Shanghai Education Edition Chinese lesson plan for the fourth grade of primary school volume 2: "Man-made barrier" on the train

# Teaching Plan # The introduction article ""Artificial Barriers" on Trains" briefly introduces the conditions of Melbourne's light rail trains and people's civilized riding performance, as well as the enthusiastic Australian people's spontaneous use of "artificial barriers" "Resolved the little boy's "peeing crisis". The article uses fresh words to make us feel the warmth and friendliness of Australians. The following content has been prepared for your reference!

Part 1

Teaching objectives:

1. Learn words by yourself and accumulate the words "comfortable and fast, full of seats, supportive" The old and the young, closing eyes and concentrating, whispering, slowing down tactics, blushing, getting wise in a hurry, in full view of everyone"; connect with the text content to understand the meaning of words such as "artificial barrier, wreaking havoc, commotion, in full view, unaware" and other words.

2. Be able to read the text aloud with emotion; retell the touching story told in the text based on familiarity with the text.

3. I can feel the enthusiasm and civilization of the Australian people.

Teaching focus and difficulty:

Retell the touching story told in the text on the basis of familiarity with the text.

Student preparation:

Preview the text

Teaching process:

1. Introduction to the conversation and revealing the topic.

1. Students, the degree of civilization of a city can reflect the overall quality of a city. So do you know in what aspects the quality of civilization is specifically reflected?

Student exchanges (take the initiative to help people in need in public places: give up your seat, answer inquiries patiently and enthusiastically; treat outsiders friendly; care for greening; abide by public order...)

2. Today, we come to Melbourne, Australia, an international big city and one of the most civilized cities in the world, to see what happened there. (Blackboard writing topic)

3. Read the topic together and question

Preset question: What is a barrier?

What does “artificial barrier” mean? What does the quotation marks here do?

Why do “artificial barriers” appear?

……

2. Read the text by yourself and feel the main idea.

1. Read the text to yourself and read the pronunciation correctly

2. Fill in the blanks:

Sections 1 and 2 briefly introduce the (train conditions) and (The performance of people traveling civilly).

Sections 3-6 vividly describe that when we were riding a light rail train, (enthusiastic Australian people) spontaneously used ("artificial barriers") to help us resolve (the little grandson's "peeing"). crisis") matter.

3. Emotionally read aloud and retell the text

1. Study Sections 1 and 2

(1) Read the text and talk about what you learned from it?

Communication: Australians are very civilized. Where can you see it?

Communicate and present:

Old, spacious, clean, comfortable and fast

The seats are full during peak hours and people give up their seats

Quiet environment for reading books and newspapers, closing eyes and relaxing Lower your voice and whisper

(2) Read verses 1 and 2 emotionally.

(3) Use "although... but..."; "either... or..."; "not... but..." to retell verses 1 and 2 of the text.

2. Study Sections 3-6.

(1) Read by name and think: What does "artificial barrier" mean?

(2) Why does such an “artificial barrier” appear? (In order to help the little grandson who needs to pee solve his urgent problem.)

(3) What is going on? Read verses 3-6 silently, and use wavy lines to underline statements about admonitions, reminders, and reproaches for "I" and my daughter; use straight lines to underline statements about the changes of my grandson.

Communicate, read these sentences, grasp the key words and experience the "peeing crisis".

(4) The little grandson’s yelling was like throwing a stone into the calm water, causing a small commotion in the originally quiet carriage. The word "commotion" echoes with which word from the previous text? ("quiet" in verse 2), "commotion" is the destruction of the quiet environment, and then turns into "influence", what is involved? Read verse 5 together.

(5) Use reasonable imagination and fill in the blanks:

When faced with the grandson clamoring to pee, some said: "( )?" Some said: "( )." Others said: "( )."

The little grandson's "peeing crisis" touched the hearts of the passengers in the carriage. A blonde girl,

An elder with a beard, (who, how to do it)...

(6) Retelling method guidance.

IV. Summary and communication

1. After reading this story, do you have anything to say?

2. Melbourne is rated as the most livable city in the world. This is not only because of its beautiful scenery and fresh air, but also because it is full of human touch and makes people feel warm all the time. In the store, at the station, on the road, smiles are everywhere. Through this story, we deeply feel the enthusiasm and civilization of the Australian people.

Blackboard design:

"Man-made barrier" on the train

Australian grandson (peeing crisis)

Resolution

Part 2

Teaching objectives

1. Learn words by yourself and accumulate the words "comfortable and fast, packed seats, supporting the elderly and the young, closing your eyes to rest, whispering, delaying the attack, flushed, anxious to gain wisdom, in full view"; connect with the text content to understand "artificial barrier, wreaking havoc, commotion, in full view, incomprehensible" The meaning of other words.

