I am really afraid of Mount Tai, the head of the Five Mountains. When the adults heard that we were going to climb, they wouldn't let us go. They even said that we would be exhausted halfway up the mountain and cry. Besides, we can't even reach the worse door in the dark. Helpless, I had to take the cable car to the worse gate. As soon as I bowed my head, the long stone steps continued to the end of my eyes. I tried to lift my eyelids, but I couldn't finish reading them. God, from these eighteen episodes, I know what is really "tired", although I have never experienced it.
The appearance of mountain pickers
"These 18 dishes, the average tourist has to climb for four hours, and it takes more than five hours from Zhongtianmen to the worse. Do you think we should take the cable car? " After listening to Aunt Li's words, I was surprised to find that the mountain climbers mixed with tourists were climbing up. Most tourists run a few steps for a while, then move feebly or stop to have a rest. However, climbers are not. They walked rhythmically, steadily and practically. Most of them wear cardigans, cloth shorts and liberation shoes, and the burden on their shoulders exceeds 65,438 kilograms. Entering the worse gate, there are more mountain pickers here. Although there is neither sun nor rain today, I am still panting. It is strange that mountain climbers have to pick them twice a day. How did they get up there? On the way to Jade Emperor Peak, the highest peak of Mount Tai, there are invisible stone steps. Not far away, there is a short mountain porter. He seems to be very leisurely, easily carrying four marble slabs and walking flexibly. I sat down weakly, and he happened to pass by, humming a little song. I listened carefully. It's Future: "Yesterday's wound still hurts a little. If so, you must bite your teeth ... "I was surprised and shocked. Maybe there is no goal that can never be achieved. If you don't have the courage to climb eighteen sets, it's like thinking about the pain on the wound all the time, and life can't go on.
Inspiration from mountaineers
I stood up, mustered all my strength and climbed up in one breath. "Come on, take a picture of you." Aunt Li raised her camera. "Let's shoot Mountain Man, too." I said with a smile. I also want to be like the author of the article "Mountain Picker", let the mountain picker inspire me, let me get up on the bumpy road, break my own record, and be like a firm mountain picker.
Edit this text "Mountaineer"
On Mount Tai, you can meet mountain pickers everywhere. They carry a bare pole on their shoulders, and heavy goods are hung on the ropes at both ends of the pole. When climbing a mountain, they put one arm on the shoulder pole and the other arm swings rhythmically with their footsteps to keep their balance. Their route is a folding ruler, starting from the left side of the steps, climbing obliquely, climbing seven or eight steps, turning around on the right side of the steps, walking obliquely in the opposite direction, turning back on the left side, and changing the pole every time. They climbed up in this tortuous way, so that things hanging in front of the pole would not touch the steps, and they could save some energy. Walking with a heavy load, if you go straight up and down like a general climber, your knees can't stand it. But if the route twists and turns, it will lengthen the route. Climbers climb the mountain once, and the distance they walk is about twice that of tourists. Strangely, climbers are not slower than tourists. You walked past them briskly, thinking you were leaving them far behind. Wherever you admire the magnificent mountains and rivers, or read the inscriptions carved by the ancients on the stone walls by the roadside, or wash your face and feet by the noisy stream, they will pass by you quietly and pass by you quietly. When you find out, you will be surprised and think that they ride like gods. This happened once when I went to Mount Tai to sketch with some painting friends. We bought bamboo poles for mountaineering at the foot of the mountain, and met a short mountaineer with a dark face and thick eyebrows, about forty years old, with a red vest in the middle of an open white homespun jacket. He has several wooden stools tied to one end of his pole and five or six green watermelons tied to the other end. We soon overtook him. When we reached the steep mountain road and returned to Maling, we were tired, so we stretched ourselves and rested on a big stone swept by the mountain wind. We found the mountaineers sitting on the opposite lawn smoking. Later, we set out with him at about the same time and soon left him behind until we could not see him. We boarded the Wusong Pavilion halfway up the mountain and saw that it was he who was sorting out the strange postures of ancient Panasonic. He took off his coat and wore a red vest naked, showing his strong black muscles. I'm surprised. I went over to talk to him. Shanren is not at home and likes to chat. He told me that his family lived at the foot of the mountain and went up the mountain to pick up goods every day for nearly twenty years, once a day all year round. He said, "Do you think I am young? Those who work as mountain bearers are short and thick under the pressure of poles. A tall man like you can't do this kind of work, walking around! " He raised his heavy eyebrows and grinned, showing his white teeth. The villagers' teeth turned white when they drank spring water. The conversation was more casual, and I told the mystery in my heart: "I see you walk slowly, but why do you always run in front of us?" Do you have any shortcuts? "Hearing this, he showed a proud look on his face. He thought for a moment and said, "Where do we have a shortcut? We are not on the same road as you? "? You walk fast, but look around on the road and always stop when you play around! We are not like you. Not as casual as you. You can do anything you like. You can't step on it, let alone stop. In that case, we can't reach the top of the mountain in two days. You must stick to it. Although we are slow, we will run ahead of you after a long walk. You see, is this the reason? "I nodded convinced, feeling that the simple words of the villagers seem to contain meaningful philosophy. Before I could savor it, he took over the task and set off. On the mountain road ahead, we passed him several times; But always when we stayed in the mountains, he quietly passed us. We met him again in front of the top canteen where he delivered the goods. He nodded and smiled at us, as if to say; "Look, I can run ahead of you again!" When I came back from Mount Tai, I drew a picture-a mountain-bearer in a red vest, bending down and carrying a heavy burden on a steep mountain road, climbing up step by step. This painting has been hanging in front of my desk for many years because I need it.
