"The Charm of Language" Lesson Plan

As an educator who teaches others and solves their doubts, it is necessary to carefully design a lesson plan. The lesson plan is the general organizational program and action plan for teaching activities. How to highlight the key points of the lesson plan? The following are 3 lesson plans for "The Charm of Language" that I have compiled for you. Welcome to read and collect them. "The Charm of Language" Lesson Plan Chapter 1

Introduction:

When you see a good person, you should think about it, and when you see a bad person, you should introspect yourself. ----------Confucius

If a young man does not work hard, an old man will be miserable. ----------He Zhizhang

The scenery in the east city is beautiful, with ripples and ripples welcoming guests. The morning light is cold outside the green poplar smoke, and the spring is stirring on the red apricot branches. ----------Song Qi

Flowers float and water flows, a kind of lovesickness and two places of sorrow. There is no way to eliminate this feeling, so I just frown, but it is in my heart. ----------Li Qingzhao

Students, what do you think of these languages? Yes, these languages ??are very attractive.

Human survival, Inseparable from language: communication requires the use of spoken language, thinking relies on thinking language, and writing requires mastering written language. Even in dreams, subconscious language operates. Today, we continue to learn the lesson of the charm of language.

1. Browse and read, and initially perceive the most attractive language in the text.

Teacher: Please browse the text again. Which sentence in this article do you think is the most charming? Please draw it.

(What I drew is that spring has arrived, but I can’t see anything.)

Teacher: Think about it: What did the sign say at the beginning?

(Compared with I can’t see anything! It’s the most attractive.)

Show two sentences:

Spring is here, but I can’t see anything. Out of sight!

I can’t see anything!

Teacher: Let’s read these two sentences together and see what’s the difference between them.

(Student: The second sentence has more spring is coming than the first sentence, but these six words.)

On the basis of the first reading of the article, students are reading the article alone. In the process, I found the most charming sentence in this article. Spring is here, but I can’t see anything. This is students’ understanding when they first read. To deeply understand the content of the article and appreciate the charm of the language, it is not enough to just stop here.

2. Use the emotions contained in the text to stimulate students' emotions.

Make the students' emotions resonate with the emotions in the article, so that the students can explore deeply, understand and experience the spring is here, but I can't see anything! This charming statement.

Teacher: Yes, the second sentence tells us that spring is coming. Spring is here, what kind of picture is it? Let’s read the passage describing spring in the article.

Show the text about spring: (Student reading)

Spring is beautiful, the blue sky and white clouds, the green trees and red flowers, the singing of warblers and the whispers of the swallows, and the flowing water of the people, why don’t they scream What about people who are intoxicated?

Teacher: Ask students to read this passage again and think about what you see while reading. What did you hear? What did you experience?

(Courseware: Read the sentences about spring with the students, click on the words to change color, and add sounds.)

Some students said: They saw the blue sky and white clouds. Some students said: They saw lush green trees and dazzling red flowers. Some students said: they heard the singing and singing of birds.

Spring is here, I saw __________, heard ____________, ____________________, how can I not be intoxicated by this?

Teacher: When seeing these words, everyone thinks of the colorful spring, and the beautiful scenery of spring, which is particularly wonderful. Spring is born in the alternation of severe winter, and all the trees yearn for the greenery, and all the trees yearn to bloom. Flower buds, countless seeds eager to sprout, how could they miss this great spring? (Writing on the blackboard: Colorful purples and reds)

(The students’ love for spring has been aroused. They used beautiful sentences to describe the beautiful spring scenes that appeared in their minds after reading and imagining. This At this time, students' imagination and language expression ability have been exercised. Students' love for nature and love for beautiful spring have also been cultivated.)

Teacher: How beautiful spring is! (Type another picture of spring scenery) But the blind old man's eyes were completely dark, and he could not see anything. (Writing on the blackboard: pitch black)

(Screen: pitch black, the blind old man sitting quietly, the plaintive "River Water" played) Just a moment ago, the eyes were full of spring, and in the blink of an eye, it was pitch black. Through audio-visual education, the Two contrasting pictures were displayed in front of the students at the same time. This strongly contrasting picture, as well as the bloody and tearful music, impacted the young minds of the students, causing their emotions to resonate with the emotions in the article. )

On the side of the busy Paris street, stood an old man in ragged clothes, gray hair, and blindness. He did not stretch out his hands to beg from passers-by like other beggars. Instead, he set up a wooden sign beside him.

