Mother's pure water

Pure water, mostly mineral water. Before learning this article, I only had this idea, but after learning this article, my idea is no longer so superficial. After carefully understanding my mother's words in the article, I deeply felt that my mother's words made me understand that pure water is just an identity-filling and delicious, but for poor but ambitious people, their own boiled water embodies another kind of nobility, which is more valuable than pure water because it is in boiled water.

This teaching design takes students' learning as the starting point, which fully embodies that students are the main body of learning. The study plan is drawn up by teachers and students according to their learning needs, and students can study selectively according to the study plan they are interested in; In learning, middle school students should explore independently, because they need to cooperate and discuss collectively first, followed by learning and guidance. In teaching, the teacher grasps the context of the text, designs teaching and learning with "the mood change brought by pure water" as the main line, and integrates what the mother said with what the little girl wants to understand in time. Let the students feel independently, collide with each other and guide the whole promotion, so as to feel the mother's teaching to the little girl and understand the deep meaning of her words. Strive to make students rely on learning plans to improve their Chinese literacy in completely independent learning activities. 1, student situation analysis Although the content of the text is very close to life, there is still a big gap with the current living standards of students, so it is difficult for students to understand the little girl's understanding of "poverty". In addition, paragraphs 17 and 18 of the texts "Mother's Words" and "What Little Girls Want to Understand" are very abstract, but they have deep connotations, which are difficult for students to understand and learn. 2. Teaching methods and teaching means This course adopts the method of "learning by learning plan". In the first class, according to the questions that students don't understand, make clear the learning direction and draw up the learning plan. The second class, learn first and then teach: students explore independently according to their own study plans or choices, and cooperate as needed; Teachers guide students to learn the content of the text because of the learning focus and learning situation. Grasp the clue of "pure water", lead students to understand the emotional changes of the little girl before and after, feel the profound meaning of her mother's words, and then understand the influence of her mother's words on the little girl, and know why when the little girl can drink all kinds of expensive drinks at will, she thinks that there is no drink comparable to her mother's pure water. 1. Learn 12 new words and phrases in this lesson. 2, can contact the text content and real life to understand the meaning of key sentences. Knowing that "poverty" is not terrible, it may be the driving force to promote people's progress, and it is the driving force to encourage people to change their living environment and create their own future. 3. Be able to evaluate the characters in the text and write them down. 4. Be able to read the text with emotion. The first lesson is to reveal the topic. In this lesson, let's learn the topic of "Mother's Pure Water" in Lesson 13. Everyone has read the text before class. What do you know about this subject? Second, check the preview. 1, check reading (1) Read the text by name and pay attention to the correctness and fluency. Read the wrong words on the blackboard: Embarrassment is immediately taken as (2) Is there anything that doesn't feel good to read? Practice. 2. Look up words (1) How do you remember the new words and words in the text? Now browse, and we will dictate later. Pay attention to writing correctly: laid-off workers laugh at thrift and hypocrisy. (2) Are there any words you don't understand? Understand embarrassment, hypocrisy and follow one's inclinations according to the content of the text. 1. Read the text silently and think: What is the main point of this text? Write down the questions you don't understand or want to understand in the book. 2. Report: (1) What is the main point of this text? Guide according to the main content of students' speech, pay attention to the overall points, and the language is concise-reflect the training process (① A little girl takes a bottle of pure water prepared by her mother every time she goes to physical education class; (2) One day, my classmates said that her pure water was like cold boiled water. Embarrassed, she immediately threw away the bottle of water. (3) After returning home, she scolded her mother, who told her her own opinion. The little girl figured it out. She always likes to drink her mother's pure water. (2) Are there any questions you don't understand or want to understand? Mark the book. With students' questions, simply write them on the blackboard and classify them: ● Pure water around mother: ① Mother's pure water is cold and white. Why is the title of the text also called "Mother's Pure Water"? (2) Why did she think that there was no better drink than her mother's "pure water" after ...? ● Around the little girl's mood: ① The little girl wants to say that her mother is right, but why ... still feel inexplicable grievances and bitterness? (From beginning to end, my mother's pure water brought different feelings to the little girl) ● Around understanding my mother's words: "No matter how poor you are, your heart will be poor, and that is really poor." How to understand "heart difference"? ② "If we think it is an ugly dress, it may obscure the light of the soul ... and use it to create a colorful future." What does this sentence mean? Fourth, make clear the direction of further study and draw up a study plan. 1. What shall we learn further next? One is what to understand when reading this text, and the other is to solve problems that we are interested in or don't understand. What should we understand when studying this text? From the topic of "mother's pure water", we should understand the problem of pure water. (2) from after-school exercises, to understand the mother's words. These are also questions that our classmates want to know.

