Selected Teaching Design of "Charm of Language" in the Second Classroom

Instructional design of the charm of the second classroom language 1

Teaching material analysis:

The charm of language is a touching article. In this article, the author tells us that a blind old man is begging in a busy street in Paris. There is a sign next to him that says, "I can't see anything!" " "But no one helped him. The famous French poet Jean? Bihaole added "Spring has come, but …" to the sign. As a result, the pedestrians on the streets of Paris have changed. They changed from being indifferent to the blind old man to being enthusiastic about helping him. After the old man got help, his heart was filled with joy.

Teaching objectives:

1. Feel the touching truth of the sentence "Spring has come, but nothing can be seen".

2. Dictate words such as "indifference and intoxication"; Read the text with emotion.

3. Contact with life and try to write touching language according to a certain purpose.

Teaching focus:

Feel the great effect of the sentence "Spring has come, but I can't see anything" and understand why it touches people's hearts. Teaching difficulty: understanding the charm of language. Teaching AIDS: Courseware to help students deepen their emotional experience and appreciate the charm of language.

Teaching process:

First of all, start with the whole and introduce new courses. Last class, the students read the text "The Charm of Language" for the first time. Today, we continue to study in depth.

1. Dictate words.

2. Read the full text. Students recall: What did the text say?

3. Answer by name.

Second, grasp "change" and inspire thinking.

1. We already know that the performance of pedestrians has changed greatly with the change of the words on the wooden sign. Read the text silently and think: What have you found that hasn't changed?

2. What's the matter with you?

Third, guide thinking and feel the charm of language.

1. Inspiring thinking: Why does the sentence "Spring has come, but I can't see anything" have such a great effect?

2. Read the sixth paragraph of the text and think.

3. communication.

4. Play courseware in time to help students understand the text and deepen their emotional experience.

5. Encourage yourself to read the sixth paragraph.

6. Summarize the students' speeches.

Fourth, contact life and expand appropriately.

1. According to the reality, speak touching language (such as advertising language, famous sayings and aphorisms, etc. ) You found it in your life.

2. Try to write a touching language according to the pictures provided.

3. Organize communication.

Fifth, assign homework.

Teaching design of the charm of the second classroom language

First, import:

In this lesson, we continue to learn lesson 23, the charm of language on the blackboard.

(Pay attention to the writing of charm)

1. How do you understand charm?

2. What does the charm of language mean?

Second, the overall perception, understanding the text content.

(1) Which sentence is the most attractive? Please open the text, read softly and think while reading.

1, Life Possibility: Spring has arrived, but I can't see anything.

Simple conversation

Other students?

2, the possibility of life: blue sky and white clouds ... a short talk

3. Q: What season are these scenery? Life and spring, so which sentence do you say is the most attractive?

Read the text carefully and understand the content of the text.

What is the charm of this sentence? Please read the text silently, draw a picture of related words and expressions, and simply annotate your feelings.

(1) Self-study and painting

(2) communication

(3) Report

Teacher: Let's communicate together!

1) Changes of the blind elderly before and after.

Life, before: "Alas!" The blind old man sighed and replied, "I, I have nothing." Say, the expression on her face is very sad.

Later, the blind old man smiled and said to the poet, "Sir, I don't know why so many people gave me money this afternoon!" " "

Speak first, then ask: How is the old man this morning?

1, talk about feelings

2. Reading experience

Teacher: What do you think of these two sentences, other students?

1, talk about feelings

Rusheng talked about not asking like other beggars: Why? What sentence makes you feel embarrassed about life? Read it.

We have all read this sentence. How do you feel? (Poor and helpless)

Read these two sentences again and read out your feelings.

Instruct reading aloud:: think about it; What is the difference between the mood of the blind old man before and after the poet added those words? Read at the same table and read your feelings.

3, named division of reading (reading is not in place, the teacher guides the demonstration reading)

4. Re-division of labor to understand reading

Step 5 read by name

(2) Changes of pedestrians before and after.

Teacher: Just now, our classmates captured the changes of the blind old man before and after the poet added a few words, and felt the charm of this sentence. Where else did you feel it? Who wants to continue?

Before and after: there are many pedestrians in the street, gentlemen and ladies, and boys and girls are indifferent.

H: There are many people who donate money.

1, talking about feelings (catching gentlemen, ladies, boys and girls)

Feel reading

2. Say it and read it.

(4) Feel 6 natural paragraphs

Yes! These gentlemen, ladies, boys and girls were indifferent in the morning, but the blind old man got a lot of money in the afternoon. Do you have any questions after reading this?

