Life teaching plan 1 [teaching objectives]:
Process method: read the text aloud and grasp the main idea.
Knowledge and skills: Know 5 new words and write 8 new words.
Emotional attitude: understand the author's thinking about life, know how to cherish life, respect life, treat life well and cultivate students' positive attitude towards life. Teaching design of life quality teaching plan
[Teaching Focus]:
Read the text correctly, fluently and emotionally, summarize the contents of three cases, and deeply understand the three-point thinking caused by three cases and the three requirements put forward by three-point thinking respectively.
[Preparation before class]:
Before class, arrange students to collect information about Xinglin, so as to understand Xinglin, a Hong Kong female writer.
[Teaching Hours]: Two hours.
[Teaching process]:
First, the overall mood
(1) Guide the new lesson.
Zhang Haidi's latest novel "Extremely Top" will be published by People's Literature Publishing House. This book was written from 1998 and lasted for four years, with a total of 350,000 words.
When Hu Yuping, the editor in charge, talked face to face with Heidi for the first time, she was very worried-could she finish the novel with her physical condition? Later, she learned that Zhang Haidi would continue to work hard as long as she was a little better. Zhang Haidi said: "I want to give up my life every day, but I pick it up carefully every day and let it burn like a small flame, for fear that it will go out ..."
At the end of last year, after Hu Yuping got the manuscript, she really felt its weight. She also held it carefully, as if holding Heidi's fragile life, but it was really heavy. ...
Coincidentally, Xing Linzi, a Hong Kong female writer, got rheumatoid arthritis at the age of 12, and later her condition deteriorated. She endured great pain and shouted "life, life"!
Today, we will study Xing Linzi's essay "Life", feel her strong sense of life and positive attitude towards life, learn her spirit of cherishing life and being strong and brave, and make life more meaningful and brilliant.
② Demonstration reading with music: Students listen to the text with questions and play Beethoven's Symphony of Destiny.
Thinking: A. Why is the word "life" used twice in the title? Can you remove one? Why?
B. What are three examples cited by the author? Try to summarize the content of each case in one sentence.
C. What are the meanings of the three examples? What are the three points of thinking about life?
(3) After listening and reading, students can read aloud freely and discuss three questions clearly.
A. It is a rhetorical method-repetition. Remove one. No. Because they are used together to express emphasis, express a strong call for life and express a strong sense of life, if they are removed, there will be no such expression.
B. moths are in danger, their lives are seriously threatened, and they are struggling-a strong desire to survive and cherish life.
Sweet melon seeds grow seedlings in the cracks in the corner bricks-from the perspective of life birth, vitality is vigorous.
"I" listen to my heartbeat and feel my life-with a sense of life, I will seriously think about life.
C. three ideas. The first thought: Be responsible for yourself, make good use of your life and make your life more meaningful.
The second point of thinking: answer how to treat the shortness of life and how to treat birth, aging, illness and death.
The third point of thinking: put your goals and beliefs into action. Cherish life, cherish time, make unremitting efforts, strive for life and "live bravely".
[Teacher's Summary]
It is because of the struggle for life that I bravely survived. /kloc-Xing Linzi, a 0/2-year-old Hong Kong female writer suffering from rheumatoid arthritis, still endured the pain and shouted strongly: "Life, life".
Second, learn and appreciate.
The reason why the article shocked us so much is that its ideological content is profound and it expresses profound thoughts in accurate and vivid language. Let's study the article carefully to see which key words the three examples have grasped, which aspects they have focused on, and what three requirements the three thinking points have put forward respectively.
Students discuss clearly: the desire of moths is the meaning of life.
Vitality and life value of melon seeds
Heartbeat life cherishes struggle.
Discuss the function of adding words:
I feel a force of life in my hands. Can you change "jump" to "jump"? Why? Clear: No. Jumping is a falling movement; Jumping up shows eagerness. It is better to express "the desire for life" by "jumping".
"A few days later, a small melon seedling appeared." In fact, why can't it be removed? Actually expressed an accident, expressed a surprise, if removed, there would be no such expression effect.
(3) "I fear the vitality that can shake the sky."
"Earth-shattering" was originally described as having great power. This refers to the emergence of a small melon seedling without living conditions, which fully shows the vitality of the small melon seedling. "Awe" is a very respectful expression. "Respect" expresses a reverence for tenacious vitality, which cannot be exchanged casually here.
4 "Small melon seedlings are indomitable and thrive, standing upright in the cracks of bricks without sunshine and soil." He also said, "It only lived for a few days" ... Is there a contradiction before and after? Why?