2． Able to read the text emotionally; retell the touching story told in the text based on familiarity with the text.

3． You can feel the enthusiasm and civilization of the Australian people.

Teaching process

1. Revealing the topic

1. Presentation: Melbourne; student reading (named reading; reading together)

2 , (show the media) Teacher's introduction

3. What is the scene like in the light rail carriage?

Media presentation (sections 1 and 2)

Ask students to read aloud freely, and then work with the teacher to read this passage.

4. This is the scene in the light rail carriage in Melbourne during rush hour. After reading this, what impression does Australian people leave on you? (Civilization)

The story we are going to tell today takes place on a light rail in Melbourne -

This is Lesson 28 - "Man-made Barriers" on the train.

2. Overall Perception

1. "Barrier" is red: This is a polyphonic word, pronounced "píng" in the text. Read the word together: barrier.

2. What is a "barrier"?

3. What does “artificial barrier” refer to in the article? Read verses 3-6 of the text aloud and underline the sentences.

4. Presented by the communication media: Why does the "artificial barrier" in the topic need to be enclosed in double quotation marks?

3. Key Learning

1. Transition: Which word is used in this article? Writing on the Blackboard: Peeing Crisis

2. Which sentence does this word appear in? (Read the sentence by name) Show and read the sentence together

3. Looking at the context, what sentence is this sentence in the text? (Transitional sentence) Understand the function of transitional sentences

4. In which sections are the cause, process, and result of this incident?

Writing on the blackboard: Cause (3-4) Passage (5) Result (6)

(1) Cause of learning

1. The little grandson’s peeing crisis How could it be caused? Read verse 3 of the text softly and summarize it.

2. Communication.

The media shows the third section:

(1) Read the sentences and talk about your understanding. Read one sentence and say one sentence.

　▲The first sentence: The weather is very hot. Understanding: (March) Autumn tiger (shown by the media), wreaking havoc

　▲The second sentence: Drinking drinks from time to time. Comparison of words: warning, Tell the writing on the blackboard: Warning

▲The third sentence: There is no toilet on the train Writing on the blackboard: Reminder

(2) Restate the content of the third section in one sentence (including three main points, plus the time )

3. Transition: But what is the unfortunate saying? Read Section 4 by yourself and draw sentences describing the grandson’s urgency to urinate.

　(1) Sentences presented by the media:

　(2) Reading experience

　▲First sentence:

　①The beginning of the little grandson Still tough: He endured it and just said quietly to his mother: "Mommy, I want to pee." Why is this? Please find the answer from sections 1-4.

② Communication: The environment is quiet (read "Stanza 2" by name), sorry

③ Quote: The little grandson wants to pee, what did the daughter say to blame him? ——Blame is all blame, the daughter looks at her watch and uses kind words to comfort her—— Writing on the blackboard: Relief

　④Quotation

▲Second sentence: (Click to show)

① Read the sentence, where can you tell that the child is really in a hurry to urinate? Communication on the blackboard: Suppress crying

② Transition

4. The media presented:

The little grandson’s yelling was like throwing a stone in the calm water. , the originally quiet carriage suddenly caused a small commotion.

①Understand metaphorical sentences

②Read the second half of the first sentence. How was the carriage so quiet? Read the second section. What is "commotion"?

Where is the commotion among the passengers? Let’s talk about it in connection with the content of Section 2.

The media showed:

Passengers thought something had happened and came over to ask questions. The person who originally read books and newspapers __________ asked: "( )?" The person who closed his eyes and meditated asked: "( )?" The person who was whispering asked: "( )?"...

(What are these people doing now and what did they say?)

③Retell the content of Section 4 according to the prompts

(2) Learning the "experience"

1. Transition: The "peeing crisis" has affected the hearts of the passengers in the carriage. Faced with the little grandson clamoring to pee, everyone is talking about it

The media shows:

Faced with the little grandson clamoring to pee, everyone started talking about it. Some said: "( )?" Some said: "( )." Others said: "( )."

Ask students to imagine, what will everyone discuss?

2. Underline the two key people in the text: Board: Girl and Elder

Why choose "blonde girl" and "elder" to write the text?

3. Please find the sentences describing the blonde and the elderly and read them freely.

▲The media presented:

Read the sentence. What is "wisdom arises out of urgency"? What does "urgent" mean here? What does "wisdom" mean?

Writing on the blackboard: Send empty listeners

▲The media presented:

Read the sentence. What is "beard"?

So how should we adults respect him? Read the sentence by name——

▲The media presented: Writing on the blackboard: Mobilize the passengers

Read the sentence, which words show respect for the children? Circle: one corner, back to back, one circle (why? block, not attract attention)

Read the sentence together.

