2. Understand profound sentences and summarize the central idea.
3. Learn new words and understand the key words in this lesson.
4. Read the text with emotion.
Teaching focus:
1. Understand the content of the text, understand the characteristics of poplar, learn the noble qualities of frontier builders like poplar, "the place where you need to settle down".
2. Understand profound sentences and summarize the central idea.
Teaching difficulties:
Understand profound sentences and summarize the central idea.
first kind
First, the teaching objectives
(1) Read the text for the first time to understand the characteristics of poplar.
(2) Clarify the context of the text, segment it and summarize the meaning of the paragraph.
(3) Learn the new words and phrases in this lesson and understand the key words.
Second, the focus and difficulty of teaching
(1) Read the text for the first time to understand the characteristics of poplar.
(3) Clarify the context of the text, segment and summarize the meaning of the paragraph.
Third, the teaching process
(1) reveals the subject.
"Poplar" is the name of a tree, also known as Populus macrophylla. Who has seen it? Can you introduce it?
Arouse students' enthusiasm in learning the lesson "Poplar" and introduce students into the scene describing Poplar.
The students speak well. Poplar is widely planted in the northern plains and desert areas of China, because it is straight and has strong vitality, and it can also prevent wind and fix sand. Therefore, people like it.
(2) Learn the new words in this lesson and eliminate the writing obstacles.
1. Fill in the new word list. (sound order, syllables, radicals, look up more pictures, structure, word meaning, word formation. )
2. Guide the students to read the pronunciation correctly and distinguish the glyphs.
Pay attention to guide students to read aloud the pronunciation of words other than the new words in this lesson.
3. Distinguish similar characters and then form words.
Teachers can show similar words, and also let students find out the words that are easy to write wrong in the text, think about which words are similar to them and how to distinguish them, so as to urge students to remember the glyphs correctly.
Touch (Touch) Flood (Flood) Bury (Non) Introduction (Introduction) Xinjiang (Frontier)
Help (assist) baking (contrast) reason (reason) price (evaluation) control (reins)
Endless (endless) tall and straight (tall and straight) clear (clear) Ge (Gobi)
Debate (argue) to court (court) to analyze (analyze) Yi (arrest)
4. Identify words and understand their meanings.
Understanding the meaning of words is the basis of understanding the content of the text, which is usually solved before class. In class, teachers can check students' self-study by asking the meaning of words.
5. Distinguish synonyms from antonyms to further understand the meaning of words.
The words suggested by the teacher are synonyms and antonyms. Please say the corresponding words.
(1) Synonym
Clear-(clear) frank-(show) distinguish-(distinguish) stout-(robust)
Weak-(cowardly) border-(demarcation) discrimination-(defense) meditation-(meditation)
(2) antonyms
Clear-(vague) weak-(strong) wavering-(firm)
Thin-(small) disappear-(appear)
(3) Clear the context, understand the content of the text, and summarize the meaning of the paragraph in sections.
Based on the clue of poplar, this paper divides the text into four paragraphs by the method of natural paragraph merging.
The first paragraph (the first to the third natural paragraphs) mainly describes the tall and graceful poplars beside the railway line in the Great Gobi.
The second paragraph (paragraph 4- 15) is about "dad" introducing the characteristics of poplar to "children" and expressing his own ideas.
The third paragraph (paragraphs 16 to 17) tells that the "child" doesn't understand his father's mind, but knows that there are many poplars on the way to Xinjiang.
The fourth paragraph (the eighteenth natural paragraph) mainly tells that they saw the right side of the train direction, next to a tall poplar tree, several small trees were growing up against the wind and sand.
(4) Read the text, understand the characteristics of poplar, and prepare for understanding the noble quality of frontier builders.
(5) homework
1. Copy new words and phrases.
2. Read the text well.
Second lesson
First, the teaching objectives
(1) Understand the content of the text and learn the noble quality of frontier builders in building the frontier.
(2) Understand profound sentences and summarize the central idea.
(3) Read the text with emotion.
Second, the focus of teaching
(1) Understand the content of the text and learn the noble quality of frontier builders in building the frontier.
(2) Understand profound sentences and summarize the central idea.
Third, teaching difficulties
Understand profound sentences and summarize the central idea.
Fourth, the teaching process
(A) the introduction of new courses.