I can’t see anything!

Guidance reading: I can’t see anything!

The old man sighed: Alas---I can't see anything!

The old man said sadly: I can’t see anything!

The old man is sad: I can’t see anything!

Teacher: The well-dressed gentleman on the streets of Paris was indifferent when he saw the blind old man in ragged clothes;

The beautifully dressed girl on the streets of Paris smiled faintly when she saw the blind old man with white hair;

The businessmen walking around in the streets of Paris saw the blind old man walking away

(Write on the blackboard: indifferent, with a faint smile)

Teacher: Difficult Is it true that no one is willing to stand in front of a blind old man on the bustling streets of Paris? Is it possible that passers-by are just busy with their own affairs and are indifferent to the elderly? (No, the French poet Jean Pihaole changed the world.)

3. Comparative reading method, read the text again, and think deeply.

1. Experience change and change.

Teacher: Please open the book, compare and read it, and see what has changed and what has not changed on this day?

What remains unchanged: It’s still this place, it’s still this old man, it’s still this sunny spring.

Changes: more money; more people giving money; the old man’s mood has changed

The world has changed, people’s hearts have changed, and they are full of love

The blind old man's mood changed, and the poet's mood also changed

The blind old man sighed: Alas! Me, I got nothing.

The blind man smiled and said to the poet: Sir, for some reason, so many people gave me money this afternoon!

Jean Pihoule -----look, ask, take, quietly added six words

Jean Pihoule listened and stroked his beard with satisfaction. laughed.

Teacher: The poet did not use money to help the old man, but used charming language. His help cannot be measured by money. He helped the old man. Did his behavior only help the old man? ?

(He not only helps the blind old man, he not only helps the old man, but also helps those who are blind and helps the world. This is the charm of language.)

2. Pedestrians’ hearts are also changing: (becoming sympathetic)

Read in different tones to appreciate the changes.

I can’t see anything!

Spring is here, but I can’t see anything!

The gentle gentlemen on the streets of Paris saw: Spring is here, but I can’t see anything.

The children who came home from school to talk and laugh saw it: Spring is here, but I can’t see anything.

The businessman with the high-end carriage saw: Spring has arrived, but I can’t see anything.

All kinds of passers-by saw: Spring is here, but I can’t see anything.

3. The power of contrast

Teacher: Read again

I can’t see anything!

Spring is here, but I can’t see anything!

1) Strong contrast and contrast, one can make the sky and the earth the same. What does spring mean? Bright and beautiful.

2) What does blind mean? Nothing can be seen.

3) If the two things are not connected, it may not matter. One thing is that the conversation changes and connects the two, which naturally makes passers-by think a lot.

This blind old man has never seen such a beautiful scene in his life. People will feel sympathy and help the old man. How do people feel at this time? Sadness and sympathy still arise. They donated money one after another to help. Writing on the blackboard (giving money to help)

2. Why does one sentence produce such a change?

Teacher: Why does one sentence produce such a change? Where's the charm? Is it just that the writing in the book is poetic and emotional? Where is the charm? Because it can touch people's hearts and emotions, the poet used these six words to touch the beautiful side of those indifferent people's hearts and awaken people's hidden sympathy. It plucked the deepest emotional heartstrings.

The ancients said that one word can determine a country. One word can bring down a country, and a three-inch tongue is stronger than a million teachers. This is the power of language and the power of eloquence. The train of history is speeding on the road to modernization. The power of language and the role of eloquence continue unabated. It is said that during World War II, Americans called the tongue (speech and eloquence), atomic bombs and money the three strategic weapons for survival and competition. In modern society, speech and eloquence, as important symbols of modern people, are people's common knowledge.

4. Transfer reading method to extend your experience of the charm of language.

1. Give an example and talk about the charm of language.

Teacher: Is language that arouses people’s sympathy the most attractive? Not only that, this understanding is one-sided. Those words that can bring people strength, belief, inspire people to improve, comfort, encourage and help are all attractive!

The power of motivation

When Carnegie was a child, he was recognized as a very naughty bad boy. When he was 9 years old, his father married his stepmother into the family. At that time, they were a poor family living in rural Virginia, and the stepmother came from a better family. His father introduced Carnegie like this: I hope you pay attention to this worst boy in the county. He gives me a headache. He might throw stones at you before tomorrow morning

To Carnegie's surprise Yes, the stepmother walked up to him with a smile, held up his head and looked at him, then looked at her husband and said: You are wrong, he is not the baddest boy in the county, but the smartest boy who has not found a place to vent his enthusiasm. boy.

