I. Talking about snow
Through the exchange of students between the memory or other ways to obtain the snow, snow, snow, snow, snow, snow interesting, for the study of the text as a pavement.
Teacher: Students, do you like snow?
Students: like. (The vast majority of students will show strong interest.)
Teacher: Why do you like it? Say why, okay?
Student: you can build snowmen, see the snow, enjoy the snow fun. (Some students even want to tell stories that happened in the snow, the teacher can let the students say according to the actual situation)
Teacher: please students will be collected about the "snow" information out of each other. (You can let the students tell a "data" in the story, on the audio-visual information teachers can provide media for students to play)
["Talking about snow" is valuable to stimulate the interest of students, open the student's mind, so that the students in the The "snow" atmosphere to learn the "first snow"]
Second, read the snow
"Read the snow" is to let the students to read the text, in the reading to understand, in the reading in the sense of understanding. Read the process of both the teacher's classic point of view, prompting students to really read the text.
1, perception of snow rhyme.
(1) Read smoothly, listen to the model first and then read.
Teacher: students, let's quietly feel the "first snow", see: has begun (the teacher played the recording, students quietly enjoy).
Teacher: beautiful? We read it ourselves, okay? (Students read the text to themselves can look up the dictionary for words they don't know or ask their classmates or teachers).
Here, the teacher as little as possible (not necessarily "with the problem of reading"),
Let the students let go of the idea of reading.
(2) read to understand, on the basis of reading smoothly, ask the students to read and draw out the most interesting or most appropriate description of the sentences, paragraphs, and will write their feelings on the side of the text (the text of the blank space).
(3) Read it well and read the interested passages or sentences several times.
2. Feel the snowy feelings.
(1) Snow- Sense the conciseness of the description.
The natural paragraphs 1-3 of the text are mainly in the writing of snow, the most important feature of this part is that the gusts of cold and rustling winter snow is embedded in the refined phrases.
Teacher: students, just now you read the text, tell me, from what place you feel the author's language concise? (Students think and answer)
Students: "The day before yesterday ......; yesterday ......." , "The other day ......; yesterday early morning ...... noon ......." , "Started ...... soon ......."
(Teacher targeted to name the students to read these sentences or paragraphs in full, in the reading to understand)
Teacher: Yes, the author is using these highly generalized statements, stringing up the Xiao Xiao cold wind and a flurry of RuiXue, easy to read and easy to understand. Let's read these places again, shall we?
(Students read the text again individually.)
(2) Listening to the Snow - Understanding the Author's Mood
Teacher: Students, the first snow is so surprising that the author is looking forward to it, and even if it's nighttime, he's still enjoying it quietly with his ears! Let's listen to it too.
(Teacher guide students to "listen to the snow", that is, read the relevant paragraphs, "rustling" sound of falling snow, as well as the sound of the dead branch was broken by the snow and so on. Here both reflect the snow, but also reflects the author of the "first snow" favorite, so there is a later "enjoy the snow" in the pleasure. Therefore, this part of the content, we have to guide the students to read more, in the reading sense, absorption, avoid the teacher's hard pointing and guidance.)
(2) enjoy the snow-experience the melding of the text and feelings.
Teacher: students, in the face of the first snow, do you want to walk in to see it? What will see? Think of what? (Students read and organize, and then answer)
Based on the students' extensive self-reading and discussion, a whole-class exchange is carried out.
Student A: The author first describes the whole snowy scene he saw (overall description), "Ten thousand miles of rivers and mountains were transformed into a world of powder and jade ......"
Student B: Immediately afterwards, the author went into the snow and carefully described: the light branches and trunks of willow trees and pine trees, cypress trees on the scene ......
Sheng C: the author's eyes of the snow scene has a moving and static, such as "a gust of wind blowing, the branches of the trees gently swaying, the snow strips and snowballs of children rustling down ...... ", as well as "creaking" sound and children "happy shouts", the "first snow" to bring people the joy and people and scenery of the The first snowfall" brings joy to the people and the harmony between the people and the scenery.
