? 1. Aim at the bull's-eye that can write. "Exercise Unit" is a brand-new section in the arrangement system of unified textbooks, and it is also one of the highlights. Its task is to guide students to solve the problem of "how to write" in the reading deconstruction of one unit and multiple texts. Therefore, in the reading teaching of exercise units, "text reading" is the carrier, and "learning to write" is the other side of reading. Aiming at the bull's-eye of "being able to write", this lesson guides students to understand the proposition of "how to write by an author" from beginning to end, deconstructs the text in reading dialogue and constructs writing methods in communication and sharing. At the beginning of teaching, from Turgenev's reputation, students' reading expectation is stimulated: What kind of people can be called "novelists among novelists"? This design produces topics from "writing" and then problems about "writing".
? In the teaching process, closely follow the language elements of this unit, "understand how the author writes things clearly", and guide students to clarify the ins and outs of the story in text reading. "What characters appeared in the story? What is the origin of the story? What's the story? What is the result of the story? " "Who can link the cause, process and result? Who can add the time and place and say it again? " Let the story exist completely, and at the same time indirectly tell students the general "road map" of "writing things clearly"-cause → process → result.
? 2. Seize the interest of "study hard". When you perceive the story as a whole, read the text in three paragraphs and ask questions in time: The sparrow is in distress. What's your mood at the moment? The old sparrow is desperate to save the little sparrow. What's your mood at the moment? How do you feel when two sparrows are out of danger? In this constant questioning, students feel the twists and turns of the story, and in the gripping plot, students are "substituted" into the story. The four characters of the story are written in the corresponding positions next to a "big tree" on the blackboard, and the relationship between the story and the characters is "visualized" through blackboard writing. In the later teaching process, students are guided to add keywords such as "falling", "wanting to eat", "shrinking" and "calling" on the blackboard through comparison, taste and refinement, and a story is presented simply and intuitively through the illustrated blackboard.
? 3. Build a bridge of "arrival". In the reading class of the practice unit, reading is one side and writing is the other. In this kind of reading teaching, teachers should try their best to pave the way for students' reading and writing with the help of text structure or language style provided by textbooks, and help students reach the other side of homework from the "other side of reading". In the intensive reading of the text, guide the students to communicate how the author clearly wrote "The Fearlessness of the Old Sparrow" and reorganize the text language with three columns of "What you saw", "What you heard" and "What you thought", and then guide the students to read these three columns vertically. What do you find when you read them horizontally? As a result, the gate of students' thinking was opened. Does the author's writing highlight the "fearless" characteristics of the old sparrow? After asking questions, the students made a deeper discovery. What the author sees, hears and thinks in his pen is a detailed description of the fearlessness of the old sparrow. Closely following the element of "how to write things clearly", students can discover the writing secrets of the great language master Turgenev in the process of reading with both reasons and interests, and then use the discovered writing secrets as a bridge to reach the other side of "how to write".
? The reading class of the practice unit is a reading class that points to writing. Although this class has grasped the teaching elements of the exercise unit and handled the relationship between reading and exercises, there are still many shortcomings, such as: the first class has solved the cause and effect of telling a story, which will give students more time to analyze the language code independently; Take out the fearless paragraph describing "Old Sparrow" directly for students to analyze and give appropriate guidance, so that students can find that the author clearly wrote the fearless of "Old Sparrow" by writing what they saw, heard and thought, and then show the sorted table; Finally, in the small pen practice part, there is no scene for students, so it is difficult for students to think about that picture, and the video material does not meet the requirements of small pen practice well, which leads to students' inability to express it accurately.
? After teaching this course, my biggest thought and gain is to implement "one lesson and one lecture" and "one unit and one lecture". I can't cover everything. I need to think more about preparing lessons in the future teaching, and lay out the teaching design and route under the whole teaching material and unit.