Release date: 2011-10-1619: 50: 00 Source: Author: unknown publisher: lgqxxy has been accessed 2443 times.

9. The poor

Teaching objective: 1. Learn the new words in this lesson and understand the new words in the text.

2. Read the text with emotion and copy your favorite words and sentences.

Teaching emphasis: 1. Understand the content of the text and feel the noble quality of the fisherman and his wife and the poverty and misery of the poor in Russian times.

2. According to the content of the text, develop a reasonable imagination and learn the description method of psychological activities. Practice and continue to write the text.

Course arrangement: 3 class hours

Teaching process:

first kind

Put forward the topic first and exchange the collected materials.

1. Introduce the author and his main works.

2. Introduce the background of the times.

Second, choose your own way, read the text for the first time, and clear the text barrier.

After reading the book, ask the students to put forward the wrong pronunciation, unreadable sentences and incomprehensible words in the text.

Take the pronunciation of typos as an example. Students can propose the following words:

Self-inflicted, burly and dark, he still looks like a reluctant listener.

Teachers can practice correct reading pronunciation by reading aloud with students, taking turns reading aloud and reading aloud individually.

Third, check the reading aloud and evaluate it from two aspects: correctness and fluency.

Fourth, exchange the first reading gains.

Teachers can guide students to talk about the gains of the first reading from the following aspects: understanding the main content of this article, the writing characteristics of the article, and the initial feelings about the tragic life and excellent character of the fishermen's couple.

Fifth, doubt and communication.

The questions raised by students are discussed and solved in the group first, and then the questions that can never be raised in the group are communicated in the whole class. Students may mainly ask the following questions:

1. Why do you choose The Poor instead of Sang Na and the Fisherman?

Sang Na clearly knows that five children are enough for her husband. Why did she bring her neighbor's children?

3. What will the fisherman do when he sees his neighbor's two children?

4. What is Sang Na's psychological activity at the ellipsis?

The first problem is easy for students to understand, so it can be solved in class. The last three questions are in-depth, and it is difficult to answer them after reading the text for the first time. You can wait until you have a deeper understanding of the text.

Sixth, learn to write new words.

Let the students come up with difficult words and try to remember them by themselves.

Second lesson

First, ask questions and review them.

1, recall what the article wrote.

2. Recall what problems were not solved in the last class and make clear the learning objectives of this class.

Learning objectives:

1, choose your favorite paragraphs and ways, and practice reading the text with emotion.

2. According to the text, imagine Sang Na's psychological activities in the ellipsis. (You can do it selectively according to your own reality)

3. Thinking: Sang Na clearly knows that her five children are enough for her husband. Why did she bring her neighbor's children?

Second, group self-study, discussion and exchange.

Choose a problem that students like to discuss and communicate in groups.

Third, the whole class exchanges, the teacher's camera guidance.

1, reporting and reading guide.

Read aloud and report in groups, classes and individuals, interspersed with evaluation and teacher's demonstration reading. Make students know more about the thoughts and feelings of the characters in the evaluation and the teacher's model essay reading. A teacher can ask such a question to guide reading: "What do you think of his reading? What kind of feelings do you think should be read? Why? " In this way, reading can promote understanding, not only practice reading the text with emotion, but also let students realize the good qualities of the characters in reading, killing two birds with one stone.

2. Report and exchange the second question.

The purpose of this exercise is to train students to develop reasonable imagination according to the context and practice of describing the psychological activities of characters. This kind of training can be combined with reading training, so that students can imagine the psychological activities of characters while reading, and then guide reading according to the imagined psychological activities.

Among them, paragraph 9 of the text can be studied as a key paragraph. Teachers can guide students to grasp the key words in this article and analyze them to help them imagine. For example, teachers can guide students to grasp the sentence "It's enough for him" and imagine what Sang Na would think at this time. Students will fill in this sentence describing Sang Na's psychological activities after expanding their imagination: "It is hard and life-threatening for the husband to fish all day and all night, but even so, the children are not warm enough to wear and have enough to eat. My husband has done a lot for this family, and his five children have dragged him down enough. Can my husband afford Simon's two children? " Then, the teacher guided the students to read their own sentences over and over again, and realized that Sang Na's psychology at this time was very difficult and contradictory. When students realize this, let them read the text emotionally in a difficult tone.