Direction 1: Mother's pure water: Why do little girls think that there is no such thing as mother's "pure water" when they can drink all kinds of expensive drinks at will? Direction 2: Mom's words.

Later, the little girl felt that there was no drink comparable to her mother's pure water. What about before? Mother's pure water brought different feelings to the little girl from beginning to end. Can the experience of these contents be attributed to the direction 1 2. Please choose one of the angles and make a plan for further study. (Design how to learn) Communication: (1) Draw up around mom's words: You can learn from Exercise 2 after class. If you really want to know your mother, you must contact the above. What questions can I add? Why did mom say these words? Under what circumstances did mother say these words? ) Form a study plan: "That night, she wanted to understand what her mother said ..." Contextual thinking: 1. What does "mom's words" mean? 2. Under what circumstances did mother say these words? 3. "She figured it out." What? (2) Pure water around my mother: Maybe 1: When I can ... Why do you think there is no drink like my mother's "pure water"? Where does the text mention mother's pure water? After reading it, think about why (Combined with the topic) Possibility 2: Mother's pure water is just cold and white, which once made the little girl feel wronged and sour. Later, why did she think there was no drink comparable to her mother's "pure water"? Mother's pure water changed the little girl's mood. Read the relevant sentences and write comments. (Both of the above can be used as students' self-made study plans. The teacher suggested that every time she went to physical education class, the little girl would drink her mother's pure water. However, her mood is different before and after, which should be understood in combination with the relevant situation. On this basis, I can understand why she likes to drink her mother's pure water when she can drink all kinds of drinks at will. Form a study plan: 1. Every time she goes to physical education class, the little girl takes her mother's pure water. What's the difference between her mood before and after? Read the relevant sentences and write comments where you feel deeply. Why does she think she can drink all kinds of drinks at will, but there is no drink like her mother's "pure water"? Read the text silently and think. Fifth, assign homework. Practice reading the text aloud. Lesson 2 1. Reveal the topic of this lesson, and let's continue to learn the topic of "Mother's Pure Water" in Lesson 13. Who will tell me what this text is mainly about through the study of last class? Second, explore independently according to the study plan and communicate as needed. Third, discuss and communicate with the idea of learning plan one, in which learning plan two is integrated. Every student should take part in it at any time, and exchange the learning gains. (A) the mother's "pure water" brings a different mood to the little girl. Every time she goes to physical education class, the little girl drinks her mother's pure water, but her mood is different. Who will tell me? (Happy → wronged, sour → calm) 1, "Still happy for that bottle of pure water" (slightly treated) (1) There is physical education class every Tuesday and Friday afternoon. When she took the pure water from her mother, she was a little uneasy, but she was still happy for the bottle of pure water. Why? Complete space:

She felt a little uneasy when she took the bottle. Because. However, she is still happy for the bottle of pure water, because.

(2) The transition from deskmate cooperative reading to named reading: The situation has changed since I went to physical education class last time. What impressed you the most? 2. "Feeling inexplicably wronged and bitter" ● Students can easily combine 2 ~ 9 and 10 paragraphs to experience and randomly show them:

There was a silence and everyone laughed. Yes, like cold water. In an instant, she suddenly realized soberly that the pure water she had drunk for so long might really be cold and white. Otherwise, how can a thrifty mother be generous in this matter alone? Embarrassed, she immediately threw away the bottle of water.

(1) Everyone saw it. Why does she feel "sorry, throw away that bottle of water right away"? Everyone laughed. I drank pure water for such a long time, and it was really like cold water. What was the scene at that time? Who will read it? She listened to her mother's explanation. Knowing that mom is right, why are there inexplicable grievances and bitterness? The last class solves students' problems. Her grievance and bitterness lie in that she drank cold boiled water for such a long time and always thought it was pure water, but her mother didn't tell herself and was laughed at by her classmates. ) ● You can also talk about grievances and bitterness first (1). The student said that "when she thought of the smiling faces of her classmates, she still felt inexplicable grievances and pains". Guide: which part of the text is written by her classmate's ridicule? Read and show paragraph 9 (2). At that time, she felt "very embarrassed, and immediately threw away the bottle of water"? Why? Because she always thought it was pure water, now I think it may be cold and white, and I feel very embarrassed. She was very angry. After listening to her mother's explanation, she felt that her mother was right. Why are there inexplicable grievances and bitterness? Transition: After listening to her mother again, she came to her senses. 3. Answer "Yes" calmly. Later, I went to physical education class. When the classmate intentionally asked her, "Is it cold and white?" She looked at the questioner calmly and said "Yes". Transition: Not only that. Later, when she could drink all kinds of expensive drinks at will, she thought that nothing could compare with her mother's "pure water". Why is this? Students may say what their mothers say; Maybe she will talk about "that night, she wanted to understand her mother's words ... and then the camera guided the students to understand and appreciate her mother's education." (2) There is no drink comparable to her mother's "pure water" (integrated research case 2).

