Teaching design and analysis of unit 4 in the second volume of Chinese in grade four

This unit is mainly composed of three unforgettable articles: The first lesson, 1 1, The Warrior in White Forever, is a very touching article, which tells the touching story that Ye Xin, the head nurse, faced with a highly contagious disease-atypical pneumonia, took patients back from the hands of death one by one regardless of her personal life safety, but contracted atypical pneumonia and died unfortunately. Lesson 12 Tomato Sun focuses on what I have seen and heard, describes the words and deeds of blind children in the order of time development, depicts their good voices, good looks and good smiles, and expresses their inner feelings at the same time. The lines are full of love for blind children. Obviously, although she can't see the beautiful world, she is beautiful, cute, smart, kind-hearted and caring for others. She is the "tomato sun" hanging in my heart, making me feel warm. Lesson 13 "Holding my mother for the first time" describes "I" to protect my sick mother in hospital. When I picked up my mother and asked the nurse to change my sheets, I found that my mother's body was very light. I couldn't help but think of the past when my mother crossed the mountains with a heavy burden with her weak body, and I felt sad and guilty. So, just like my mother hugged herself when I was a child, "I" held my mother in my arms and let her sleep, only to find tears in her eyes. Focusing on the dialogue between "I" and nurses and mothers, this paper briefly and vividly describes the scene of "I" holding my mother, expressing my reverence and love for my mother. Lesson 14 "I am not the weakest" tells the noble quality of Sasha's family consciously protecting the weak.

Second, the teaching objectives:

1. Be able to read the text correctly, fluently and emotionally, and read the text in different roles.

2. Learn to write new words in the text, know the words in the green line and understand the new words.

The formation of words.

3. Be able to understand the content of the text and understand the characters by reading the text.

4. Experience the "white warrior"-Ye Xin, the head nurse, who is fearless in times of crisis and takes the lead.

The noble spirit of self-sacrifice. The infection of "Ming Ming" beautiful childlike innocence to "I"

5. Feel the fearlessness and broadness of the "mother" and deepen the reverence and love for the mother.

6. Educate students to learn from the Sasha family and consciously protect the weak.

7. Learn to write a paragraph describing the rainy scene in a few words.

Third, teaching tools: objects, pictures, projections, multimedia courseware, etc.

Fourth, teaching methods: combining reading with enlightenment, creating situations and mobilizing the free expression of emotional experience.

Learning methods: group cooperative learning, independent cooperative exploration.

1 1 forever white warrior

Teaching requirements:

Knowledge and ability:

1. Read the text correctly, fluently and emotionally.

2. Learn 7 new words in this lesson. The word 10 in the two green lines can only be read but not written. Be able to understand the words such as "skilled", "tired", "leading" and "expressive" in the context.

3. Find out the sentences in the article and talk about how Ye Xin, the head nurse, risked "high risk" to carry out "high intensity" and "high efficiency" rescue work.

Process and method: group cooperative learning

Emotions, attitudes and values:

Experience and feel the "warrior in white"-Ye Xin, the head nurse, is fearless in times of crisis, taking the lead and sacrificing herself for others.

Teaching emphases and difficulties:

1. Read the text carefully and feel the "white warrior"-the noble spirit of Ye Xin, the head nurse, who is fearless in times of crisis, taking the lead and giving herself up for others.

2. Find out the sentences in the article and talk about how Ye Xin, the head nurse, risked "high risk" to carry out "high intensity" and "high efficiency" rescue work.

Develop education and training points: cultivate students' habit of understanding words and sentences in context.

Teaching time: two class hours

Teaching process:

first kind

First, create situations and introduce topics.

1. After reading the topic "Soldiers in White Forever", we can't help but think of all kinds of memories during the SARS period, when everyone was in danger. Maybe it's because everyone is young and doesn't have much memory. Now let's take a look at some photos at that time and get to know that extraordinary moment. (Showing screen) So who knows what kind of disease SARS is? It is a highly contagious disease-atypical pneumonia. (Students exchange information)

Atypical pneumonia: It is a respiratory infectious disease caused by mutant coronavirus infection, which is mainly spread through close air droplets and close contact. The clinical manifestations are pneumonia (such as fever, dry cough and shortness of breath). According to the characteristics of the epidemic situation, the World Health Organization named it "Severe Acute Respiratory Syndrome" or "SARS" for short (pronounced as "SARS" or "SARS").

