A Case Study of Children's Vocal Music Teaching in China

1. A record of a child's voice classroom teaching in China

Teaching objectives:

Knowledge and ability: 1. Know seven new words and write fourteen new words. Correctly read and write the words "execution, maintenance, dedication, quality, immersion and triumph". 2. Understand the main contents of the letter and appreciate the sincere feelings expressed by the author.

3. Understand the meaning of profound sentences. 4. Read the text correctly, fluently and emotionally.

Process and method: Use multimedia courseware to comprehend and transmit the text content, enrich knowledge and enhance emotion.

Emotion, attitude and values: Understand the author Rowley's memory of his father and establish the belief of loving and maintaining peace.

Emphasis and difficulty in teaching: grasp profound sentences and try to figure out the thoughts and feelings expressed by the author.

Teaching process:

Teacher: Students, the teacher has a question for you. Do you live a happy life? Who can be more specific?

Health: We live a happy life, and we can have a hot breakfast cooked by our mother every morning.

Health: We live happily, just like growing up in a honey pot. Living a life of clothes to reach out for food, like a little emperor.

Teacher: Yes, we live a happy life, but such a happy life does not belong to every child, because there are still many areas in the world filled with the smoke of war. War is cruel, it makes countless people lose their homes. Today, let's go into lesson 15 and listen to the voice of a child in China!

Teacher: Please write the topic with the teacher. (Students reach out and write together)

Teacher: Let's look at the topic together. Don't put it off.

Teacher: Students, what do you want to know when you see the topic?

Health: Who is this China child?

Teacher: Who is it? Let's talk together.

Health: Reilly.

Health: Why is Rowley making trouble? What kind of noise does he make?

Teacher: The teacher wrote these two questions on the blackboard. The questions raised by the students are very valuable. Today we will study the text in depth.

Teacher: First, find some students to read the text in sections, and the other students will think about the problems on the blackboard while listening.

Health 1: 1-5.

Health 2: 6-7.

Date of signing: 3: 8-9.

Teacher: The students read the text correctly and fluently, which shows that the students have made full preparations before class. What do you know by reading the text and the questions on the blackboard?

Health: I see. Why is there noise? Because Rowley's father died to maintain world peace. So he wants to make a sound.

Health: He said, "Keep the peace and stop the war!" Sound.

Teacher: Oh, that's your understanding. We'll discuss it later.

Teacher: Who will tell us what this text is mainly about?

Health: A child from China, Raleigh, whose father gave his life to safeguard world peace. Rowley was very sad, so he wrote a letter to Mr. Gary, the Secretary-General of the United Nations, calling on the whole world to unite to maintain peace and stop the war!

Teacher: The summary is really concise. Great!

Teacher: Rowley's father gave his life for peace. What kind of person is his father? Please read paragraphs 2-5 of the text silently, draw relevant sentences and think about what kind of person Dad is. (Students draw sentences while reading the text silently)

Teacher: Who wants to talk?

Student: Dad is an excellent observer.

Teacher: This is my father's occupation. My father is an excellent observer. He is a member of the United Nations peacekeeping force. So what is a UN peacekeeping force? Who can give a brief introduction?

Health: The peacekeeping force is a special transnational force organized by the United Nations. Its main purpose is to maintain world peace. Soldiers in peacekeeping forces wear blue helmets, so they are also called blue helmets.

Teacher: Students, please look at the pictures on the big screen. This unit is the Blue Helmets. How glorious it is for dad to be a peacekeeper! What kind of person is dad?

Health: Dad is a particularly talented person. He is proficient in the languages of four countries.

Health: Dad is also a good father and husband who loves his family.

Teacher: You are really good at reading and summarizing.

Teacher: A warrior who defended peace, an amiable and respectable father and a glorious pillar of the country left Raleigh forever. Rowley still can't forget what his father said to him before boarding the plane.

Teacher: Please read what Dad said before boarding the plane. Who wants to read dad's words?

You read it.

Student: "Son, I will definitely give you a blue helmet when Dad comes back."

Teacher: Who will evaluate it?

Health: He reads with emotion. .

Teacher: Can you pass him?

Teacher: Great reading! What did you read from dad?

Health: Dad has gone to maintain world peace. He believes that he will definitely come back.

Teacher: Yes, Dad firmly believes that he will come back and bring a blue helmet to Rowley. Students will read dad's words with their own experiences. Read it by yourself, read dad's firm tone.

Teacher: From the moment my father got on the plane, Rowley and his mother were looking forward to my father's safe return, but when they greeted him with flowers as promised, what did they see? (Showing the big screen, the fourth paragraph of the text, with the music "Two Springs Reflecting the Moon") Please read the fourth paragraph freely.

Health: Music is a low self-indulgence.

Teacher: What do you want to say after reading this paragraph?

Health: Dad died for peace and glory.