What the stepmother said made Carnegie feel warm in his heart, and tears almost rolled down his face. It was with her words that he and his stepmother began to develop a friendship. It was this sentence that became a motivation for him, which enabled him to create the 28 golden rules of success in the future, helping thousands of ordinary people embark on the road to success. Because no one praised him before his stepmother came. This power from his stepmother inspired Carnegie's imagination and creativity and helped him connect with infinite wisdom, making him one of the most influential figures in the 20th century.

Teacher: The real charm of language comes from the soul with the charm of life. The language that can change your life is not only charming, but also contains many things: teaching you how to be a human being?

3. Wonderful review.

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3. Homework

There are many charming languages ??in our lives. Are you willing to look for them? We also have several pictures at the back of the book. Can you write charming language in the narration? Sometimes the same opinion expressed in different ways can have a different effect, and it will appeal to you more if you use the right language. We often see changes in warning signs in society and on campus, which not only attract people but also educate people.

Writing on the blackboard:

23

The charm of language

Pitch black

Colorful colors

Indifferent

Change

Generate sympathy

Smile lightly

Offer help

Sigh

< p> Smiling "The Charm of Language" Lesson Plan 2

1. Teaching Objectives

1. Experience the "language" by learning the story of the French poet Jean Pihoule who helped the blind old man. charm".

2. Combine it with the reality of life and further realize the "charm of language".

3. Read the text emotionally and practice reciting the sixth natural paragraph.

2. Teaching is important and difficult

Understand the first sentence of the third paragraph, "Spring is here, but I can't see anything!" This poetic language has produced such a big impact The function of it is that it has a very strong emotional color.

3. Teaching design ideas

The text describes the French poet Jean Pihoulet helping the blind old man. Praise for his kind-hearted character of sympathizing with and helping the poor and disabled, and at the same time explaining the great role of language arts. The first and second paragraphs of the article compare "I can't see anything" and "Spring is here, but I can't see anything!" What is the difference? What changes happened before and after the poet added a few words. Thereby designing cai courseware card 1 and card 2. The difficulty in teaching is to understand the content of the third paragraph of the text. Why is it said that the latter has "poetic language" and "strong emotional color"? Design card 3 and ask questions. "Spring is here" will naturally make people have many beautiful thoughts. Lenovo, as the text says, show card 4 and practice filling in the blanks. According to the content in brackets, imagine this intoxicating spring scenery. After the picture appears, let students fully experience the psychological contrast between "seeing" and "invisible" and create situations to realize that the blind old man can't see anything in his life. It is naturally fascinating. Sad, sympathetic, and willing to help. The poet can have such a big impact after adding a few words. This is the charm of language.

IV. Media preparation cai courseware

V. Teaching process

(1) Overall perception

Read the full text freely and think about it What does the text tell about?

(2) Study the first paragraph

1. The blind old man stood by the wooden sign, expecting help from passers-by, but the passers-by were indifferent. Find this paragraph and read it. What kind of picture will appear in your mind?

2. Do you want to see this picture? (Show the courseware of the blind old man and the text "I can't do anything". "Invisible" wooden sign.)

3. How did you feel after reading it?

Yes, the blind old man did this because of the pressure of life. He was in a very special situation. It's tragic, but passers-by are so indifferent. Who can read it with a tone? Other students can experience it by reading the book or watching the pictures.

　(3) Study the second paragraph

　1. Gentlemen and ladies in gorgeous clothes walked past, and boys and girls dressed beautifully walked past, but they were all indifferent. How sad was the blind old man's heart! At noon that day, he was lucky enough to meet the poet Jean Pihaole, which changed his destiny. (Courseware 1 The poet appears)

Read 2-5 natural paragraphs silently, and draw sentences about the poet helping the blind old man while reading. (The poet disappears after showing the words "spring is here, but")

2. What changes happened after the poet added these words?

Learn by yourself first, Then the group discusses and the teacher provides focused guidance.

3. Compare and read the changes in the blind old man’s demeanor before and after. After the poet added these words, people changed their original indifference and donated money to help one after another. Listen! (Lesson 2 recording and the poet appears again)

The poet also smiled with satisfaction after reading it.

4. Read by name, one person reads the content before the added word, and one person reads the content after the added word. Other students, think about the difference in tone before and after?

