Hubei Education Publishing House has three model essays on the first volume of the fourth grade Chinese "Sunshine".

# Lesson Plan # Introduction This text tells what happened between a little girl and an old man who repaired shoes. We can really feel the innocence and cuteness of the little girl and the kind heart of the child. Writing a text in the first person is easy to arouse children's * * *, and a large number of descriptions of language, behavior and psychological activities make the characters lifelike on paper. I have not prepared the following contents, I hope it will help you!

Tisch

First, a brief analysis of teaching materials

First of all, let me talk about my views on the textbook: in the article, a pure and lovely little girl looks at the world with her unique eyes. A heart full of sunshine, let her sympathize with this weather-beaten shoe repairman and give the elderly a little selfless care in a kind way of "constant change"; A pair of sunny eyes make her feel that the world is so beautiful and gorgeous, full of affection and love.

This is a beautiful article, with exquisite brushwork, a few accurate verbs, a few simple words, and a few affectionate eyes, it vividly outlines vivid and energetic characters.

Second, the focus and difficulty of teaching

According to the characteristics of the textbook, I think the teaching focus of this paper is to analyze the characters, grasp the characters' images and experience their emotions. The difficulty in teaching lies in the saying "Mom says' You are a kind little girl', which always shines from the top of your head like sunshine ... Everything looks fine." Our analysis, understanding, respect and care are the sunshine from above, which infiltrates people's hearts and makes everything beautiful.

Third, the teaching objectives:

According to the teaching difficulties, I have designed the following teaching objectives:

1. Read the new words correctly, understand the words composed of new words, and use "I don't know what to say" correctly to make sentences.

2. By reading the words, we can understand that "when mom says' You are a kind little girl', it always shines from the top of your head … everything looks fine." So as to grasp the center of the article and feel that "love is sunshine" encourages students to respect and care for others and embrace the world with true love.

3. On the basis of grasping the characters, read aloud the innocence and loveliness of "I" and the simplicity and kindness of the shoemaker.

Fourth, the schedule:

The first lesson: read the text for the first time, learn new words and sort out the context.

The second class: under the guidance of the "student-centered" teaching concept, we adopted the learning methods of autonomy, cooperation and * * *, and designed the following learning activities.

(A) the introduction of topics to stimulate interest in love

1. There are many seemingly insignificant ordinary people around us, but their existence does bring convenience to people and cannot be ignored. Can you give one or two examples? (Shoe polisher, breakfast seller, shoe repairer ...)

2. The teacher summed up and revealed the topic: It seems that students are very concerned and can find the value of these people around them. The little girl in the sunshine we studied yesterday also has a delicate heart and sincere feelings. She has been paying attention to the shoemaker at the gate of the compound. Let's follow her to see how the shoemaker works. "Learning begins with thinking and ends with doubt", and the sharp contrast from "irrelevant" to "writable" arouses students' interest in learning.

(B) word analysis sentence, in favor of emotion

1. What kind of person is this shoemaker? Please read the article freely, find out the relevant sentences from the article and talk about your own experience.

2. Teachers should give students enough time for self-study and then exchange names.

Students will find from the second paragraph of the article that "the old uncle's hands are very clever." In order to help students deeply understand the "cleverness" of the shoemaker's craftsmanship, the teacher guided the students to read the second paragraph and circled the words describing a series of actions of the shoemaker: gesturing, taking, rowing, lifting, cutting, covering, closing, pressing, lifting, knocking, taking, cutting, grinding and touching. Ask students to read aloud and imagine a series of actions repeatedly, so as to realize the skillful actions of the shoemaker in one go like flowing water. At the same time, I fully felt the accuracy of the words used in the article and accumulated the language.

4. Then, let the students continue to communicate. Do you know anything else about shoemakers?

Students may learn from "a little dry face, dark red skin and wrinkled skin" that shoemakers work hard in the wind and rain every day. Teacher's promotion: This face is a weather-beaten portrayal, and it is precisely because of this that he will be perfect and skilled.

