Selected Teaching Plans of "Little Sandy" in Grade Four Chinese

The article "Little Sandy" tells the story of the protagonist, Little Sandy, who was unfortunately run over by a car while looking for change for a customer, and almost died. The plot of the full text is full of twists and turns. The following is a selected lesson plan of Little Sandy, a fourth-grade Chinese, which I brought to you. I hope it will help you!

Selected Teaching Plans of Little Sandy in Grade Four 1

Teaching objectives:

1, with? Essay? Give reasons? Reading aloud can be infected? Methods Self-study text, self-reading enlightenment, was infected by Sandy's beautiful quality between the lines.

Through communication and reading, we can describe Sandy's appearance, language, movements and psychological activities, and feel Sandy's beautiful qualities.

3. Infiltrate and observe carefully, master the methods of describing characters from their appearance, language, movements, demeanor and psychological activities, and consolidate writing exercises after class to improve students' writing ability.

Teaching preparation: courseware

Teaching hours: one class hour.

Teaching process:

First, review the unit text and walk into the story of Little Sandy.

1 Please recall, what texts did we learn in the second group? The texts in this group all have the same theme. Did you find it? (Honest and trustworthy) In fact, there are many stories about this. An optional reading text at the back of the Chinese book is about a poor boy who sells matches. What's this little boy's name? Little sandy (student reading problem)

2. Open the book on page 164, read the text freely and see what the text has written to Sandy.

Second, walk into? Little sandy? This role.

1, show the last paragraph and read it together: who is not moved by this story until today? Sandy's beautiful qualities, which have suffered from hunger and cold, will always touch people's hearts.

Son, do you understand these two sentences? Someone told me your understanding. (board: good quality of hunger and cold)

2. Which sentences in the text touched your heart and inspired your sympathy? Which sentences touched your heartstrings? Would you please come with me? Underline the words-tell the reason-read the infection aloud? Teach yourself the text. You can also study with your friends. As the saying goes, if you don't move your pen and ink or read books, you can annotate your own reasons for moving your pen next to the sentence. (Students sketch and mark, and teachers patrol. )

3. Communicate with the whole class.

Teacher: The students study very hard. I believe you have all found sentences with special feelings. Who will exchange them? When communicating, the teacher wants you to follow? Reading aloud can be infected? Give me a reason? In the order of speaking.

The key sentences that students are expected to communicate and read aloud are:

(1) A little boy came up, wearing only a thin and worn-out light coat. His thin face was purple with cold and his bare feet were red with cold.

According to the students' reading, the teacher made the following comments and explanations: Can listening to your reading resonate with the students? Would you please comment on your reading? Why does this sentence inspire your sympathy? What sentence did you learn from? Who else has a deeper understanding? Can you convey this deep sympathy through your own reading?

Teacher: Yes, Sandy's hunger and cold aroused our deep sympathy. A hungry, poor and difficult little boy is imprinted on our minds. What other sentences make us feel the pity and bitterness of little Sandy? Please read it with emotion.

(2)、? Please buy a box of matches, sir! ?

? A box of matches is only a penny! ? The poor child pleaded.

The little boy thought for a moment and said, I can sell you two boxes for a penny. ?

? Please buy now! Sir, I'm starving! ? The boy pleaded. I'll change some money for you. ? According to the students' reading, the teacher made the following comments: How do you feel about his comments? Please talk about why you feel sorry for little Sandy. What is begging? Begging hard, begging pitifully, begging like a beggar, we should understand this feeling.

Teacher: Little Sandy's demands are more and more urgent, and her words are more and more pitiful, and finally she even cries. Now let's read the dialogue directly in roles. You are a little sandy in rags, and the teacher is Mr. Please pay attention to the feeling of hunger and begging.

Teacher: What is this description of Little Sandy? (board: language, action, way)? The little boy thought for a moment? What would he think? The author didn't write here. Can you go into Sandy's heart and write his thoughts? (Written by students)

Health 1: You may think that they don't buy my matches, which is probably expensive. That's even cheaper. Hurry up and sell some boxes and buy some food.

