The text "Little Bridge Flowing Water" is a skimming text in the second group of special topics "Moonlight at Home with how bright"! Compulsory education curriculum standard fifth grade experimental textbook. This set of words expresses homesickness. In a few words, the author outlines a freehand painting of a "small bridge with flowing water"-the stream gurgles around the village, the willows hang down, the waterfowl sings harmoniously with the flowing water, the color is fresh and bright, and the artistic conception is beautiful and lingering; Then I once wrote about the quiet and leisurely life of people with small bridges and flowing water, working at sunrise and resting at sunset, watching and helping each other, without the noise and fatigue of "downtown", just like a paradise; The ending was straightforward: "Those days were deeply imprinted in my mind. I will never forget those beautiful impressions, which expresses the author's endless nostalgia and yearning for his hometown. "
The purpose of writing this text is to let students imagine the scenery and life of people with small bridges and flowing water since enlightenment, understand the author's homesickness and understand the author's methods of expressing feelings. The second is to feel the freshness and fluency of the author's language and accumulate the language by reading the text aloud.
Based on the above analysis, I have determined the teaching objectives of this course as follows:
Knowledge goal: Know the six new words in this lesson and accumulate beautiful words in the text.
Ability goal: (1) By reading Since Enlightenment, imagine the scene described in the article and understand how the author expresses homesickness.
(2) Read the text correctly, fluently and emotionally.
Emotional goal: to appreciate the beautiful language in the text and realize the author's deep homesickness.
Teaching emphasis: read the text with emotion, imagine the beautiful scenery and life of people with small bridges and flowing water, and experience the author's nostalgia and yearning for his hometown.
Difficulties in teaching: understanding the author's ways of expressing homesickness.
Second, the teaching design concept:
"Student-oriented" and "reading-oriented" regard reading teaching activities as a relaxed and pleasant "reading exchange meeting", which provides sufficient conditions for active learning in class. Take learning as teaching and learning as guidance, pay attention to the cultivation of students' independent reading ability, and realize the effective integration of "three-dimensional goals" in the multi-dimensional dialogue and interaction among students, teachers, texts, authors and life.
Third, the teaching process and design intent:
(1) Bring the conversation into imagination and stimulate interest.
1. Li Bai, a poet in the Tang Dynasty, once wrote such a poem, "He knows that the dew will frost tonight, and the moonlight at home is so bright!" . People who are far away from their hometown will always miss their hometown, which will always be a fascinating place. Today, we are going to learn another text about missing our hometown. Show the title "Little Bridge Flowing Water".
2. What kind of picture will appear in your mind after reading this topic? (Life is free)
3. Appreciate the beautiful pictures of people with small bridges and flowing water, and read poetic topics.
4. Wonderful: Is the author's hometown really as poetic as the title says? Let's walk into the words together and into the "flowing bridge"!
Design intention: Let students spread their imagination wings, paint a picture of a small bridge and flowing water, and read the topic beautifully on this basis, so that students can enter a poetic and beautiful situation before reading the text and get ready for learning the text. Then set suspense, make full use of students' reading expectations, and let students devote themselves to this class with great interest.
(2), combing steps First read the text and feel the general idea.
1. This is a skimming text. What are the steps to learn this kind of text? (Name)
Teachers and students organize reading steps together:
(1) Read correctly and read smoothly; (2) the combination of reading and thinking
(3) Draw a circle and mark it; (4) exchange discussions.
Design Intention: Because Teacher Ye Shengtao pointed out that skimming instruction needs to be outlined, students should sort out flexible learning steps before self-study, so as to reduce the randomness and blindness of autonomous learning and improve learning efficiency.
2. Students are free to read the text, and are required to read the correct pronunciation and sentences to understand how the text content expresses the author's thoughts and feelings.
3. After the exchange of experience, it is concluded that the content of the article expresses the author's thoughts and feelings of missing his hometown.
Design intention: let students read the text with questions, understand the content of the text as a whole, grasp the thoughts and feelings of the text, and cultivate students' reading ability.
(3) Blending reading and understanding, learning and understanding.
1, group study, cooperative inquiry: how does the author express homesickness?
(1) Read the text silently and see where you can learn from it. When reading, you are required to make comments next to the sentence. )
(2) Communicate the results of inquiry learning in groups, and then send a central spokesman to report the findings and experiences of inquiry learning in the group.
