I. Introduction.
Listen to the students' feelings in learning and life.
Second, correct pronunciation and listen to reading
Twist niǎn 噗pū 蜷quán 簪zān朗琅láng 发窘jiǒng
抽噎yē 恍惚huǎnghū 抽泣qì棱角分明léng
Listen to the text, and ask the students to listen to the reading accurately and organize the storyline.
Third, the overall perception of the text.
Students read the text aloud and think about the following questions.
1. Why did Jing Jing long to read the text aloud? And under what circumstances did he realize his wish? Can he read the text well?
When Li Jingjing saw "Vanka" printed on the handout, "he liked it very much" because Vanka reminded him of his happy life with his grandfather in the countryside, and of the interesting stories of picking and eating mulberry fruits with Nier. After listening to Zhao Xiaozhen's "soft and milky" practice, it reinforced the fact that Zhao Xiaozhen didn't dare to raise her hand, and others didn't dare to raise theirs, but only Li Jingjing raised her hand," said Mr. Cheng. "Mr. Cheng was a bit flustered, and when no one raised their hands, Mr. Cheng had no choice but to ask Li Jingjing to read. Vanka's encounter aroused Li Jingjing's deep ****ming, who had similar experiences and the same unfortunate fate. He read with great emotion, "the classroom was silent", everyone was touched.
2. Why did Li Jingjing, who had a hoarse voice, want to read and was able to do so as soon as she had the chance, while Zhao
Xiaozhen, who had promised to read beforehand, didn't have the courage to raise her hand in the open class, worrying that she wouldn't be able to read well.
The difference between Li Jingjing and Zhao Xiaozhen is whether or not they were emotionally involved in the reading. Vanka is a poor child, read aloud to accurately grasp his emotions, and not read as the emotions of a pampered little girl.)
3, Li Jingjing in the process of realizing the wish, spit out how the "voice of the heart"?
The heart: the story of Vanka evoked his y buried in the heart of the family and friendship, he longed to express his inner feelings.
4. Why does Li Jingjing pay attention to Zhao Xiaozhen and other people practicing?
Clear: "He liked it very much. That poor, poor little man, Vanka, somehow, always haunted his heart, making him a little bit in a trance all day." Such a state of mind provides a reasonable psychological basis for longing for expression and being rudely prevented from practicing by Li Jingjing focusing on Zhao Xiaozhen and others. At the same time, the author once again highlights the urgency of his desire to read and his accurate grasp of the emotions of the text, which sets the stage for Li Jingjing's success in reading below and provides a rational basis for the dramatic climax. This one not only enriches the character image, but also reveals the plot arrangement of the unbroken character.
5, how to understand "he really wants to read. Not to show off, but there is a kind of feelings in the heart for a long time, want to read out painfully, spit out"?
Clear: "held back for a long time", there is a desire to express the y buried with the heart of the family, friendship, and there is a long time suppressed desire to publicize the personality.
Fourth, summary:
These words are touching thanks to the novel's delicate psychological description. There are many ways to portray characters in novels. This article mainly describes the psychological activities of Li Jingjing. There are direct psychological descriptions in the text, such as the desire to read the text before class, the thoughts of grandpa and Nier in the woods, the contradiction of wanting to read and not daring to raise his hand in class, the true feelings of casting and read over the head of the remorse and so on; there are indirect descriptions, such as the desire to let the teacher to read the class before the teacher's blearily looking at the teacher's demeanor, stammered words, the class, "He bites his lips tightly, and solemnly During the lesson, "he bit his lips and raised his right hand solemnly", hoping to get the chance to read aloud. These descriptions, delicate and true to the heart of Li Jingjing's journey, but also highlights the theme of the novel.
Lesson 2
I. What kind of characterization is Li Jingjing? Please find out the sentences describing Li Jingjing's behavior and psychology.
Image: a simple and sincere, kind and tolerant, confident and brave teenager who has a good wish for life.
(1) Before the public class, when Mr. Cheng set up the task of reading aloud:
"Twisting uneasily," "looking blearily at the teacher,"
stammered: "Teacher , can I ...... read a paragraph?"
(2) on the way home, secretly read the text in the woods, and fondly recall:
Couldn't help ...... he chose a paragraph, gently read out loud He swallowed a mouthful of spittle, held the handout in front of him, and finally read aloud from the beginning of the open class Is it a performance on the stage? Can a person with a bad voice only hide in the woods to read his favorite text? Jingjing heart hard.
(3) The next day after school, while listening to Zhao Xiaozhen practicing reading aloud:
① When Zhao Xiaozhen read the poor child Vanka as a dainty little girl:
No, that's not it. Kyo listened, saying in her mind that it wasn't like that. "It's not like that!" Kyo finally screamed out.