The teacher: Yes! With a happy mood, the author shows us a panoramic and dynamic snow scene.
Based on the appreciation, the teacher can encourage the students to make evocative descriptions (imagination), such as: do you see the same snow scene? Through appropriate guidance, students can develop their imaginative ability and expressive ability. In the way of expanding imaginative training, it can be carried out either in groups or as a class.
(3) Ode to Snow - Sense the Harmony of Nature.
Ode to snow, through the introduction of the benefits of snow on crops, to realize the author's rich imagination, and to appreciate the beauty of the article without being empty.
Teacher: Students, the author of the text is just introducing us to the snow? (What else does the author think of by the snow?)
Students: the author thought of agriculture, thought of the coming year should be a harvest year ......
Teacher: the author here, why will think of "harvest year"? (Let go of the students' thinking, in the students' independent imagination on the basis of the teacher can be guided to "a few years ago, the countryside encountered unprecedented natural disasters, food production" reality, expressed the author of a mood of anticipation.)
The teacher should guide the students on the text of the author's associations carefully read, think about it, especially in the text quoted some simple and rich in rich local flavor of the proverbs, through a careful reading, so that the students not only on the snow will be richer understanding of some, but also to make the students feel how to express their views in the composition. Therefore, on the one hand, we should guide students to read, think, discuss, on the other hand, we feel the book of proverbs at the same time, but also let the students list some of their own collection of proverbs about the snow (and other can be), to expand the space for learning, enriching the student's understanding of snow.
Three, the accumulation of "snow"
1, solve the problem
Teacher: students have read and appreciated the text, you have any special feelings need to express? Of course, also include your questions (do not understand), please students are raised.
[Complement each other in the exchange, sublimation in the exchange. Favorable to the students in the reading to absorb more nutrients]
2, accumulation
Teacher: students, can you memorize the text? How to memorize?
Students exchange methods of accumulation among themselves and try to memorize.
After the lesson, students are asked to "memorize their favorite parts", but we can encourage students to recite the whole text, which is extremely helpful for students to learn to accurately describe and express themselves and strengthen their sense of language in their work. Of course, we have to pay attention to the guidance of memorization method, because the process of memorization is still the process of understanding and sublimation.
3, expand
Arranged for students to carry out "extracurricular pen" training, can write a natural phenomenon, can also describe a scene. To truly experience, reasonable imagination, to express their true feelings.
The first snow is the second reading text in the sixth unit of the language book 11. This is a scene through the lyricism of the prose, this article beautiful language, sincere feelings, is a study of the language, inculcate emotions, have a strong sense of beauty of a good article. The author used rich language for us to draw a picture of snow. Love overflowing words, fully embodies the author by this snow foresee next year's grain harvest and incomparable joy.
This book has two examples of reading and writing, 2 units of the "experience the thoughts and feelings of the article", and six units of the "comprehension of the author's method of expression". In the study of 〈〈Bird's Paradise〉〉, this lesson is also initially equipped to let the students themselves to experience the author with what method of expression of their own feelings of the conditions.
Second, teaching design
According to the actual class as well as their own experience, I am prepared to use two hours to complete the following arrangements:
The first lesson, I mainly solve three problems:
(a) is the exchange of pre-study, in the pre-study homework, I will arrange to write homework: such as, to find the word of the word close to the word, homophonic word word grouping, the text of the polyphonic words Group words, outline the vocabulary in the text as well as the vocabulary that you think is good, and explain the words that are difficult to understand. Find the background information related to this article. The assignment for reading is to read the words accurately and see who reads well. The reason for this arrangement, because I think, the students of the "double base" accumulation of basic knowledge, rely on students to develop good habits, starting with the words, the implementation of the pen, only then. Sketch the text of the students themselves think good vocabulary, which also teaches students to accumulate from the text. The exchange of previews not only gives each student a chance to exercise himself, but also gives students a chance to be recognized by teachers and classmates through their own careful preparation and gain a sense of accomplishment, and in this way, it also provides a stage for students to recharge their batteries.
