Learning objectives:
1, can correctly read 1 1 new words, and can write 14 new words. Can correctly copy the sentences describing the beautiful scenery of the moonlit night and the key sentences of the text.
2. Read the text with emotion. From this, we can understand the psychological activities of "me" and "father" and summarize the process of "me" emotional change.
3. Understand the reason why my father asked me to put the bass back into the lake without consultation, understand the enlightenment I got from fishing, understand the importance of receiving strict education from an early age, gain the courage and strength of moral practice from it, and improve my ability to resist the temptation of "fish".
Learning focus:
Grasp the key words and realize the mood change of "I" grasping the bass and putting it back.
Learning difficulties:
Contact the context and experience the enlightenment that "I" got from fishing.
Research preparation:
multimedia courseware
Research arrangement:
first kind
Course objectives:
1, can correctly read 1 1 new words, and can write 14 new words.
2. Read the text with emotion.
3, can grasp the key words to experience the psychological activities of "I" and "father", and can summarize the process of emotional changes of "I".
4. Understand why my father asked me to put the bass back in the lake without consulting.
Learning process:
First, talk and exchange, revealing the topic.
1, test import:
There is such a book-there is not a word in the book, but there is learning everywhere; There is no author's name in the book, but everyone is the author of this book. Guess what this book is called-Life. People who are good at reading this book will find something from it and get inspiration.
2. Introduce the author:
Today, the teacher introduced a friend, james lanfetis, who is good at reading the book of life. He is an American architect. He is always strict in self-discipline and has won everyone's respect and trust. James lanfetis's good character was inspired by a fishing experience when he was a child. Today we will study an article he wrote, The Inspiration of Fishing.
3. Reveal the topic:
Please stretch out your right hand and write the topic with the teacher. Look at the topic together.
(Design intention: Introduce from the riddle of life, let children know that they are good at reading life, and they will find something and get inspiration. The purpose of introducing the author is to narrow the distance between children and the text and let children understand the meaning of this book of life from practical examples. )
Second, check the preview and know the content from the beginning.
1, learn words
Fishing control seeks guidance, lures the police and lures the bait to move, and the bass is bright and gloomy.
Caution and argument, fatigue and reluctance, moral choice, moral practice
Free reading.
Read by name.
Read it together.
Step 2 understand words
Check the understanding of words.
The teacher suggested "perch" (perch: fish name. Fin family is long (up to 60 cm or more), with flat side, big mouth and protruding jaw. Silver gray, with small black spots on the back and dorsal fin. Feeding on fish and shrimp, it grows fast and the meat is tender and delicious. Habitat in the offshore, but also into fresh water, early spring in the junction of salt and fresh water to lay eggs. In order to ensure the reproduction of perch, fishing is prohibited during spawning. )
3. Understand the content of the text
You are very good at learning new words by yourself. You must know the text like the back of your hand! Who will tell you what the article is mainly about?
Students communicate in time and teachers evaluate in time. (blackboard writing: the enlightenment of fishing and releasing fish)
4. Read the text quickly and silently. Do you have any questions when you are studying?
Encourage students to be good at asking questions.
Students are good at thinking when reading. In order to solve these problems, they have to look for answers from books.
(Design intention: Let students fully preview after class, let students learn independently and perceive the text as a whole. The ancients said: learning is expensive in doubt. Let students ask questions when reading the text for the first time, and cultivate their ability to ask questions. )
Third, read the text carefully and explore the emotional changes.
(1) Feel the reluctance of "I".
1. Which classmate has ever fished? Can you tell me how you feel about fishing? Will you let go of the fish you finally caught?
2. Is James, our little hero, willing? Where can you see it in the text? Scan the text quickly, find the relevant words, mark them, and then read to see what you have learned.
Show me the sentence: I slowly took the hook off the bass' lips and reluctantly put it back in the lake. The bass swung vigorously and disappeared into the lake in an instant.
Do you know how I feel when I play bass? (Disappointed, sad, depressed ...) (Writing on the blackboard: depressed) Put your feelings into reading.
(blackboard writing: reluctant to part)
(2) Read the text silently and talk about the reason why "I" don't want to put the bass back in the lake.
What on earth made James so reluctant to let the fish go? Please continue reading the text, mark the relevant sentences and think about your experience.
1, big fish, heart.
Teacher: One moonlit night thirty-four years ago, I caught a big fish. What kind of fish is this?
Let's have a look.