Health: I feel sorry for Rowley. He lost his father.

Health: Dad was still calling for peace before he died. War is an atrocity. It took dad's life. We want peace.

Teacher: That's good. Write your feelings in the text and read them to everyone. (Music continues to play)

Teacher: Who will evaluate it?

Health: He read Lowry's Deep Feelings. Teacher, I want to see it, too.

Teacher: OK, read your feelings.

Teacher: The teacher is also deeply infected. The teacher has to study. Give the teacher a chance, okay?

Health: OK.

Teacher: Read the fourth paragraph of the text. (Students can't help but follow)

Teacher: Dad's death is glorious. He longs for peace. He fell on the altar of maintaining world peace. Fifty-one years ago, people all over the world won the anti-fascist war with their lives and blood, but today, fifty-one years later, the God of Peace is not immortal. Please read the seventh paragraph freely. (The sentence "But the world is not peaceful-the flower of peace." )

Teacher: Please look at the sentences on the big screen. Let's read together. What did you learn from this sentence? Health: The world is not peaceful, and many areas are still at war.

Health: As long as there is a little war, the world will not be peaceful.

Health: Peace is like a weak flower, which can't stand the destruction of bullets.

Teacher: What a delicate child. Yes, as long as there is a local war, the world will not be peaceful. As long as there are evil bullets, the flower of peace will be easily destroyed. Students, do you know any examples of wars in other areas?

Student: Show the information you collected.

Teacher: The teacher also found some pictures. Let's have a look. (Show pictures on the big screen with music)

Teacher: (Students look at pictures and the teacher tells stories) Innocent people were blown to pieces in the war. The son was blown off half his face, but he was comforting his father. Women and children are displaced and homeless. Life is exhausted, but love continues. Students, what do you want to say after seeing this tragic scene?

Health: The war was so cruel that many innocent people lost their lives and homes.

Health: We don't want any more wars. We hope people can live together in peace and happiness.

Teacher: The students all expressed their feelings.

Teacher: Women and children suffered the most in the war. What kind of life did those children lead in the war? Teacher, here is a digital document. Please read it quietly. (soundtrack)

Health: Compared with children in the war, we are so happy.

Teacher: We should cherish our present life.

Health: Why did those people start a war? Did you see the consequences of the war?

I hope those who started the war can hear your complaints.

Health: We call for peace and long for it.

Teacher: Yes, we are calling for peace. Raleigh, who lost his father, is also calling for peace.

Teacher: Who wants to go into Rowley's inner world and read the eighth paragraph?

Health: Read the eighth paragraph.

Teacher: Who will evaluate it?

Student: Teacher, he reads a little fast.

Teacher: That classmate was very excited just now. So I spoke a little fast.

Teacher: Then study.

Health: Read again.

Teacher: By reading this paragraph, let's look at two questions on the blackboard. Now do you know what Rowley wants? Why did he appeal? Who can supplement it with the sentences in the text?

Health: He appealed that "the mother didn't lose her son, because the child didn't lose his father". (The teacher erases the question)

Health: What he called for was: "Save the children, peace instead of war!" " "(Erase the question)

Teacher: blackboard writing: save children, want peace, not war!

Teacher: Class, Raleigh's father fell down. In order to prevent such a tragedy from happening again, we appeal together (written on the blackboard).

Health: Help the children. Peace, not war!

Teacher: Let's appeal to millions of children not to lose happiness and happiness.

Health: Help the children. Peace, not war!

Teacher: The 2 1 century has arrived, but the war is not over yet. We can't stop the war, but we can strengthen the power of peace. Let's turn our desire for peace into our common aspiration. (Show sentences) "Let the 2 1 century where you can hear footsteps be home!"

Health: Qi Du this sentence.

Teacher: What would it be like if there were no wars in the world? (Show sentences)

If there is no war in the world, _ _ _ _ _ _ _ _ _.

Health: If there were no wars in the world, there would be sunshine, flowers and love everywhere.

Health: How wonderful our life would be if there were no wars in the world. Everyone will become a family and love each other.

Teacher: We are looking forward to the day when peace will last forever. At that time, everyone in the world loved each other, and the end of the world was like a friend.

Feet, the pigeon whistle of peace resounds through the sky! (Music, Show Poems)

Teacher:

The land across the ocean,

Extend a hand of friendship,

Smile at each other,

Eliminate old grievances.

Without the roar of predators,

The rebels did not roar.

Gifts that people give to each other,

It is equality and freedom. (Students can't help but follow)

In the music "Let the world be full of love", the class is over.

2.

Dialogue introduction

Teacher: Students, we learned the stories of two little heroes at home and abroad together. Can you tell me how you feel?

Health: Teacher, I think they are very brave, whether it is "Little Nightingale" or rain!

Health: We admire their wit and courage.

Health: It is a kind of courage to keep calm and comfortable in the face of fierce enemies.