In this kind of training, teachers should not force students, but should let students try their best to understand and fill in. Teachers should praise and encourage students no matter how they finish.

Similarly, paragraphs 1 1, 18 and 23 can also be used for this exercise. These paragraphs can be analyzed, filled in, read aloud and communicated by students themselves. Teachers and students should give timely evaluation. After learning, the teacher can point out several ways to describe the psychological activities of the characters.

3. Report and exchange the third question.

Students can express their views on Sang Na and the fisherman according to their own understanding and content of the text. The answer does not require unity, and students can speak freely. Teachers should give affirmation and encouragement as long as they don't deviate from the center.

Fourth, the teacher summed up the arrangement of expansion exercises.

The teacher can use this conclusion: "The hard life of Sang Na and the fishermen and the tragic fate of the Simons are all caused by Russian dark rule. Russia has extended its claws to thousands of such families in Qian Qian, and Sang Na and fishermen are the epitome of these poor people. So what will their future life be like? Then let's imagine continuing to write the story of "The Poor" in the next class. "

The third category

First, make a request to continue.

1 First of all, we should make clear the personality characteristics and ideological quality of the main characters in the whole story.

2. Master the main line of the story.

3. The plot development should be reasonable and the imagination should be reasonable. No matter what the final development looks like, the main line cannot be changed, and the character characteristics of the characters cannot be changed in essence.

Second, let the students talk about their own ideas about continuation.

Third, practice writing in class.

Fourth, let students read their own articles and comment.

5. Copy your favorite words and sentences and accumulate them for class communication. Teachers and students give comments.

The blackboard says: 9 poor people.

Sangna fisherman

If you have to, you can beat me up, frown and be serious, and you can always get through it.

(mental activity) (action, manner, language)

Kindness and honesty

Work design:

Don't starve that horse.

First, the teaching requirements:

1. Guide students to learn by themselves and understand the different meanings of the topic "Don't starve that horse".

2, master the self-study method, can read efficiently.

Second, the difficulties in teaching:

Understand the different meanings of "Don't starve that horse".

Third, teaching time: one class hour

Fourth, teaching tools: small blackboard

Verb (abbreviation of verb) teaching process;

First, self-study and complete the following requirements:

1, read for the first time, use reference books, or contact the context to remove text barriers.

Read it again and think about it.

(1) Find out the words and phrases about the prompt time and divide the text according to them.

When I was in the fifth grade of primary school; On one occasion; From then on; On one occasion; This evening; One day after a long time. ) (Subparagraph:11; 2-3; 4-7; 8- 14)

(2) Why is the title of the text "Don't starve that horse"? How many times did this sentence appear in the text? Under what circumstances did the difference occur? Does it mean the same thing?

The main line of the text is this white lie, which has profound implications and shows the personalities of two characters. )

Second, read the text again and experience the character.

1, what do you think of the disabled youth and "I" in the text? Find out the relevant sentences in the text and read them.

2, free discussion, the answer does not force unity.

Third, summarize the full text.

Fourth, the job design:

1, read the text aloud.

2. Complete the following words.

() () Forgetting to return, there is no () () Endless () Wu Yangwei.

() () Good luck comes from () () Straightening () Concentricity () strength.

A piece of armor () waste () forgot to eat a thousand () a soldier () will be transferred.

Five, the blackboard design:

Disabled youth "I"

1 1 the only audience

Teaching purpose:

1. Know that the old professor is a kind and respectable old man, who can help others sincerely and selflessly, and understand the author's gratitude and admiration for the old professor.

2. Read the text with emotion.

Teaching emphasis: 1. Learn deeply by writing articles.

2. Understand the language and expressions of the elderly.

Teaching difficulty: the meaning of the last sentence.

Teaching process:

First, import:

Playing violin music, teacher's guidance: students, how wonderful violin music is, but how much hardship and suffering it takes to play such wonderful music! But a person who others think is a musical idiot can play on the stage. Who created the miracle behind this success? (old professor)

Blackboard project: the only audience

Ok, let's feel the growth process of this violinist together.