Purpose requirement
1, understand the ideological content of the text. Learn the perseverance and enterprising character of climbers.
2. Practice segmenting the text, summarizing the general idea of the paragraph and summarizing the main content of the text.
3. Contact the context and real life, and experience the profound sentences in the text.
4. Learn new words and practice making sentences with "procrastination" and "simplicity".
5. Read the text with emotion.
The emphasis and difficulty of teaching are related to the description of the scene of the mountain bearer climbing upwards with heavy objects on his back and the understanding of the meaning of the meaningful words said by the mountain bearer.
Teaching process:
first kind
First, self-study is doubtful.
1, let students ask questions that can't be solved by preview.
2. Teachers summarize the questions raised by students and discuss and understand them with questions. The teacher told the students that "learning is originally a process without a meeting", and solving the unknown problems "depends on reading repeatedly, thinking carefully and actively exploring knowledge."
Second, ask and answer difficult questions.
Encourage students to be suspicious, or actively guide or intentionally stimulate, and open the floodgates of students' thinking.
1, panel discussion:
(1) To the author's surprise, although the distance of climbers is twice that of tourists, they spend no more time than tourists.
(2) Why does the author feel strange? Read the text and find out the key words and sentences. Focus on the attitude and route of climbers to understand. It is a mystery that the distance of the folding ruler is about twice that of tourists, but it doesn't take more time than tourists.
(3) Why does the author write like this?
2, guide the study of key links:
Teachers and students revolve around "What else do you know?" "How do you understand this sentence or this question?" The way to inspire students to study problems is "not only to know what it is, but also to know why".
Focus on guiding students to realize that grasping the key words in sentences is an important way to understand sentences; Grasping the key sentences in natural paragraphs is an important way to read paragraphs. By connecting the paragraphs, we can know the main content of this text.
Focus on discussion:
1, where have I seen the pioneer three times?
Find the words and sentences in the text. What do meeting and feeling have in common?
2. Analyze "Look, is this right?" What is the reason? Understand with the words in the text; And "I'm not like you". What's the difference between a mountain runner and a tourist?
(Tourists: look around, play around, stop and go) Mountain pickers: single-minded, persistent and constantly climbing)
3. Read the simple and proud feelings of the mountain people.
4. From "I am completely convinced" to "It contains meaningful philosophy". Is it just a word from the mountain man that reveals the mystery in my heart? (Reprinted from the first model website, please keep this mark. ) guide students to contact their own life, work and study examples, and discuss and communicate with people around them. I really think this philosophical statement has universal educational significance and profound significance.
5. What kind of paintings did the author draw after he came back from Mount Tai? (say it with the words in the text)
6. Why did the author say "I need it" and "This painting has been hanging in front of my desk"? Does the author only need this painting? The author needs not only this painting, but also the spirit of the mountain watcher in the painting to identify the target and keep climbing. The author has been hanging this picture in front of his desk because he needs this spirit to motivate himself. )
Third, inductive learning method:
Lead the students to walk back and forth from the article. The first link is the "trip"-understanding the content and ideas. The second link is "back and forth"-learning how the author expresses his own content and thoughts.
1, learning order: preview-ask questions; Discussion-What have you read? Exercise-if you have any questions, learn by induction.
