Tisch
Teaching objectives:
1, master 8 new words that are required to be written. Pay special attention to the writing of "hint, punishment, confusion and invitation"
2. Understand the meaning of the word by looking it up in the dictionary, connecting with the reality of life and the context. Understand the meaning of words such as "moral", "getting along" and "epitaph".
3. Read the text correctly, fluently and emotionally, and summarize the main contents of the text in concise language.
4. Be able to contact the relevant sentences in the text and understand the usage of pause, quotation marks, ellipsis and dash.
5. By reading the text, grasping key sentences and connecting with real life, let students understand that "I can't" affects and changes our lives in peacetime, so as to strengthen their confidence in life and cultivate a positive and optimistic attitude.
Teaching process:
First, check the import.
Teacher: Last class, we read the text "For the Funeral of I Can't" together for the first time. Do you remember what this article is mainly about?
Second, read the text around the central topic.
1, Teacher: From seeing Teacher Donna and the children write down what I can't do to thinking that I can't hold a funeral, my heart has changed a lot. What is my inner attitude when I see teachers and students write down what I can't do? And what happened to my heart after seeing the funeral?
Step 2 read books to solve doubts
Teacher: Please read paragraph 1-6 of the text by yourself and think about why "I" is "full of doubts".
Presupposition: "I saw a girl next to me writing something she couldn't do on paper, such as" I can't kick the football beyond the second bottom line ","I can't divide it by more than three digits ","I don't know how to make Debbie like me "and so on. She has written half a piece of paper, but she has no intention of stopping. " (Paragraph 3)
Presupposition: "I really can't figure out why teachers and students pay so much attention to the negative things together." Why don't they think more about positive things? " I sat down in confusion and continued to observe. "(Paragraph 6)
Third, read the key points and deepen understanding.
What shocked my heart greatly? Who can say it in their own words? )
1, read paragraph 8- 1 1 and experience "action"
Interlanguage: Read paragraph 8- 1 1 by yourself. What have you learned?
Default 1: "Miss Donna asked the students to hold hands and form a circle around the cemetery with a serious face. Then, she solemnly said, "how?
What did you read from Miss Donna's expression? (Miss Donna takes this matter very seriously), what did you feel from those words? ("serious" and "solemn") It can be seen that no one thinks it is a game, which also shows that this matter is of great significance. Ask the students to get rid of these two words, compare reading and feel different expression effects. What does Miss Donna think? Why does Miss Donna need students to participate in every move? (Let students express their opinions)
Transition: Yes, in Donna's view, it is very important for children to forget I can't and forget negativity. Now, let your classmates read and write sentences about the behavior of teachers and students, and think about what attitude you should take to read them.
2. Read the paragraph 12- 15 and analyze the "language".
Transition: Next, students read paragraph 12- 15 of the text, read Donna's solemn words, and mark your experiences in the book.
Presupposition: "Mr.' I can't', when you were alive, you lived with us day and night, and you influenced and changed everyone's life. Your name appears in various occasions almost every day: schools, municipal governments, parliaments, and even the White House. This is very unfortunate for us. " (Paragraph 13)
Guide students to understand the negative impact of "I can't" on people. By understanding "getting along" and "almost every day", we can feel the negative influence of "I can't", which affects people all the time; Expose the topic: What exactly does "I can't" mean?
Reading the thirteenth paragraph by name, I feel that "I can't" has a deep influence on everyone and is harmful.
Default: "Now, we will bury you here, set up a tombstone and carve an epitaph for you. May you rest in peace. At the same time, we hope your brothers and sisters-'I can',' I will' and' I'll do it right away' can continue to accompany us. I hope they can have a more positive impact on each of us and the world. "
Grasp "I can", "I will" and "I'll do it right away" so that students can realize that they should face all kinds of challenges in life confidently, positively and optimistically in the future.
"I hope they will have a more positive impact on each of us and the world." What do you mean "they"? Miss Donna hopes that every student will not have "I can't" but will.
Look at the 15 natural paragraph together. How will you "cheer up" and "go forward" in the future? Say my old "I can't", now how are you going to solve these problems? Say it out loud.
"From now on, every one of us will" (blackboard: cheer up and go forward) Teacher: Does everyone include you? Does that include you? Courseware demonstration:
Standing at the starting line of 1500m, you will say that you are not good at running.