Second, learn:

(A) to guide students to recall the learning methods of writing articles:

1, we are already students in grade six. I believe that students naturally know how to learn, read and draw a batch of such writing articles. Please answer the teacher with actions!

2. Students read silently and draw the words, deeds and spirit of the characters.

(Main characters: language, manners and actions. Secondary characters: psychological description. )

(2) Focus on communication.

1. Taste what the old woman said to me and think about the circumstances under which she said it. Understand the meaning of each sentence.

(1) "Am I bothering you? ..... ""I guess you must have had a good time ... Please go on! " "Can I be your listener?"

Hearing my poor piano skills, the old woman's language was full of respect and understanding. She deliberately pretended to be deaf and dumb, so that I could practice the piano without scruple, reduce the burden and summon up courage. This kind of deception is a sincere encouragement. Being an active listener is a wordless impulse to practice piano skills. )

Q: So, after listening to this, has there been any psychological change?

I changed from chagrin and shame to confidence.

What a change it has been from being discouraged at the beginning to being confident now! This is precisely because the poetic language of the old man touched me. Can you read the tones of different characters?

2 "It's really good, I already feel it in my heart, thank you, young man."

This is an affirmation and encouragement to my piano practice, which gives me a feeling I have never had before. That feeling is a kind of confidence, courage, perseverance and strength. )

(3) "Your piano can bring me joy and happiness"

Her praise and encouragement are an inexhaustible motive force for me to practice hard. The old professor was good at persuasion, which made me fall in love with the violin. )

Q: What was my reaction?

I often forget that she is deaf.

I was so devoted to the performance that I benefited from the sincere and selfless help of the old professor. )

Transition: the language of the elderly is sincere. As a self-proclaimed deaf music professor, another form of her encouragement and help is calmness, profundity and Ming Che's eyes. That is, expression description.

2. Find out the old professor's eye description and focus on communication. (three times "Look at it calmly")

1) When I pulled out the sound like a saw leg, her calmness gave me courage and strength, which made me boldly practice without scruple.

2) When I have some confidence, I practice the piano every day. Her calmness encouraged me to continue to work hard.

3) When I began to feel the real music, her calmness reflected higher requirements for me, telling me not to be satisfied, but to continue to improve.

3. Solve students' problems:

Why not expose this lie?

Contact "I saw the sea" because it embodies the uniqueness of the old professor's educational method. She didn't give me guidance on piano skills, but she gave me the most precious confidence. In fact, the old professor's "teaching without class" is the highest realm of education!

Why do I always forget the only audience when I perform in front of thousands of audiences?

I expressed my infinite admiration and admiration for this old professor. It was her persuasion, positive encouragement and sincere and selfless help that made me build up confidence, practice hard and finally succeed.

Read the last paragraph to the music.

Writing on the blackboard: sincerity, selflessness, admiration and gratitude

Third, expand:

We have finished learning this text. What kind of old professors and violinists have you met? A sincere and caring old professor studied hard and became a confident violinist.

I want to say to the old professor (you are a brilliant educator), to the violinist (you are so lucky to meet Bole) and to myself (I will work hard, believe in myself and do my best).

Fourth, sublimation:

To tell the truth, as readers, we are sincerely grateful for the "I" in the article. He met Bole, an old professor with elegant appearance, artistic accomplishment and scholarly demeanor. Her sincere and selfless help gave me unlimited confidence and courage, and finally made me fall in love with the violin and stand in the center of the high-profile stage.

Teachers and classmates in our class have their own wonderful life stage!

Blackboard design:

The only audience

The old professor is sincere and selfless.

I admire and appreciate it.

12, listen carefully

learning target

1. Read the text correctly, fluently and emotionally.

2. Understand the text, understand the communication process between "I" and Susan, and feel the true feelings.

3. Be able to use your own reading methods to deeply understand the content of the text.

4. Feel the beauty of true feelings and learn to care about others in life.

Teaching objectives

1. Understanding the content of the text and listening attentively can bring happiness and happiness to people. Experience my deep memory of Susan.