② When Zhao Xiaozhen questioned in surprise and taunted him along with the rest of the class:
Jingjing was a bit embarrassed. ...... He muttered ......
Jingjing red-faced and stubbornly muttered ...... He left the classroom aggrieved... ...
(4) In the open class, when the assigned student doesn't raise his hand:
Jingjing squirmed uneasily in his seat. He really wanted to stand up. But if he raised his hand, would Ms. Cheng call out to him? Would Zhao Xiaozhen laugh at him after class? He really missed it. Not to make a show of himself, but there is a feeling in his heart that has been bottled up for a long time, and he wants to read it out and spit it out painfully.
He bit his lips, solemnly raised his right hand, and looked at Mr. Cheng with unblinking eyes.
Second, ask a student to read aloud with feeling the text describing Li Jingjing's reading scene.
Third, read aloud the 14th subsection, imagine the scene description of the picture, realize that through the trials and tribulations and now "darkness" of the mood of the victor.
Fourth, how to analyze the character of Mr. Cheng?
Clear: Ms. Cheng "serious, strong, and a little confident", the District Education Bureau open class to her to complete, but also shows that her level is not low, especially for this class, she racked her brains. She did not let Li Jingjing read aloud the text, because Li Jingjing hoarse voice, for fear that he read bad, affecting the honor of the school. Why? The end of the novel is written very clearly: when Mr. Cheng was moved by Li Jingjing's unexpected and wonderful reading, he even "stepped down from the podium, walked in front of him, and said with a trembling voice: 'Li Jingjing, please ...... read the text all the way through. "' This spirit of responsibility for work should and must be recognized. It is understandable that Mr. Cheng is a real person who, in order to seek favorable comments from the leaders, takes a hasty approach and turns the open class into a performance class. But the novel objectively reflects the open class only the pursuit of form, and even false wind is should be abandoned.
V. Deep Thought
In addition to Li Jingjing's desire to express her deep-seated feelings of affection and friendship, what kind of deep meaning does the text contain?
Clear: The author wants to use the voice of the protagonist to call on our educators to respect and care for the wishes and feelings of each student's voice.
Sixth, set homework: complete the post-course practice questions (three),
Second: Teaching Objectives:
1. Grasp the character image of the novel, understand the profound significance of the "voice of the heart", and learn from the protagonist's persistent pursuit of a better life.
2. Experience and learn the artistic characteristics of the novel - narrative technique, psychological description, detailed description, structural intertwining of two lines and expressive language.
3. Learn about abbreviations.
Teaching Philosophy:
Promote the spirit of active inquiry, solidarity and cooperation, and the courage to innovate; advocate equal dialogues among teachers, students and the text; advocate the harmonious convergence of the editor's intention, the writing intention, and the learning intention, and promote the enhancement of students' language literacy.
Teaching content:
The Voice of the Heart is a novel published in the early 80's reflecting the problems of education. Through the portrayal of the touching image of the student Li Jingjing, the novel expresses the voices of many educated people through the mouth of the protagonist - calling on teachers to respect and care for students, and calling on the students to cherish their beautiful feelings and unique experiences. This is a self-reading text, according to the characteristics of the article, we should follow the principle of student cognition on the basis of guiding students to read on their own: to discuss what the novel is written, how it is written, why it is written; to grasp the characters, plot and environment of the novel on the basis of the novel, focusing on the exploration of the theme of the novel and artistic characteristics. In order to fully mobilize and promote students to read independently, to create a relaxed reading environment, it is proposed to arrange two lessons to study this article.
Preparation before class:
1. Students with the help of tools to clear the word obstacles, read the text.
2. Teachers prepare relevant information in order to guide students to interpret the text from multiple perspectives.
Teaching Design:
Lesson 1
I. Introduction
(Listen to the students' feelings in learning and life.) In the face of life, growing up we have too much to say, let's go into the novel "Heartbeat" to hear the main character's heart.
Second, the overall perception, grasp the plot
1. Students quickly read the text, extract the main plot of the story to retell.
Example: In the preparation for a language open class Mr. Cheng designed a teaching session for students to read aloud the novel "Wanka" with expression. The student, Li Jingjing, was y attracted to and immensely fond of Wanka, and was eager to participate in the expressive reading of the text. His desire to do so was flatly rejected by the teacher and ridiculed by his classmates for no apparent reason Finally, in the open class, when Mr. Cheng's step-by-step approach was disrupted by the students' stage fright, Li Jingjing raised his hand and read the text aloud with a hoarse voice full of emotion, expressing the protagonist)card and his own heart.
2. On the basis of retelling, further combing the storyline to grasp the content of the article.
The beginning of the story: Li Jingjing's request to read the text aloud was rejected.
The development of the story: Li Jingjing reads the text aloud with true feelings and unique experiences.
(1) Li Jingjing's reading aloud, experiences and memories in the woods.