Health 2: It's so cold that my brother hasn't eaten all day. If he doesn't sell matches to buy food for his brother, he will starve to death. Maybe he will buy it if it is cheaper.

Teacher: It's great that you can contact the context! (The teacher gives a thumbs-up) (The students read aloud) Just now, the students walked into Sandy's heart and thought what Sandy thought. This is a description of the characters (board: psychological activities).

Teacher's summary: Look, when we write people, grasping the description of their appearance, language, manner, movements and psychological activities will make their images fuller and their writing more specific.

What other sentences in the text gently touched your touched heart?

I think I may have been cheated, but from the child's face and the expression of trust, I conclude that he is not that kind of person. (moved by the author's trust in little Sandy)

(4)? Here's your change of 4 pence for the shilling. ? The little boy said? Sandy is injured and can't come. A carriage knocked him down and ran over him. His hat can't be found and his matches are lost. I don't know where seven pence went. Maybe he will die (lead to brotherhood, read out feelings). What did Little Sandy say to his younger brother Libby after his leg was broken by a carriage? It's not written in the text. Can you help the author fill in the dialogue between them?

(Music, performance: Little Sandy was knocked down by a carriage, broke her leg, was carried home, and lay in bed groaning in pain. Little Libby saw it? )

(Teachers patrol, guide and participate in student exchanges)

Teacher: Just now, everyone was very involved in the performance. Ask your classmates to perform, and you must seize the opportunity.

(Student performance, group 2)

Teacher (Little Libby): Brother, what happened to your leg?

Health (Little Sandy): Brother, I accidentally broke my leg when I ran back with change to the gentleman who bought matches.

Teacher: What should we do? What shall we do, brother? Let's go to the hospital together.

Student: Libby, my brother is dying and has no money. what do you think?

Teacher: Brother, what can I do for you?

Health: Libby, please return these four pence to that gentleman.

Teacher: Don't you need money for your legs? No need to return it. That gentleman doesn't keep accounts.

Health: No! This is someone else's. We can't have it. We must give it back to him.

Teacher: I see, brother. I'm leaving.

It can be seen how honest and trustworthy little Sandy is.

Poor sandy was lying on a broken bed. When she saw me, she said to me sadly. I changed my change and ran back. I was knocked down by a carriage and broke my leg. I'm dying. Poor little Libby. My good brother! What will you do if I die? Who will take care of you? (Guide students to read sincerity and kindness)

Teacher: Please tell me the reason why you are moved. Is this four pence important to little Sandy? Yes, even a penny is important. Is this four pence important to Mr. Wang? Even if little Sandy doesn't return the change, will Mr. Wang blame him when he knows the truth? Then he broke his leg, but he insisted that his brother change it. How can this frank quality not touch our hearts? Little sandy usually cares about taking care of her little brother everywhere. Before she died, she never thought about herself, but cared about her brother and pitied him for living a more miserable life. Are you moved by such a kind, honest and sensible child? Then please read this paragraph with this emotion and sympathy.

Sandy, who is dying, is worried about his brother's life. What kind of person is he?

Health: Take care of others and ignore yourself.

Health: People who care about their younger brothers.

Teacher: What a kind child this is! Read what little sandy said.

Teacher: Sincere, kind, poor and respectable little Sandy touched everyone and me in the article. I held Sandy's hand tightly and said to him? Health: I will always take care of little Libby.

Yes, there are true feelings in the world. (Show the last paragraph) Reading? Today, who is not moved by this story? Sandy's beautiful qualities, which have suffered from hunger and cold, will always touch people's hearts.

Students, today, we learned about Sandy's beautiful qualities by reading her appearance, language, manners, movements and psychological activities. You can also use these methods to describe someone you know after class. I believe everyone will write great!