2. Lead to the topic: Forever White Warrior

3. What do you want to know about the topic?

Second, teach yourself the text.

1. First, read the new words in the vocabulary after class twice and pronounce them correctly.

2. Read the text correctly and fluently. Read the difficult places twice.

3. After reading, draw the words with new words in the text, read them and recognize the glyphs.

What do you think of this text?

Third, check the self-study situation.

1. Show the new words, read the names aloud and correct the pronunciation.

2. Read the text according to the paragraph names.

(1) Guide students to help each other and correct the wrong sentences.

(2) Guide students to appreciate others' reading aloud, learn from others and learn from each other's strengths.

3. Read the text silently, think and discuss the main content of the text-who wrote the text mainly? what's up

Fourth, teach new words.

1. Show the new words and read them by name.

Tell me which word is difficult to write, which needs special attention.

3. The teacher wrote: "Cough", "Measure" and "Device".

Students draw red on the Chinese book.

Verb (abbreviation for verb) assigns homework.

1. Write it in the copybook.

2. Read the text correctly and fluently.

Second lesson

First, check and review.

1, read

The SARS infectious disease "SARS" is filled with smoke on the battlefield.

Take the lead, fight day and night, never get tired, and be determined.

2. Say the main content of the text in your own words, you can use some of the above words.

Second, intensive reading of the text

(1) Learn paragraphs 2-7.

1. Create a scenario and import the text.

Yes, in 20xx, SARS raged! People are in extreme panic. This is really a war without smoke! However, in this war against SARS, a head nurse "took one patient after another back from the hands of death" and "left her beloved post, comrades-in-arms and relatives forever!" At the funeral home in Guangzhou, when people bid her farewell, "wreaths like the sea, tears like rain".

Why do people miss her so much? Let's go to the text together and read her touching deeds.

1. The teacher read the second and third paragraphs affectionately.

2. Show the requirements of self-study and arrange 4-7 natural paragraphs for students to learn by themselves.

(1) Which paragraphs describe the heroic deeds of head nurse Ye Xin in detail? Find it and read it.

(2) Read and think: What are these texts describing respectively? Summarize it in one or two sentences and write it at the end of each paragraph.

(3) Read a paragraph or two carefully, draw sentences that directly describe Ye Xin's actions or language with "-",and then think about what you have learned from these sentences. You can also write down your experiences in the book. )

3. Students read independently, and teachers patrol to understand the situation.

4. Organize student exchanges.

(1) Tell me about the key paragraphs they summarized.

(2) Talk about the experience of reading relevant paragraphs.

Pay attention to guide students to understand the words such as "taking the lead", "tired", "resolute" and "expression" in the context, and deepen their understanding of the noble spirit of the characters by understanding these words. According to the paragraphs selected by students in the communication process, guide students to read aloud with emotion in time. Through various forms of reading and communication, students are influenced by lofty spirit and infected by great personality.

5. Instruct students to speak.

(1) Requirements: Read the text silently, find out the relevant sentences, and talk about how the head nurse Ye Xin risked "high risk" to carry out "high intensity" and "high efficiency" rescue work.

(2) Students read the text silently as required and draw relevant sentences.

(3) communication.

High risk: In order to keep the patient's respiratory tract unobstructed, a large number of blocked thick blood sputum must be eliminated, which is the most infectious. Rescuing a severe SARS patient is often accompanied by the collapse of many medical staff.

I realize that SARS is highly contagious and has a high mortality rate.

High efficiency: Mr. Liang, the former SARS coronary heart disease patient, came to the emergency department for treatment because of fever and cough, and his condition deteriorated sharply in a short time, with difficulty breathing and irritability. Ye Xin came quickly, skillfully shook the hospital bed to let the patient take a semi-recumbent position, put on an oxygen mask, gave him an intravenous cardiotonic, and monitored his heart rate, blood pressure and breathing ... Two hours later, the patient was finally out of danger.