When you encounter a problem that you can't solve, you will say
When you don't want to write a composition, you will say
When you don't want to finish your homework, you will say
At night, when you are afraid of being alone at home, you will say
Read 1 1~ 15 with emotion. Feel the significance of this activity.
3. Analyze sentences with words and talk about the power of "confidence".
Teacher: This situation has greatly shaken my mind. "I think children should never forget this day, it will be deeply engraved in every child's heart." What did a word "carved" make you realize?
Fourth, expansion and extension.
1. A famous saying that shows confidence. Read it aloud.
We should have perseverance, especially self-confidence. Madame Curie
A confident person can turn smallness into greatness and mediocrity into magic. -Bernard Shaw
Firm confidence can make ordinary people do amazing things. Ma Erdun
Self-confidence is a pillar, which can support the vast sky of spirit, and self-confidence is a piece of sunshine, which can dispel the shadow in front of being lost.
Fifth, practice writing.
After learning this lesson, write a motto for yourself in combination with your own feelings. Communicate by name. It is suggested that metaphor and duality can be used in writing.
Blackboard design:
For the funeral of "I can't" → "I can"
↓ ↓
Negative and positive
Inferiority and spiritual self-confidence
Pessimism, courage and optimism
extreme
Teaching objectives:
1. Knowledge and ability: I am making sure to read two new words that need to be recognized, master eight words that need to be written, and understand the meanings of words such as "implication", "ru" and "epitaph". Read the text correctly, fluently and emotionally, and summarize the main contents of the text in concise language. Understand the process of funeral and feel the purpose and effect of funeral.
2. Process and method: Introduce Mr. "I can't" to arouse students' interest. Read the text by yourself, understand what happened and master the new words. Read the text, connect with the reality of life, and let students understand that "I can't" affects and changes our lives in peacetime, so as to strengthen the self-confidence of life and cultivate a positive and optimistic attitude.
3. Emotion, attitude and values: cultivate students' self-confidence so that they can face all kinds of challenges in life positively and optimistically.
Key points and difficulties:
It is of great significance to understand the serious attitude of the characters to the funeral from the keywords.
Teaching Breakthrough: Make students realize their own "I can't do it" and its harm by connecting with key paragraphs in life, and feel confident, positive and optimistic when facing life.
Teaching preparation:
Teacher preparation: keyword courseware and pictures.
Student Preparation: Think about what you think you can't accomplish, or what you can't achieve.
Teaching process:
first kind
First, dialogue import
I believe that students have all heard of the word "funeral" in their daily lives, and some students have attended funerals. Today, we will attend an unusual funeral together. What's going on here?
Please open 15 class "Funeral for" I Can't "(blackboard writing project).
Second, the initial perception, learning new words
1. Read the text and recognize the words.
(1) Read the text in sections and correct the mistakes in time.
(2) read.
(3) What other meanings do you not understand?
2. Learn the new words in this lesson.
3. Read the text silently and understand the main content.
What kind of story does the text tell?
4. Explain the background of the article
(1-7 paragraph) * * Write "I can't"
(8- 16 natural section) Buried "I can't"
(17—— 19 natural paragraph) Actively respond to challenges.
Second lesson
First, check the import.
1. Last class, we read the text Funeral for "I Can't" together. Do you remember the main content of this text?
2. Remember how many parts we divided the text into? What did each part say?
Second, self-study around the central topic.
1, show the central topic
Teacher: In this class, let's approach Donna again, participate in this creative and educational activity, and bury "I can't" in our hearts. (Show the central topic)
Read the text carefully again. What impressed you in the text? Make comments in the book and talk about your feelings in specific words or in real life. (self-study group communication)
Third, focus on research and communicate with teachers and students.
1, part I
Default 1: "I was inexplicably excited when I walked into the classroom"
Let the students speak freely and realize that this activity makes every child so excited, and every corner of the classroom is filled with joy.
Presupposition 2: "I see a girl next to me writing something on paper that she can't (paragraph 3)."
Realizing that there are many things we can't do at ordinary times also shows the great significance of this activity. Tell the students what they can't do, and give them a loud voice. Read the text again.
2. Part II (Main Points)
Default 1: "Miss Donna asked the students to hold hands and form a circle around the" graveyard "with a serious face. Then, she said seriously.
Grasping the two key words of "serious expression" and "solemnity", we can see that Donna is serious about this matter. No one thinks this is a game. It also shows the great significance of this matter.