Fourth, practice writing after class: observe carefully, master the appearance, language, manner, movements and psychological activities of the characters, and describe a person you are familiar with.

Blackboard design:

Little sandy

appear

Cold language dialogue

Good quality and manners

behaviour

mental activity

Two Selection of Teaching Plans for the Fourth Grade Chinese Little Sandy

Teaching objectives:

1. Guide students to understand the content of the text through the understanding of key words, words and sentences, stimulate sympathy for Sandy, and experience and perceive Sandy's purity, honesty and trustworthiness.

2. Train students to understand words, phrases and sentences, and read the text with emotion on the basis of understanding the text.

Teaching emphases and difficulties:

Through reading, understanding words, accumulating words and enriching language, we can feel Sandy's valuable quality of honesty and trustworthiness.

Teaching process:

First of all, we can feel her feelings about this topic, even before she plays.

1, the teacher leads out the teaching content in a slow and low tone.

Students, we all have a happy childhood. But, you know what? More than a hundred years ago, there were many children as old as us in Britain. Their childhood was spent in hunger and cold. The story we are going to learn today happened here. Did you get a look at him? (Show relevant pictures and explain) These children who have lost their parents have to drag their emaciated bodies to clean the floor and shine shoes for the rich, and all they get is a bowl of porridge that is difficult to fill their stomachs.

2. What do you think of when you see such a scene?

Sandy, written by British writer Dean Starey, is one of thousands of poor children in Qian Qian. (Showing a photo of Little Sandy) Let's learn Lesson 15 together today? Little sandy. (Look at the topic together)

Second, the first reading, concentrate on the real thing.

1. Want to know the story of Little Sandy? Read the text quickly, read the difficult words several times, try to read them correctly and fluently, and pay attention to your feelings and emotional changes when reading.

2. Students read aloud and teachers patrol.

3. Read the text by name. The teacher randomly instructs the students to read aloud, paying special attention to the reading instruction of the following sentences.

He said to us:? Please buy a box of matches, sir! ?

②? Ah! Please buy now! Sir, I'm starving! ? The little boy begged. ? I can change some money for you ?

Poor little sandy was lying in a broken bed when she saw me? My poor brother! What will you do if I die? Who will take care of you?

4. Render the atmosphere.

Teacher: A poor child died because of that small box of matches and those four pennies that needed to be returned! (All the girls read the last paragraph of the text together)

Teacher: For that small box of matches, for those four pennies that need to be returned, a respectable child died! All the boys read the last paragraph of the text together.

Teacher: A kind, honest and trustworthy child died for that small box of matches and those four pennies that needed to be returned! All the students read the last paragraph of the text together.

Third, repeat, every word is always related to love.

1. The teacher told me with grief, reverence and nostalgia that little Sandy had passed away. He died for that small box of matches and those four pennies that needed to be returned! Except his younger brother Libby, except stick figure in the story? Me? No one knows that little Sandy is dead, and no one knows why little Sandy died. But what about the story? Me? I was deeply moved by the deeds of Little Sandy. So what? Me? What kind of child is Little Sandy in her eyes? Read the text again and draw the words that describe Sandy's appearance.

2. Multimedia presentation:? He was only wearing a thin, torn light coat, his thin face was blue with cold, and his bare feet were red and swollen. ?

3. Let the students read this sentence in a low voice. Now, look at the big screen. The teacher deleted some words. Please read the sentence again.

Display: He is wearing a light coat, his face is blue with cold, and his feet are red with cold.

4. Contrast: Which sentence do you like? Why?

You are really compassionate children. Yes, little sandy is cold and hungry. It's really pathetic. (blackboard writing: hungry and cold)

6. Who else wants to read this sentence? (watch it together if you want)

Fourth, the third reading, put yourself in the shoes.

1, the teacher told with deep affection and deep thoughts: In order to get back the four pence and the money that didn't belong to him, Sandy was run over by a carriage and died unfortunately. I think if little Sandy didn't pay back the four pence quickly, he wouldn't have been knocked down by the carriage or died. So, does little Sandy really need money?