(ii) is to solve the text is in what order to describe the first snow? (Before the snow - During the snow - After the snow - Associations)
(iii) is for students to identify the words that describe the change in the weather before the snow and to read about the change in the weather.
The second lesson, I mainly solve the problem is:
feel the beautiful scene when it snows and after it snows, experience the joyful mood that the snow brings to the people, and realize what methods the author uses to write the beauty of the snow and express the joy. In response to this problem, I arranged two steps:
The first step, teaching snow, I combined with the first of the two questions after the lesson asked, the text is how to write out the snow "big"? Encourage the students to find out from the part of the snow to find out what can be seen that the snow is big? Through the students to find "goose feather-like snowflakes", "rustling constantly falling", "creak a sound" and so on after the report, read it beautifully. At this point, the teacher greatly encouraged, for the next step of the students to provide the excitement of self-reading and self-understanding.
The second step, let the students in the full reading on the basis of bold report, so big snow fell the whole night, after the snow, that a picture of the world of pink makeup. You think where to write the most beautiful, why? The author associated with what, from this experience to the author of what feelings? This part of the teaching, I would like to say two points I experienced deep place:
〈一〉Taste the key words is an important way to understand the feelings
The description of the scene after the snow, from the whole to the part, from the scenery to the characters, from the static to the dynamic, sound and color and shape. When teaching this paragraph, I focus on the words "snow beauty", guide students to taste and savor.
According to the law of student cognition, there must be a part of the content of the students can read themselves, there will be a part of the content of the students to understand the shallow, and even deviation, which requires teachers to guide the reading guide. When students grasp the key paragraph content of the reading comprehension, in order to make students more in-depth, more thorough understanding of the connotation of the article, the teacher will also be a punctuation point, guidance.
Teacher: students read the text, all seem to be in the beauty of the snow." Ho! What a big snow!"
What kind of mood does this sentence reveal about the author?
Sheng: It shows the author's surprise.
Student: is surprised.
Teacher: is it just surprise and amazement? Read it again carefully, pay attention to the punctuation of this sentence, and realize it. (Students read the passage again carefully to achieve the purpose of mindfulness through full perception and repeated practice.)
Student: is surprised and delighted.
Student: it is joy and admiration.
Teacher: "I" marveled at this ......
Sheng: It snowed so much!
Sheng: It's so beautiful after the snow!
Teacher: What else does the author marvel at?
Sheng: How happy the children and adults are! Teacher: Yes, this "ho" word is full of the author's joy and admiration, for the snow is big and happy, for the snow is beautiful and praise, for the people happy and sigh, how should we read aloud to express this emotion? (Students practice reading aloud.)
The use of perception in teaching is to allow students to fully read, in reading the overall perception, in reading some sense, in reading to improve the sense of language, in reading to be inculcated, and to enable students to read and think on the basis of the teacher's guidance, to express their own unique and novel insights, and gradually improve the ability to read and understand themselves.
Through a "ho" word, taste the author's admiration for the snow. After evaluation, students realize that this "ho" contains three praise: one praise of the snow; the second praise of the snow scene; the third praise of the people of the joy. It is really a word of God, the meaning of all out, through careful taste, to achieve "a word is not appropriate to ignore, the words understand its God" effect. Teaching to seize the key words taste and speculation, a deep understanding of the connotation of the article, so as to realize the transition from emotion to reason.
This is through the language, guiding students to understand the content of the text, on the basis of understanding the content of the text, inspire them to form a closer to the author of the ideological feelings, caused by the author of the emotional "**** Ming". This kind of teaching is not only conducive to students' understanding of language and text, but also conducive to students' correct understanding, correct beliefs, the formation of correct morality.
〈二〉结合背景 体会感情
Winter snow, for the northerners is not strange, but here "the first snow" is extraordinary, especially in the "first snow" in this text of the ideological feelings, but not to have seen a few snow, read the text, but to have seen a few snow, read the text, but to have seen a few snow, to have seen a few snow, to have seen a few snow, to have seen a few snow, to have seen a few snow, to have seen a few snow, to have seen a few snow. But not seen a few snow, read a few times the text can understand, experience, must make some real efforts. The first thing I'd like to say is that I don't know what to do.