"Then listen to what I think." Mother said, "We are poor. But what's wrong with poverty? Rich or poor, this is a way of life. The poor are not necessarily pitiful, and the rich are not necessarily noble. Respect yourself no matter how poor you are. If you look down on yourself, your heart will be poor, and that is really poor. "

1. Under what circumstances did the mother say these words to the little girl? The classmate said that her mother's pure water was like cold boiled water, and the little girl felt wronged and sour; Some people laughed at the little girl ...) Quoting her mother's words: It was under such circumstances that her mother said to her ... 2. What did her mother tell the little girl to understand? Poverty is just a way of life, no matter how poor you are, you should respect yourself. If you look down on yourself, you will be really poor. If you look down on yourself, your heart will be poor, and that is the real poverty. "Click to change the color. There are three words "poor" in this sentence. Please read it again and talk about your understanding of this sentence? (The last two "poverty" may be difficult to understand) Introduction 1: According to the text, how do the little girl and her mother view poverty respectively? (Little girl: I think I'm ashamed, and I have no face; Mom: Face it bravely and think it is a law-although poor, my mother's heart is not poor) Guide 2: What should I do if I look down on myself because I am poor? (hope is shattered)-this is the poverty of the mind. If you are poor, you are really poor. So my mother said that students should listen to my mother. Transition: That night, the little girl understood her mother's words. 4. "She figured it out" What? Show:

She wants to understand her mother's words: poverty is nothing, it is neither glory nor shame, it is just a comparative state of life, and it is a status quo that she needs to recognize and change. If …, if …, even …, use it to create a colorful future.

It is estimated that students can understand, and the little girl wants to understand that poverty is not a shame, but a comparative living condition, which she needs to recognize and change. Different understanding of poverty will have different results, which is difficult for students to understand. Introduction 1: What does the little girl think of being poor at home? What about now? (A shame → a state of life, change it) Guide 2: What else does the little girl want to understand? (Difficult sentence: If you have different views on "poverty", there will be different future) Cooperative reading between teachers and students (if the teacher reads) In-depth introduction: Now, can you tell me why she thinks she doesn't drink like her? (3) Reading problem solving: Last class, a classmate asked why the topic was called "Mother's Pure Water". Who can answer this question now? Mother's pure water gives the little girl a new understanding of poverty; The title of Mother's Pure Water is very attractive; Expressed the little girl's love for her mother; (5) Write your comments on the "little girl" or "mother" in the text. The little girl and her mother in the story left a deep impression on us. How do you evaluate them? Choose one of the roles and write it down. Little girl: very sensible (vaguely uneasy, mother is right); Listen to instructions (want to understand); From her mother's pure water, she can correctly understand "poverty" and "wealth"; I will always keep my mother's teaching in mind ... mother: always frugal; Good at understanding people (physical education class talks to her daughter with pure water); Lead by example (listen to my thoughts); The heart is not pitiful ... showing the students' evaluation ... Sixth, assign homework. 1. Read this article to your parents and listen to what they said to the mother and daughter in the article. 2. Think about the exercises later in this unit. Blackboard design: 13 mother's pure water little girl: happy → sour → quiet → like mother: (knowing change) poor.

Review and introduce new lessons

According to the selected study plan, self-exploration and discussion are needed.

Discussion on communication and timely integration based on study plan 2 * * What is the difference between the little girl's mood before and after holding her mother's pure water?

Vaguely uneasy, happy, wronged, sour, calm and happy.

Under what circumstances did mom say it?

Why does she think that no drink can compare with her mother's pure water when she can drink all kinds of expensive drinks at will? (A guide to understanding mother's words)

What does she want the little girl to understand?

What does the little girl want to understand?

Understand the topic of "Mother's Pure Water"

How do you evaluate mothers and little girls?