Students, let's continue to learn poplar. Ask each of the four students to read an article, and the other students think about it. Show the slides and let the students read the questions together. What is the main content of the text "Poplar"?
Please talk about your understanding.
(The text "Poplar" tells the story that dad introduced the poplars growing on the Gobi Desert to his children during his trip. )
"A passenger is watching these guards on the Gobi Desert." "What does" guardian "mean?
The "guardian" here refers to the poplar trees on the Gobi Desert. )
Why is this passenger "lost in thought"? We will understand after analyzing the text.
(2) Understand the poplars that Dad said. Break through the difficulties in the text.
Please draw the words that Dad introduced the characteristics of poplar in the book, and say what the characteristics of each sentence are.
(The first sentence says, "Poplar is always so straight." This sentence describes the tall and straight features of poplars.
The second sentence is, "Where it is needed, it will take root and sprout and grow strong branches." This sentence describes the adaptability of poplar. No matter where it is, it can adapt and take root quickly. )
Read these two sentences collectively and experience the characteristics of poplar again.
The words on the blackboard: straight
Strong adaptability
Ask the students to talk about the features of poplar's straightness and adaptability in combination with the text.
There is a word "tall and straight" in the third paragraph of the text, which shows that poplar trees are tall and straight.
Regarding the characteristics of poplar, there are two "where" in dad's words, which shows that poplar can take root and sprout quickly no matter where and under what circumstances. It shows that poplar has strong adaptability. )
Well said. Please look at the pictures in the book. Where do these poplars grow?
(on the big Gobi. )
That's right. Look at the picture, listen to the music and read the first recording. Imagine what the Gobi is like and talk about your feelings.
Gobi desert is barren and the environment is very bad. )
In such a desolate and barren environment, poplars grow so tall and graceful, which not only shows the straightness of poplars, but also shows their adaptability. Ask a classmate to read dad's second sentence again and experience this feature of poplar.
("Where it is needed, it will quickly take root and sprout and grow thick branches." )
What are the characteristics of poplars introduced by dad in the third sentence?
This sentence is about the characteristics of poplar, strong, not weak, not afraid of difficulties and disasters. )
Blackboard writing: strong
It can be seen from here that poplar is not only "tall and graceful", but also has strong adaptability and can resist disasters. Everything my father said revealed his praise for the poplar. Please read this article in a complimentary tone.
("Poplar trees are always so straight. Where it is needed, it will quickly take root and sprout and grow thick branches. It is always so straight, so strong, not weak, and never wavers, regardless of wind, sand, rain, snow, drought and flood. )
Students, please think about it, is dad's words just introducing poplars? That's not true. Please use the words in the book.
("He is also expressing his own feelings." )
What does "confession" mean?
("confession" means explaining or explaining your thoughts to others. )
However, at this moment, children can't understand their father's "confession". What do they only know?
("They only know that their father works in Xinjiang and their mother works in Xinjiang. They only know that dad went back to grandma's house and took them to Xinjiang to go to primary school, and then to middle school. They only know that Xinjiang is a far, far place, and it takes several days by train and car. " )
The text uses three words "only know" in succession, telling us all the contents that children know. What don't they know? Can our classmates think of them? Discuss and study in groups of four. What don't they know?
The teacher patrolled to guide each group to discuss, and then asked the group to choose representatives to express their opinions.
What does the child not know except what he knows? Please send representatives from each group to talk about the results of your discussion.
Children don't know what their parents do and how to work in Xinjiang.
They don't know why their parents don't work around their relatives, but they want to work in Xinjiang. )
The students spoke deeply. What don't they know?
They don't know why their father sent them to school in Xinjiang. They still don't know what Xinjiang really looks like. )
The students had a good discussion. If the discussion continues, there may be many unknowns. Now let's sum it up together.
Let the students read three "only know" sentences. After each "only know" sentence, the teacher adds the "don't know" content discussed by the students.
("They only know that their father works in Xinjiang and their mother works in Xinjiang." )
But they don't know why mom and dad went to work in Xinjiang. What do you do?
("All they know is that dad went back to grandma's house to take them to Xinjiang to go to primary school and then to middle school."
But they don't know why dad sent them to study in Xinjiang.
("They only know that Xinjiang is a very far place. It takes several days by train and several days by car." )
But they don't know what Xinjiang is like.