Show me the sentence: Ah, what a big fish! I have never seen such a big fish. My father and I are proud to enjoy it.
This beautiful perch watched the gills move gently in the silver moonlight.
Read the sentence by name and say that you feel the author's mood at this time. Student exchange. (happy, excited ...) (blackboard writing: proud)
Read the sentences together. Tell me which words you have learned. Can you express this feeling by reading aloud?
I was deeply attracted by such a big and beautiful bass. Of course I don't want to let go. )
2. Analyzing the text, I feel that fishing is not easy.
This big fish is hard to catch? Read the third paragraph and draw a line to reflect this sentence.
Students can read and draw freely. Communication, taste.
It turns out that I had a hard time catching this big fish. No wonder I don't want to put it back. )
Read the sentence emotionally.
(Design intention: Contact with students' real life experience to feel that the author is reluctant to put fish, which will make students feel deeper. Starting with the author's "reluctant" mood, let students find the reasons for reluctant. Reading is a constant prescription for Chinese teaching. In the process of feeling that perch is big, beautiful and difficult to catch, I focus on letting students understand, feel and comprehend in reading. Grasp the key words and realize my love for perch and the difficulty of giving up the perch I caught. To pave the way for strict education and moral practice in the next class.
Fourth, class summary, leaving suspense.
I finally caught this big fish. I'm so excited. Why does my father have to let me go? What inspiration did I get from it?
(blackboard writing:? )
V. Homework
1, read the text with emotion.
2. Preview the second half of the text and ask difficult questions.
Six, blackboard design:
13, the revelation of fishing
Excited about fishing
Depressed and reluctant to let the fish go.
Enlightenment?
Lessons from fishing II
Teaching material analysis:
This text recalls that 34 years ago, the night before the bass fishing open day, "I" and my father went fishing, and "I" put the bass back into the lake, from which "I" got lifelong enlightenment, indicating that if I received strict education from an early age, I would gain courage and strength in moral practice. The text narrates in the order of development: from fishing to releasing fish, and finally writes the enlightenment after 34 years. The last part is the focus and difficulty of teaching. A large number of detailed descriptions of psychological activities are a feature expressed in this article. To understand the weight and difficulty of the text, we should start with the psychological activities and changes of the characters.
Analysis of learning situation: the inspiration from the design of excellent fishing teaching plans
The enlightenment from fishing is a difficult point for students to understand. Students may be mentally entangled in whether to put fish. It is difficult to understand because of the limitations of students' age and experience.
Teaching objectives:
1. Understand the enlightenment I got from fishing, understand the real purpose of my father's letting me put the bass back in the lake, connect with reality, and accept the moral education of "obeying the law, being honest and trustworthy".
2. By reading the words and deeds of "me" and "father", we can understand the psychological activities of "me" and "father", especially the psychological change process of "me".
3. Read the text with emotion.
Teaching emphases and difficulties:
Starting with the psychological activities and changes of the characters, we can understand the significance of the enlightenment gained by "I".
first kind
Clear unit learning objectives:
1. This lesson begins with Unit 4. Please turn to page 57 of the text, read the unit guide carefully and think about how to learn this unit.
2, according to the students' answers, summary, blackboard writing: ① overall grasp; ② Experience keywords and expressions.
First, the blackboard writing topic, understanding "enlightenment" (the enlightenment of fishing)
Second, pre-school reading, remove barriers to understanding
1. In order to make everyone understand the text better, let's read two articles, why fishing and bass are forbidden.
2. Do you know why catching is forbidden? Regular fishing is to protect the reproduction and growth of fish. )
Third, read the text for the first time and clear the obstacles in the text.
1. Let the students read the text in their favorite way, mark the new words, and ask the students or look them up in the dictionary if they don't understand the words.
2. Learn new words. (Projection display. Reading. Emphasize the writing of "hook" and "fishing". )
Fourth, read the text and feel the whole.
1, read the text again, find out what you are interested in, read it several times, read out your own experience, or simply write down your feelings beside it.
2. Students can read freely.
3. Guidance: The teacher focuses on guiding the reading of the following sentences according to the students' reading situation.