2. Reading methods that can provide reference:
(1) According to the tips after class, guide reading with questions.
(2) Grasp the key words and read the words and sentences.
(3) Contact the context, perceive the whole, and fully understand the text reading.
(4) Observe the picture and read the narrative content.
(5) Use punctuation in the text to understand the meaning of reading.
(6) Reading and thinking, expanding imagination, understanding articles and reading.
Second lesson
First, check the import.
1. Recall the content of the text and think about the characteristics of mountain pickers compared with tourists.
2. How do you understand the last sentence of the text?
Second, summarize and read aloud.
1, contact the fourth question after class and tell us what motivation we got after this class.
2. Highlight the following:
Make students clear the idea of the text and understand that the full text of Mountain Picker is closely related to the center and described in different levels. The contents of each part are closely linked, the context is well connected, the beginning and the end echo, and the philosophy is profound and enlightening.
3. Guide students to read the text with emotion and deepen their understanding of the meaning of the article.
Homework design (you can choose a topic or design it yourself)
Write reading notes.
2. Draw a picture of "mountain pickers".
3. Practice writing "I am convinced ...".
4. Make reading note cards.
5. Make a copy of "Labor creates beauty".
Blackboard design:
9 mountain pickers
Tourist: Look east, look west, play and stop.
Mountain man: single-minded, persistent and constantly climbing.
Teaching notes:
In this study, the students understand the spirit of single-mindedness, perseverance and continuous climbing of mountaineers, and are determined to learn from this spirit.
Teaching material analysis:
This lesson is the work of Feng Jicai, a famous contemporary writer. According to the text, when I climbed Mount Tai, I found that the distance of climbers was twice that of tourists, but the speed was not slower than that of tourists. After talking, I learned that their speed is not slow because they concentrate on climbing mountains and keep their feet on the ground, which shows that only by doing everything well and persistently can they succeed. This text is written in the order of events. First of all, when I wrote "I" climbing a mountain, I was surprised to see that mountaineers walked about twice as long as tourists, but the speed was not slower than tourists. Secondly, I wrote "I" and talked with a mountaineer to understand the reason why he climbed the mountain quickly. Finally, I wrote down the mountain, and asked someone to draw a mountaineering map to encourage myself to move on in the spirit of climbing.
Teaching objectives:
1. With the help of dictionaries and contexts, students can learn new words and phrases in this lesson.
2. Read the text correctly, fluently and emotionally, and learn how the author expresses the character's quality through writing.
3. Understand the words of the climbers and feel the down-to-earth courage spirit from their climbing.
Teaching emphasis and difficulty: understand the profound philosophy contained in the text "Looking at the Mountain Man" and get inspiration from it.
Preview requirements:
1. Read the text and circle the words you don't know. Look them up in the dictionary.
Read the text again, circle the words you don't understand, and contact the context or look it up in the dictionary to understand.
3. After reading the text smoothly, find out the sentences you don't understand, ask questions you don't understand, and try to answer them after class.
Learning objectives:
1. Read the text correctly, fluently and emotionally.
The latest lecture of Simple Learning Network:
Wang Daji talks about modern literature, Wang Daji talks about college entrance examination composition, and Wang Daji talks about paragraph compression.
Wang Daji talks about classical Chinese reading, Wang Daji talks about poetry appreciation, and Wang Daji talks about sentence imitation.
2. Learn the seven new words "Tai, Heng, Si, Lie, Bai, Zhe and Han" in this lesson, and correctly read and write and accumulate the following words: rhythm, balance, panorama, reading aloud, mystery, delay, philosophy, meaning and certainty.
3. Understand the content of the text and the reasons explained in the article. Meet the mountain watcher and feel his down-to-earth enterprising spirit.
4. Learn how to express the character's quality by writing something in the text.
Instructional design:
first kind
First, dialogue rendering and theme import.
Starting today, we will learn a new unit, fast and slow. When it comes to speed, the teacher will think of the story of "the tortoise and the rabbit race". What does this story inspire you? (biology)
In this lesson, let's learn a text related to speed: Mountain Picker.
[Design idea: Starting from the unit theme, introduce a new fairy tale lesson that students are familiar with. ]
Second, exchange information and link words.
Before class, arrange students to surf the Internet or collect information about Mount Tai and mountain gatherers through other channels. Who wants to report to you? (health report)
[Design idea: Through this link, let students have a preliminary understanding of the mountain pickers and know what kind of people they are and what kind of work they do. It not only examines students' ability to collect relevant information, but also lays the foundation for learning the content of the text. ]
Third, the first reading perception, self-questioning
1, let the students read the text fully and independently with the task.