5. Practice with each other at the same table.

6. Read aloud by role.

(4) Study the third paragraph

1. Why does the poet’s addition of the words "spring is here, but" have such a big effect? ??Read the relevant paragraphs freely and find out Draw the answer.

Show the first sentence of the third paragraph and read it together (courseware). What problems will you have?

Let us solve this problem together, shall we?

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2. What do we think of when "spring is here"? (The beautiful scene of spring)

Find this sentence in the book and read it. Who will fill in the blank. (Courseware)

Based on the content in brackets, imagine this intoxicating spring scene, okay?

Do you want to see such a beautiful spring? Please lie down on the table first Go up, don't look up.

3. (Show pictures of spring scenery and background music) Spring is here, white clouds are floating in the blue sky, the swallows are flying back from the south, singing heartily; the deer is admiring the reflection of itself by the stream. The reflection in the water; we chased and played among the green trees and red flowers; the red, yellow, pink... all kinds of wild flowers were in full bloom, it was really a picturesque spring.

Have you seen the picture I played just now? (No, I didn’t see anything.) Do you want to see this picturesque spring? (Replay the spring scene picture) This scene is beautiful Isn’t it beautiful?

(Beautiful!) How did you feel when you couldn’t see just now? (Very uncomfortable)

You feel so uncomfortable when you can’t see for a while. The blind old man has nothing in his life. If you can't see it, it will be even more uncomfortable. How sad and pitiful this is!

4. Read the sentences describing the spring scenery by name, and one person will read the following content. Other students watched the picture and felt it again.

We are also infected by this sentence, practice reading freely and read out our own experiences.

5. Can you try to fill in the blanks below? (Courseware)

6. Discuss the previous doubts.

Let students realize that "spring is here" reminds people of the picturesque spring scenery. The word "but" makes people contrast. The blind old man cannot see this beautiful scenery, so people feel sympathy. The heart is infectious, so it has a strong emotional color and is a poetic language. This is the charm of language.

7. Read the last paragraph together and practice reciting it.

(5) Combining with the reality of life, further appreciate the charm of language

Just a few words have such a big effect, how charming language is! In life , we will also find many charming languages ????for everyone to listen to, please? Show the courseware and realize that different languages ????have different effects.

(6) Summary of the full text

Different languages ??will have different effects. Good language can give people wonderful enjoyment and can greatly shock people's souls. There is a famous saying that goes, "Language is not honey, but it can stick to everything." I hope that students will learn Chinese seriously and let your language have great charm!

(7) Blackboard writing design

The charm of language

Good times and beautiful scenery

Comparative Sympathy

Darkness "The Charm of Language" Lesson Plan 3

1. Teaching content:

Texts for the second volume of the fourth grade "The Charm of Language"

2. Teaching objectives:

1. Recognize 5 new words and be able to write 8 new words.

2. Read the text aloud with emotion, appreciate the huge impact of a few words written by the poet, and feel the charm of language.

3. Expand the reading of relevant content, and practice the ability to read and explain simple reading materials with a little preparation.

4. By displaying the information collected by students, guide students to master the methods of collecting information and cultivate their ability to collect information.

3. Teaching focus:

1. Read the text emotionally, appreciate the huge impact of a few words written by the poet, and feel the charm of language;

< p> 2. Expand the reading of relevant content and practice the ability to read and explain simple reading materials with a little preparation.

IV. Teaching difficulties:

By displaying the information collected by students, guide students to master the methods of collecting information and cultivate students' ability to collect information.

5. Teaching methods:

Combining various methods such as reading, dialogue, and practice, focusing on teacher-student interaction, and using heuristic teaching.

5. Teaching hours:

One lesson

6. Preparation before class:

1. Assign students to preview

Read the text and annotate it yourself, and collect attractive language from various aspects.

2. Make necessary courseware.

7. Teaching process:

1. Conversation introduction

1. Students, do you know this word? Where have you seen it?

After showing "charm", students can speak freely. The teacher should pay attention to standardize students' language, and provide timely affirmation and evaluation.

2. Charm is the power to attract people. Today, we will learn the lesson "The Charm of Language". What kind of attractive power does language have? Ask students to read the article freely first. While reading, use a pencil to mark the places where you don't read it smoothly and practice reading it smoothly.

2. Practice reading the text

1. Free reading

2. Communication: Are there any marked places? Where?

3. Select six students to read the text. Remind students to appreciate where they read well. Camera guidance based on students' reading performance.