The understanding of the "first snow" of this text, if only to stay in the snow, snow, snow, beautiful after the joy of the mood, only to stay in the love of the natural environment, enjoy the snow, ah, praise snow ah, it is difficult to achieve the effect of classroom teaching. I think not only should understand the author of the joyful mood, but also should understand and appreciate the deeper reason for this joyful mood, that is, the social background (three years of natural disasters so that the country has encountered temporary difficulties in the economy) and the author's position point of view date of concern for agricultural production, concern for the masses of people's lives, and the country with the same respiratory **** sense of responsibility of destiny, I believe that it will overcome the difficulties, Out of the predicament of faith, so the first snow in the Jiaodong Peninsula, is 'Rui Xue Zhao Feng Nian", heralding a bumper crop of agriculture in the coming year, heralding our country is about to get out of the predicament, the future is brighter. Understanding to such a depth, it is close to the author's thoughts and feelings, educators are educated first. Teachers should first understand the ideological feelings of the text, there is no doubt. However, if the students do not understand the experience, the students do not move emotionally, then did not achieve the purpose of teaching. Therefore, the teacher is not enough to be educated, but also to let the students produce "*** Ming".
Through the teaching of the previous text, the students of the "snow" has been an image of knowledge, but also by the "joy" of the infection, speaking here, focusing on the actual combination of student's lives, "the year of plenty! "The scene to be depicted, so that students produce a picture of the year of plenty in their minds. On such a basis, the question of why the current "snow" will be "signs" (foreshadowing) of the coming year is "a good year"? Combined with the content of this part of the text and linked to the context of the times to explore, "*** Ming" will be easy to produce.
At the end of the teaching, I designed a write link, teacher: see so beautiful snow, if you are a photographer, you shoot the picture will be how the picture? Use your beautiful language, sincere feelings to write a write. This link can also be carried out after class.
I. Teaching Requirements:
1, understand the meaning of "powdered, furry, shiny, fluffy, heavy".
2, read the text, appreciate the snow, beautiful scenery, people happy, understand the scientific reasoning of "good snow", feel the author's joy.
3, emotionally read aloud the text, memorize the text.
Second, the teaching focus, difficult:
read aloud the text with emotion, experience snow, beautiful scenery, people happy, understand the "snow" scientific reasoning, feel the author's joy.
Three, teaching aids: projection, pictures, CD
Four, the teaching process:
(a) review introduction:
1, today, we continue to learn 19 lessons (students read the subject)
The text in what order to describe the snow? (Name answer) Board: before the snow
in the snow
after the snow
2. Before the snow, the author captures the short time and quick change, highlighting the sudden cold weather.
Board: sudden cold
Let's read the 2nd natural paragraph.
(Lead: Teacher reads the time, students read the change of weather.)
3. Summarize: the weather changed so quickly in one day, foreshadowing that it was a heavy snowfall.
(2) feel the snow, experience the beautiful scenery, people happy:
1, what impression does this snow leave on you? (Name and say)
Board: snow big
scenic beauty
2, the snow's big and beautiful, how do you feel it from the text?
Please read the natural paragraphs 3--5 carefully and imagine the picture as you read. Circle the places you think are important, and write down what you feel at any time in concise phrases. Teacher believes that your feeling is the most accurate. (Students read carefully to experience)
3. Below, read the statements you are most interested in to the table, read and say to each other how you feel. (table read, say)
4, exchange: first read the sentence, then say their feelings. Teachers and students discuss and read. (The following content according to the students' ideas to arrange the teaching)
A, the third natural paragraph
Capture the "gossamer" "on the ground for a while on the white" (visual)
"Rustling ", "constantly", "creaking", "crushed" (auditory) to appreciate the stillness of the night and the snow.