(1) Learn new words by yourself, open the door to wisdom, and memorize glyphs in your favorite way.
(2) Think about what the text is mainly about. (3) Question what you don't understand.
2. Organize communication:
(1) Tell me what the text says. If you feel that you can't speak well, you can also say what you know or understand by reading the text.
(2) Discuss in groups to solve doubts and doubts. Each group chooses the most valuable questions to communicate in class.
(3) Organize the whole class to communicate and report to each group, so that teachers and students can work together to extract problems with research value. Students may have the following questions: ① "We are different from you." What's the difference between mountaineers and tourists? (2) Mountain climbers carry heavy burdens on their shoulders and take the scale-breaking route, but why is the speed not slower than that of tourists? What does "it" mean in the last sentence of the text? ……)
[Design idea: This link is the focus of this lesson. By arranging enough time for students to learn by themselves, they can find problems and ask questions in their inquiry. This also prepares for promoting reading with questions, in-depth self-study and self-doubt. ]
Fourth, arrange homework and be familiar with extension.
Read the text several times until you can read it fluently.
[Design ideas: Learning as teaching, students' familiarity with the text determines the teaching of understanding the ideological content of the text and understanding the spiritual quality of the characters, so the setting of this link is not dispensable, but very important. ]
Second lesson
First, check the import:
Read the text "Take the train". Teachers and students evaluate correctness, fluency, reading habits and skills.
Second, reading with questions to promote reading comprehension
1. Show the valuable questions extracted from the last lesson in processing order. (See above for details)
2. Guide students to discover the difference between mountain pickers and tourists;
(1) Read and think silently, and then fill in the part of the form that summarizes the differences.
| _ _ _ _ | _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ | _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ | _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
|____________|_____________|
|____________|_____________|
|____________|_____________|
|____________|_____________|
Comparison results:
(2) Analyze and communicate within the group and carry out cooperative learning.
(3) the whole class exchanges and unified understanding.
[Design idea: Through self-study, students realize that tourists wear light clothes and go straight up the mountain, while mountain bearers carry heavy things on their shoulders and take the folding scale route. Tourists go up the mountain for entertainment, while mountain-bearer is a job. ]
3. Why aren't mountain climbers slower than tourists? In the answer of the mountain man, there is a question: "Look, is this the reason?" See how mountain people understand "this principle" Please sketch out what the mountain watcher said, read it again and again, read it carefully, and then fill in the "comparison result" part of the form.
(1) Let students learn by themselves.
(2) Organize communication and evaluation.
(3) Through reading aloud, what do you think is worth learning by mountain gatherers?
There is a spirit of not being afraid of hardships, being down-to-earth and going forward bravely. )
(4) Encourage students to read Seeing the Spirit of Mountain People.
4. Organize students to discuss: What does "it" in the last sentence of the text mean "because I need it"?
[Design ideas: This link is the key to the breakthrough of key and difficult points in text learning. Guide students to read carefully and feel the content around the questions raised by students. ]
Third, read deeply and learn to express.
1, read the text quickly and silently to see how the author expresses the character quality.
2, organize exchanges, form * * * knowledge, and guide the practice.
[Design idea: Let students realize that a writer's article can express the character's quality by writing something, so that "reading" and "writing" can be organically combined, and "reading" can bring "writing". ]
Fourth, the situation blends and the mind interacts.
Through the author's introduction, we got to know this awe-inspiring mountain watcher. They have the valuable qualities of hard work, down-to-earth, determination of goals and courage. If one day you have the chance to climb Mount Tai, what kind of dialogue will you have with the people who climb the mountain? (Show the picture "Face to Face with Mountain Pickers")
[Design idea: Create specific and vivid language situations, stimulate students' desire to speak freely, train students' oral communication skills, and give children an opportunity to touch their hearts and deepen their ideological understanding. ]
Fifth, enjoy reading interest and stimulate emotions.
Students, what do you think is your favorite content at the end of this text study? Please read passionately and say the reason again. If you can't express your thoughts at once, use your own reading to express them, ok?
