Susan's hat lesson plan 1 1. Introduce a new lesson
1 Students, last class, we read the text Susan's Hat (blackboard writing) for the first time, and we have an overall perception of the text. Who can tell us what this text is mainly about?
Susan got cancer, received chemotherapy for three months, and lost a beautiful blonde hair. She is very sad, but the teacher understands her and her classmates respect her. Finally, she smiled happily.
2. What's the difference between this text and other texts in this unit? (Reading the text in batches) What do you know from the notes in the text?
After reading the text, do the students have any questions?
Who is Susan? Why is Susan wearing a hat?
(2) Susan's mood after wearing a hat?
The students raised so many valuable questions, so what happened between Susan and the hat? We read the text with these questions and make comments in the text.
5. Courseware display: several commonly used batch reading methods.
Second, learn the first paragraph.
1, please refer to several common batch reading methods provided by teachers, read the 1 natural paragraph of the text in your favorite way, think while reading, and annotate your own understanding and experience.
The teacher found that everyone's comments were very good. Who wants to tell you their comments?
Health: I know from a sentence or two that Susan is a lovely little girl, but she has a small tumor in her body.
Health: I'm coming? Mix is getting thinner and thinner in three months? These words were added below? . ? From these words, I realized that Susan had to undergo cancer chemotherapy since she was a child, which was unbearable for adults. How unfortunate Susan is.
Health: I'm coming? Fall? Add the following? . ? Because it is a polyphonic word.
Health: like it very much? Although her exuberant vitality and desire for life are enough to fight cancer, and her cleverness and eagerness to learn are enough to make up for her absence from school, it is undoubtedly cruel for a six-or seven-year-old girl to go to school bareheaded every day. ? This sentence is drawn under it.
3. What's in the text? This? What do you mean? What should I do (go to school bareheaded every day)? (wearing a hat)
4. Teacher's Notes: The students all felt Susan's rich inner world. She had to wear a hat to cover up her physical and mental injuries.
First, learn the second paragraph.
1. How do our teachers and classmates help little Susan? Read the second paragraph of the text freely and make comments while reading.
2. Guide reading aloud.
3. Students ask: Why? Next Monday? Wearing a hat
Health: I read the notes? Why does the teacher want students to imitate hats? On the surface, it seems that the students have learned all kinds of hats, but in fact it is just an excuse. In fact, she wanted to avoid Susan's embarrassment when she got to school and protect her self-esteem and more fragile heart.
Second, learn the third and fourth paragraphs.
1, Monday arrived, and Susan came to school wearing a hat. What happened? Read the natural paragraphs of texts 3 and 4 silently, and make comments while reading.
Health: I'm coming? Hesitation? Did you draw the following? I looked it up in the dictionary and knew that hesitation meant making up my mind.
Health: I'm coming? She stood at the door of the classroom, but did not go in. She's worried and hesitant? Draw below.
Is it? What is she worried about? What is she hesitating about?
2. Guide reading aloud.
If you were a classmate in Susan's class and saw Susan's worry and hesitation, what would you say to her?
4. What did Susan find unexpectedly after she entered the classroom?
Health: I'm coming? All kinds? Add the following? . ? And it's different from the previous one? The more novel the better? Take care of each other
Student: I made a comment on the right side of the article: What does Susan think when she sees her classmates' hats?
Health: I am? She smiled easily, so sweetly. ? This sentence feels that the teacher's way is very good. She skillfully solved Susan's problem.
5. Guide reading aloud.
6. Yes, at this moment, I seem to see Susan's smiling face like a flower, and I really feel the relaxation and happiness that Susan has never had in recent months. I am glad that Susan has such a clever and careful teacher, and at the same time she has found an example to learn from.
Third, learn the last paragraph.
1, studying in normal school.
2. Communicate in groups, talk about experiences and make comments.
3. The days passed by day by day. With the passage of time, Susan eliminated the shadow in her heart and lived a happy life with her classmates, showing us a class full of respect and care.
Fourth, summarize the full text.
Classmates, Susan is unfortunate, because illness has tortured her little body, but Susan is lucky, because she lives in a loving class and has teachers and classmates who care about and respect her. In fact, there are many people around us like Miss Susan, that is, you, that is, I, that is, everyone who knew how to respect and care for others yesterday. May our world be full of respect and equality, and let the world be full of love.
Fifth, homework.
Notes reading materials generals and soldiers.