(3) Learning "results"

1. Read the results part and write on the blackboard: Solution 2. Understand "acquaintance" (familiarity)

(4) Retelling training:

"The little grandson's 'peeing crisis' touched the hearts of the passengers in the carriage.

"To start the sentence, retell the contents of Sections 5 and 6 with the help of blackboard writing.

IV. Summary of the full text

Blackboard writing design:

28. "" on the train" "Man-made barrier"

Warning, reminder, blame and relief

Cause (3-4)

Can't hold back the cry

There are a lot of discussions about the peeing crisis

Passage (5) The girl gave away the empty listener

The elder mobilized the passengers

Result (6) Solution

Part 3

Teaching objectives:

1. Accumulate the words "comfortable and fast, full of seats, supporting the elderly and the young, closing eyes and reciting, whispering, slowing down tactics, flushed, anxious to gain wisdom, in full view"; connect with the content of the text " The meaning of words such as "man-made barrier, raging, commotion, in full view, unaware of".

2. Be able to read the text aloud with emotion; retell the touching story told in the text on the basis of familiarity with the text. 3 ．Feel Melbourne’s harmonious and beautiful urban environment and the civilization and enthusiasm of Melbourne people.

1. Connect with the text to understand “man-made barriers, raging, commotion, in full view,” Not familiar with the meaning of words such as "".

2. Grasp the key words and retell the text based on familiarity with the text.

3. Expand reasonable imagination and creatively retell the text.

4. Feel that Australian people have a good sense of citizenship and can consciously abide by social ethics

Teaching time:

2 class hours

Teaching preparation:

Multimedia

Teaching process:

Media presentation: Sections 1 and 2

Media presentation: 28. Train "Artificial Barrier"

1. Stimulate interest and introduce new lessons

1. Presented by: Melbourne; Student Reading

2. Teacher's statement: Melbourne is the name of a city. It is the second largest city in Australia. It is a place full of vitality and joy. It has beautiful scenery, fresh air, and convenient transportation. 17 light rails are like a link connecting every corner of the city.

3. What’s the scene like in the light rail carriage? Let’s go into the carriage and take a look.

4. This is the scene in the Melbourne light rail carriage during rush hour. The story we are going to tell today takes place on a light rail in Melbourne (read the topic together) (teacher board question) 28. "Man-made barriers on the train." ”

5. Presented by the media: Self-study requirements;

(1) Read the text softly, pay attention to the correct pronunciation of the characters, and read the sentences thoroughly.

(2) Think while reading: What does the "artificial barrier" in the text refer to?

2. First reading of the text, overall perception

6. Self-study requirements;

(1) Read the text softly, pay attention to the correct pronunciation of the characters, and read the sentences thoroughly.

(2) Think while reading: What does the "artificial barrier" in the article refer to?

7. Show "barrier": This is a polyphonic word, pronounced "píng" in the text. Read the word together: barrier.

8． A barrier is something that blocks an object like a screen. For example, mountains and islands are natural barriers. So what does "artificial barrier" refer to in the article? Communication: More than a dozen passengers stood back-to-back in a circle in the corner of the carriage. It has a special meaning, so double quotes are required.

9. The place where this incident happened was on a light rail train. (Write on the blackboard: Location: On a light rail train.) The time was March. (Write on the blackboard: Time: March) What was the cause of the incident? (Write on the blackboard: The cause of the grandson, the peeing crisis) The result of the matter (Who helped the grandson solve the peeing crisis?) (Write on the blackboard: Result: Solve the Australian)

10. Who can look at the teacher’s blackboard and say something The main content of the article.

The media showed: At first, he was still holding back, and just said quietly to his mother: "Mommy, I want to pee." At this time, the little grandson, who was blushing from peeing, simply cried and acted. She yelled angrily: "Mommy, I can't stand it anymore, I have to pee!" The media showed: Blame is the blame. The daughter looked at her watch and said some words of comfort: "Good boy, just hold on for a while, and it will be half the time." It took more than a few hours to reach the terminal." The media produced a sentence: At this time, the little grandson, whose face was red from holding in the urine, simply cried and yelled: "Mommy, I can't stand it, I need to pee." "Lay!" The media produced: After drinking a drink, there was no toilet, and in full view of the crowd, the media produced: Passengers, the light rail is running. When you hear the cry of your little grandson, who is concentrating on reading books and newspapers, you will.

Media presentation: Section 5 Media presentation: The grandson’s “peeing crisis” touched the hearts of the passengers in the carriage. A blonde girl ( ); an elder with a beard ( ).