(3) According to the students' speeches, grasp the key sentences, use the lens to guide reading, and guide students to understand the author's method of expressing homesickness.
Design intention: Closely follow the teaching requirements of skimming the text and refer to the hints in "conjunctions", so that students can use their knowledge, ability and experience to have a dialogue with the text and make a personalized interpretation. By reading the text silently, we can expand our imagination, understand the words and feel the emotions, so as to feel the freshness and fluency of the language. Group cooperative learning cultivates students' cooperative ability and autonomous learning ability.
2. Summarize the methods of expressing feelings:
Let the students read the following three groups of sentences again.
the first group
I love my hometown, which is where I was born. There are only a few small bungalows in my house. The bedroom where I was born is dark and the ground is wet, but I love it very much.
Those days are deeply imprinted on my mind. I will never forget those wonderful impressions.
the second group
A group of six or seven-year-old children and I like to pull open stones and look for small fish, shrimp and crabs. Instead of catching them to eat, we keep them in glass bottles to play with.
I like to cross the bridge, and I am more happy to throw the collected wild flowers under the bridge and let the running water send them far away.
I used to use tea pickers to pick tea leaves. I like purple wildflowers and yellow wild mushrooms under tea trees.
Third groups
Surrounded by a clear stream, it guides the village all year round. On both sides of the stream, there are several weeping willows, and long soft willow branches are fluttering in the wind. Elegant dance is so beautiful and natural. There are two or three particularly long ones hanging on the water, painted with sparkling ripples. When the waterfowl stands on its waist and sings, the running water also sings and makes a pleasant sound.
Sometimes, it only has a thin spring that passes through the cracks in the stone.
In the morning, you can see the sun coming out of the Woods in the back hill. In summer, the cool wind blows in from the south window, so comfortable! What's more beautiful is that from the east window, you can see streams and bridges, as well as those sentimental and affectionate willows.
B, guide students to understand:
The first group of sentences is that the author directly expresses his love for his hometown.
The second group of sentences reflects their feelings of missing their hometown by recalling interesting childhood stories.
The third group of sentences express their feelings of loving their hometown by describing the beautiful scenery of their hometown.
C. summarize the way the author expresses his feelings:
In the article, the author not only directly expresses his homesickness, but also indirectly expresses his homesickness by describing the scenery and recalling the past. See, feelings can be expressed like this. When reading, we can understand the sentences that express our feelings directly, and only by careful taste can we understand the sentences that express our feelings indirectly.
3. Read the text correctly, fluently and emotionally. (Read the author's thoughts and feelings)
4. Question: "The days written at the end of the article are deeply imprinted in my mind. I will never forget those wonderful impressions. " Do you know what "those days" mean now? What good impressions do you mean by "those good impressions"?
Let the students understand that "those days" refer to the time when they lived in their hometown as children. "Those beautiful impressions" refer to the beautiful scenery of my hometown and the scenes of playing when I was a child.
Design intention: By summarizing the text and understanding the writing methods, students can not only know what the text is written and expressed, but also know how the author wrote and expressed it, "knowing why, knowing why", which is helpful for students to migrate and apply in future reading and writing, so as to achieve the teaching goal of applying what they have learned.
(4), homework, expand sublimation
1, cumulative language:
(1) Read and remember the words "graceful, dancing, sparkling, blue waves rippling, dry, embellished and wet".
(2) Extract the beautiful sentences you like from the text and try to memorize them.
Please make full use of your spare time to collect pictures and materials about the local customs of your hometown, paint and write for your hometown, or learn to sing "hometown songs", dance "hometown dances" and cook "hometown dishes" to express your love for your hometown. Prepare the theme activity of this unit, Deep Homesickness. )
Design intention: To build a "homework supermarket" so that every student has the opportunity to give full play to his strengths, show his talents, improve his comprehensive Chinese literacy in relaxed activities, and stimulate his love for his hometown.
Fourth, the blackboard design:
8. Small bridges and flowing water
Jingmei: bridges, flowing water, willows and wildflowers,
Things: ① Catch fish, shrimp and crabs.
Love and miss your hometown ② Throw wild flowers and let them drift with the flow.
3 picking tea and enjoying wild flowers.
Life is stable: at sunrise, I will watch and help each other.
Design intention: This blackboard writing can not only help students grasp the key points to understand the text and guide students to recite it, but also properly implement the teaching key points, which is intuitive and clear, and stimulate students' interest in learning.