2. Understand the writing techniques of the article and the role of keywords in expressing ideas.

Teaching preparation: Students take advantage of weekends and other rest time to observe the information desk in nearby stations, hospitals, shopping malls and banks, understand the service time and content of the information desk, feel the service attitude of the information desk staff on the spot, and communicate with the information desk staff on issues of interest to them.

Teaching time: one class hour.

teaching process

First, find problems, solve problems and stimulate interest.

1. Show the questions and read them together: Listen attentively.

2. What do you want to know after reading the question? Who listens attentively? I want to know how to listen attentively. )

Second, reading the text for the first time, questioning and dispelling doubts

1. Please read the text several times quickly and freely.

2. Talk about the main content of the text in your own language.

3. What help did Susan give me when I was a child?

[Comment: Grasping the main idea of the full text and understanding how "I" communicates with Susan will help to understand how "I" relies on Susan and refine Susan's patience, care and help to children. ]

Third, read the text intensively and exchange the deepest feelings.

1. What contents of the text moved you? Draw sentences that move you and communicate with you. 2. The most touching place to communicate (focusing on sentences describing the words, deeds and psychology of the characters)

I found that someone listened to me and couldn't help crying.

Finding a person who listens to "I" is actually finding hope, hoping for help very much, and pinning my hopes on the wizard called "information desk". Hearing Susan's gentle voice, my lonely heart was suddenly comforted and finally burst into tears. This is not only a painful cry caused by pain, but also a happy cry that finds hope in loneliness. )

Elves always answer my questions patiently and explain them to me again and again.

Susan, like her mother, "patiently answers my questions and explains them to me over and over again." In the heart-to-heart communication, the hearts of two people came together and formed a mother-child friendship. This sentence vividly describes Susan's love. Although the language is simple, it is very touching to read. Do you know that this lovely bird is going to sing in another world?

My beloved canary suddenly died. I am not only in pain, but also full of fear of death. Susan adopted a better way of saying it. Yes, the bird went to another world to sing. What a wonderful thing! Listening to this, the shadow hanging over the child's heart immediately dissipated and happiness returned to the child's side. Susan is kind and optimistic. )

But I really want to know Susan, a person I've never met but who looks like my second mother.

("Meeting" means having a meeting. Using "like my second mother" to describe Susan shows my love for Susan. Susan is not my mother. We have never met. It is the telephone line that connects them closely: Susan, like her mother, listens to my heart patiently, helps me when I am in trouble and comforts me when I am in pain. )

3. Read the sentences that move you.

Tell me your Susan in your own language.

Susan is an ordinary staff member, who works meticulously and tries her best to do a good job in service. Susan, like her mother, not only listens attentively, but also communicates with her children attentively, soothing their young hearts and being the patron saint of their healthy growth. 5. Are you a good listener? In this vast world, what is worth listening to?

[Comment: Listening attentively is a high generalization and affirmation of Susan's works, and also points out the center of the article. Learn the text by grasping the words that move you the most, feel Susan's beautiful heart, let children understand that listening attentively can help others, and teach children to learn to be listeners in life. ]

Fourth, summarize the full text.

Although Susan is an ordinary staff member of the information desk, she can listen attentively and bring happiness to people. I hope that children can also learn to listen attentively, which will bring happiness and happiness to people. At present, there are a considerable number of audio stations in China, which are mixed. Some do bring convenience to people's lives; There are also many voice stations for making money. I hope everyone can make correct use of modern information channels under the guidance of parents.

Oral communication exercise 3

learning target

1, know and understand the debate, have a certain interest in the debate, and can actively try and participate in the debate. 2. When writing things that people care about each other, we should have true feelings and pay attention to the description of the environment and the portrayal of psychological activities.

Preparation before class

Teacher: Prepare the live video clip of the college students' TV debate. Prepare prizes.

Student: Collect examples, famous sayings and maxims related to "honesty" or "white lies".

teaching process

The first class is oral communication

First, establish the two sides of the debate.

1, look at the tips in the textbook and establish a personal debate point of view.

2. Group according to the similarities and differences of views

Leon: Everyone should be honest and not lie. Counterparty: You can tell some white lies in your life. Second, watch the video to understand the characteristics of the debate.