Students may also realize from these sentences that the old man is a simple and earnest person: "The old man cut off the original broken end ... tied his schoolbag carefully ..." and "grabbed my schoolbag ... and checked it carefully". Students' understanding is only superficial. Teachers can guide students to pay attention to the little girl "I", but the old man, as always, helps me repair my schoolbag seriously, thus enhancing students' understanding. The old man is a simple person and can take care of every customer.

(3) Read your feelings and enter the country with feelings.

1. Finally one day I need to ask my old man to help me fix things. Please work in groups of four and think about why I don't want my old man to give me change.

2. Students deepen their understanding of the article through personalized reading, and at the same time get emotional edification. Discuss in the group first, and then exchange names. Through these sentences, students can realize that "I" felt very sorry when I saw the old man break the needle because he was mending his schoolbag: "The needle broke", "The old man sighed softly" and "It seems that something patted his heart gently". From "his glasses slide on the bridge of his nose, much like his grandfather reading newspapers and his grandmother sewing", I realized that the old man reminded me of my kind grandparents and added a little kindness. These are two reasons why I won't let the old people change. There are actually three reasons. Because I guided the students to contact the analysis of the image of the old man in front, I realized that the main reason for me was that the old man was serious about his work and treated his customers equally, which moved me very much and I wanted to give him some help.

3. Summary: Yes, honest labor is like planting flowers, and the rewards are colorful. Although I don't have much money, it is the truest affirmation and the truest reward for the old people's labor.

4. Students read since the enlightenment by themselves, approach the text and walk into the text through independent, cooperative and * * * inquiry learning methods, and have emotional sounds with the characters. On this basis, ask them to read aloud in different roles. At this time, "climbing mountains is full of emotion, while watching the sea is full of meaning." It is natural to read the true feelings.

(4) Debate passionately and speak emotionally.

1. After I did this, I was worried about being scolded by adults, but my mother really called me "silly girl" with great distress. Am I really stupid? Please express your opinion.

Students believe that they will have a correct understanding through the above intensive reading and analysis, but teachers should not replace students' feelings with their own, but should let students speak freely, express their views and argue against problems. Students will think that I am not stupid. I am trying my best to repay the old people and give them a little true love. We can also see my respect for such ordinary working people. But it does not rule out that some students think that "I" is "a little stupid", and money can really buy a lot of needles. If I am in a bad mood, I can patronize his business more in the future. Isn't that better than charity? For the dynamic generation of this class, teachers should not simply judge by right or wrong, but should further guide students to read the following "You are a kind little girl" by this mother to help students understand that love is priceless and money is pale in the face of true love. Let students establish a correct outlook on life and values. Through this learning activity, we can create an open, positive and independent classroom atmosphere, bloom the sparks of thinking and expressing emotions, cultivate students' language expression ability and deepen their understanding of the article center.

2. On the basis of students' understanding of my stupidity, show me: "Mom says' You are a kind little girl' always shines from the top of the head like the sun … everything looks fine." Talk about the understanding of this sentence.

Through a series of learning activities, such as word analysis, emotional reading and debate, we should be able to break through this difficulty. Students will understand that "like the sun shining from the top of their heads" is caring, and it is precisely because of love that "I" have a pair of eyes to discover beauty and feel that everything is so beautiful.

3. On the basis of students' understanding, teachers' generalization and summary: our hearts are fertile because of care, and our souls are enriched because of care. When the sunshine of love shines in every corner of the world, people will abandon secular resentment and feel that everything is so colorful and life is so colorful.

4. Have you used your keen eyes and kind heart to find someone around you who needs care? Have you ever been taken care of by others?

This kind of learning activity organically extends from classroom to life, and is truly based on students' lifelong development. Encourage students to care about others and respect the feelings of ordinary working people.

(5) homework

1. Observe a person who works in the service industry like a shoemaker.

2. Keep an observation diary.

3. Give a little care to the people around you.

extreme

Teaching purpose:

Knowledge and ability:

1. Learn the word 12 and know two words. Can use reference books, contact language environment and life, and understand the meaning of keywords.

2. Be able to read the text correctly, fluently and emotionally.

Process and method:

Situation creation, emotional edification.