Susan's hat 2 1 teaching plan. Review and introduction:
Students, last class, we met this lovely little girl together. This is Susan. Through the study of last class, we have a preliminary understanding of the text. What is the main point of this text? Take the students to pick up the dragon and repeat the main contents of each natural paragraph of the text.
Second, reading comprehension:
(1) Understand the natural paragraphs of 1 and 2.
Introduction: Susan used to be a lovely little girl with beautiful blonde hair, but a disaster suddenly fell from the sky, making young Susan have to face one very cruel thing after another. What happened?
1, read the natural paragraphs of 1 and 2 freely, and draw related sentences.
2. Report exchange: (student report, teacher supplement, summary)
( 1)? However, when she was in the first grade, she had a tumor in her small body and was hospitalized for three months of chemotherapy. ?
A lovely little girl got a malignant tumor (cancer), which was cruel.
(2)? To make matters worse, her beautiful blonde hair is almost gone now. ?
It's cruel to lose a beautiful blonde hair.
(3)? However, going to school bareheaded every day is undoubtedly a very cruel thing for a little girl of six or seven years old. ? Go to class with a bald head. Amy's Susan
It is even more cruel.
The teacher shows pictures of Susan before and after her illness, so that students can talk about the differences and guide them to read aloud in time to experience Susan's physical and psychological pain.
(2) Feeling 4? 6 natural segment
1, stimulate the imagination, transition: the hateful disease did not make Susan, who loves life and is smart and studious, give in. Faced with the cruel reality, skinny Susan chose to be strong and she is about to return to school again. If you were Susan's classmate and watched her come to class with her head bald, what would you say? How come?
2. Group cooperative learning? 6 natural paragraph, to solve the following problems:
(1) How did Susan feel about going back to school for the first time after leaving school for three months? Why?
(2) What happened to Susan's mood later? Why?
(3) Why can Susan meet her friends freely later?
Cooperative learning requirements: (1) reading and thinking; (2) Tick the box.
3, group report exchange:
( 1)? She was worried. She hesitated because she was wearing a hat. ?
She was worried, she hesitated, just because she was wearing a hat? Students are free to express their opinions and understand Susan's worries and hesitation because she is afraid of being different.
Get everyone's attention and discussion. )
B, guide students to experience Susan's anxiety and hesitation through independent reading, cooperative reading between boys and girls and imaginary role reading.
(2)? Suddenly, she felt that she was no different from others, and nothing could stop her from meeting friends freely. She smiled easily, so sweetly. ?
I. Comparative sentences (statements)
Suddenly, she felt no different from others. She feels no different from others.
Talk about the difference between these two sentences, guide reading aloud, and realize that Susan's mood changes greatly and she speaks quickly.
B, contextual understanding? Whatever? The meaning of. Practice changing words, such as? Natural? 、? Is it easy? Wait, imagine the situation and guide the reading.
(3)? However, to her surprise, each of her classmates is wearing a hat. Compared with their various hats, her hat looks ordinary and hardly attracts anyone's attention. ?
A. Look at the illustrations in the text, observe the hats and expressions worn by Susan and her classmates, understand Susan's relaxed and happy mood, and live in harmony with her classmates, thus guiding reading.
B, thinking: Why is the whole class wearing hats?
(3) Understanding three natural paragraphs
1, read 3 paragraphs by yourself, check what the teacher said, and know that the teacher asked the students.
Wearing a hat.
2. What kind of tone did the teacher say? (enthusiastic and solemn) reading tone.
Why does the teacher make the whole class wear hats?
Guide the students to read again and understand the real intention of the teacher to let the students wear hats.
4. Guide students to use it? Because of this? Talk about the reasons why the whole class wears hats, and experience the respect and care of teachers and classmates for Susan.
Susan almost lost all her hair because she had a tumor in her body and received chemotherapy.
Susan is wearing a hat because she has lost almost all her hair. Because Susan wore a hat, the teacher asked the whole class to wear hats. )
Third, summarize and sublimate.
1. What do you want to say to Susan or Susan's teachers and classmates after learning this text?
Tell this little story to your deskmate friends in your own words, pay attention to a certain order and grasp the key points.
3. Summary: Susan is unfortunate, because illness has tortured her little body, but Susan is lucky, because she cares about her and respects her teachers and classmates. In fact, there are people like Miss Susan and Susan around us, that is, you, me and everyone who knows how to respect and care for others. May our world be full of respect and equality and love!
Fourth, extracurricular expansion.
1. Tell this touching story to your family.
2. Write your own feelings.
(Choose one and do it)