High school language teaching design questions answer skills

Learning Objectives

1, through comparative reading, learn to convey the details of the description.

2. Read the text aloud with feeling and savor the deep love between father and son.

3. Cherish the love of family, enhance communication and exchange with parents, and cultivate the traditional virtues of the Chinese nation.

The teaching objectives are in fact three-dimensional objectives, preferably no more than four.

The focus of the teaching: read the text with feeling, in the analysis of words and sentences, taste in the words between the father and son love.

Teaching Difficulties: Through comparative reading, learn the descriptive details.

Lesson time: one hour

If the topic is not covered, this lesson can be left out

Teaching process

I. Create a situation to introduce the new lesson.

Play the music "Father" (in a low voice) to render the atmosphere. In the rhythmic sound of the music, the teacher rambled like the introduction: father is a star, accompanied by my childhood dreams; father is an umbrella, for me to hold up a clear sky without rain; father is a pool of lake water, tolerate my ignorance and pouting; father is a bridge, ferrying me from sadness to happiness. Yes, the affectionate words are full of our father's love and affection, but also the father's most realistic portrayal. Today, we will study a documentary essay of both quality and beauty, which also portrays a father who loves his son, and this essay is Mr. Zhu Ziqing's "Backstory".

[Design intent: The song "Father" as the introduction, so that students initially feel the greatness of the father's love, to lead students into the learning situation, stimulate the students' desire to read, thereby triggering students to think y, so that the students appreciate the true meaning of the father's love, to receive the effect of storing feelings].

Normal teaching design actually does not need intent, put here to facilitate understanding

Second, the introduction of the author, stimulate interest.

1. Students exchange information about the author.

2, teachers and students **** with the exchange of information collected by the author.

Zhu Ziqing is a Chinese essayist and poet. The word Peixian, Jiangsu Yangzhou people, originally from Shaoxing, Zhejiang Province. 1948 August refused to accept the U.S. relief food, poor and sick died in Beiping. He is the author of a collection of poems and essays called "Traces", a collection of prose called "Backstory", and "Miscellany of European Travel".

3, the students read "author profile".

[Design intention: to create such an opportunity for students to communicate, on the one hand, let the students have a comprehensive understanding of the author of this article, on the other hand, to stimulate students to read Mr. Zhu Ziqing's interest in this essay, for the following study to lay a better psychological foundation].

Three, overall perception, feeling affection.

Transition: When it comes to Mr. Zhu Ziqing's prose, we have to mention his "Backstory". The first time I saw this, I was able to get a good look at it.

生自由发言，教师总结：Yes, "Backstory" is a song of love, love song. She has made how many people haunting, and how many people wept. The text is everywhere cohesive love, a meticulous, omnipresent deep and passionate love.

1, words and deeds to see the father

Quickly read the text, and make a circle to outline, think: from the father's point of view, to experience the father's meticulous love for his son.

(Students combined with the content of the text to speak, the teacher points to summarize:

[Design intention: the traditional language reading teaching, often according to the knowledge point dismemberment of the text, in order to achieve "point by point implementation". The "main problem" of the text and the teaching process has an intrinsic traction, is highly generalized and refined, is a kind of teaching problem that can lead to holistic reading. "From the perspective of the father's words and deeds, experience the father's meticulous love for his son." This link is to seize an emotional clue in the text, with such a main question, prompting students to think and explore on their own, thus guiding students to seek a preliminary understanding of the text in reading. Such reading is done by the students on their own, and its role is beyond the reach of the teacher's explanation of indoctrination].

Transition: a father's a look, a subtle action, a simple word, an isolated back, a parting look back, all y moved the author. In these nuanced words and deeds, the most touched one is what, why?

2, moved to talk about the father's love

Students exchange the most touched one, the teacher summarized the transition: Indeed, the text of the father's love heaps of mountains, visible everywhere, and which "for the son to buy oranges" can be called a classic pen, let's walk into the world of the father's love.

3, the details of the father's love

(1) watch the video clip "for the son to buy oranges", listen to the reading.