In the absence of growth, small melon seedlings can really thrive and stand upright with the nutrients of melon seeds themselves, and the nutrients of melon seeds can only support it to live for a few days.
⑤ "I am willing to fight for it and live bravely." Why does the author add "courage" to modify "alive"? The author's unbearable pain is worse than death. The same is true in Zhang Haidi, where life is worse than death. In their place, it takes more courage to live than to die, so "brave" was added before "alive".
Third, experience and reflection.
Read the last three paragraphs of the text and tell me what you think of learning this article. Combine your own life, give one or two examples around you and talk about your own understanding.
Inspire students to internalize the content of the text into their own spiritual feelings. )
[Job]:
Write down your own understanding and practice writing as a small composition.
② Comparative reading: Try to compare the similarities and differences between life and the articles selected after the text.
[Blackboard design]:
Moth: Struggling to survive-the desire to survive shocked me.
19, life, life, sweet melon seeds: in the cracks of bricks-unyielding me (admire)
Me: Listen to my heartbeat-the steady and regular heartbeat shocked me.
Life is limited and its value is infinite.
Life Life Teaching Plan Part II Analysis of Teaching Material Content
The article "Life and Life" is selected from the second volume of Chinese, a standardized experimental textbook for compulsory education courses. Xing Linzi, the author of this paper, deeply pondered on life through three common examples in life: moths struggling to escape and seedlings struggling to climb out of cracks in the wall, listening to their own heartbeat, and expounded the value and significance of life. At the end of the article, he expressed his strong sense of life and "cherish life, never let life pass in vain, and let himself live more wonderfully".
This passage is short and pithy, the language is concise and simple, the thought is implicit and profound, the image description is organically combined with rational consideration, and it is reasonable to see the big from the small. The lines between the lines are full of the author's deep thinking and yearning for life. It is an important text of this textbook to cultivate students' awareness and ability to taste language by reading aloud and grasping key words. The purpose is to continue to guide students to realize from their own learning practice that "reading should be carefully linked with context, background of the times and life experience."
Teaching object analysis
In the past study, students have cultivated a good interest in Chinese learning, and can carry out reading activities in the form of cooperation and discussion, and initially have a certain reading comprehension ability. Fourth-grade students may think little or superficially about the heavy topic of life. How to guide students to think deeply about life problems with their own life experiences and really gain something is not only the focus of learning, but also the difficulty of learning. I mainly break through this difficulty by guiding students to read aloud repeatedly, mobilizing their existing emotional experience and combining the content of the text, and increasing the information capacity of the classroom.
Teaching objectives
Knowledge and skills:
1, know 5 new words and can write 8 new words; Correctly read and write words such as "agitation, jumping, desire, breakthrough, hardness, unyielding, robust, calm, shocking, spoiled, fleeting, limited, cherished, stethoscope".
2. Read the text correctly, fluently and emotionally, recite the text and accumulate good words and sentences.
3. Read through the text, understand the profound sentences and guess the meaning contained in them.
Process and Methods: Cultivate students' reading, imagination and expression abilities.
Emotional attitude goal: Understand the author's consideration of life, know how to cherish life, respect life, be kind to life, and make limited life reflect infinite value. Gradually form a positive attitude towards life and correct values.
Emphasis and difficulty in teaching
Understand the truth contained in the three cases, realize the shortness and preciousness of life by combining the context and real life, and know how to cherish life and realize its own life value.
Teaching strategy
Reorganizing teaching materials, creating situations and reading in various forms will help students feel the text, accumulate language and use language in the teaching practice of reading, thinking and discussion, and promote students' Chinese literacy (reading ability, understanding ability, etc.). ) In many ways.
Teaching media: multimedia
Teaching time: two hours.
first kind
Teaching essentials
1, reading the text for the first time, I can read it well and fluently.
2. Learn new words, read, write and remember.
3. Perceive the content of the text as a whole and write three examples: moth survival, melon seedling growth and listening to the heartbeat.
Second lesson
First, understanding life leads to thinking about life.
1, let's watch the topic-life and life.
2. Show the photos of Xing Shulin sitting in a wheelchair, and introduce that she has suffered from a very serious disease and has lived in a wheelchair for 50 years. She wrote in her memory: (Show information) When I was twelve years old, I got a serious illness, "rheumatoid arthritis". I can see it from the faces of doctors and parents without others saying, and I will never get well! My hope is disillusioned bit by bit, and my heart is dying bit by bit. I watched my joints break one by one, and gradually I couldn't walk or jump. Physical pain is easy to bear. The greatest pain comes from my heart. Do I really want to lie in a hospital bed all my life and be a cripple forever? I told myself that if I don't recover in three years, I won't live.