Evaluation price of goods, completion of tolerance target (A or B), overall evaluation (A or B), read aloud 1. Choose the most emotional paragraph and read it correctly, fluently and emotionally. Comments: Accumulate 2. Extract your favorite good words and sentences, pay attention to writing correctly, and remember to understand and express with your heart. 3. It is reasonable to evaluate the mother or little girl in the article. 4. express yourself in a few words after learning. Related to the content of the text; Can express true feelings

Note: (1) After the health assessment, the teacher re-assessed 3 and 4. (2) "Three of1,2, 3 and 4 are A", and the comprehensive score can be rated as A ... The text "Mother's Pure Water" tells the story of a mother who correctly guides and educates her children when she finds that her children have different ideas about "poverty" and "wealth". How to grasp the moral education resources of the text and make it taste like a Chinese class? Teacher Gu Xuelian did this when designing teaching and learning: First, approaching the little girl and feeling the change of her mood is a main thread running through the whole paper. Every time she goes to physical education class, the little girl drinks her mother's pure water, but her mood is different. At first, I was a little uneasy, but I was still happy for the bottle of pure water; On the last trip to physical education class, she realized that what she drank was always cold and white, and her heart was full of grievances and bitterness. After listening to her mother's advice, she was calm. Why does the little girl's mood change like this? At the beginning of the class, Mr. Gu guided the students to take the question of Case 2: Every time she went to physical education class, the little girl would take her mother's pure water, but her mood was different before and after. Who can tell me? Lead the students to read as a whole, integrate the teaching materials and enter the inner world of the little girl. The mood of the three situations is different, and the author's pen and ink are also different. "Although vaguely uneasy, I am still happy for that bottle of pure water." Teacher Gu guides cooperative reading by filling in the blanks, and reading instead of speaking, which is simple and effective. Feel the little girl's mood and train the students' thinking. Once in physical education class, the situation changed and the little girl felt very embarrassed. Full of grievances and bitterness, this is the key content to read in this part, because it is the "key"-this is the origin of her mother's profound words (the second point of the first study plan), and it is also the foreshadowing of reading her mother's words, which must be the basis for understanding the topic and ending. "Which gives you the deepest feeling?" It is an open design: students grasp the ninth paragraph, which is the most important thing, and teachers hook up and down according to the learning process. Based on the small whole of 2 ~ 14 natural section, they felt the little girl's mood and realized the reasons for her injustice and sadness. Later, after listening to her mother, the little girl became very quiet. The change of the little girl's mood is actually the change of her understanding and view of "poverty". In teaching, Mr. Gu is leading students to feel the emotional changes of the little girl, and at the same time, she is also leading students to taste the little girl's emotions and thoughts. Second, read the mother's words and feel her love for the little girl. Mom's words have profound meaning, which is the reason why the little girl's thoughts have changed, and it is also the focus of text learning and the difficulty of understanding. The mother's words not only reflect the process and method of educating her children, but also reflect a mother's deep love for her children. In teaching, Mr. Gu didn't rush to let the children understand their mother's words directly, but started layer by layer according to the learning plan. 1, contact the situation at that time and feel the mother's love for the little girl. Under what circumstances did the mother say these words to the little girl? Before understanding mother's words, Teacher Gu designed such a question. The design of this question can help students know and understand the mother in the text. Students can feel from the above: when the little girl is laughed at by her classmates; Mother said these words to the little girl when she felt wronged and sour in her heart. In addition, we can also feel the mother's love for the little girl from her words. 2, based on the text role, feel the mother's love for the little girl. Mother's love for the little girl is not a kind of doting, but a persuasive guide when she finds the little girl's problems. This is the real maternal love. Mother's words are not only teaching the little girl, but also her understanding of life. In teaching, Mr. Gu did not let the students directly talk about the understanding of mother's words, but guided the students "What does mother want the little girl to understand through these words?" This question is based on the mother's idea, which is more convenient for students to talk about their understanding of the mother's words in combination with the little girl's performance at that time and her mother's inner feelings. Mother's idea is not only what she wants the little girl to understand, but also her understanding and understanding of "poverty". While understanding mother's words based on the text, I believe that students' hearts and thoughts are also changing with the understanding of mother's words. Third, express your feelings and write an evaluation of your mother and little girl. The story of Pure Water washes the soul of every student, and the mother and little girl in the story left a deep impression on the students. At the end of the class, Teacher Gu designed another link: Please comment on the mother or little girl in the article. This is not only a language training for students, but also a good opportunity to inspire students' thoughts. From this little girl, the students found that she was sensible, helpful and obedient ... from her mother, the students felt her mother's excellent qualities, such as frugality, being good at understanding people and setting an example. Every Chinese text is rich in profound moral education resources. Teachers should seize the opportunity of education and educate and enlighten students while guiding them to learn the text.