3. Feel the charm of the language written by Jean Pihoule.

What did the old man write on the sign? What did Jean Piehaole write? Compared with the two sentences, which one do you think is more charming, and where is the charm?

Students speak freely, and teachers pay attention to standardizing students' language and provide timely affirmation and evaluation.

Do students want to take a look at the beautiful scenery of spring? (Show the spring courseware) But this beautiful scenery on a good day is just darkness to a blind person. ("Pitch Black" courseware)

Teacher talks about self-feeling and understanding

As a result, people have changed. What changes? The reason why this sentence written on the blackboard after the students answered is charming and touching is that it is full of emotion and wisdom. To perfect blackboard writing, use sentences from the text, that is, to show the text and practice reading aloud

4. Extended reading

Americans once called tongues, atomic bombs, and money the things that human beings depend on for survival and The three major weapons of competition; some people now call tongue, money, and computers the three major weapons. Regardless of whether these statements are appropriate or not, they all illustrate how important it is to learn to speak. Our country also has these sayings: (student reading) "One word can rule a country", "One word can bring down a country", "A three-inch tongue is stronger than a million teachers".

There are many stories that show the charm of language. Please take out the reading materials that the teacher gave you before class, and give you two minutes to prepare. We will read them, talk about them, and share them together.

Students read and talk about reading materials.

5. Exchange materials

Have the students collected some attractive language? Let’s talk among the groups first. After a while, the group representatives communicated with the whole class.

6. Accumulate words and sentences

Some people say that words are the "bricks" that make up the building of Chinese knowledge. What words can we accumulate through studying this article?

⑴ Drive a train and read: first-class new words and second-class new words

Shirts begging for sorrow, asking intoxicated, intoxicated, happy and blind

⑵ For first-class new words Must be able to use it. Grouping words is the most common way to practice using them.

First, master the use in the text and compose the words in the text; then expand it. The more words you expand, the better you can use it.

⑶ Write a new type of characters beautifully. Writing guidance and practice.

⑷There are two types of words that also need to attract our attention. Mark and copy.

8. Homework assignment: practice field after class

1. Collect and tell attractive language stories;

2. Try to make your language more interesting Be charismatic and ask others to share your charisma language.

9. Reflection on teaching

Take language learning as the fundamental task and pay attention to the perception, accumulation and application of language. The lesson "The Charm of Language" has exquisite language and clever structure. I have made the following attempts in understanding, accumulating, and using language.

1. Grasp "change" and "unchanged", and inspire students to think deeply about the problem: It's still this place, it's still this old man, why are the results of begging in the morning and afternoon so different.

2. Provide timely guidance and encourage students to read texts emotionally, so as to develop a good sense of language and accumulate language in different forms of reading.

3. Connect with life, expand appropriately, cultivate the ability to use language, and stimulate the enthusiasm for learning Chinese. On the basis of students' understanding of the text, they return to life and exchange the touching words collected. Then, the teacher provides pictures and students try to write charming language. This Chinese language activity not only cultivates expression skills, but also deepens the understanding of the text, so as to kill two birds with one stone.

With the text as the core, we can realize the understanding of the charm of language in multi-directional dialogue. The teaching materials in this class are no longer explaining and asking questions step by step, but starting from the whole and grasping the focus. First of all, students have their first in-depth dialogue with the text through reading, starting from the language and characters, and grasping the word "change" to feel the charm of the poet's modified language. Then, read the sixth paragraph of the text, start a dialogue with the author, and think deeply: Why does this sentence have such a big impact? Then, students share their understanding and knowledge. Taking dialogue with the text as the core, respecting students' personalized reading understanding and experience, and achieving a layered understanding of the charm of language.

My inspiration is:

Let students learn the charm of tasteful language in a Chinese context. When learning the changes after the poet added these six words, students should be brought to To understand the situation, if you were one of the passers-by at that time, what would you think when you saw the words on the wooden sign that changed before and after? Putting yourself into a Chinese language situation is more conducive to Chinese teaching. A good article must be felt by students. First, teachers must enter the text and use their own emotional influence to drive students. Only by being in the situation can they let the students feel it. Students accumulate and apply their insights. In future teaching, I strive to implement this. When preparing lessons, first let yourself enter the text and try to dialogue with the text. While preparing teaching materials and teaching methods, you must also prepare Students, how can we allow students to truly understand the content of the article, and what kind of situations can be designed to allow students to integrate into it. When teaching in a situation, students will be able to express their feelings expressed in the text more fully, and it will be easier for them to understand.