Emotional attitudes and values:

Through the little girl's language, behavior and psychological activities, we can realize the kindness and innocence of the little girl.

Teaching focus:

Through the little girl's language, behavior and psychological activities, we can realize the kindness and innocence of the little girl.

Teaching difficulties:

Experience the changes of the little girl's psychological activities.

Teaching aid arrangement:

New word card

Teaching time:

2 class hours

Teaching process:

first kind

Teaching purpose:

1. Learn the word 12 and know two words. Can use reference books, contact language environment and life, and understand the meaning of keywords.

2. Understand paragraph 1-3 of the text.

Teaching focus:

By understanding paragraph 1-3 of the text, you can have a preliminary understanding of the little girl.

Learn new words.

Teaching difficulties:

Into the little girl's rich inner world.

First, import:

Teacher: Today we are going to meet a new friend. She is a lively and lovely little girl. Let's go and meet her.

Please turn to page 36 and read this story! )

Second, the first reading:

1. Read the text by yourself. Think about what is written in the text and circle the new words while reading. After reading the text, repeat the circled new words several times until you are proficient.

2. Check the new words.

Send the new words back to the text and read them again. Think about what questions you don't understand after reading the text.

Third, intensive reading:

1. Teacher: Do you know what happened after reading this text? (Free summary by name)

2. Read the paragraph 1-3 freely and think about what kind of little girl I am.

(1) Students are free to read and mark the corresponding places (teachers patrol).

(2) Group communication

(3) feedback from the whole class, and guide the reading of related sentences while communicating: "I am a little girl who is not very expressive. There seems to be something endless in my mind. "

(4) Summary: This is a weak, introverted and thinking girl.

Now, you are such a little girl. What do you think of the new old shoemaker?

(1) Students find out the sentences describing the old uncle and read them.

(2) Guide the reading of sentences, understand the little girl's curiosity about the old uncle, and feel the hardship of the old uncle's life through observation and thinking.

Teacher transition: Yes, what will happen between a little girl who loves to observe and think so much and her old uncle who repairs shoes? We will continue to study next class.

Fourth, learn new words:

Learn the words 12 such as "nose, wrinkles".

Let students know how to memorize fonts: pay attention to the proportion of the upper, middle and lower structure of the word "nose"; When writing the word "wrinkle", pay attention to the left side of the "skin" and hold it up. Students should also observe the structure of Chinese characters and write them correctly and beautifully. Teachers can make appropriate writing demonstrations.

Second lesson

Teaching purpose:

1. Be able to read the text emotionally and walk into the inner world of the little girl.

2. Experience the kindness and innocence of the little girl through her language, behavior and psychological activities.

Teaching focus:

Seriously study paragraph 4- 16, understand the content of the text, and realize the kindness and innocence of the little girl.

Teaching difficulties:

Go into the little girl's inner world and experience her kindness and innocence.

Teaching process:

First, review the new words. Read the new word card.

Second, review imports.

Teacher: Last class, we learned that the protagonist of the story is a little girl with delicate mind, keen observation and introverted personality. What kind of story will happen between her and the old man who repairs shoes? Today we will continue to study.

Third, learn part 2 and walk into the hearts of the characters.

1. Read paragraph 4- 16 and tell me what happened between the little girl and the old man who repaired shoes.

2. Find out the sentences that describe the thoughts of the old uncle and the little girl and mark them separately.

3. Read your feelings, then read the sentences and think about what the little girl and the old uncle are thinking at this time. Group communication.

4. Communicate with the whole class.

(1) into the old man's heart:

A. The needle was broken, and the old uncle sighed. What was he thinking at this moment? (Guide reading sentences)

B, the old uncle saw that "I" gave money, and said to keep the change, so he grabbed his schoolbag and checked it carefully. You can see what the old uncle is thinking from here.

(2) into the little girl's inner world:

A, key sentences: "I was shocked, as if something patted my heart." And "I return to absolute being, hurriedly put all the books into my schoolbag, and hurriedly took out the crumpled money in my pocket and stuffed it into my old uncle's hand ..."

If you are that little girl, tell me why you did it.