[Design idea: End the teaching by reading articles, so that the specific words and deeds of mountain pickers can infect students' hearts and stimulate students' down-to-earth and enterprising spirit. Considering the individual differences of students, alternative learning requirements are put forward. ]
Teaching material analysis:
This lesson is the work of Feng Jicai, a famous contemporary writer. According to the text, when I climbed Mount Tai, I found that the distance of climbers was twice that of tourists, but the speed was not slower than that of tourists. After talking, I learned that their speed is not slow because they concentrate on climbing mountains and keep their feet on the ground, which shows that only by doing everything well and persistently can they succeed. This text is written in the order of events. First of all, when I wrote "I" climbing a mountain, I was surprised to see that mountaineers walked about twice as long as tourists, but the speed was not slower than tourists. Secondly, I wrote "I" and talked with a mountaineer to understand the reason why he climbed the mountain quickly. Finally, I wrote down the mountain, and asked someone to draw a mountaineering map to encourage myself to move on in the spirit of climbing.
Teaching objectives:
1. With the help of dictionaries and contexts, students can learn new words and phrases in this lesson.
2. Read the text correctly, fluently and emotionally, and learn how the author expresses the character's quality through writing.
3. Understand the words of the climbers and feel the down-to-earth courage spirit from their climbing.
Teaching emphasis and difficulty: understand the profound philosophy contained in the text "Looking at the Mountain Man" and get inspiration from it.
Preview requirements:
1. Read the text and circle the words you don't know. Look them up in the dictionary.
Read the text again, circle the words you don't understand, and contact the context or look it up in the dictionary to understand.
3. After reading the text smoothly, find out the sentences you don't understand, ask questions you don't understand, and try to answer them after class.
Learning objectives:
1. Read the text correctly, fluently and emotionally.
The latest lecture of Simple Learning Network:
Wang Daji talks about modern literature, Wang Daji talks about college entrance examination composition, and Wang Daji talks about paragraph compression.
Wang Daji talks about classical Chinese reading, Wang Daji talks about poetry appreciation, and Wang Daji talks about sentence imitation.
2. Learn the seven new words "Tai, Heng, Si, Lie, Bai, Zhe and Han" in this lesson, and correctly read and write and accumulate the following words: rhythm, balance, panorama, reading aloud, mystery, delay, philosophy, meaning and certainty.
3. Understand the content of the text and the reasons explained in the article. Meet the mountain watcher and feel his down-to-earth enterprising spirit.
4. Learn how to express the character's quality by writing something in the text.
Instructional design:
first kind
First, dialogue rendering and theme import.
Starting today, we will learn a new unit, fast and slow. When it comes to speed, the teacher will think of the story of "the tortoise and the rabbit race". What does this story inspire you? (biology)
In this lesson, let's learn a text related to speed: Mountain Picker.
[Design idea: Starting from the unit theme, introduce a new fairy tale lesson that students are familiar with. ]
Second, exchange information and link words.
Before class, arrange students to surf the Internet or collect information about Mount Tai and mountain gatherers through other channels. Who wants to report to you? (health report)
[Design idea: Through this link, let students have a preliminary understanding of the mountain pickers and know what kind of people they are and what kind of work they do. It not only examines students' ability to collect relevant information, but also lays the foundation for learning the content of the text. ]
Third, the first reading perception, self-questioning
1, let the students read the text fully and independently with the task.
(1) Learn new words by yourself, open the door to wisdom, and memorize glyphs in your favorite way.
(2) Think about what the text is mainly about. (3) Question what you don't understand.
2. Organize communication:
(1) Tell me what the text says. If you feel that you can't speak well, you can also say what you know or understand by reading the text.
(2) Discuss in groups to solve doubts and doubts. Each group chooses the most valuable questions to communicate in class.
(3) Organize the whole class to communicate and report to each group, so that teachers and students can work together to extract problems with research value. Students may have the following questions: ① "We are different from you." What's the difference between mountaineers and tourists? (2) Mountain climbers carry heavy burdens on their shoulders and take the scale-breaking route, but why is the speed not slower than that of tourists? What does "it" mean in the last sentence of the text? ……)
[Design idea: This link is the focus of this lesson. By arranging enough time for students to learn by themselves, they can find problems and ask questions in their inquiry. This also prepares for promoting reading with questions, in-depth self-study and self-doubt. ]
Fourth, arrange homework and be familiar with extension.
Read the text several times until you can read it fluently.
[Design ideas: Learning as teaching, students' familiarity with the text determines the teaching of understanding the ideological content of the text and understanding the spiritual quality of the characters, so the setting of this link is not dispensable, but very important. ]
Second lesson
First, check the import:
Read the text "Take the train". Teachers and students evaluate correctness, fluency, reading habits and skills.