(1) Q: What kind of almond trees do you seem to see from this diary?
(2) Show the smiling face photos of Xinglin. Teacher: Look at this photo. What kind of almond trees do you see?
(3) Later, she expressed her positive attitude towards life in the following words: (Show the last paragraph of the text and read it together)
Although life is short, we can make limited life show infinite value. So, I made up my mind to cherish my life, never let it pass in vain, and let myself live more wonderfully.
Transition: Why has the same person changed so much? Let's review, last class, what little things brought life considerations to Xinglinzi? (blackboard writing: moths put out the fire, melons grow, and listen to the heartbeat)
Design Intention Xing Linzi's two photos and two paragraphs let the students initially perceive Xing Linzi's hard life course, and the sharp contrast triggered the students' inner feelings, paving the way for later study and breakthrough difficulties.
Second, realize life and shake the pulse of life.
Presentation: Read the second and third paragraphs freely and think about what you didn't expect. Draw it and write a note beside it.
(A) the moth's perception of life in Xinglin
1, reading comprehension: The first thing I didn't expect was that the moth's life was so fragile that it couldn't move as long as my finger was slightly hard. The second thing I didn't expect was that its vitality was very tenacious! The third one didn't expect the apricot grove to-can't help but let it go.
2. Show me that sentence: But it is struggling, trying to flap its wings. I feel a force of life in my hands, so powerful! So vivid!
(1) Grasp the key words and understand the moth's strong desire for survival.
(2) Guide reading practice-named reading-reading together.
(3) What would she think when she saw this weak moth struggling to flap its wings and apricot grove re-examining her life?
(4) Read the sentence again.
(2) Feel the life concern of melon seedlings for almond trees.
Show me that sentence: what a powerful vitality that little seed contains! Unexpectedly, it can break through the hard shell and thrive in the cracks of bricks without sunlight and soil, even if it only lives for a few days.
1, guide students to grasp key words and feel the tenacious vitality of sweet melon seeds.
2, situational dialogue, guide students to feel the strong belief that Xiangguazi loves life and wants to fight against the harsh environment again.
(1) If you are that sweet melon seed: sweet melon seed, why are you struggling to get out with such a hard shell?
(2) If you grow up in the cracks of bricks, you will die in a few days without sunshine and soil. Is this life still meaningful?
3. Guide reading aloud.
4. (Showing pictures of fragrant melon seeds) Q: What does Xinglin think about life at this time? Use sentence patterns:
Although ... also ...
(3) Feeling the heartbeat gives apricot forest life consideration.
1, quickly read silently: "Listen to the heartbeat", think about it: which sentence writes the author's shock?
2. Show me the sentence and repeat it: This is my life and belongs to me alone.
Show me this sentence: I can make good use of it or spoil it for nothing.
Q: What do you think is to cherish your life? What behavior is a waste of life? Can you give an example?
4. Read the last paragraph.
5. summary.
Xinglinzi cherishes her life, full of confidence in life, and full of love for all life in the world. So in her short life, she wrote more than 40 books with such a love and a pair of broken hands (showing the "hand" of apricot grove and photos of apricot grove). She shows every bit of her life in the book, and reading her book is exciting and amazing. Read Xing Linzi's famous saying: I have nothing but love.
The design intention conforms to the curriculum specification. Students should enter the situational experience under the guidance of teachers, guess, feel and experience the knowledge, emotion, culture and thinking carried by the language in reading, thus showing their learning of the language itself. Therefore, taking this material as the carrier and taking "reading-tasting, reading-thinking, reading-enlightenment" as the basic learning activity procedure, a framework that can be adjusted at any time is drawn up in actual operation, so that students can feel and express the meaning of life from different angles, so that the learning procedure can spiral up again, so that they can deeply understand the content of the text and improve their Chinese literacy (reading level and reading ability) in many ways.
Third, arouse students' thinking about life.
1. What is life? In the eyes of apricot forest, life is the wings inspired by moths, and life is the tenacious vitality of sweet melon seeds; In the eyes of teachers (showing pictures), life is the beautiful song of thrush, life is the smiling face of children like flowers, and life is the green branch of trees; What is life like in your eyes? Write a poem about what life is, or you can write a speech about life.
2. Students write.
3. Communicate with the whole class.
4. Recite beautiful paragraphs with the feeling of life.
5. summary.