1, lead: Everyone has his own opinion and basis. So how do you argue? Is it like fighting as usual? Please watch the video of College Students' TV Debate Competition.

2, summarize the debate methods, debate procedures, clear matters needing attention.

Third, recommend candidates, the whole class debate

1, the whole class selected six people for the debate, and the others served as judges together with the teacher.

2. Comment on the debate and judge the winner.

3. Teachers and students sum up the debate together. The teacher encouraged the group to have a debate.

Fourth, group debate, everyone participates.

1, eight people will be a group, three will cooperate, and the other two will be judges and debate in the group.

2. The judges of each group judge the winners and give reasons.

Five, teachers and students to sum up, a clear understanding

What's your new understanding of telling honest and white lies through this debate?

Homework guidance and comments for the second and third classes.

First, clear requirements

Please read the "Exercise" section by yourself and think about the requirements of this exercise.

Second, the exchange drill requirements:

(1) shows mutual concern;

(2) Write the story clearly;

(3) Pay attention to the description of environment, the description of characters' language, movements and psychological activities;

(4) express true feelings.

Third, review the text and experience care.

1. Several texts in this unit are all about mutual concern. Please remember them quietly and savor them.

2. Students browse the text.

Fourth, contact life and expand our thinking.

Teacher's lead: There are many people who are willing to pay in life, and there are many touching things that deeply touch our hearts, such as between elders and younger generations, between elders and elders, such as strangers and neighbors. ...

According to the requirements of practice, recall what you saw, heard and even read from books. 5. Write an article independently.

Students do the questions, and teachers patrol for guidance.

Teachers should pay attention to collecting more creative topics or themes.

Six, group evaluation exercises

1, group communication, evaluation of articles of group members.

2. Recommend excellent articles in this group, and the group leader records the reasons for recommendation.

Seven, the whole class exchange excellent works

1. Students come to the stage to read excellent works, and the group leader should read the recommendation before reading.

2. Students should take shorthand when listening to excellent works.

3. Teachers and students comment together: it is required to say the advantages first, and then add suggestions for revision.

4. Teachers and students jointly recommend the model essay and show it by projection.

5. According to the students' comments, the teacher directly makes demonstration comments in the text with correct modification symbols. Eight, modify the exercise

1, students are required to read the text Exercise.

2. Students correct their own homework. Teachers give appropriate help and guidance, especially to students with learning difficulties.

3. Exchange sentences and paragraphs before and after the change in the group and talk about the experience of the change.

4. The teacher summed it up.

Awarded prizes, a total of outstanding works.

Organize a simple and grand award ceremony in class to stimulate writing interest and enhance writing confidence. Awards will be given to students who have won the fastest progress award, the best essay award, the best environmental description award, the best psychological activity description award and the best creation award.

Instruct students to read recommended classics after class.

Review and expansion 3

learning target

1. Review what you have learned in this unit and exchange your feelings.

2. Accumulate proverbs.

3. Recommend extracurricular reading materials.

Preparation before class

1, extract at least one fragment about the description of the environment and the description of the psychological activities of the characters.

2. Collect famous aphorisms related to "sincerity", which can be used flexibly in "argument".

3. According to the recommended bibliography of the "extracurricular bookstore", arrange for students to know the relevant books in advance, and write an advertisement, a recommendation book or a brief introduction for their favorite books.

teaching process

Dialogue import

1, I read one touching article after another, enjoyed one beautiful touch after another, and infiltrated one kind heart after another. I am really happy! Today, let's happily enter "Review and Expansion III" and have a knowledge contest!

How to compete? Please browse the three parts of the textbook: communication platform, accumulation and extracurricular library.

2. Teachers and students discuss the ways and means of the competition.

3. Summarize the discussion results: collectors accumulate more epigrams, readers recite emotions, and speakers fully explain the reasons.

Competition 1: share the excitement

4. Discuss the sharing procedure: read the highlights → analyze the highlights → explain the sharing reasons. M share the wonderful part1-environmental description.

(1) Read the fragments by name → analyze the fragments → explain the reasons for sharing.