(2) Li Jingjing is ridiculed for correcting her classmate's reading.
The climax and ending of the story: Li Jingjing bravely raises her hand and reads the text aloud in the public class.
Third, independent reading, experience and understanding
1. Teachers guide students to mobilize their own life experience and. The life experience for personalized interpretation, and design topics for learning: discussion.
Show the topic and discuss: the novel focuses on the portrayal. The first is a characterization of the character of the person who is the main character in the novel. The text of Li Jingjing has what kind of life experience? Do you like this characterization? The first thing you need to do is to talk about the content of the novel and the reasons for it.
Teachers guide students to grasp the basic points: Li Jingjing is a simple and sincere, kind and tolerant, confident and brave, have a good wish for life, the pursuit of truth and beauty of the teenager.
2. Teachers guide students to further read the whole text, discuss: Li Jingjing's heart? (Combined with specific statements or passages in the novel to talk about their own basis or feelings.)
The design principle: most students can put forward "want to read aloud" on the basis of in-depth speculation, according to the key phrases or passages, to understand the experience and emotional experience of Li Jingjing, to grasp the need for Li Jingjing's emotional outpouring.
The essence of the expected results: Li Jingjing's desire for exercise opportunities, the desire to be recognized by teachers and classmates, understanding and respect; the desire for parental harmony, family warmth; the desire for affection and friendship and miss grandpa and childhood playmates; the desire to talk about their feelings and catharsis. All these desires are constructed on the expression "I want to read the text aloud", which is very moving. All in all, Li Jingjing's voice expresses his pursuit of a better life, which also reflects his need for healthy physical and mental development as a growing teenager.
3. Guide students to find their deepest sense of the sentence paragraph in-depth reading experience, read aloud with feeling.
Fourth, the classroom summary
The novel tells the heart of a teenager, expressing the author's concern for the healthy development of young people, the concern for the issue of education. The main character reads that moving text with all his feelings, touching himself and every teacher and student present. His success has left us with a lot of inspiration. Let's go deeper in the next class.
V. Assignment
1. Extract the main plot of the novel, the text is abbreviated into a 300-word story.
2. Read the text and think about the main idea and artistic characteristics of the article. Lesson 2The texts in this unit are novels that reflect the life of teenagers. Grasp the main idea of the novel, analyze the artistic characteristics of the novel is the main goal of our study of this article.
The second lesson
I. Appreciation of the experience
Design principle: give full play to the independence of students to read the text, mobilize the enthusiasm of students to appreciate. The main focus is on students choosing key phrases to read aloud and appreciate, and the teacher guides the appreciation at the right time.
Regarding the main idea of the novel, it should fully recognize the students' unique discovery and experience appreciation.
On the artistic features of the novel, the key issues should be implemented: the use of narrative techniques, psychological description, detailed description, environmental description and its role; the structure of the two lines of intertwining, expressive language, etc.
All of these are the main features of the novel.
Second, cooperative inquiry
Choose the topic you are most interested in to explore the study. (Choose any one of the following two topics, giving full play to students' freedom of thought and expression.)
1. Why did Wanka move Li Jingjing so much? Do you think Li Jingjing did the right thing by correcting her classmate Zhao Xiaozhen's reading? Why? What do you learn about reading and appreciating novels?
Hint: The reason why Wanka moved Li Jingjing is that Li Jingjing has similar experience with Wanka, similar emotional experience, similar need to talk, his heart and the work of Wanka's heart produced a strong **** sound, Wanka's heart seems to have become his heart sound. "He really wants to miss it. It's not to make a spectacle of himself, it's a feeling in his heart that has been bottled up for a long time, and he wants to read it and spit it out in pain."
Revelation 1: To melt into the novel, and the main character with the same breath, **** fate, in order to y understand the work.
Revelation 2: To come out of the novel, discover the novel from life, and understand life from the novel.
2. What problems exist in the current education are involved in this novel? What do you think about these problems? Why did Mr. Cheng finally let Li Jingjing read the whole text? If you were Li Jingjing or Mr. Cheng, what would you do?
Teachers to grasp the direction of guidance: education should reflect the people-oriented, to promote the development of all students, in particular, to respect and discover the positive factors of each student, respect and care for the personality of students, cherish the unique feelings, experiences and aspirations of students.
Third, the classroom summary
Students, we heard in the text is a teenager's simple heartfelt call, he has what a beautiful mind ah! As an educator, I am y educated． and inspired. We have no reason to discriminate against any positive students, there is no reason not to hold a sincere heart, so that the equal exchange of heart and mind become the brightest scenery of education. As educated people, we should also respect their own and others' unique experience, explore their own unique sense of life, and strive for sound and perfect self-personality. Let's go forward hand in hand!
Fourth, homework
Usually pay attention to accumulation, write down their own experience and feelings in the appreciation of literature.