Premise 2: "I can't", sir, when you were alive, the time you spent with us was very unfortunate "(13 natural paragraph)
Guide students to understand the negative impact of "I can't" on people.
Instructor: Is there anything in life that I can't do that has a great influence on you? For example, pay attention to the negative impact on yourself. So I think this is very unfortunate for us.
Great influence-where are the "White House" and "Parliament"? So as to understand "I can't". Students read this part aloud to deepen their understanding.
Expose the topic: What does "I can't" mean? -is a negative attitude towards life. Presupposition 3: "Now, we will bury you here."
Grasp "I can", "I will" and "I will do it right away" so that students can realize that they should face all kinds of challenges in life confidently, positively and optimistically in the future. (blackboard writing: confident, positive and optimistic)
Read the 15 paragraph together.
Summary: In the future, whenever students say "I can't" inadvertently, they will remember that Mr. "I can't" is dead, and then come up with a positive solution. I believe that in the future, with the company of "I can", "I will" and "I'll do it right away", our spirit will be more exciting and our life will be braver.
Fourth, practice writing: write a motto for yourself.
Blackboard design:
Hold a funeral for "I can't"
* * * Write "I can't"-Cheer up
Bury "I can't"-Go ahead.
We should face the challenge confidently, positively and optimistically.
Tisso
Activity objectives:
1, knowledge and skills: I am confirming that I am proficient in reading and writing the new words in this lesson. Can read the text correctly, fluently and emotionally. Can summarize the main content of the text in concise language. Grasp the key sentences and deeply understand the connotation of the article. Let students establish a confident and optimistic attitude towards life and actively respond to various challenges in life.
2. Process and methods: free reading, annotation reading, grasping key sentences, having a full dialogue with the text and understanding the connotation of the text. Carry out practical activities and hold a funeral for your "I can't" in your own way.
3. Emotion, attitude and values: Through learning, it has a positive impact on students' study life and understands the significance of self-confidence to their growth. Let each student establish self-confidence and have a positive and optimistic attitude.
Key points and difficulties:
Learning the text is to learn to do things and learn to be a man. When teaching, we should contact students' real life, make full use of the educational resources provided by the text, and let students realize that "I can't do it" is not a fact, but an attitude. Life must break the shackles of inferiority, eliminate inferiority and cultivate self-confident psychological quality.
Preparation before class:
Students preview the text, break through the barriers of new words and understand the content of the text for the first time. The teacher prepares the courseware.
Teaching process:
First, understand "mourning" and introduce new lessons. Meet the challenges of life.
1. What is the usual "funeral"? How do you feel? (Student answers)
2. Teacher's introduction: Today, we saw a unique funeral, which was both sad and exciting. Let's walk into Miss Donna's funeral for Mr. I can't. (Write it on the blackboard and show the topic)
Second, read the text for the first time and feel the whole.
1, check the preview effect, write exercises and exercise students' writing ability.
Read the text again and summarize the main contents of the text. (Group discussion)
3. Summarize the article around "I can't" in the form of subheadings, which can be divided into several parts. Presupposition: (basically summarized as) write "I can't", bury "I can't" and get rid of "I can't". (After the group discussion, ask the students to answer)
Third, read the full text carefully, grasp the key sentences and paragraphs, and deeply understand the connotation of the article.
1. Understand the part where Donna and the students wrote "I can't" and feel the excitement and joy of the children.
Random questions to be grasped in this link:
(1) When I walked into the classroom, I felt that the atmosphere here was somewhat unusual, and there seemed to be a sense of excitement in the air.
What can you feel from it?
(2) The sixth paragraph "I really can't figure out why teachers and students have to walk so far. I sat down and continued to observe with doubts. "
Why is the author "full of doubts"?
2. Understand that Donna buried the "I can't" part with the students.
Points for attention in this link:
(1) "Miss Donna asked the students to hold hands with a serious face. Graveyard? Form a circle. Then, she solemnly said, "how?
What do you see from the words "serious" and "solemn"?
(2) Students fully read Donna's eulogy.
Read paragraph 13 together. What do you mean by "getting along day and night" and "almost every day"? Read the paragraph 14 together, so that students can understand the importance of "I can", "I will" and "do it at once", and let them face life confidently, positively and optimistically.
3. Understand the life changes of students and "I" after getting rid of "I can't". Points for attention in this link:
Read the paragraph 18 together, so that students can understand the profound influence on themselves after burying "I can't".