2. Students read silently and think. Draw the relevant sentences and experience them carefully.

3. Organize class exchanges. (Multimedia demonstration of related sentences)

1 from? Wearing only a thin, torn light coat, his thin face was blue with cold, and his bare feet were red and swollen? Seeing little sandy needs money very much.

2 from? I can sell you two boxes for a penny. I can see that little sandy really needs to play with money.

3 from? I gave him a shilling and he turned and ran away? Seeing little sandy needs money very much.

4 from? Both my legs are broken. I'm going to die? Seeing little sandy needs money very much.

5 from? Little Libby, my poor brother! What will you do if I die? Who will take care of you? Seeing little sandy needs money very much.

4. The teacher said with emotion and affirmation: Yes! As you have just analyzed, Sandy really needs money. He needs money to buy clothes to keep out the cold, bread to satisfy his hunger, cure his leg injury and take care of his younger brother. He also needs money to go to school, play and live a happy life. He really needs money! What will such a child who needs money think when his leg is broken by a carriage and his hat, matches and sevenpence can't be found? (Discuss in groups and write it down)

5. Organize class exchange: guide students to read aloud with emotion, and read what they have written, and the teacher will comment at random.

Intensive reading, including English drunkenness and love.

1, the teacher told me with great respect: what a kind child! What a respectable child! Even when he was in a car accident and his life was in danger at any time, his first thought was to return the money to others as soon as possible, which was his brother's later life. No wonder the gentleman who bought matches in the story made such a judgment.

Xiu: When I think of the child's sincere face and trusting expression, I conclude that he is not that kind of person.

Name this sentence.

2? Sincerity? Meaning? Trust? Read the meaning, how to read it? Read by name.

3? Are you sure? Read the meaning, how to read it? Read by name.

4? Him? Read the meaning, how to read it? Read by name.

⑤? Not that kind of person? Read the meaning, how to read it? Read by name.

6. You can read whatever you want. Read it together.

2. The teacher suspects that he is not that kind of person! What kind of person is he?

Xiu: When I think of the child's sincere face and trusting expression, I conclude that he is not that kind of person.

3. Answer the roll call, and the teacher writes it on the blackboard.

The expected answers are as follows: cheating, shortsightedness, mercenary, greedy for money, forgetting righteousness, greedy for money and not keeping promises? )

4. The teacher said in an impassioned, firm and word-for-word tone: How well you spoke! He is very poor. He needs money badly. But he is by no means the kind of person who cheats! Not the kind of person who lacks ambition! Not the kind of person who is mercenary! Not that kind of greedy person! Not the kind of person who forgets profit and righteousness! Not the kind of person who is greedy for money! Not the kind of person who breaks his word! Is such a child cute? Is such a child worthy of respect? Will we forget our children like this? Don't! Never! While speaking, the teacher crossed out the answers written by the students with chalk.

All the students stood up and read these ten days again with great respect.

Sixth, on-site reading, wonderful and straightforward.

Teacher: We can't forget this lovely and respectable little Sandy. Students, after learning little Sandy's story, you must have something to say to little Sandy, right? Please write what you want to say on the illustrations of the text.

2. Students finish writing.

3. communication.

4. Summary: Little Sandy's beautiful quality deeply touched everyone. Students, let's be honest and trustworthy like Sandy. Teachers believe that with honesty, our society will be better; With honesty, our life will be full of laughter!

Selection of three teaching plans for the fourth grade Chinese "Little Sandy"

Teaching objectives:

1, understand the content of the text, understand the words, accumulate and use the language.

2. Guide students to know Sandy's character in reading.

3. Do you know each other? Museum, correction, scrolling? Three new words and a polyphonic word? What time? , can write? Travel, thin, zero, lonely? New words such as 14.

