The mobile phone received a message, but the message number was 5757 19400232. I don't know what that is. Where did it come from?

Teaching objectives:

1. Learn the new word 10, and know the four words "dip, poke, skim and slightly drunk". Can read and write the following words correctly: closet, rust, rub, fur coat, grab, porridge, grab, address, mailbox, warm kang, Christmas.

Teaching process:

First, write on the blackboard and solve the problem.

1. Read the blackboard title together.

"Fanka" is the character in the story. This paper is based on the names of the characters in the story.

2. Introduce the author of this article.

The author of this article is Chekhov. He is a famous Russian writer. Born in 1860, died in 1904. Born in a small businessman's family, he entered the medical department of Moscow University from 65438 to 0879. Worked as a shop assistant and a doctor. He lived at the end of19th century, which was the darkest period of czar's rule in Russia. Social unrest. His works mercilessly exposed the irrational social system and the evils of capitalist society under the czar.

3. Introduce the writing background of Fanka.

Fanka was written in 1886. It reflects that during the reign of Tsar Nicholas III, countless bankrupt farmers were forced to flow into cities to make a living and were deeply exploited, even their children were not spared. There are two apprentices in Chekhov's small grocery store, who are often abused by his father. He knew the life of an apprentice from an early age and sympathized with the unfortunate fate of a young apprentice. Therefore, the novel Fanka is real and touching, and it also shows us the miserable life of poor working people in the old Russian era.

Second, show the requirements and teach yourself in class.

1. Read the text carefully and understand the central idea and main expression of the text.

2. Clear your mind, identify the paragraphs of the letter, and distinguish the content and association of each letter; The text is segmented on the basis of finding suitable paragraphs.

3. With the help of thinking after class, read carefully paragraph by paragraph and try to understand the text.

4. Learn new words by yourself.

Third, check the students' preview.

1. Look at pinyin and write words.

2. Draw "√" after the correct pronunciation.

3. Understand words:

Gloomy: Gently press with your hand and move it once to make it smooth.

Last: A model used to make shoes and hats, mostly made of wood.

Blessing: superstitious people call it the protection and assistance of divine power.

Compassion: charity and compassion.

Send: To send (out).

Villa: a garden house built in the suburbs or scenic spots for rest and recuperation.

Play tricks on or embarrass others.

Prayer: Christians or superstitious people turn to heaven and God for help.

Sniff: Sniff and cry in a low voice.

Ruble: the name of the Russian monetary unit.

Drunk: describes being drunk.

Fourth, listen to the teacher's demonstration to read the text and dredge the content of the article.

1. Listen and think: What does this text say about Fanka?

(The text mainly talks about Fan Ka's letter to Grandpa. )

2. Clear the context of the article.

Taking the letter as a clue, what part of the text is it about? Can you try to segment the text?

3. Students report segmentation.

(It is divided into three parts: before writing a letter (1-2 natural paragraph); Write a letter (paragraph 3- 15); Finish the letter (6-2 1 paragraph)

Paragraph 1: On Christmas Eve, when her boss went to church, Fanka secretly prepared to write a letter.

The second paragraph: the content and association of Fanka letter.

The third paragraph: Fanka's dream after writing an envelope, sending a letter and sending a letter.

Follow-up: Can you tell me the basis of subdivision?

Write in the order of things. )

Verb (abbreviation for verb) assigns homework.

Read the text with emotion, and read the place that moves you most several times.

Second lesson

Teaching purpose:

1. Understand the contents of the article, understand Fanka's tragic life experience, and appreciate the thoughts and feelings expressed in the article.

2. Understand the expression method of combining the author's narrative, letter content and memory interpolation.

3. Read the text with emotion.

Teaching process:

First of all, explore writing ideas and overall perception.

1. Memory: What did Fanka write in that article? In what order are they written?

(The text is mainly a letter to Fanka. It is written in the order of preparing to write-writing-writing. )

2. What do you want to know about this matter? Guide students to ask questions.

(1) What is the content of each card?

② How did Fanka write to Grandpa?

③ Why did Fanka write to Grandpa? Why do you want grandpa to take him back to the village?

(4) Fanka wrote this letter. Can Grandpa receive it? Why?

3. Read the text silently and find out where the author narrates. Where is the content of Fanka's letter? Where did you write the idea of Fanka in the letter?

Second, learn about Fanka's life and feelings from the letter.

1. Read the contents of Fanka's letter silently and think about what Fanka wrote in the letter.

Tip: We can understand the contents of the letter layer by layer according to "He wrote", "Continue to write", "He continued to write" and "Fanka continued to write".

2. Students communicate and teachers guide them.

(First floor: Fanka misses Grandpa; Second floor: Fanka was tortured in the shoe store; Third floor: Fanka can't stand it; The fourth floor: Fanka once again begged grandpa to take him back to his hometown and say hello to the villagers.