Health: I think war is too cruel. I hate war.

Health: I think it would be nice if there were no wars in the world!

Health: Although the war is cruel, the spirit of young heroes fighting for peace and destroying the war with courage, wisdom and justice is worth learning.

Yes, the war is cruel and full of blood. Although we can't stop the war, we can continue to strengthen the power of peace! If you don't believe me, listen to the voice of a child in China!

Exhibition theme: the voice of a China child.

Second, ask questions to stimulate interest.

Teacher: What do you want to know from the topic?

Health: I want to know: Who is this China child?

Health: Why did he make a noise?

Health: What kind of sound did he make?

Teacher: When you walk into the text and stay in the inner world of the little author, all the problems are solved.

Third, read the text for the first time.

Teacher: Please read the text freely. Note: Read the pronunciation correctly and read the text well.

Students are free to read the text.

Teacher: Which student volunteered to read this text?

(The teacher calls the roll and gives correct pronunciation guidance when reading. )

Teacher: Please read the text again and see what the main content is.

Students exchange the main contents after reading, and teachers encourage and comment organically. )

Fourth, reading comprehension.

1. Experience "Losing Father"

Teacher: Bathed in the spring of the morning sun, the three of us walked by the stream and played in the beautiful flowers. How happy and cheerful this is! But all this is lost forever for the children in the text.

Please read the relevant paragraphs and find out the sentences that describe "losing your father".

Teacher: Read these sentences repeatedly, grasp the key words and sentences, and feel them with your heart.

(Students read their feelings carefully and then give feedback)

Health: When I read "Son, I will definitely give you a blue helmet when Dad comes back", I feel very sad. Dad left home to keep the peace, and his promise will never come true. I lost my dearest father forever. What a poor child!

Teacher: Yes! A happy family of three was thus broken by the war.

Health: "Blood stained his clothes, and the watch on his wrist was soaked with coagulated blood." The children wrote clearly in the text, and this scene will never be forgotten.

Teacher: My dearest father died. Can you forget this scene?

Health: I agree with the classmate who said just now that "blood stained his clothes and the watch on his wrist was soaked with frozen blood". The memory of this blood is painful, and I feel sorry for him.

Teacher: What a kind boy!

……

Teacher: Students, let's feel this unforgettable scene with the author!

(The teacher reads "The Lost Father" to the music, and the students imagine the picture. )

Student (male): Teacher, I want to cry. How unfortunate it is to have no father!

Teacher: men don't flick when they have tears, but they haven't reached the sad place yet!

Health: I imagined that the airport was very quiet at that time, only crying.

Health: I think it must be very painful for mom to lose her beloved.

Teacher: Yes, the loss of loved ones can only make tears flow freely to ease the sadness in my heart.

Health: Dad didn't shut his mouth. He must have told the child not to be sad and to take good care of his mother.

Health: Dad may be saying, "Peace, peace ..."

Teacher: the separation of flesh and blood, this kind of pain not only produces sadness, but also produces strength and a call for peace.

Students, let's read with deep affection and heart, and feel the sadness and bitterness of the little author together!

(guiding emotional reading)

2. Experience "the world is not peaceful"

Teacher: The hateful war took the life of the dearest father. When we are still immersed in sadness, what is the world like today?

Read the text again and find out the relevant sentences. )

Student: Teacher, the world today is not peaceful, and many areas are still filled with the smoke of war.

Health: The bullet of sin also threatens the delicate "flower of peace".

Teacher: Although the "flower of peace" is beautiful, it is easily destroyed.

Teacher: Looking around this restless world, can you give specific examples?

Health: On September 1 1, 2000, the World Trade Center in New York, USA was attacked by terrorists and collapsed instantly, causing many casualties.

Teacher: The restless world makes people wonder what will be waiting for us in the next 1 second!

The flash of ashes left us endless pain!

Health: The war in Afghanistan has left countless women and children homeless.

Teacher: Women and children are really weak in the war.

Health: More than 300 hostages were killed in the hostage-taking case of Chechen terrorists.

Teacher: Most of them are our peers.

Health: And the war in Iraq. So far, the Iraqi people have been living in terror.

Teacher: What it's like to live in fear all day!

Teacher: Students, how do you feel when a lot of facts are presented to us?

Student: Teacher, I long for world peace.

Student: Teacher, I hate war. I suggest that everyone appeal: we want peace!

Health: I want to say to those terrorists: life is priceless to people, please cherish it!

Health: Can't flowers, laughter, peace and tranquility make those terrorists put down their evil butcher knives?

……

Teacher: A thousand words can't fill our expectations. We can't stop the war, but we can continue to strengthen the power of peace. Let's turn our desire into our hearts.

Read aloud in unison: "Let the 2 1 century that can already hear footsteps ring the death knell for war ... a human home full of sunshine, flowers and love!"