1. Learn new words and phrases in the text.

2. Understand key words, accumulate language and read the text with emotion.

3. Feel the existence and preciousness of life, and inspire the emotion of reverence for life.

teaching process

First, the introduction of pictures leads to thinking about life.

1, which leads to the topic.

Teacher: Look at some pictures first (the courseware shows pictures about life). Look at these pictures, which word will you think of? (Blackboard: Life) Let's read it together.

Second, read the text for the first time and feel the meaning of life.

Teacher: Everyone has his own unique understanding of life. In this class, let's enjoy the prose work Life by Taiwan Province writer Xing Linzi.

1, read the text by yourself.

Teacher: The article is not difficult, less than 400 words. I believe it is not difficult for you to finish reading it. Please read the text aloud freely, and then read the sentences that you find most fluent.

2. Students communicate and read sentences, and the teacher corrects the sound with a camera.

3. sort out the case.

Teacher: What inspired Xing Linzi to make up her mind to cherish her life? I asked three students to read the text separately.

Teacher: Who can sum up what this article is written for? (A moth puts out a fire, a melon grows long, listen to the heartbeat)

Third, read the examples carefully and understand the true meaning of life.

1, read 2-4 natural paragraphs silently.

Teacher: Please read paragraphs 2-4 of the text silently and pay attention. Read and read, which picture touches your heart the most? You can write down your feelings on the side, that is, make comments.

▲ But it struggled and tried to stir its wings. I felt a force of life in my hands, so powerful! So vivid!

Teacher: How do you feel after reading this sentence? (Student) Read it again. Read the moth's desire for survival!

Teacher: From what words do you feel that moths cherish life? Why? (Student) Read your feelings! Can you make us feel ... by reading aloud?

Teacher: If you had to use one word to mean "jump", which word would you use? (Jump, jump)

Teacher: Let's change the word beat to it. Do you think these two words have the same meaning? Read these two sentences carefully and you can tell your classmates about your experience. (Students discuss, students communicate)

Teacher's summary: Well said! You don't have to jump if you want, but you still have to jump! This is-(jumping) male students, you are moths eager to break through the bondage. Read it together!

Teacher: Little moth, little moth, I want to ask you, why are you struggling so hard and flapping your wings? Don't you know that I can't move as long as my fingers are slightly hard? Why did you jump? As a moth, your life span is only one month, or even shorter. Life is short. Forget it! (biology)

Teacher's summary: It is in the struggle and jumping of moths that we clearly hear its cry for life. Reading-▲ Cucumber seedlings germinate.

Teacher: Why does this picture particularly touch you? Put your surprise (admiration) in and read it!

Teacher: As usual, what are the necessary conditions for plant growth? (Sunshine, water, soil) However, a small melon seed actually sprouted in the cracks of bricks without sunshine and soil! Female classmate, you are the sweet melon seed that looks weak, but is so persevering! Pick up the book and read it together.

The teacher concluded: This is life! Don't give up at will in danger, no matter how bad the conditions are, you must grow tenaciously! Let's read it together!

Fourth, walk into Xinglin and feel the meaning of life.

Teacher: A weak moth, a humble seed still cherishes life so much, let alone people. Let's walk into the author and Xinglin-Introduction.

1, know "coquetry" and feel that life is precious.

Teacher: Do you know what "spoil" means? What can you think of to spoil? For you, what is not to waste your life?

2. Introduce Xinglin and its works.

Teacher: In the eyes of many people, apricot grove is the biggest reason to give up life. Let's take a look at this beautiful photo and this sunny smile. Who would have thought-(courseware)

Teacher: What do you want to say when you see this? (biology)

Teacher: Yes, Xing Linzi is reminding himself and everyone-(Read: This is my life, only mine ...)

3. Read excerpts from Xinglin, Xiaoji.

Teacher: This is a true portrayal of Xing Linzi's life. After nearly 50 years of struggling with serious illness, she knew that her life was as fragile as a moth, and illness could take it away in an instant. She also knows that her life is as tenacious as a seed. Although the living conditions are poor, she is still firm! So, she wrote this passage-(read the fifth paragraph)

Fifth, write the truth and realize life.

1, write words.

2. class is over.

Teacher: Facing the injustice of fate, Xing Linzi once again tirelessly appealed (writing on the blackboard, reading aloud: life). Even if you are just a grass and an ant, as long as you are the existence of life, you have the right to shout loudly. (Reading on the blackboard: Life, Life)

As a level of life form, human beings should love and respect themselves, live a good life every day and create a wonderful life.

Chapter II Teaching Objectives:

1. Experience the positive attitude towards life expressed in the article.

2. Combine the actual experience and realize the richness of life connotation.

Teaching philosophy:

(1) Let students read the text through various forms (silent reading, reading aloud, reading aloud), and experience the author's positive and enterprising attitude and love for life in self-study.

(2) Stimulate students' imagination and experience with vivid pictures, guide students to contact with real life, and explore and feel the richness of life connotation.