Teaching focus:

By reading, understanding and accumulating words, we can enrich the language.

Teaching difficulties:

Learn to feel the precious quality of honesty and trustworthiness of little Sandy.

Teaching preparation:

Small blackboard, writing paper

Teaching process:

First, create a scene and introduce a dialogue.

1. The sympathy for Sandy is generated by oneself and others, which stimulates students' interest in reading.

(1), I have been studying and living with you for two years. I wonder what your impression of me is. Can you use it? () teacher? To describe me?

(2) I also want to hear about myself, or your deskmate, friends, classmates, etc. Please use it now? ()? Say it!

2. Introduce a new lesson to experience Sandy's misery in the situation.

I saw a happy you, a happy him, a naughty boy and a girl who loves singing from the conversation just now? All this tells the teacher that you live in happiness and your life is sweet. But boy, do you know, 100 years ago in Britain, many orphans had no clothes to wear and no food to eat, so they had to sleep on the street and make a living by selling matches. Do you remember the book written by Andersen, the king of fairy tales? The little match girl? Really? In their dictionary, there is no happiness, no sweetness, only hunger, cold and endless pain. Today, let's meet another one of them. What's his name? Little sandy. (blackboard writing topic)

? Sandy. It's his name. Why did the author add another one before it? Small? Where are the words? Through this? Small? Word, what do you think of?

What kind of child is Sandy? Let's go into the text and his world to get to know him!

Second, read the text for the first time and feel the characters.

1. Read the text for the first time, with clear pronunciation and fluent sentences.

Please turn to lesson 14. Let's read the text and see what kind of little Sandy the text introduces to us. Pay attention to accurate pronunciation and read sentences fluently.

2. Check the new words

As we all know, there are many new friends in this article. Do you know them through previews?

Show me the new word card. )

3. Reading and thinking, I initially felt the pity of little Sandy.

Please read the text silently and think while reading. What kind of little Sandy is this text about?

(blackboard writing? Poor? )

Third, read the text carefully and realize Sandy's pity through key words.

1, grasp the appearance description

(1), read the text quickly, look at the poor words or sentences in the text that make you feel sandy, and draw them.

(2) Communication: guide students to grasp key words and experience. For example:? Thin and torn, thin and blue and cold, barefoot and red and cold? .

(3) Read on the basis of understanding to further understand Sandy's misery.

1. Show me the small blackboard? He was wearing ()' s light clothes, and ()' s little face froze () and he was barefoot (). ?

(2) What kind of little boy is this on him?

It is such a poor little boy, wandering around begging in the street, and he only inherited one thing?

2. Experience the dialogue description.

(1), grasp the key words, read aloud and experience the dialogue.

In this conversation, which word makes you realize poor little Sandy?

2. What does he want? (a little money)

What else is he asking for? (a little hope of life)

Can you ask to see it!

(2) grasp? Begging? The shape of the word further understands the pity of little Sandy.

Why does he beg? Not only is he hungry, but who else is hungry? Yes, there is a younger brother waiting for him at home, waiting for him to bring back some food and hope. He is begging for himself and his brother. Begging for a little hope for this day. Can you please have a look?

2. Did you see this? Begging? Word what kind of image do you see of little sandy?

Little sandy seems to be kneeling, so he tugged at my skirt and begged (read)?

(3) Get rid of hints and talk directly, so as to realize Sandy's pity again.

(4) Transition

It is such a poor child who never arrived as scheduled after taking one of my shillings, which caused a lot of reverie: I guess (after reading it), I may have been cheated [d? Ng】。 But when I think of the child's face and his trusting expression, I conclude that he is not that kind of person. ?

② Why am I so sure? What kind of person is Little Sandy?

Fourth, expand contacts and experience Sandy's respect.

1, read what little Libby said.

As can be seen from the article, I don't want to believe what kind of person little Sandy is, but he really didn't come to me with the shilling change. He didn't arrive as scheduled. What happened? With such questions, read the text again. If you find the answer, please read it several times.