In order to better highlight the learning theme of this class, the design intention is to set up a pen practice link, so that the learning content can be reasonably sublimated, and more importantly, to help students move from classroom to life, from general consciousness and emotion to this real life experience.
Fourth, homework:
1, recommended bibliographies "If you give me three days of light" and "The Old Man and the Sea"
Music "Destiny" and "Two Springs Reflecting the Moon"
2. Collect stories about loving life
Step 3 recite the text
Brief introduction of life lesson plan design 3
Visiting friends in the mountains is a beautiful writing article suitable for students to read independently. According to the concept of the new curriculum standard, this design designs the text into three levels: taking the text as an example, feeling beauty and experiencing beauty; Take the text as the object, discover beauty and accumulate beauty; Take the text as a guide, think about beauty and extend beauty. Guide students step by step into the palace of literature.
teaching process
First, feel beauty and experience beauty.
Introduction: Visiting friends in the mountains personifies nature, and in the form of "visiting friends", the common scenery becomes a living individual with specific significance. The text has a unique perspective, strange imagination, relaxed style and rich poetry, which arouses readers' infinite reverie. This superb style has opened up a new aesthetic vision.
(1) read it. Perceive implicit beauty
1. This design focuses on making students feel and explore independently, making "students" the leading role, making "reading" the leading role, turning tangible words into audible "notes", allowing students to enter the artistic conception of the works and experience the natural spirituality.
2. On the basis of students' overall perception of the text, they interpret the meaning of the text respectively. In order to expand the depth of interpretation, the following question groups can be designed to guide students to discuss: ① The author wrote "Visiting friends in the mountains". Who is the visiting friend? (2) How does the author describe these scenes with specific meanings? (3) What is the information contained in the scene but not disclosed?
One hint: the original friends that the author wants to visit are natural scenery and things, and the order is: ancient bridge-forest-mountain spring-stream-white clouds-waterfall-cliff-lark-stone-fallen leaves-floret-shower-Cooper-ant-returning bird. What is revealed between the lines is the goodwill between the author and his "friends" in the mountains, expressing his love for nature.
The second one is:
The old bridge is well written. It is always "bow down, bend over and kiss the shadow of the fish and moon in the water", which is full of charm in the dignified picture. How like the image of "bow down and be a willing ox"! But this venerable old bridge, you have stood on this stream for hundreds of years! The waves faded, the bubbles gathered and dispersed, and the years were gone forever. Only you persist, and your unchanging attitude shows me the character of a nation, an ancient and tenacious soul. This is clearly a portrayal of the national cultural heritage-the integration of meaning and context.
Like a tree of bosom friends, it is particularly intoxicating. "Every tree is my bosom friend, gesturing to me in green. Many birds call my name, and many dewdrops exchange eyes with me. I leaned against a tree and looked at the surrounding trees quietly with the eyes of the tree. I found every tree looking at me. " Colorful rendering and extremely exaggerated stippling show the unparalleled affinity between man and vibrant nature-love and scenery coexist.
Various titles are also very intimate. "Hello, sister mountain spring! Did you look at me with a mirror to show my turbidity? Hello, Sister Liu! You are singing a little poem. Are you inviting me to sing with you? Hello, Mrs. Baiyun! Good daughter of the moon, good nurse of the sky ... "With these very humanized scenery and poems, laughter, singing ... intimate names, caring eyes, warm words and heartfelt praise. This is a heart-to-heart conversation, comfortable and cozy! -Things forgot about me.
(2) Beautiful reading. Analyze the beauty of imagination. Let the students imagine and immerse themselves in the artistic conception of the work while reading beautifully, and then induce the students to find out the strange paragraphs and sentences.
Tip: "I close my eyes, and I really become a tree ... My thoughts turn into tree juice, which flows in the annual rings, and finally the seeds of the tree grow out and are taken to the distant mountains and waters by birds" and "the kind old cypress tree immediately holds up a big umbrella. It's raining all over the world, and the place where I stand has no rain, but it has become a good place to watch the rain. Who can say that this is not the grace given to me by heaven and earth? " Arbitrary writing, strange imagination, full of emotion and no lack of meaning, reveals the author's sincere feelings for nature and people and his worship of nature. These beautiful imaginations excavate the good factors in human nature, realize the perfect communication between natural scenery and human nature, and create an intoxicating artistic conception.
Second, discover beauty and accumulate beauty.