Ye Xin's high efficiency can be seen from a series of skilled nursing actions.

High intensity: Ye Xin forgot to rest and dragged his tired body to save another patient. Ye Xin runs at full speed like a tireless machine, taking one patient after another away from death.

Even refused to answer the phone at home when he was busy.

Tired all morning, I didn't drink a mouthful of water.

High-intensity work made Ye Xin exhausted before he was knocked down by the disease.

(4) Using these sentences, organize your own language and tell how the head nurse Ye Xin risked "high risk" to carry out "high intensity" and "high efficiency" rescue work. You can say a paragraph around "one center"

Understand the role.

Is she afraid of high-risk jobs? How does she treat her colleagues?

(1) naming names shows that in the face of danger and death, colleagues can always hear Ye Xin's categorical words: "It's dangerous here, let me do it!" Ye Xin silently made a choice with no regrets-try to give consideration to the rescue and nursing of critically ill patients, and sometimes even shut out his colleagues, leaving you no room for discussion. She knows that she may fall down one day, but she is willing to keep her colleagues from being infected!

(2) What did you feel from Ye Xin's outspoken words?

Caring for colleagues, giving up one's life and forgetting one's death. (writing on the blackboard: forgetting to die)

(3) Guide reading.

Various forms to guide reading Ye Xin's categorical words: "It's dangerous here, let me come!"

6. Learn 1, 8, 9.

(1) Name what the students read aloud.

(2) What do these natural paragraphs tell us respectively? How to describe the head nurse Ye Xin? What are the benefits of this description?

(3) Read these three paragraphs together.

7. Read the whole article with emotion.

Third, deepen the theme.

1. Why do you say that Ye Xin is a "white warrior forever"? Can the title be changed to "Forever angels in white"?

2. Group discussion.

3. communication.

Fourth, extracurricular expansion.

1. Collect and introduce the information about the national people's fight against SARS and hold exhibitions.

2. Collect information about Ye Xin's life story and make supplementary reading.

Blackboard design:

1 1 forever white warrior

heal the wounded and rescue the dying

Lead the soldiers to charge.

Sacrifice one's own interests for others

12 "Tomato Sun"

Teaching requirements:

Knowledge and ability:

1. Read the text correctly, fluently and emotionally, and read the fourth paragraph silently.

2. Learn 8 new words in this lesson, and only know 3 words in two green lines. Understand the words made up of new words.

3. Experience the deep impression of "Tomato Sun" on "I", experience the infection of "Mingming" beautiful childlike innocence on "I", and read the characters' language in the text with emotion.

Process and method: group cooperative learning

Emotion, attitude and values: realizing bright and beautiful childlike innocence.

Teaching emphases and difficulties:

1. Read, understand and learn the new words in this lesson.

2. Understand the meaning of "tomato sun" and experience the bright childlike innocence.

Training points for education and training:

Cultivate students' habit of understanding words and sentences in context.

Teaching preparation: multimedia courseware

Teaching time: three class hours.

Teaching process:

first kind

First, the introduction of new courses.

1. Show me tomatoes: What's this? (Tomatoes, writing on the blackboard: tomatoes)

2. These names explain the basic characteristics of tomatoes, which are from the west (meaning foreign countries), solanaceae plants, shaped like persimmons, with red fruits.

3. Is it similar to the sun? (red and round)

4. Look at the topic and talk about your questions after reading it?

5. Introduce the author

The author Wei, paralyzed by a car accident, came to the town mentioned in this article with crutches to escape his parents' arranged marriage. Wei, who is in a gloomy mood, has changed because of a blind girl. Let's learn the story between them.

Second, reading the text for the first time

1. Read the new words in the text and pronounce them correctly.

2. Read the text freely, read the text correctly and read it fluently. If you have difficulty reading aloud, you can read it twice more.