Read aloud: Sandy is injured and can't come. A carriage hit him and ran over him. His hat can't be found and his matches are lost. I don't know where there are seven pence left. Maybe he will die.

2. Spread the wings of imagination.

Students, can you go back to that story with the teacher? Let's see what happened on Sandy's way back.

Scene (1), experience the joy of getting money.

Little sandy ran back happily with the newly bought 12 pence. Does he want to?

Situation (2), experience Sandy's pain.

Just then, at the intersection ahead, a carriage flew over. Little sandy didn't have time to dodge and was hit by a carriage. Isn't the carriage unique? Instead?

Situation (3), experience the power of Sandy.

At this time, little sandy was covered in blood. He groped around with his hands. Do you know what he is looking for?

Situation (4): Experience Sandy's love for her younger brother.

Little sandy's leg is broken, so he can't stand up. He struggled, endured the pain and crawled forward. He wants to climb home because?

Situation (5): Experience the respect of Sandy's honesty and trustworthiness.

In this way, with the help of a few friends, Little Sandy finally returned home. I rushed at little Libby and screamed in panic: Brother, what's wrong with you? Sandy told him what happened. Little Libby said, let's take this money to see a doctor. He can definitely cure your leg! ? Little sandy said?

But little Libby was in a hurry. He cried and said: that gentleman won't care, please brother, let's go to see a doctor! ? Little sandy still insists?

Little Libby said sadly: You are hurt so badly, maybe you will die! ? Sandy still shook her head and said?

3. What kind of little Sandy do we see through this scene? (respectable)

Is he respected because of him? (Honest, trustworthy and kind)

Fifth, understand the author's feelings and enrich Sandy's image.

1, observe the pictures, expand the association and arouse sympathy for the students.

Carefully observe the illustrations in the book, spread the wings of imagination, and think about pushing open the dilapidated door of Sandy's house. What do you see?

2. Read it carefully according to your own feelings. Let's listen to what Sandy's dying voice is saying when she is dying.

Instructor read aloud: I changed my change and ran back when I was hit by a carriage. Both my legs are broken. I'm going to die. Poor little Libby, my good brother! What will you do if I die?

3. Feel the image of Little Sandy

When little sandy was dying, when he was dying, he wasn't thinking about himself, but? Thinking about my promise to a stranger, thinking about my poor brother's future life. ) What kind of little Sandy are we seeing at the moment? (Poor, more respectable)

(1), in the face of such a little sandy, our mood is the same as that of the author. Then, let's talk to Sandy with the author. I will always take care of little Libby. ?

(2) Facing such a little sandy, we sympathize with him and admire him deeply, so let's hold his hand with the author and say to him: I will always take care of little Libby. ?

In the face of such a poor and respectable little Sandy, we made a heavy commitment with the author. I will always take care of little Libby. ?

Sixth, reading and writing, emotional sublimation.

Little sandy listened to our words and stared at us as if thanking us. Suddenly, the light in his eyes disappeared. What? Really reluctant to use one? Die? Word for word, little sandy. We would rather believe that he went to a place where there was no hunger and no cold.

Little Sandy has gone, but the mood and emotional ups and downs he brought to us have not retreated. His excellent quality of honesty and trustworthiness is like a bright lamp, which illuminates our hearts. He kept his promise, even though he was dying, he didn't forget to tell his brother to pay back the money. How admirable this is! Children, just now, we also made many promises to Sandy. She is honest, kind and keeps her promise. But as we all know, Sandy has left and Libby has never appeared in our life again. So, how are you going to fulfill your promise? Now please pick up your pens and write your thoughts in your diary!

(Students practice writing and reporting)

Conclusion: Because of the time, we may not be able to express what we want to say incisively and vividly, but even a few words are our most authentic and incisive inner monologue. Let's see little Sandy off with the loudest voice! Stand up: goodbye, little sandy! ?