Teacher: Students, what children don't know is what dad wants them to know. So, what does dad want them to know? Please discuss in groups again and find out the answers for the children.
Because Xinjiang is the frontier of the motherland, its living conditions and environment are very bad, and it needs many capable and talented people to build it. So their parents came to Xinjiang. )
At that time, many frontier builders, like the parents in the article, followed the call of the motherland and came to Xinjiang. Why do they send their children to Xinjiang?
Because their parents want their children to inherit their work and build the frontier. )
Dad's wish, that is, the main purpose of his trip, was not directly explained, but the students explained it very well. The students seem to understand the content of the text. But dad seems to have a soft spot for poplars. Why?
Dad introduced poplar to express his mind. In fact, he expressed the wish of many frontier builders by introducing poplars: where the motherland needs them to work, they will settle down. )
In fact, many frontier builders left the bustling cities. I bid farewell to my relatives who live together day and night, and resolutely came to the hardest and most needed place in the motherland to contribute my youth and strength, and some even gave their lives for it. Students, do you think they have the noble character of poplar?
With reverence, we once again read a few words from my father praising poplar trees.
(3) Read the last paragraph silently and understand that Dad is "lost in thought again."
Students, through the above analysis, the aforementioned father looked out of the window in the car and was "lost in thought" because he thought of himself. But now my father "looks" at the poplar trees flashing outside the window, lost in thought. What is he meditating on? Where did you see it?
(The second sentence of the last paragraph of the text says, "Suddenly, a smile floated around his mouth." This is because he saw several small trees growing against the wind and sand beside a tall poplar tree. A few small trees symbolize that the next generation of frontier builders will rise to the challenge and thrive. This is what he wants. So he's happy. From this, I also understood the content of my father's meditation just now. He wants to know whether the children can meet the difficulties and build the frontier like them.
Well said. Dad's "smile" has shown that he doesn't have to worry.
(4) After reading the full text, I realized that frontier builders have the noble character of poplars.
(5) Understand the central idea of poplar.
The teacher showed the projection:
Choose the most accurate central idea that you think is summarized:
1. This article tells the story of a frontier builder who introduced poplars growing on the Gobi Desert to his children during his trip.
2. The text expresses the ambition of frontier builders to take root in and build the frontier.
3. Through the trip of a frontier builder, this paper introduces the poplars growing on the Gobi Desert to the children, and praises the great ambition and selfless dedication of the frontier builder to take root in and build the frontier.
Let three students read three kinds of answers, compare them, then find the most accurate answer and tell the reason.
I think the third answer is the most accurate. Because the first one only wrote the main content of the text, without the writer's writing purpose. The second kind has nothing in the lecture, only the author's writing purpose, which seems to be incomplete. The third is the most comprehensive and accurate, combining the writing purpose and main content of the text. )
Please look at the third answer.
Writing on the blackboard: taking root at the forefront
Build a frontier
(6) Summarize the full text.
We know from the title that this passage is about poplars, but through the analysis of the passage, we further understand that the author's description of poplars is actually a tribute to the builders of the frontier. This writing is novel and fascinating. This method is called borrowing things to compare with people. On the surface, I wrote about poplars, but the real purpose is to write about people there. The character of poplar is the character of frontier builders. Poplar grew up facing the wind and sand, which is also the expectation of frontier builders for the healthy growth of children rooted in the frontier.
Writing on the blackboard: borrowing things to describe people
Students, let's * * * remember the characteristics of poplar and go forward in our future life.
Attachment: blackboard design
Comments on teaching plans:
The combination of pictures and texts in teaching allows students to perceive the image beauty of poplars. Focus on reading three sentences introduced by dad about poplars, and then experience the beauty of poplars' gender and talk about what dad and poplars have in common. At the same time, we can deepen our understanding and experience by reading aloud with emotion. Teachers guide students to carry out autonomous inquiry learning, so that students can since the enlightenment, discover and solve problems by themselves in reading, thinking and discussing. When students' thinking is blocked, they should be dredged, guided when they are unclear, helped when they are not well expressed, and encouraged to express their opinions in the discussion.
Investigation activities
1. Continue to write according to the text. Imagine how the "elder brother" and "younger sister" in the text care about and build Xinjiang 20 years later.
By reading books and newspapers, listening to radio and watching TV, we can understand the development of the western region and communicate with our classmates.