Students may ask: Why? )

Talking about life (combined with the beauty of spring, the blind old man can't see the feeling by contrast)

1, called sentiment reading.

Other students talk about your feelings.

1, talk about life again

Step 2 feel reading

Teacher: Yes! How beautiful spring is, (teacher demonstrates courseware)

Read the sixth paragraph with the feeling of this moment.

3. Students can read.

(5) After learning the text, let's read the topic again. At this time, you are impressed by the charm of language. The poet touched the pedestrians with words, and the pedestrians gave generously. The poet helped the blind old man with words, so that he retained his dignity. The poet proved his value with words and satisfied himself. this is

(6) Children, do you want to be a poet like Bi Haole? Then the teacher will give you a chance. Have you seen the charming language in our life? Can you write some charming language for the green belt before class, the faucet in the toilet and the trash can?

Fourth, summarize the full text.

The charm of language not only brings material satisfaction to the blind old man, but also gives him spiritual comfort. The charm of language lies in that it not only evokes the sympathy of pedestrians for the blind old man, but also purifies the poet's own soul.

Teaching design of the charm of the second classroom language

Teaching objectives:

1. Read the text, understand the story of the poet Jean Bihole helping the blind, and inspire students' love.

2. Learn to impress people with charming language in life.

3. Read the text with emotion.

Teaching focus:

1. Feel the charm of language.

2. Learn to impress people with charming language in life.

Teaching difficulties:

Learn to impress people with charming language in life.

Teaching process:

First, review the introduction.

1. Read the topic together and recall the content of the text.

Do you remember what this charming language is? What word did you add to it? Write on the blackboard and read attractive sentences together.

3. What role does this language play? What changes have been made before and after adding words?

Read the text silently, approve the picture, what changes have taken place, and compare the tone of reading:

4. Report:

The performance of pedestrians: indifference and generosity

The income of the blind: nothing.

The expressions of the blind: sadness, sigh and smile.

Understanding: It doesn't matter.

Read the old man's surprised tone

5. The teacher asked the students to compare reading: What are the performances of pedestrians and blind people before and after adding words?

6. Summary: Adding these words will help passers-by to be indifferent, increase the income of the blind and the elderly, and turn grief into joy. We have to admire the role played by these words. This is the charm of language.

7. We read the text and realized the charm of language. Do we need to learn it again?

Why can it have such a big effect?

Second, charm-learning the sixth paragraph

1. Read the text in a low voice and realize its charm.

2. Report: Lenovo-Contrast-Compassion.

3. Lenovo:

(1) Sentences in reading: refer to reading and evaluate reading.

(2) Appreciation: Play the courseware.

(3) Expansion: What else will you see when spring comes? Say it.

(4) Summary: Summarize the beautiful scenery of spring you see in one word: its moments of beauty.

(5) Have feelings to read together. Spring is the best season throughout the year, with pleasant climate, beautiful scenery and charming scenery.

4. Contrast:

(1) Teacher: For blind old people, this beautiful scenery is dark. How do you feel when you think about it?

(2) Read aloud with a tone: the beauty of spring is compared with the tragic fate of the blind.

Read according to the role of the same table, boys and girls read.

(3) Read attractive sentences: Which word connects the most beautiful scene in the world with the most tragic reality, forming a sharp contrast? It arouses people's sympathy, compassion, touches people's hearts and has shocking power. This is the charm of language.

5. The teacher asked the students to read the sixth paragraph:

The fascinating language is-

What kind of language is this and what is its great function?

The arrival of spring reminds us-

At the same time, it also forms a sharp contrast and resonates-

6. Practice reciting.

Third, capacity development.

1. Look at the picture and show the sentence comparison: which language is attractive? And explain why.

2. Write a warning:

(1) understand the graph.

(2) Choose writing

(3) Display and evaluation

You can use the word "but".

Fourth, inspire students' love.

Why can students write attractive language?

Do poets just use words to help the blind?

Refers to the fourth natural paragraph-movements and demeanor quietly help and cleverly protect the self-esteem of the elderly. Experience the joy of helping others. Giving everything you have is actually helping the blind with your love.

This is the experience of a poet.

Verb (verb's abbreviation) Abstract: The poet asked Bi Haole to use his poetic language to help the blind old man. In our world, there are many such people who silently and selflessly dedicate their love.

Play courseware: fighting floods and disasters, donating blood without compensation, and fighting SARS.

Love is an eternal topic for human beings. Love is everywhere. Let's dedicate our love to others and society and let it spread all over the world.

Sixth, homework

Modify your warning words to make them more attractive.