4. Plum Blossom Soul
Teaching goals
1. Know 8 new words such as "burial, gill".
2. Read the text silently and talk about what things about my grandfather are written in the text and what thoughts and feelings it expresses.
3. Understand the text, combine the key words and sentences to understand the characters' thoughts and feelings of missing the motherland, and figure out how this feeling is expressed.
4. Be able to express your understanding of the topic.
Teaching process
1. Introduce new lessons to stimulate interest.
(Show a picture of plum blossoms) What did the students think of immediately when they saw the plum blossoms? ("There are several plum blossoms in the corner... because there is darkness The fragrance comes.") Oh - what everyone thinks of is "Plum Blossom" written by Wang Anshi! However, today we are not going to study this poem, but an article about plum blossoms - "The Soul of Plum Blossoms". (Blackboard writing topic) After seeing this topic, do you have any questions? (What is the soul of plum blossoms?) Let us take this question and go to the text to find the answer!
2. Read the text for the first time and clear the word barriers.
1. Read the text silently and find out the unknown words.
2. Students report, teachers and students work together to clear word barriers:
(1) (Show the new words) The students read the train and the teacher corrects the pronunciation.
(2) (Show new words: Youfang, defile, bully, etc.) Name the students to read, and pay attention to the correct pronunciation of the words.
3. Read the text again and get an overall perception.
1. Read the text silently, imagine the scene described in the text while reading, and think about what things about your grandfather are written in the text. (Crying while reading the poem, cherishing the plum blossom picture, crying because I could not return to my country, giving "me" the plum blossom picture, giving "me" a handkerchief embroidered with plum blossoms)
2. What thoughts and feelings do these things express? (Love Mei, love the motherland, miss the motherland)
4. Read the text intensively and understand and explore.
1. My grandfather loves and respects plum blossoms. Do you know about plum blossoms? Let’s take a look!
2. Show the plum blossom picture, appreciate the plum blossoms, and form a preliminary impression of the plum blossoms. (Plum blossoms, native to China, are cold-resistant, bloom in winter or early spring, come in pink, white, red and other colors, and have a delicate smell.)
3. My grandfather likes plum blossoms and integrates them with his life. Why is this?
(1) Students read the 13th natural paragraph aloud and think about what kind of spirit the plum blossom spirit is. (You can answer with relevant sentences in the article, or you can summarize it in your own words.)
(2) This is the spirit of the Chinese nation! Read together "For thousands of years... we have refused to bow our heads and break knots." What has happened to the Chinese nation? Characters with integrity? (Combined with students’ answers, show pictures: Yue Fei, Wen Tianxiang, Sister Jiang, Liu Hulan, Wang Erxiao, etc. Briefly introduce Sister Jiang’s deeds, and set the music to "Ode to Red Plum Blossoms".) In peaceful times, the plum blossom spirit has become The backbone of our Chinese nation: the people's soldiers who rescue and provide disaster relief, the soldiers in white who rescue the wounded and rescue the dying, and so on. Thinking of these, what deeper understanding have you gained about the plum blossom soul? (To guide the understanding of the plum blossom soul, it is the spirit of our Chinese nation.)
(3) Show "A Chinese... must have the nature of a plum blossom!". Think about it: Did my grandfather just teach "me" to be a plum blossom? (He was also expressing his feelings!) Let us read this passage together with reverence.
(4) Play the song "My Chinese Heart". (Inspire patriotism)
4. The teacher reads the text aloud, and the students draw the most touching parts and explain the reasons. (Students answer freely, and the teacher provides relevant paragraphs, combining verbal expression and reading guidance to experience emotions.)
(1) Show "Whenever I read..., one or two cold tears often fall on my cheeks and the back of my hands."
①Why did my grandfather cry?
②What would your grandfather think after reading these homesick poems?
③How should we read this sentence? Read it by name.
(2) Show "When I was five years old... I slowly wiped it clean with fine silk."
①What can we learn from it?
② From which words can we understand my grandfather’s love for the Mo Mei Tu? (Scrape it off gently and wipe it off slowly)
③Why does grandfather cherish Mo Mei Tu so much?
④How to read my grandfather’s words?
(3) Students are free to choose the places that moved them and talk about why they were moved. (The method is transferred and applied, and the teacher lets the students understand it by themselves.)
5. Expansion and extension, emotional sublimation.
( "I" deeply miss my grandfather.)6. Summary.
Childhood memories are like bright stars, always shining with charming light. What unforgettable events do you have in your childhood? Share it with your classmates.
Blackboard design
Teaching reflection
This is a skimming text, so students are guided to find out a few things about their grandfather and further understand the overseas Chinese. The old man is sentimentally attached to his motherland and at the same time understands what the "soul of plum blossoms" is. However, due to limited time, there is no time for students to read some key paragraphs in the article, which still needs further improvement.
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