3. Understand the miserable life of Fanka.

(1) Read the floor silently "Fanka was tortured in a shoe store". What's your problem?

(1) How did Fanka suffer in the shoe store?

② Why was Fanka tortured?

(2) Free reading of relevant content. Which question are you interested in? Only study which problem. Mark when reading.

(3) student communication and teacher guidance.

The author wrote about the hardships of Fanka's apprentice life from the following aspects: ① Beating: being dragged by the boss, dragged into the yard and beaten with a belt; The proprietress poked him in the face with a fish mouth, because Fanka picked up the fish "from the tail"; (2) Hunger: "Nothing to eat", (3) I can't sleep well because of the cold.

From these places, we can appreciate the hardships of life, the misery of fate and the darkness of society at that time.

(4) What other sufferings did Fanka suffer? Why? Please expand your imagination and speak for Fanka.

(5) read the instructions.

How can a nine-year-old child bear such heavy labor and suffer so much? How to read it?

Third, understand Fanka's life and feelings from Fanka's mood.

1. Read the author's narrative part and think about how Fanka felt when he wrote a letter. Is there any change?

2. Show projection: understand key sentences. Experience Fanka's inner activities from keywords.

(1) every card pie pie, rubbing his eyes with dirty hands, sniffles.

Satisfied that no one bothered him to write letters, he put on his hat, not even a shabby fur coat, but a shirt and ran into the street.

An hour later, he fell asleep with sweet hope.

(sentence 1 describes Fanka's actions after telling her story, highlighting Fanka's extremely painful mood. The second sentence shows that Fanka is eager to send the letter so that Grandpa can pick him up quickly and get rid of his inner activities. The third sentence is satisfied that the letter was not disturbed, and the letter was sent smoothly, and the mood must be much easier. So I fell asleep with sweet hope. )

Read these three sentences again and read out your experience.

Fourth, read aloud to deepen understanding.

The teacher led the reading ... Fanka complained to grandpa and asked him to take him back to the village ... and invited a classmate to read. What did you learn from his reading? (Fanka is lonely and tortured, and Fanka is eager to leave here. )

Fifth, learn about Fanka's life and experience emotions from Fanka's contacts.

1. Name the associations that read the model cards, and put forward some problems worth studying around the associations of the model cards.

What did Fanka think of? Why do you think of this? )

2. Read freely and look for answers in books.

The first time I thought of my grandfather's vigil, I thought of the scenery in the winter night in the country. The second time, I thought of cutting down the Christmas tree with my grandfather. Thinking of grandpa highlights Fanka's yearning for grandpa; Associated with the scenery of winter night, it can be seen that winter night is full of happy atmosphere, which is in sharp contrast with Fanka's apprentice life, indicating that Fanka misses her grandfather and everything in her hometown. Reminiscent of grandpa cutting down the Christmas tree, we can see that grandpa's life in the countryside is very poor, but it is so beautiful, happy and interesting in Fanka's memory, which shows that Fanka's life in Moscow is lonely and desolate.

Sixth, discuss the characteristics of this article in expression.

1. Students discuss.

2. Exchange reports.

(1) Two memories are the insertion of this article. These two associations played a comparative and contrasting role in Fanka's apprentice life.

(2) The detailed description of the article is outstanding. Look for detailed sentences in the article and read out your own experience.

(Fanka tells how she was beaten, hungry, frozen, tortured and ate everything for three meals. Recalling the details of grandpa's vigil, such as what he looked like, how he kept vigil, how two dogs followed him, and what it was like to cut down the Christmas tree in the Woods and fir trees, people read it as if they had seen the scene at that time, which was vivid and touching. )

(3) What are the characteristics of the article? Find out your favorite sentence and tell the reason.

Seven, reading and writing.

What happens when Fanka wakes up?

Attachment: blackboard design

Comments on teaching plans:

Fanka has a complex structure, so the main line can be deducted and the branches and leaves can be discarded in teaching to determine the teaching focus. Grasp the key paragraph in the article-the tragic experience of Fanka's apprentice life. Ask the students to discuss what happened to Fanka. Why were you beaten? How did you get defeated? Then experience the inhuman life of Fanka. Secondly, grasp the key sentences in the text and let the students understand. With the help of repeated reading and various forms of reading, students are guided to enter the emotional atmosphere described in the language, experience the author's inner world, realize emotional connection, and push teaching to a climax with half the effort. Attention should be paid to stimulating students' imagination in teaching. Fanka's letter to grandpa is intermittent, and there are many ellipsis in it. Here, guide students to expand their imagination and turn static ellipsis into real life content. For example, what else did Fanka suffer? Why? Please expand your imagination and speak for Fanka. This kind of teaching design can stimulate students' emotions and add tragic and touching power.

Investigation activities