Memory teaching design for autumn in the first volume of seventh grade

1. Analysis of teaching materials

The author of "Autumn Missing" writes about his deep longing for his mother in a seemingly plain but affectionate style. Between the lines, the author reveals a kind of self-blame with his "indifference" to his mother's love. In this kind of "self-blame", we can better understand the author's deep nostalgia for his mother. When teaching, focus on guiding students to understand the detailed descriptions. At the same time, through the details, they can experience the emotions revealed in the text, and guide students to reflect: Bathed in family affection, do we only know how to accept, not be moved, and do not know how to repay?

2. Teaching objectives

1. Read the text emotionally and understand the author’s emotions.

2. Through reading, find detailed descriptions and realize the touching power contained in the calm narrative of the text.

3. Through reading aloud, I can understand the tone of the characters’ speech, and thus understand my mother’s “love” for me.

4. Through fragment writing training, students can be further guided to feel family affection and know how to repay.

5. Through learning, stimulate students’ interest in reading "The Temple of Earth and Me".

3. Teaching focus

Understand the author’s emotions from the detailed description.

IV. Teaching preparation

1. PPT courseware

2. Text interpretation.

3. Prepare a preview list.

5. Teaching Process First Lesson

(1) Talk and introduce new lessons.

Teacher: In the contemporary literary world, there is such a special writer, his name is Shi Tiesheng. Living in a wheelchair for more than 20 years, he has not given up his understanding of life and has been fighting against the disease. And this power comes from his mother.

Today, let us follow Shi Tiesheng's words to miss his mother and feel the great maternal love.

Blackboard writing topic: Autumn’s nostalgia

(2) Listen to the reading and look for questions.

1. Listen to the text being read aloud. Thinking: After listening to the text being read aloud, what moved you the most? Please underline the corresponding sentence.

Exchange between teachers and students.

2. Read the text silently and ask your own questions, which can be about the understanding of words or sentences.

Students ask questions, and teachers sort them out.

(3) Look for details and talk about feelings.

1. Ask students to read the text aloud, underline the sentences that moved them, and make comments: write down the reasons why they were moved.

2. Students share descriptions of details that moved them and talk freely about their feelings.

3. Key points:

(1) My mother hid quietly and listened to my movements secretly where I could not see her.

(2) My mother rushed over and grabbed my hand, holding back her cry and saying, "We two are together, working hard, working hard..."

(3) Mother came in and blocked the window: "The chrysanthemums are blooming in Beihai. I'll push you to see them." There was a pleading look on her haggard face.

(4) Taste the sentences and experience the emotions.

1. "I heard that the flowers in Beihai are all blooming. I will push you for a walk." She always said this.

2. My mother likes flowers, but since my legs were paralyzed, all the flowers she served have died.

3. But I never knew that her illness had reached that stage.

4. She went out and never came back.

5. Watching the tricycle go away, I never thought that it would be an eternal farewell. Lesson 2

(1) Read aloud by character to figure out the character’s emotions.

1. The first and third paragraphs of the text contain two conversations between "I" and my mother. Please work in groups to figure out the tone of the characters' speaking, mark the rhythm of the two paragraphs, and when reading aloud, pay attention to convey the different moods of "I" and my mother in the two conversations.

2. In paragraph 1, the mother said: "Work hard, work hard.

"Where does it appear in the text? Please read it carefully and explain your understanding of this sentence.

(2) Read the text again and explain why the text is titled "Autumn Memories" 》?

(3) Fragment practice to enhance emotions

1. After learning "Autumn Memories", I think students will unconsciously think about the relationship between themselves and their mothers. Then, now think back on some of your intimate experiences with your mother, and use your own words to write about your acceptance and touching of your mother's love.

2. Teacher-student communication.

(1) Teachers read their own articles.

(2) Student exchange clips

(4) Recommended reading - "I and the Temple of Earth". 》