneficial to students' scientific thinking and helps them to understand, remember and consolidate what they have learned. 〕
Teaching reflection:
The new curriculum standard points out: "it is an important content of Chinese teaching to cultivate students' noble moral sentiment and healthy aesthetic taste, and to form correct values and positive attitude towards life." "This is the call of the times and the need of social development. By guiding students to actively carry out inquiry learning, learn and use language in practice, and be able to express their meaning clearly and word by word, the rich humanistic connotation of Chinese course can really enter students' hearts. The text "Bridge" is full of the beauty and affection of human nature everywhere. How to achieve the unity of instrumentality and humanism in such an emotional text requires teachers to be good at digging out the contents that are conducive to students' experience and perception, creating an environment that is conducive to students' active experience, guiding students to think independently by participating in dialogue, and strengthening students' exploration experience of language and characters. In teaching, I firmly grasp the word "emotion" and use music, courseware and pictures to create an atmosphere consistent with the content of the text in class. According to the teaching idea of "calling * * * feelings-cultivating feelings-inspiring * * feelings-paving feelings-understanding feelings-condensing feelings-experiencing feelings-sublimating feelings", around the same time, I have also created a democratic, equal, harmonious and open classroom, fully trusting students, giving them free space and cherishing their unique experiences. Through reading aloud, cooperation and communication, teacher-student interaction and other forms of teaching activities, we can feel the calmness, selflessness and selflessness of the old man in the face of danger from his language, movements and demeanor. Cultivate students' helpful quality and broad-minded mind, deepen their understanding and experience of characters step by step, let students collide with emotional sparks, resonate with the author and the text, reach emotional resonance and get ideological edification.