(1) It was the night before the bass fishing open day. My father and I put the bait separately, then raised the fishing rod and threw the fishing line. Colorful ripples splashed on the lake under the sunset glow. After a while, the moon rose and the lake turned silver. When do we usually go fishing? When will the author go? Fishing at night is exciting and romantic. We should read the mood of night arrival, the bright moon rising and boating on the lake. You read the teacher's mind, and there are ripples. Do you know the meaning of ripple? Not only should you read and see ripples, but you should also have ripples in your heart. )
(2) I put it carefully and manipulated it skillfully. Maybe the fish tried to get rid of my hook and kept jumping and wagging its tail. The lake makes a "snapping" sound from time to time, splashing a lot of water. I waited until the fish was exhausted from the struggle and quickly pulled it ashore. I can see that you are an expert in fishing. What words should I pay attention to when reading? I wonder if there are any fishing experts? Fishing expert? )
(3) Ah, such a big fish! I have never seen it before. Or bass. My father and I proudly admired this beautiful big bass and watched the gills swaying gently in the silver moonlight. Through your reading, people feel that this fish is very big, but it is not big enough. Who can read bigger? Who can read it? )
Summary: If you were asked to read the above two paragraphs and write a "fishing" clip, would you write it? What should I pay attention to? (pay attention to the use of accurate verbs; Also pay attention to the surrounding environment; My own mood)
Father struck a match and looked at his watch. It's afternoon 10, and there are still two hours before the bass catch. My father stared at the bass for a long time, and then turned to me, "Son, you have to put it back in the lake."
"dad! Why? " I asked eagerly.
"You will catch other fish." Father said quietly.
"But I won't catch such a big fish." I argued loudly and even cried.
(What tone did my father use to say this sentence-deep, firm, serious and meaningful ... What is my mood at this time? Reading by role)
(5) Although no one saw us, let alone knew when I caught this bass, I clearly knew from my father's unquestionable voice that my father's words were not negotiable. I slowly took the hook off the bass lip and reluctantly put it back in the lake. The bass swung vigorously and disappeared into the lake in an instant. Will I put the fish back in the lake? Where did you see it? Read it again and read out the feeling of reluctance. )
(6) In a blink of an eye, 34 years later, this depressed child has become an excellent architect in new york. I have never caught a fish as big as that night 34 years ago. However, in the course of my life, I have met an attractive "fish" similar to that bass more than once. When I am faced with moral choices again and again, I will remember what my father once warned me: morality is just a simple question of right and wrong, but it is difficult to practice. If people receive such strict education as putting the caught big bass back into the lake, they will gain the courage and strength of moral practice. What is this passage about? What is my revelation? )
Through the above study, we have a preliminary perception of the content of the text. Who can tell me which aspects of the text are written around "fishing enlightenment" Who can summarize the main content of the text in a short sentence?
Read the text carefully and ask questions.
Now, please read the full text again quickly and think about what you understand. Is there a problem?
The teacher combed or directly asked the question to be explored: What happened to the mood of "me" and my father respectively on the issue of letting go or not letting go? How to understand the inspiration I got from fishing?
Second lesson
First, check the import.
1. How to learn this set of texts well? (overall grasp; Experience keywords)
Last class, we basically grasped the whole content. In this class, we should solve problems by understanding key words. )
Second, in-depth exploration, perception of psychological changes
1. Projection presents a question: What changes have "I" and my father's mood experienced respectively on the issue of letting go or not? How to understand the inspiration I got from fishing?
Let's solve the first problem first. Students who are interested in my father explore my father's psychological changes, and students who are interested in "me" explore the psychological changes of "me", read 3-9 paragraphs independently, grasp key words, and have a good experience.
2. Students read independently and explore learning.
3. Teachers and students discuss with each other. Focus on guiding students to understand from the following aspects.
(1) Although "I" reluctantly released the fish under the strict education of my father, in the process, "I" experienced a very difficult psychological struggle.
(It can be guided as follows: ① Students communicate "psychological changes", and the teacher writes on the blackboard: pride-longing-grievance-begging-beyond patience. ② Read paragraphs 3 and 9, and compare the joy of fishing with the reluctance of releasing fish. )
(2) My father also likes this fish. He is undergoing a moral test, but from his words, my father's attitude is firm, which shows his strict moral education and deep love for me.
(It can be guided like this: What is the father's psychology? Can you find anything from the description of your father? )
4. Summary: From the psychological activities of my father and "I", we can know that my father insisted that I release the fish, but "I".
I hope not to let go. Do you think we should let go?
5. Debate: Should fish be released raw?
5. Summary: A father understands a child's mood, but he can't compromise in practicing morality. We must be strict from an early age. This is what a father who really loves his children must do. As for letting go, let's think about it. Which is more important, a fish or being a man?
Third, connect with reality and realize "enlightenment".
1, # Lesson Plan # Introduction: That moonlit night thirty-four years ago left me with a permanent memory and lifelong enlightenment. Who will read the revelation of "I"?
2. Guide students to feel.
(1) Morality is just a simple question of right and wrong, but it is difficult to practice. As far as fishing is concerned? What is "yes"? What is "no"? Is it easy for the author to choose between letting go and not letting go? Contact the psychological struggle of "I", the difficulty of choice and the helplessness of practice to understand. )
(2) Reading "Raise Your Hand", "The Temptation of Chocolate" and "The Call of Popsicle" in Expanding, I feel "difficult to practice".
(3) There are all kinds of temptations in life, just like the bass, which makes it difficult for us to make a choice. Think about it, what kind of temptations will there be in life?
Verb (abbreviation for verb) typing and writing
Have you ever encountered a dilemma in real life? How did you do that? Write a clip.
Requirements: Pay attention to expressing the psychology of characters through the description of their movements, language and demeanor.
Blackboard writing:
Overall grasp
Experience keywords
13 Inspiration from fishing
Pride-longing-grievance-begging-helplessness
It's hard to practice. Teaching plan for fishing 3
teaching process
first kind
First, stimulate interest and induce students to write the title of the text
Teacher: Hello, children! Today, let's learn the enlightenment of fishing together. The teacher thinks that you must have the courage to write the title of the text on the blackboard. Volunteers, please make your debut and show your style!
Design concept: The change of ownership of "blackboard" fully mobilized students' initiative to participate in learning and express their desire. This kind of personal experience is an important symbol of the subject's participation in learning.
Second, highlight the main body and guide students to read the text
Teacher: Please read the text carefully and understand it attentively. I believe that after ten minutes of practice, you can read the text correctly and fluently.
Design concept: let students read the text correctly and fluently step by step in practice reading. Specifically: "Don't make a mistake, don't miss a word, don't add a word, and don't pour a word."
Third, create an atmosphere to stimulate students' interest in reading aloud
Teacher: You can choose what you like to read and how to read according to your own interests.
Design concept: Students will be more willing to participate in reading if they have the right to choose independently and the space to read freely. Reading at the same table and group competition help students to cultivate cooperative spirit and competitive consciousness in communication with their peers; It is helpful to teach students in accordance with their aptitude, make up for the shortage that a teacher can't face many students, and thus truly realize the goal that every student can develop.
Fourth, examine the questions by yourself and cultivate students' problem consciousness.
Teacher: Next, let's read the text carefully and write down our own problems on the blackboard.
Student: Read and think silently, and then write the questions on the blackboard one by one.
Design concept: Creation starts with problems. Think when you have questions. Only by thinking can we have a solution to the problem and find an independent way of thinking.
5. Draw red strokes and help students practice writing new words.
Teacher: Read the new words carefully after class, carefully look at the font structure, then use red strokes to write temporarily, and pay attention to the writing posture, so that the head is straight, the body is straight, the arms are open, and the feet are flat; Hands one inch away from the pen tip, eyes one foot away from the notebook, and chest one punch away from the table. Teachers can play guzheng music or other light music, so that children can practice calligraphy comfortably and happily in beautiful music. )
Design concept: create situations to stimulate students' interest in literacy and calligraphy practice and cultivate their comprehensive quality.
Second lesson
Read the text silently and guide the students to make comments.
Teacher: Students, there are many blanks in the article "Inspiration of Fishing", which is the "golden zone" we want to develop. You can make full use of it, annotate here and write down your own understanding, feelings, appreciation and evaluation.
Design concept: let students deepen their understanding and experience, feel and think, gain ideological enlightenment and enjoy aesthetic pleasure in active thinking and emotional activities.
Second, exchange "experience", dialogue between teachers and students.
Teacher: Children, after reading the numerous reading annotations in your books, I know that your annotations are "bumper harvest". Now, let's exchange the annotation results with me, shall we?
Health: Free communication.
Teacher: (create a dialogue scene and preside over the dialogue)
Design concept: Teachers follow children's ideas and have sincere dialogue with students, so that students can truly feel their own value, the sweetness of knowledge and the happiness of spiritual growth.
Third, freely choose "buffet" homework.
1. Have a writing or dictation competition between groups. (completed in two days)
2. Extract beautiful words and phrases from the text. (completed on the same day)
Turn a sentence in the text into your own motto.
You can design a task for yourself independently. (to be completed within this week)