3. Read the text in your favorite way and practice summarizing the main contents of the text in a few sentences.

Third, check self-study

1. Show the new words, read by name, read by train and read together.

2. Read the text by name and chapter and correct the pronunciation.

3. Talk about the main content of the text.

Fourth, teach new words.

1. Show the new words and read them by name.

2. Tell me which new words are difficult to remember, and what should you pay attention to when writing?

3. The teacher writes the words "Qi" and "Dedication".

4. The students paint red.

Verb (abbreviation for verb) assigns homework.

1. Copy the words in the word book.

2. Read the text and think about the meaning of "tomato sun".

Second lesson

First, review and check.

1. Dictate new words.

2. Read the text by name.

Second, intensive reading of the text

(1) Grasp the whole and sort out the clues.

1. Intensive reading Part I-Understanding the author's mood.

How do I feel when I come to this city?

(2) How did the mood change later? Where did you read it?

(3) What caused the change?

2. Guide students to read the text, find out the sentences that describe the tone change of "I" in the text, read them out, and experience the tone of "I" in the context:

Dark-warm-like-happy-moved

3. At the same time, let the students realize that it is the childlike innocence, childlike interest and childlike innocence of blind children that inspires and infects me and brings me such a good mood change.

(B) in-depth text to understand the physical situation

1. Feel the little girl's love to laugh and realize that "my mood feels very warm".

(1) Who can tell me why I almost always go to the food market at noon?

(2) What do I see?

Guide students to master the movements and language of the little girl's father and the performance of the little girl and her mother to imagine the scene at that time and experience the love and warmth of the family.

(3) Why do I feel warm every time I see this scene?

Let the students speak freely and express their feelings.

2. Feel the little girl's experience and beauty, and experience "it makes people feel distressed". Question: Why does it hurt to see Mingming? Guide the students to understand the life experience of the blind little girl and know that the real purpose of this family coming to the city to make a living is to treat their children. At the same time, I can understand the beautiful and angelic smile and experience the hardships and misfortunes of family life.

3. Feel the bright intelligence and curiosity about the unknown world, and experience the emotional meaning of "tomato sun".

(1) Question: Although she is blind, she has not lost her curiosity about the unknown world because of blindness. She is a little girl who is very eager to know about life and full of love for it. Have you seen this? Where did you see it?

Let the students read by themselves and read out their own understanding and feelings.

(2) Do you understand what a "tomato sun" is now? Do you think Ming Ming's statement about the sun is good? Guide to experience the profound meaning expressed by "tomato sun" through discussion. Understand Ming Ming's longing for the unknown world and his joy after knowing it.

(3) Experience "clear cackling, clear as a bell, chasing people one after another". Guidance: Under what circumstances would you laugh like this? What do you hear from this laughter?

(4) To guide reading this part, it is required to read different tones and intonations, and read the tone of the characters.

The third category

First, review and check.

Read the text by name.

Second, continue to read the text intensively.

Feel the kindness and simplicity of the little girl and the inner excitement of "me". Let the students read the last four paragraphs of the text and then talk about their feelings. Grasp the following points in the teaching process:

(1) Understanding: Looking at her smiling face, I think it is the most beautiful "tomato sun".

This sentence uses "tomato sun" to refer to the smiling face of the little girl, and the word "hang" vividly writes out the beautiful impression and warm feeling left by the little girl to the author.

(2) What was the paragraph you said to me when Mingming left? If you were the author, what would you say?

(3) Why "the red tomato sun always hangs in my heart and warms my heart"?

What's the difference between this Tomato Sun and the previous articles? What do you mean? What warms my heart.

Although Yao Ming was separated from me, his lively, cheerful, pure and kind heart and her selfless love, just like the "tomato sun" she touched, were beautiful and warm, and stayed in my heart forever, warming my heart and inspiring me.

Third, expand communication and sublimate emotions.

1. Let students speak and write words with clear wishes.

2. Will my future mood be as gloomy as it was at the beginning?

Fourth, the blackboard design:

Tomato sun

I am melancholy-warm-happy-moved.