3. Study in depth and study the text.

2. Study verses 3 and 4

1. So how did the little grandson’s peeing crisis come about? Read the text aloud and say it in your own language.

2． comminicate. (The weather was very hot, my grandson drank a lot, and there was no toilet on the train.)

3. How urgent is the grandson's need to urinate? Ask students to read section 4 silently and use wavy lines to draw sentences describing the grandson’s urgency to urinate.

(1) Presented by the media;

(2) Who is willing to read the first sentence. At first, he still held back and just said quietly to his mother: "Mommy, I want to pee." Why is this? Don’t rush to answer. Ask students to read sections 1-4 of the article to find the answer.

① Because the car was extremely quiet, the child didn’t want to mention peeing in public.

② Grandpa and mother warned and reminded him not to drink too much to avoid going to the toilet. Unfortunately, now he is afraid of being blamed by grandpa and mother. Who can use the word "and" to connect the two reasons why the little grandson talked quietly to his mother.

(3) Although "I" and my daughter have reminded and warned our grandson, unfortunately we were right. My grandson really needs to pee. He may be afraid of his mother's blame, so maybe the child doesn't want to mention peeing in public, so (the teacher faces the child) there is no toilet in the car! The daughter couldn't help but blame the child, but in order to appease the child, the daughter looked at her watch and used a delaying tactic. The "branch" in "delaying strategy" means delay, and "ji" means "method". "Delaying strategy" is a method to delay the enemy's attack. The daughter's mother's tactic is to delay the child's urination time with kind words and comfort.

(4) What was the child’s reaction after hearing what his mother said? Who will read the second sentence? By adding words about the character's demeanor and actions in the prompts, you can fully express the character's mood when speaking. Invite male students to read this passage again.

(5) Earlier we read aloud the sentence about the little grandson feeling the need to urinate. Please follow the prompts in the media and briefly describe the process of forming the "peeing crisis" in a certain order. (Produced by the media: Drinks, no toilet, in full view, delaying the attack) Summary: Grasp the key points of the article, use your own language in a certain order, and succinctly explain the reasons for the formation of the "peeing crisis". This is a "brief retelling".

4． It was extremely quiet in the carriage! Passengers?. However, the passengers suddenly heard the shouts of the little grandson. It was like throwing a stone on the calm water. The originally quiet carriage suddenly caused a small commotion. The passengers thought something had happened and started shouting. Come and ask questions.

(1) Students, if you are a passenger in the car, you are concentrating on reading books and newspapers, or you are closing your eyes to relax, or you are whispering, what will you do if you hear this shouting? think? How to do it? How to say? You can choose one of the contents to imagine.

From the speech just now, we can see that the passengers are really concerned about their little grandson and ask about the situation very carefully. This is to ask long and short questions.

3. Study Section 5

1. The peeing crisis caused a commotion in the carriage, which turned into a "trouble." (Section 5 presented by the media) Section 5 focuses on the first sentence and tells two examples, specifically describing how the "peeing crisis" affected the hearts of passengers in the carriage. I read the first sentence below. The female students read the first example, the male students read the second example, and read this section together.

2. Who can describe these two examples in general terms based on the content of the text and fill in the blanks. The little grandson's "peeing crisis" touched the hearts of the passengers in the carriage. A blond woman (hands us a brand new cookie); an elder with a beard (mobilizes passengers to form an "artificial barrier").

3. See, this fill-in-the-blank is to grasp the structural characteristics of Section 5, first summarize and then be specific to help us briefly retell the content of the text. Brief retelling is different from the detailed retelling we learned before. Generally, brief retelling can be used when time is limited and others only need to roughly understand what happened. Of course, the language must be concise and to the point.

4. At the initiative of the elder, more than a dozen passengers stood back-to-back in a corner of the carriage to form a circle of "artificial barriers."

5. Did the students notice that one of the passengers’ detailed actions was to stand back-to-back in a circle? This was done to maintain the dignity of the children.

6． A "peeing crisis" on a train was resolved dramatically. Passengers did not complain or blame, but some were sincerely helpful and caring. That’s it for the text. Let’s read about the “artificial barrier” on the train. What do you think? Please use the related words "not only? but also?" to talk about it. (Write on the blackboard: not only? but also?).

4. Review and consolidate.

1． After reading this story, do you have anything to say?

2. Melbourne is rated as "the most livable city in the world." Not only because of its beautiful scenery and fresh air, but also because it is full of human touch and makes people feel warm all the time. In the store, at the station, on the road, smiles are everywhere. Through this story, we deeply feel the enthusiasm and civilization of the Australian people.

Homework design:

1. Complete the Shanghai homework

2. Dictate the words in this lesson

3. Tell the story of this article Listen to your parents

4. Preview Lesson 29 (read the text four times and solve the words and phrases you don’t understand).