Teaching Design of Cold Night Lighting 1 I. Teaching Requirements
1, Understanding and Writing 12 New Words: "Truth, Truth, English, Yellow, Xu, Stiff, Miscellaneous, Redundant, Cause, Extinction, Sadness and Solitude"
2. Read the text aloud and summarize the main contents.
3. Comprehend the text and realize the beautiful feelings of mutual concern between people.
Second, the key points and difficulties
1, read the text with emotion.
2. Feel the good feeling that people care about each other;
Third, teaching preparation.
Multimedia courseware.
first kind
(A) revealing the topic and introducing new courses
1, (blackboard writing: cold night) How do you feel when you see this word?
2. (writing on the blackboard: light) How do you feel when you see this? (warmth, hope ...)
Today, we will learn the text-lights on a cold night. Reading problems.
(2) Read the text for the first time and dredge the words.
1. How does the light on a cold night give the author a feeling? Let's open our books and read the text carefully!
2. Check the recognition and reading of new words.
(1) Name new words.
The baby wilderness in the town clinic is slowly solidified, complicated, redundant, greeting, mourning and lonely.
Pay attention to the correct pronunciation of "truth, truth and ambition" and the nasal sound of "infant stiffness" Below "drought" is "health", so don't write more; To the right of "Lonely" is "melon", not "claw". Pay attention to the difference.
(2) Read the new words together.
(3) Is there anything you don't understand about these new words?
According to the students' answers, contact the specific context in the text to help understand.
(C) Reread the text, clear the context
1, read the text for free, thinking:
What does this text tell us?
A Canadian doctor risked his life to make house calls on a cold night. The farmers along the way used all the lights to guide them, which deeply touched the doctor who made house calls on a cold night.
How do you feel after reading this text?
3. Choose the place where you are most moved to read freely.
4. Read by name. Teachers guide students to comment on the camera.
(4) homework
1, read the text aloud.
2. Copy words.
Second lesson
(A) in-depth reading, exchange of feelings
The light in the cold night fills the author with warmth and strength. Let's walk into this cold night and feel the warmth and strength brought by the cold night light. Read the places that particularly moved you and mark them with "_". 2. According to student feedback, random guidance.
(1) "Usually, the wilderness is always dark at night, because at that time, the lights used by farmers were very economical ... The lights along the way guided me to go to the family for medical treatment smoothly."
What's the difference between a night in the wilderness and peacetime? Usually: it's dark, at this time: all the lights are on.
(2) Courseware shows: "Usually, the wilderness is always dark on a certain night, because it was very economical for farmers to use lights at that time." Can you put it another way to keep the meaning of this sentence unchanged?
(3) Who are thrifty farmers lighting cigarettes for? At this point, what is the doctor's feeling? Let's read this passage with gratitude.
What do you feel from this light? Let's read this passage, which was deeply moved by the spirit of helping farmers.
(2) "After driving for a while, I found that fear and anxiety were unnecessary ... However, I never felt lonely. It's like seeing a lighthouse in the dark. I am full of warmth and strength. "
Where else do you feel my fear and anxiety? What are my fears and preferences? (See paragraph 7 of the text for understanding) "I have the courage ... to leave this house." "Every year, people are frozen in the car because they are in trouble at night. How do I know the way back in such a complicated country night road? "
The courseware shows: "How do I know the way back in such a complicated rural night road?" Can you put it another way to keep the meaning of this sentence unchanged?
③ Why does the author say that "fear and anxiety are unnecessary"?
(4) The teacher introduced and realized the function of ellipsis: my car passed a house, the light in front … my car passed another house, the light in front … the light in front … every time my car passed a house, the light in front …
⑤ How does the doctor feel at this time? Can you express it with the words in the text? However, I never feel lonely. It feels like seeing a lighthouse in the dark. I am full of warmth and strength. Let us feel warmth and strength. Read this sentence.
What do you feel from this light? The flashing of lights once again points out the direction for doctors and makes us feel a kind of selfless friendship and warm care. Let's read this passage with our own feelings.
What do you think of this doctor? Read the text silently and draw the relevant sentences.
"At this time, it is snowing heavily outside ... maybe someone will come to see a doctor late at night." Since it is inconvenient to go home, why does the doctor have to go? How do you feel about this?
"I was driving on the road, and the cold wind roared outside the window." "In this area, people freeze in cars every year because of trouble at night." -What did the doctor say when he made a house call in such bad conditions?
Read the last paragraph of the text again.
(1) Read by name.
(2) Free reading.
(3) Experience and recite.
(2) Expansion and extension
1, students, we realize the mutual care between people from the text. So, what love stories happened around you? (Name)
2. Summarize in the dedication of love.
Teaching Design of Cold Night Lighting Part II Teaching Objectives:
1, read and write the new word 12 correctly.
2. Read and write the words "town, clinic, baby, slow, frozen, redundant, loyal, whining, grinding snow" correctly. 3。 Read the text with emotion and understand the content of the text.
Teaching focus:
Read and write the new word 12 correctly.
Teaching difficulties:
Read and write correctly the words "small town, clinic, baby, slow, frozen, redundant, loyal to extinction, whining, rolling snow" and so on.
Teaching tools:
courseware
Teaching methods:
Derivative method
Teaching process:
First, the introduction of new courses.
1, courseware plays related pictures: On a night when the cold wind is howling, people's lights are on along the road, just to light the way home for a doctor who is visiting! How touching this scene is!
2. In this lesson, let's learn the touching story of lights on a cold night!
(blackboard writing: lights on a cold night)
3, students read the topic together and ask questions around the topic.
Second, the preliminary reading of the text, the overall perception
1, students can read the text freely and read fluently.
2. Draw the word of birth.
(1) Methods for students to communicate and memorize glyphs.
(1) The words memorized by radicals are:
It's true-the interests of a small town are put out one by one-and a consistent exhibition is ground out one by one.
(2) Words used for radical memory are:
Jane diagnosed the reins one by one, and they were stiff.
(2) Guide writing.
"Town" is a left-right structure, and there are three horizontal lines in the "truth" on the right. Don't write less
"za" is the structure under t, with "nine" above and "water" below.
"Shortage" is the upper and lower structure, not the lower "death", so don't write it as "~".
3. Communicate the understanding of new words.
4. Read the text again and think: What is the main point of the text?
(Students communicate freely)
Third, read the text again and explore the background of the story.
1. roll call reading section 1-2.
Discussion: (1) What do these two paragraphs mainly talk about?
On a cold night, I was invited to make house calls.
(2) Tell me what else have you read from the text?
It's cold at night; Farmers live in remote places)
2. Students can read these two paragraphs freely.
Fourth, class summary.
1. Questioning among students.
2. Students summarize their learning methods and gains in this class.