Second, reading with questions to promote reading comprehension
1. Show the valuable questions extracted from the last lesson in processing order. (See above for details)
2. Guide students to discover the difference between mountain pickers and tourists;
(1) Read and think silently, and then fill in the part of the form that summarizes the differences.
| _ _ _ _ | _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ | _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ | _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
|____________|_____________|
|____________|_____________|
|____________|_____________|
|____________|_____________|
Comparison results:
(2) Analyze and communicate within the group and carry out cooperative learning.
(3) the whole class exchanges and unified understanding.
[Design idea: Through self-study, students realize that tourists wear light clothes and go straight up the mountain, while mountain bearers carry heavy things on their shoulders and take the folding scale route. Tourists go up the mountain for entertainment, while mountain-bearer is a job. ]
3. Why aren't mountain climbers slower than tourists? In the answer of the mountain man, there is a question: "Look, is this the reason?" See how mountain people understand "this principle" Please sketch out what the mountain watcher said, read it again and again, read it carefully, and then fill in the "comparison result" part of the form.
(1) Let students learn by themselves.
(2) Organize communication and evaluation.
(3) What do you think is worth learning by reading aloud?
There is a spirit of not being afraid of hardships, being down-to-earth and going forward bravely. )
(4) Encourage students to read Seeing the Spirit of Mountain People.
4. Organize students to discuss: What does "it" in the last sentence of the text mean "because I need it"?
[Design ideas: This link is the key to the breakthrough of key and difficult points in text learning. Guide students to read carefully and feel the content around the questions raised by students. ]
Third, read deeply and learn to express.
1, read the text quickly and silently to see how the author expresses the character quality.
2, organize exchanges, form * * * knowledge, and guide the practice.
[Design idea: Let students realize that a writer's article can express the character's quality by writing something, so that "reading" and "writing" can be organically combined, and "reading" can bring "writing". ]
Fourth, the situation blends and the mind interacts.
Through the author's introduction, we got to know this awe-inspiring mountain watcher. They have the valuable qualities of hard work, down-to-earth, determination of goals and courage. If one day you have the chance to climb Mount Tai, what kind of dialogue will you have with the people who climb the mountain? (Show the picture "Face to Face with Mountain Pickers")
[Design idea: Create specific and vivid language situations, stimulate students' desire to speak freely, train students' oral communication skills, and give children an opportunity to touch their hearts and deepen their ideological understanding. ]
Fifth, enjoy reading interest and stimulate emotions.
Students, what do you think is your favorite content at the end of this text study? Please read passionately and say the reason again. If you can't express your thoughts at once, use your own reading to express them, ok?
[Design idea: End the teaching by reading articles, so that the specific words and deeds of mountain pickers can infect students' hearts and stimulate students' down-to-earth and enterprising spirit. Considering the individual differences of students, alternative learning requirements are put forward. ]
Teaching material analysis:
This lesson is the work of Feng Jicai, a famous contemporary writer. According to the text, when I climbed Mount Tai, I found that the distance of climbers was twice that of tourists, but the speed was not slower than that of tourists. After talking, I learned that their speed is not slow because they concentrate on climbing mountains and keep their feet on the ground, which shows that only by doing everything well and persistently can they succeed. This text is written in the order of events. First of all, when I wrote "I" climbing a mountain, I was surprised to see that mountaineers walked about twice as long as tourists, but the speed was not slower than tourists. Secondly, I wrote "I" and talked with a mountaineer to understand the reason why he climbed the mountain quickly. Finally, I wrote down the mountain, and asked someone to draw a mountaineering map to encourage myself to move on in the spirit of climbing.
Teaching objectives:
1. With the help of dictionaries and contexts, students can learn new words and phrases in this lesson.
2. Read the text correctly, fluently and emotionally, and learn how the author expresses the character's quality through writing.
3. Understand the words of the climbers and feel the down-to-earth courage spirit from their climbing.
Teaching emphasis and difficulty: understand the profound philosophy contained in the text "Looking at the Mountain Man" and get inspiration from it.
Preview requirements:
1. Read the text and circle the words you don't know. Look them up in the dictionary.
Read the text again, circle the words you don't understand, and contact the context or look it up in the dictionary to understand.
3. After reading the text smoothly, find out the sentences you don't understand, ask questions you don't understand, and try to answer them after class.
Learning objectives:
1. Read the text correctly, fluently and emotionally.