(Name and read)
Look at him, you read gently and slowly, how quiet it is! The mood of "quiet night and heavy snow" is brought out in front of us. Let us learn him to read again, see if we can read out this feeling. （
B, the 4th natural paragraph
(1) "The whole" (indicating that it snowed for a long time and snowed heavily.)
Guide reading aloud: slow and slightly heavy tone
(2) "Ho! What a big snow!" (Two exclamation marks highlight the author's awe at the sight of heavy snow.)
Guidance reading: highlight "so big", the tone of amazement
(3) from the "cover" "thick" "powder makeup the overall feeling of snow, beautiful scenery.
Read
Say what you understand about "powdered"?
Do you want to see the world of powder and jade with your own eyes? First close your eyes and imagine the picture for yourself, - open your eyes. (Show the picture: the snow scene in the field, in the woods, on the roof, in the park)
Is the snow scene beautiful? (Student: beautiful) How do you feel? (Name and say)
Let's read this sentence beautifully. (practice reading, name reading, read together)
Well said, well read. Teacher sends you some words to describe the snow scene.
(silver-covered, snow-covered, white, ice-condensed, snow-packed)
Can you name any other words?
(4) Feel the beauty of the snowy landscape from the static description and dynamic description of (partially describing) the snow on the trees.
(Point to the name to read and say) What is the big snow and the beautiful scenery?
Everyone look--(show the picture of snow on willow and pine trees) feel "fluffy, shiny, fluffy, heavy" "hanging, piling up"
Who can tell the group about the snow you saw.
(Look at the picture to try to memorize: students practice saying, naming said, comment)
Summary: Viewing the thousands of jade trees, we can not help but exclaim: "This is really like a sudden spring breeze, - thousands of trees and thousands of pear blossoms!"
Guide reading aloud: affectionate, favorite feelings
"rustling," "jade flakes," "fluttering with the wind," "colorful " (The dynamic snow scene is also beautiful.)
Guide reading aloud: cheerful, lively
Summary; the author used the combination of dynamic and static description. The static description gives people a sense of quiet and elegant, and the dynamic description gives people a sense of bright and enthusiastic. This combination of motion and stillness makes the scenery more distinctive and the picture more fascinating.
C. Feeling "people happy"
(Show the picture) What are the children doing after it snows? (Name them.)
They are so happy! Who can read the happy tone? (Name the children.)
Can the children's laughter shake the snow down? Why did the author write this? (point to the name to say)
Board: people are happy
The author seized the characteristics of the snow and the scenery to give us a fairy-tale world of snow. Let's go with the author's description and take another trip to the world of powdered snow! (Read aloud with music: students practicing on their own, and naming names to read)
Listening to the students' reading, the beauty of the snow once again appeared in front of the teacher's eyes.
(C) experience association, deepen understanding:
1, the author by the first snow association?
(Students read the 6 and 7 natural paragraphs and discuss in groups of four.)
2, exchange:
(1) The meaning of "a good year of snow". (Name)
What kind of scientific truth does this sentence contain?
3. At this moment, the author looks at the crystal clear world in front of him, listens to the children's laughter in his ears, and associates it with next year's bumper harvest, what is his mood? (happy, excited, excited)
4, the background:
A heavy snow makes the author so excited and excited, which must be the reason, we want to know?
This article was written in 1962, when the country suffered from successive years of natural disasters, agriculture could not get a good harvest. This heavy snow heralded the coming year's harvest and signaled that the country would emerge from three years of natural disasters. This first snow is the signal of the first harvest year, "snow signals a good year", the author can not be happy? Look, the farmers are so happy that they are twisting up the rice-planting dance!
(Show picture)
5, if you live in that time, witnessed this snow, you will think something, say something?
(Mock reporter interviews, students say how they feel)
Summary: the author not only wrote the thing: the first snow, but also wrote the association: the snow is a good year, to further express the author's joy, pointing out the reasons for the joy, so that the content of the article is more substantial, but also to deepen the theme of the text. Let's read aloud the whole text once with an incomparable joy. (with music)
(D) assign homework:
1, read aloud and recite the text emotionally
2, collect information about the snow, write a short essay.