(2) show the deleted passage, comparative reading, ask: you think the text of which detail particularly impressed you, why? Please infect other students with your reading again, so that they and you have ****ing.

Original text Deleted passage

My father was a fat man, and it took more work to walk over. I wanted to go and he refused, so I had to let him go. I saw him walk to the railroad tracks in his hat, coat, and robe, and it wasn't too hard for him to go down. But it was not easy for him to cross the railroad tracks and climb up to the platform. He climbed up with his hands, and his feet shrank upward; he leaned a little, and showed that he was making an effort. At that moment I saw his back and my tears flowed down.

My father was a fat man, and it was a lot of work to walk over there. I was going to go, he refused, so I had to let him go. I saw him wearing a black cloth cap, wearing a black cloth coat, dark green cloth cotton robe, hobbling to the side of the railroad tracks, slowly probe down, not yet very difficult. But it was not easy for him to cross the railroad tracks and climb up to the platform over there. He used both hands to climb on top, two feet and then upward shrinking; his fat body to the left slightly tilted, showing the appearance of effort. At this time I saw his back, my tears quickly flowed down.

(3) table to communicate with each other, say the details that touched you the most.

(4) Students read freely to build up their feelings for individual reading.

(5)Individual reading with music, in the sound of music for the whole class to get inculcated. (Light music: "Moonlight")

(6) read with music, to experience the detailed description of the text.

(Teacher's summary: In that day of misfortune, the image of an old and decrepit father, struggling to climb the platform to buy oranges for his son, is fixed in our hearts. This is attributed to the delicacy of the father's love, the author's evocative description. So, this strange but familiar, clear but blurred "back" of the father's love, touched the author, touched the classmates, also touched me. The author was in tears, and so were we.

[Design Intent: The Language Curriculum Standard requires: "Be able to deduce and grasp the meaning and function of important words and key phrases in context." Some words and sentences look ordinary and plain in the text, but if we think carefully and try to figure out the profound connotation, the main idea of the article is often in our understanding of the key words and sentences before we step into the darkness. This design through comparative reading, the wonderful details deleted, replaced by emotionless narrative text, so as to guide students to understand the author in the plain language, evocative detail description permeated by the sincere feelings. This design abandons the tedious basic knowledge and dictionary meaning of word interpretation and other forms, focusing on the humanistic connotation of the text and the overall mining of the essence of thought.

Four, appreciate reading the text, understand the affection.

1, feel the son

In the face of his father's words and deeds, the son has what feelings? Please circle and outline in the text.

2, change in the son

show the feeling of the sentence, read together, think: the son's understanding of the father's love what changes?

(Students read the sentences and speak freely. Teachers summarize: the son of the father from the previous do not understand, to understand and then to the final deep self-blame, true feelings, subtle . Changes let us realize the author's sincere love for his father.)

3, the beauty of reading in the realization of the son

The beauty of reading the end part of the article, students read with music. (Light music: "Miracle")

[Design intention: this design is put forward from the "I" point of view, the purpose is to study the author's attitude towards his father's changes, through the changes to find the author's feelings change the nuances of the author's feelings, so as to let the students appreciate the author's love for his father. In this process, students dig deeper into the author's spiritual world. The students have fully understood the theme of "Father loves son, son loves father" with a clear moral standard, which fully reflects the concept that "the language curriculum should also emphasize the improvement of students' moral cultivation and aesthetic interests, so that they can gradually form a good personality and sound character. "The idea."]

Transition: Tearful eyes, everything becomes blurred, only the heavy and difficult back frozen in front of the eyes. When we read this article, we can't help but think of our own fathers. You must have been y touched by your father, maybe it is a farewell, maybe it is a conversation, maybe it is a look, maybe it is a special gift.

V. Open your heart and release your affection.

Please open your heart and write about your experience and talk about your understanding of father's love. (You can use a story about your father, a popular song, or a timeless little poem?)

First, the guiding ideology

In order to comprehensively implement quality education, deepen the curriculum reform, to create a high-quality, efficient high school language classroom, according to the Municipal Bureau of Education, "on the city to carry out the selection of outstanding primary and secondary school lesson plan activities.