C. Read paragraph 4- 16 by role.

Fourth, learn the third part, sublimate feelings

1. Why does my mother say, "I am a kind-hearted girl?" Read the last four paragraphs of the text and have a group discussion.

2. Exchange views. When expressing opinions, we should find the corresponding language in the text as the basis.

3. rebate title: why does my mother's words shine into my heart like sunshine? Tell me your opinion.

4. Summary: My mother is praising the little girl for caring for others and observing the sufferings of others with her heart, which is very kind. From then on, my mother's words shone into my heart like sunshine.

Tisso

Learning objectives:

1, learn the word 10 and know 5 words.

2. Read the text correctly, fluently and emotionally.

3. Understand the content of the text, experience the kindness and innocence of the little girl through her language, behavior and psychological activities, and improve her understanding ability.

Teaching emphases and difficulties:

Contact students' reading experience and learn from reading. Experience the kindness and innocence of a little girl.

Teaching time:

2 class hours.

Teaching preparation:

Courseware.

The first class.

First, introduce the explanation.

Teacher's blackboard writing

Topic: The sun shines brightly.

Teacher: What did you think of after seeing this topic? The sky is clear and the sun shines on the earth ...

Second, check the preview.

1, circle: (1) What key words do you think we should pay attention to when previewing the text?

2. Look up: What words do you understand in the context or in the dictionary? (plug)

3. Q: What questions did you ask after reading the text?

Third, overall perception, exchange and cooperation.

1, read the natural paragraphs in groups.

2. What does this text say in general? How do you feel after reading this article?

Fourth, learn the first part and get to know the characters.

1, watch the paragraph 1-3 for free. What kind of little girl am I in the article?

(1) Students abuse themselves and mark the corresponding places.

(2) Group communication.

(3) feedback from the whole class, communication and guidance, and reading related sentences: "I am a little girl who can't express herself very well. There are always endless things in my mind. "

(4) Summary: This is a weak, introverted and thinking girl.

If you are a little girl, what do you think of the new old man who repairs shoes?

(1) Students find out the sentences describing the old uncle and read them.

(2) Guide the reading of sentences, understand the little girl's curiosity about the old uncle, and feel the hardship of the old uncle's life through observation and thinking.

Fifth, guide writing.

1, teacher's template writing. 、

2. Students practice independently.

Second lesson

First, check the import.

Review the content of the first class.

Second, learn the second part and walk into the hearts of the characters.

Read paragraph 4- 16. What happened between the little girl and the old man who repaired shoes?

(2) Find a sentence describing the old uncle and a sentence writing the little girl's thoughts, and make different periods respectively.

(3) Read your feelings, then read the sentences and think about what the old uncle and the little girl are thinking at this moment. Put a note next to the sentence. (Teachers' patrol instruction, instruction)

4 classroom communication.

1, walk into the old uncle's heart.

The needle broke and the old uncle sighed. What was he thinking at this moment? (Guide reading sentences)

When my uncle saw that I gave him the needle money, he said to keep the change, so he grabbed his schoolbag and examined it carefully. What can be seen from this?

2. Walk into the little girl's heart.

The key point is "I was shocked, as if something patted my heart." And "I return to absolute being, hurriedly put all the books into my schoolbag, and hurriedly took out the crumpled money in my pocket and stuffed it into my old uncle's hand ..."

If you are that little girl, tell me why you did it.

3. Read this part in roles.

Third, learn the third part, sublimate emotions.

1. Why does my mother say that I am a kind-hearted girl? Read the last four paragraphs of the text and have a group discussion.

2. Exchange of views: when expressing opinions, it is based on the corresponding language in the text.

3, rebate theme: the whole class read the topic together, why do you say that my mother's words shine into my heart like sunshine? Tell me your opinion.

4. Summary: Mother is praising the little girl for caring for others and observing others' sufferings attentively. She is very kind, and the little girl takes the initiative to bear her own mistakes, with a sense of responsibility, which is also an affirmation.

Four, contact with reality, guiding behavior

Has something similar happened in your life? Can you tell me how you felt at that time?