瘸蝉教授教化设计及反思(国外英文资料).docVIP

瘸蝉教学设计及反思(国外英文资料) Fifth grade Chinese lame teaching design Unit: stone mortar primary school in stone socket Name: Chen weiyue 12, limping cicada Teaching goal: Read the text with emotion and understand the main words in the passage. Through the reading of the specific passages of the text, the pain and suffering of the cicada process are felt, and the authors vivid description is given. (key) Realize the truth in this article and learn from it. (difficulties) The completed teaching task of the first class: Students can read the text correctly and fluently. The whole perception of the text; New words are mastered. The teaching process: A,??? Review the import 1, read the subject. Try to tell the story in your own words. (the requirement is to be able to tell the gist of the story, to prepare for the depth of the article.) Second, the taste detail, the sentiment read aloud (1) ask for reading: read the text silently, draw the words that touch the deepest, read it carefully, and make notes next to it. (continue to cultivate the habit of not reading or reading.) (2) the whole class?? Reading comprehension? The default: Is the knife peeling? ... The heart couldnt help but shudder. From here I can feel the pain of the cicadas in the process of transformation. What rhetoric is used here? Student: the author USES the phrase to express the pain of cicadas. T: what are the advantages of this rhetorical technique? Student: I can feel the pain of cicadas more vividly, as if it happened to me. Can you read the pain of the cicadas? (the instruction is read by emotion. When the teacher reads, there is a deliberate pause in the knife, fire, sword, needle. The whole sentence reads in a coherent, intense emotion.) The essay: I can feel the pain of Socrates from the word thriller. Teacher: how many times does the word thriller appear? Under what circumstances? The students answered all the answers. Teacher: yes, the word thriller has written the pain of the cicadas from the front an