Other students commented and added.

(2) Students voluntarily read the fragments of extracurricular activities → analyze the fragments → explain the reasons for sharing.

Other students re-evaluate and supplement.

(3) Recommend another student to read his own collection of exercises → analyze himself → explain the reasons for sharing.

Teacher's summary: Students can not only read attentively and emotionally, but also fully express the reasons for sharing, and also understand the role of environmental description in the text. It's amazing! I hope you will continue to work hard, show your talents, and strive to become real collectors, reciters and speakers in your class. I wish you all something in this contest!

Share the wonderful fragments of environmental description collected by my deskmate. Share the wonderful part 2-description of psychological activities.

(1) Share in the group, pay attention to listening and judging.

(2) The group recommends a student to share the class, and the teacher actively participates in each group to find the "best sharer".

(3) Several students communicate with the whole class, and other students evaluate and supplement.

(4) Teachers prompt and summarize in time, and pay attention to students' listening habits, evaluation wording and supplementary methods. Democratically elected the first round of reciters, speakers and collectors, and expressed congratulations and encouragement with warm applause.

Competition 2: Reading epigrams

1, read the famous aphorism in "Accumulate over a long period" as recitation.

(1) Students choose a famous aphorism that has accumulated over the years and explain it to the whole class in an easy-to-understand language. If all the students raise their hands to show their understanding, they will be the competitors of this round of speakers in this life.

(2) Teachers should inspire and guide students appropriately, and carry out interesting exercises according to students' actual and incomprehensible famous sentences: talking at the same table.

(3) Recite at least two of the five sentences, and name the successful reciter as a powerful player in this round of recitation competition.

2. Read the famous aphorisms about honesty collected after class.

(1) The group leader is responsible for comparing who has collected the most famous aphorisms in the group, and recording the names and quantities to the study committee. The monitor will announce the collectors of this round, and ask the teacher to identify them before announcing them.

(2) deskmates talk to each other about their collected famous sayings and aphorisms, and recommend excellent people to the group leader.

(3) The group leader is responsible for: running for the best reciter of famous sayings and aphorisms in this group.

(4) The best reciter in each group will run for class reciter, and the group leader will explain the recommendation reasons before reciting.

(5) The whole class participates in the selection.

3. The rector, speaker and collector in the second round of democratic elections.

Competition 3: Recommend excellent books

1, read the introduction of Anne of the Green Gables in the "Extracurricular Bookstore" for free.

2. Ask questions through dialogue, and learn how familiar the students are with the root bird, the pea by the window and the little Heidi mentioned in the article through the preparation some time ago.

3. knowledge contest-what do you think is the most recommended book in the extracurricular library? Let's make a speech and give your reasons. See who is brave; See who is the most humorous; See whose book is the most attractive; See whose book is most worth reading!

(1) Make a speech with a title, an opening statement and a closing statement; Also pay attention to loud voice and rich feelings; A natural and generous attitude.

The teacher teaches the secret: set suspense; Use your own words instead of reading.

(2) self-training.

(3) recommend yourself and recommend books on the stage.

(4) Students raise their hands to challenge the champion.

(5) Evaluate the two players and determine a new champion.

(6) Encourage students to challenge the new champion and make analysis and evaluation.

(7) According to the group communication, recommend new challengers and produce new champions.

(8) Recommend the list of candidates for this round of speakers, collectors and reciters.

(9) Congratulations to the elected person.

Competition 4: Create a beautiful tabloid together.

1, the teacher summed up the transition: through the intense and happy competition, students gain more, have a deeper understanding and get to know their classmates more comprehensively, right? I think if the scattered competition content is processed by information and integrated with knowledge to make a beautiful tabloid, not only our classmates can learn knowledge, but also more teachers and classmates can know us and understand us, so that they can also increase their knowledge. Hurry up and act!

2, looking for partners, requirements:

(1) At least 2 people and at most 3 people.

(2) Strong cooperation or strong cooperation, and put an end to weak cooperation.

3. The competition lasts for one week and requires neat handwriting, rich content and creativity.

4. After a week's appraisal, several first prize, second prize and excellent prize were selected.

Unit exercise: