This article mainly talks about:

On Christmas Eve, Paul came across a little boy living in poverty. During the short time together, the little boy's words and deeds strongly shocked Paul's heart. He was infected by the spirit that the little boy just wanted to give, and at the same time gave his love to the little boy and his brother, thus deeply feeling the joy of giving.

This paper describes Paul's brief contact with a little boy on Christmas Eve, from misunderstanding to understanding, suggesting the philosophy of life that "giving is happy".

Lesson 24: Giving is happiness. What is the main content? Happiness is a kind of spiritual pleasure and spiritual satisfaction, which will make a person happy. It is abstract and concrete; It is intangible and tangible. Happiness is beyond our touch, but it can be shown on our faces. That's our smiling face, faint, shy and brilliant ... all these show that we were happy at that time. Happiness is actually very simple. As long as we always keep a positive and optimistic attitude, smile every day and be happy every time, then happiness is around us.

There are 24 classes in the fourth grade of primary school Chinese, and each class is 100. I am very happy. What is the main content of the second question? . . . .

For help, I found the teaching design of "giving is happy" in the fourth grade of primary school Chinese online, hoping to help you.

Teaching objective: 1. By studying the text, we can truly understand the life truth that "giving is happy".

2. Be able to read the text with emotion.

First, the introduction of reading questions

1, today we continue to learn "Giving is happiness". (reading theme)

When we get help, understanding and even a warm encouragement from others, our mood will be very happy, and "giving" means giving and losing. Why does the subject say that giving is happiness? Will giving really make people happy? Let's read the text in this class.

Second, a preliminary study of autonomous reading

The teacher asked to read by himself: Who gave this text to whom? Does he feel happy? Why?

Students can read the text, think while reading and write a note in the book. Students read and think, and teachers keep abreast of students' learning trends while encouraging them.

Third, intensive reading inquiry

1. Tell who gave it to whom in the article?

2. Students communicate and the camera understands the following parts.

▲ Brother's gift to Paul (blackboard writing: brother-Paul)

The camera shows, "My brother gave it to me for Christmas."

(1) Students read books by themselves to understand Paul's mood.

(2) Is Brother Paul happy in giving? Why?

It led me to realize that my brother gave Paul happiness, so he was happy.

(3) Read aloud and experience Paul's happy mood.

▲ A little boy's gift to his younger brother (blackboard writing: little boy-younger brother)

Find out the corresponding sentence, and the camera will display it:

However, what the little boy said next surprised Paul: "I hope I can be like your brother in the future."

(1) first grasp "Why is Paul surprised"? Take out section 3 (Show) and understand why you are surprised (especially when Paul has such a good brother). Read the look of surprise. Know what Paul thinks he wants? (The camera shows the first half of the fourth quarter)

② Then read section 5. Now Paul knows what the little boy wants.

(3) Imagine his good wishes when he said this when he was reading. Does the little boy feel happy in giving? Why?

(4) Further understand the reason why Paul was surprised: for the beautiful heart of the little boy.

(5) Read the passage 1-5 in different roles, and feel the good hope that the little boy had after seeing Paul's brother give him a car, and the happy feeling when he said "I hope …"

(Transition: The little boy not only made a hope to give his younger brother a new car in the future, but also personally brought this hope to his younger brother. There are also sentences that show his devotion. )

The camera shows:

After a while, he came back ... on his back. Men ... those good things! "

(1) What did you feel from the students' words? I hope to send my brother a car to make him happy.

Instruct reading your feelings.

(2) What did you feel from his behavior? (Care and love for my brother)

Instruct reading your feelings.

(3) Is he happy? What do you think will make him happy? (blackboard writing: caring for others)

He not only made a wish to send a car, but more importantly, he felt that it was the happiest to send love and warmth to his disabled brother.

(4) Read this passage carefully. Read the little boy's love for his brother and his vision for the future.

▲ Paul's gift to the little boy and brother (blackboard writing: Paul-little boy-little brother)

Transition: Who else gave it to whom in the text? How did you do it? Let the students think. Did Paul give anything to others?

The camera shows this sentence: "Paul got out of the car ... the little boy got in the car." . The three of them had an unforgettable night. "

(1) Do you think Paul is happy now? Why?

(2) Why is this night unforgettable for them? (discussion)

(Feel the happiness in everyone's heart)

Fourth, summarize and deepen.

1, watch the last section together.

2. Contact the blackboard and talk about the dedication and happiness in the text.

3. What did you learn after reading the text? Help others, care about others, and you will feel happy.

4. Teacher's summary: Students, giving is happy. Even a warm look and a word of encouragement to people in trouble will bring help to others and happiness to themselves. Do you remember this sentence? (Show: "Giving" is always more pleasant than "taking")

Grandpa Ba Jin's words: People live to add a little luster to the society we live in. Only in this way will our flower of life be open. He who devotes his life to himself and comforts himself all his life gains nothing. (Show, read)

5. How well these words are said. This means the same thing as giving is happiness. Can you also write your aphorisms according to your understanding of "giving is happiness"? Note that giving is happy in your language. (Music, students write, communicate, project and read aloud in situations)

6. The teacher summed up and read "Giving is Happiness" with deep affection.

Verb (abbreviation of verb) extracurricular expansion

Today, the teacher assigned an assignment, without using a pen, but with heart, that is, using his own practical actions to realize that "giving is happiness".

blackboard-writing design

Giving is happiness.

Give love to others

Paul's brother-Paul-the little boy-brother.

Preparing lessons upstairs is good, with emotional experience as the main line and strong emotional edification.

Our train of thought is: taking "giving and happiness" as the main line, we want students to understand the giving between the characters in the text, why they think giving is happy, and how beautiful the mutual care between people is. Let's see if it's feasible.

Independent inquiry, reflecting personality

-Reflection on the teaching of "Giving is Happy"

The article "Giving is Happy" mainly tells that Paul met a little boy on Christmas Eve. After two misunderstandings, he saw the little boy's golden heart and understood that "giving is happiness." The plot of the full text is full of twists and turns, and the language is simple and natural, but it is also very infectious. In view of this feature of the textbook, I take "independent inquiry" as the main line, and want to deeply understand the truth that "giving is happy" by guiding students to read and understand the text independently, to guide students to go deep into the text, to understand the language and to explore the inner world of the characters in the text. In the process of independent inquiry, students' autonomy and individuality in reading are highlighted.

First, grasp the key to stimulate the desire to explore

To stimulate students' strong desire to explore, the key is whether students have a strong sense of problems. Therefore, at the beginning of the class, I asked the students to focus on the key sentence of summing up the text at the end of the article: "From that day on, Paul really understood that giving is happy", and guided the students to read this sentence well, and guided them to ask the most questions about this sentence: First, how did Paul know that giving was happy? The second is why giving is happy or how to understand it. Then take these two questions as the starting point, guide students to study again, find out the whole process, and then guide students to explore why giving is happy.

Second, contact the context and explore the meaning of words.

Because words often have different meanings in different language environments, it is necessary to guide students to pay attention to the specific language, pay attention to some key words in the language reading, and explore the meanings of these words in the dialogue with the specific language. For example, in the third to fifth sections of the text, there are two synonyms: "surprise" and "surprise". In class, I will ask students to read repeatedly and think about what the two words here mean, so that students can contact the specific language environment to explore the different meanings of words with the same meaning, so as to better understand this part of the content.

Third, put yourself in the heart of the character.

"Writing with your heart" is a good reading method. In fact, it is to let students put themselves in the position, with a keen heart, shuttle back and forth in the text and get an immersive reading experience. Although the language of this article is plain and simple, if we carefully taste it, the beautiful inner world of the characters will come to our attention. Such as "I hope to be like your brother in the future." "Brother, you wait ... just as beautiful." I want to read the sentences repeatedly, think with the little boy in the text, put myself in the boy's mood and some inner thoughts, and let the students explore the boy's beautiful inner world from the external language.

Fourth, read and think to explore the meaning of the text.

Because of the profound ideological connotation of this paper, students can't understand the true meaning of "giving is happy" for a while, so I guide students to think further: Why is giving happy on the basis of being familiar with the text, understanding the relevant sentences and understanding the inner feelings of the characters? In this way, through a step-by-step process, students can understand the content of the text in their minds, then contact their own feelings and life experiences, think deeply, explore the theme that the text wants to express, and let the personalized experience sublimate in the in-depth exploration.

Fifth, practical application, exploring the extension of words.

"I think it's an armchair strategist. I don't know if it should be done." I think: in addition to let students explore the connotation of words in reading, we can also let students learn to use and practice appropriately according to the content characteristics of teaching materials, and expand the extension of words in application and practice. At the end of this class, I asked the students to write their own aphorisms and aphorisms. After class, I asked them to finish an assignment with their heart, so that students could truly understand that "giving is happiness" in language use and life practice.

Lesson 24 of the first volume of Chinese in the fourth grade of primary school is a continuation of happiness. Giving is a kind of happiness.

And this kind of happiness is from the heart, and it is a kind of peace of mind that can be felt even in pain. Professor Wei Jianing, a hand surgeon in beijing jishuitan hospital who is praised as "the first hand in China" by foreign colleagues, is naturally first-class in hand surgery. His noble personality, perfect medical ethics, the same

In the fourth grade, the text "Giving is Happy" is happy.

Christmas is coming, and my brother gave Paul a new car as a Christmas present. The day before Christmas, Paul came out of the office and saw a boy walking around his shiny new car, sometimes reaching out and stroking gently, with an envious look on his face.

Paul looked at the boy with interest. Judging from his clothes, his family is obviously not rich. Seeing Paul looking at himself, the boy asked, "Sir, is this your car?"

"Yes," Paul nodded and said, "this is a Christmas present from my brother."

The boy opened his eyes wide. "You mean, your brother gave you this car, and you don't have to spend a penny?" Paul nodded. The boy exclaimed, "Wow! I hope ... "

Paul thinks the boy wants to have such a brother. The boy said, "I wish I could be such a brother."

Paul looked at the boy in surprise and asked involuntarily, "Do you want to go for a ride in my car?"

"Sure, I'd be happy to."

After driving for a while, the boy turned around and said, "Sir, can you drive to my door?"

Paul smiled. He knows what the boy thinks: it is a very proud thing to drive home in a big and beautiful car in front of the children. But Paul was wrong again.

"Would you please park your car on the steps and wait for me?"

The boy jumped out of the car and ran up the steps in three steps. After a while, he came out with a boy carrying water, apparently his younger brother. He seems to have a disabled leg. He put his brother on the bottom step and they sat down next to each other. He pointed to Paul's car and said, "See? Beautiful, isn't it? This is a Christmas present from his brother! In the future, I will give you a new car like this. At that time, you can sit in the car and see with your own eyes the beautiful Christmas present I told you. "

Paul's eyes are moist. He got out of the car and carried his little brother into the car. The boy's eyes sparkled with joy and he sat in. The three of them spent an unforgettable night together.

That night, Paul felt from the bottom of his heart that giving was very worthwhile.

What are the main points of lesson 23 in the first volume of Chinese in the fifth grade of primary school? This article mainly tells the touching scene that the author saw a young Taiwan Province teacher seriously teaching children to learn Chinese characters in a rural primary school in Taiwan Province Province after War of Resistance against Japanese Aggression's victory, and the deep affection of visiting the statue of China's historical great man in the school auditorium, expressing the deep feelings and strong national spirit of Taiwan Province people who love their motherland.

What is the main content of giving in lesson 24 of the first volume of the fourth grade of primary school, so that we can know that giving is happy?