(1) learning. Explore the beauty of language. The concise and fluent writing style, bright and beautiful language with no traces of modification and refreshing writing style are as simple and delicate as the natural scenery described by the author. Guide students to study hard and taste some wonderful sentences.
Hug: "as soon as you walk out of the door, you will run into a good wind with dew and gardenia." Words are natural, quiet and fresh without carving. "Just with a good mood, hum a few songs, take a quiet path and visit friends alone." Write freely, without rhyme, but with a touching charm. "No sponsorship, no tickets, a natural golden voice, from ancient times to the present." "You are also a silent Zen master. The cloud brought the scroll gobbledygook, but it was written by you? " These flowing, eloquent and chatty words are light and tasteful, pure and rhyming, with profound meanings and endless meanings in simplicity.
(2) "For a thousand readers, there are a thousand Hamlets". This link design allows students to actively appreciate the "beauty" point. Even word analysis is the most beautiful sound.
One hint: I think the beauty of the article lies in "the author returns to nature and is assimilated by nature at the same time". For example, when the author walks into a mountain forest. "I closed my eyes and I really became a tree. My feet grew roots, went deep into the soil and rocks, and breathed the vitality deep in the stratum. My hair has grown into a crown, my hands have become branches, my thoughts have become branches, spinning and flowing in the annual rings, and finally the seeds have grown and been taken far away by birds. " Xin Qiji also said in his words, "What can make the public happy? I see how charming Qingshan is. I also expect Qingshan to see me like this, with feelings and slightly similar looks. " -"He Xinlang"
The second one is:
The beauty of the article lies in the transformation of person: sometimes the article uses the third person and sometimes the second person to express feelings more fully. Analysis: The author loves life and nature, so he regards nature as a friend. The change of names creates a poetic fairy tale world for us. This makes the author's lonely journey a happy one.
Third, think about beauty and extend it.
(1) Recommend some good-looking articles, such as prison green clips, and enjoy them with your classmates.
How precious green is! This is life, this is hope, this is comfort and this is happiness. I miss green, which makes my heart so anxious. I like to see the water is white, and I like to see the grass is green. I'm tired of gloomy city skies and yellow desert plains. I miss green, just like a dried fish waiting for rain! I am anxious to choose my mood, even if it is green, it is regarded as a treasure. When I settled down in this small room, I moved the small table under the round window so that my face was facing the wall and the small window. Although the door was always open, no one bothered me, because I was lonely and strange in this ancient city. But I don't feel lonely. I forgot the sleepy journey and many unpleasant memories of the past. I looked at this small round hole and the green leaves talked to me. I know the silent language of nature just as it knows my language.
1. Artistic conception; 2. Product language; 3. Pinmei sentence. Let students speak freely and constantly improve themselves.
(2) expand and extend. If you are (landscape), please tell the other person how you and the tourists feel. Please fill in the landscape on the horizontal line first, and then write a paragraph, free to write, unlimited words.
Note: From the point of view of examining the topic, we should not write about the scenery from the perspective of tourists, but let it talk to tourists from the perspective of scenery. In fact, the scenery and tourists have become friends, writing with personification and grasping the characteristics. Promoting reading and development through writing.
Blackboard demonstration
1. Beautiful landscape design
2. Flowchart of "Beauty"
It means beauty, harmony between feelings and environment.
Imagine beautiful trees and people living in the same scene.
The language is beautiful, fresh and smooth, and things are just right for me.
Life Life Teaching Plan Chapter IV Learning Purpose
1. Observe the morphological structure and movement mode of amoeba.
2. Describe the life activities of cells, indicating that cells are the basic structure and unit of organisms.
focus
1, observe amoeba.
2. Cells are units of life activities.
difficulty
Make amoeba tablets and observe amoeba.
learning method
Observation and experiment. Example analysis and reading guidance.
learning process
Knowledge link
1, the basic structure of plant cells?
2. What is the basic structure of animal cells?
3. What are the similarities and differences between animal cells and plant cells?
Autonomous learning
Activity 1: observing amoeba
Goal:
1. Observe the morphological structure of amoeba;
2. Observe the movement of amoeba and its feeding activities;
3. Learn to observe cells with a microscope's high-powered objective lens.
Discussion:
1. When the amoeba moves, how does its cell morphology change?
2. What happens to cells when amoeba ingests food?
3. What are the cell structures related to the morphological changes of amoeba?
Activity 2: Life activities of cells
Analysis:
1. How does the amoeba move?
2. What are the conditions of amoeba movement?
3. The movement of amoeba needs energy. How do amoeba get energy?