Second, the selection requirements

1. Teaching concepts are novel. To highlight the student's main position, reflecting the independent, cooperative, inquiry learning style.

2. Teaching design optimization. It is the teacher prepared, on out, race out, to be good, practical, useful.

3. The use of appropriate teaching tools. According to the actual teaching, the appropriate use of multimedia aided teaching

4. Teaching design links complete. There should be a post-course reflection, at the same time, the teaching design of the use of the proposal.

5. Leadership and reference role. To really play the excellent teaching design of the driving, leading role.

6. Teaching design requirements detailed case.

Third, the basic requirements of the lesson plan

1. In accordance with the national "Curriculum Standards" (senior "Examination Instructions") of the overall objectives and teaching requirements, the teaching objectives are clear, the teaching of the knowledge point, ability point, education point, the key points are effectively highlighted.

2. According to the teaching content, the teaching mode and method are chosen scientifically and flexibly. The modes and methods used can effectively emphasize the main position of students, reflecting the teaching concept of "student-oriented, problem-oriented".

3. Focus on the design of classroom activities and problems. To highlight the effectiveness and universality of teaching activities, pay attention to the actual effect of the activities. The design of the problem should have a depth of thought, inspirational and instructive.

4. Make full use of a variety of teaching tools and teaching resources. To elaborate classroom materials, teaching aids, to improve the effectiveness of teaching. Make full use of the network, books and newspapers and various media resources to enrich the teaching content, broaden students' horizons, to meet the needs of students' personalized development.

5. The teaching process should be in line with the general law of cognition. Fully embodies the hierarchy of the teaching process, progressive, link transition natural; teaching instructions accurate, concise, fluent, teaching instructions clear.

6. Fully embodies the nurturing function of the language curriculum. Guiding students to pay attention to society, life, life, is conducive to the formation of a correct world view, outlook on life and values, is conducive to the healthy growth of the body and mind, is conducive to the cultivation of interest, habits, quality of thinking.

Fourth, the structure of the elements of the lesson plan

1.

2. Teaching objectives: based on the curriculum standards, the four aspects of the lesson time of the knowledge, ability, education, and the important and difficult points of the objectives, refinement, specific description.

3. Teaching mode, methods and means: a brief description of the teaching mode, teaching methods and means used in this lesson.

4. Teaching process: a detailed description of the task design, problem design and activity design; classroom teaching terms, such as introduction, transition, evaluation, explanation, and summarization should be clearly expressed.

5. With the classroom training and expanding materials: to have to achieve the teaching objectives designed (or used) to consolidate the training questions (groups), reading materials and other classroom teaching resources.

6. After-school homework: According to the content of the teaching, the design of diverse after-school homework. The amount of homework should be appropriate, and the total amount of homework in class should not exceed 30 minutes.

7. Teaching reflection: according to the implementation of the situation, the teaching of this lesson to reflect on and summarize the gains and losses.

V. Selection

1. The collection and selection of activities for all the city's general high school senior high school, the second year of all language teachers.

2. The collection and selection of lesson plans, for the text of the detailed plan, must be the actual classroom teaching verification, with a high degree of classroom achievement of the lesson plan.

3. The collection and selection of lesson plans must be prepared independently by individual teachers (or collectively) and consistent with the teaching progress of the grades they lead, and used in the classroom lesson plans.

4. The participating lesson plans must be selected at various levels. Each high school should set up the appropriate selection organization, responsible for the initial evaluation; teachers declared individual lesson plans, not included in the selection scope.

5. Evaluation to 1 week as a cycle, the units strive to complete the recommendation on Friday, the next Monday morning must be declared.

6. The Municipal Education and Research Office organized the selection of the relevant professional organizations, and the results were announced in due course.

7. The declared lesson plans should be in the form of electronic manuscripts, sent to the designated mailbox.

Appendix:

1. High school language excellent teaching design class model

2. High school language excellent teaching design (sample case)