Teaching process:

First, introduce the new course:

Students, entering middle school life, your life has turned a new page. Pursuing a better life is our common goal. However, life is a thought-provoking topic. The text in Unit 1 is about the author's vision, experience and thinking about life. Reading these articles will guide you to appreciate and care for life. Today, the teacher will learn the third lesson "Life and Life" with his classmates.

Second, through various forms of reading, let students experience the content of the article in autonomous learning:

1, students read the text silently. When I first perceived the text, the teacher asked me to read silently:

(1) Combine the notes after the text to understand the meaning of the words.

(2) Summarize the main content of the article in concise language.

(Guide students to learn to read the notes after the text, and pay attention to the cohesion of Chinese in primary and secondary schools; Perceive the article as a whole and summarize its main contents. )

Students review and feedback the words in the text through projection; Summarize the main content of the article.

2. Read the text silently. Reading articles, improving reading quality, silent reading requirements:

(1) Draw a sentence that you think is wonderful.

(2) Find out the sentences about the author's thoughts and feelings about life.

Student exchange:

(1) Read the sentences you sketch that you think are wonderful, tell the reasons you like, and try to read with emotion and handle reading skills well.

(2) convey the sentences found by the author about his thoughts and feelings about life. Understand the meaning of these sentences,

Combined with the author's life experience, I can understand the positive attitude towards life expressed in the article. Through students' autonomous learning, we can feel the beautiful language and the ideological content of the article.

3. Read the text together.

(Teacher): Xing Linzi himself is an example who loves life, cherishes time, makes unremitting efforts and strives for life. Let's feel this hymn of life with the author.

On the basis of the first two silent readings, classmates' communication and paragraph understanding, read the article aloud to deepen the understanding of the article again. So as to enhance the experience and understanding of life consciousness.

4. Show me ostrovsky's famous words:

"The most precious thing is life. Life is only once for everyone. A man's life should be spent like this: when he looks back, he should not regret wasting his time, nor should he be ashamed of doing nothing ... "

Add famous sentences to stimulate students' emotions and deepen their understanding of the theme. )

Third, expand the extension and realize the richness of life connotation.

1, indicating

(Teacher): The author learned a profound philosophy of life from ordinary things in life. Can you also experience the understanding and truth of life from the ordinary little things in life? Of course, life is colorful, broad and rich. You may have unique feelings and experiences different from the author, which the author did not mention. Enjoy a few pictures first and see what you see. What do you think?

Show five pictures by projection, and the teacher will demonstrate (choose one) first:

(Teacher): I saw a string of deep, shallow and crooked footprints on the snow stretching into the distance. We think that life is a difficult journey, and the deep and shallow footprints record our life course.

The other four pictures were discussed and exchanged by students, which stimulated their imagination and existing experience. The students talked about different understandings and feelings about life, which is reasonable and should be recognized.

Step 2 write

Through the exchange of words, pictures and classmates, combined with their own actual experience, write their own understanding and feelings about life.

Students write on the spot, communicate with the whole class and experience the richness of life connotation.

Teachers also exchange their knowledge and feelings about life.

Fourth, conclusion:

Students, today we enjoy life together. In fact, the process of appreciating life is also appreciating yourself. Although it was only 45 minutes, the teacher was lucky to have an unforgettable life time with his classmates. I hope that students will love life and cherish time in their future study and life, and write their own life chapters with their unremitting efforts.

Verb (short for verb) Task:

Comprehensive homework with the theme of "life";

1, query the formation and origin of life.

2. Extract famous sayings and aphorisms about life.

3. Collect anecdotes of celebrities who cherish life.

4. Search the Internet for the exquisite prose of understanding life.

1, 3 teaching objectives

(1) try to figure out the text, taste the language and understand the content.

② Learn and use correct reading methods to read the text.

(3) Contact the reality of life and correctly comprehend and understand life.

2. Teaching focus

(1) Understand the content and feel life through repeated reading.

Try to figure out the expressive force of Chinese and talk about the understanding of life.

Step 3 Prepare before class

Teachers prepare teaching content and multimedia courseware. Students should be well prepared, consult materials or life quotes, and do some thinking.

first kind

I. Teaching content

Three thoughts caused by three cases about life; Write in small font; Enlighten us to cherish and love life.

Second, the teaching design

1, overall mood

(1) careful import.

Students, CCTV's "Tell the Truth" column once broadcast a touching program "Feeling Strong", which told us the story of a girl with cancer, Zhang Moran. Zhang Moran's young life was tortured by cancer, but this 17-year-old girl struggled with the disease with tenacious perseverance. Her touching deeds touched doctors, relatives and friends, and everyone. Although no one saved Zhang Moran's life, she bravely faced death and loved life, which made people feel strong again.

Today we introduce the author Xing Linzi to you. She was tortured by illness since she was a child, and suffered great mental and physical pain, but she did not waste or even give up her life because of it, but called for life more strongly. Her article "The Life of Life" will once again bring us a shock to our hearts. Let's savor this article with our heart, breathe with the author, and know the true meaning of life.

Show the goal and write the theme on the blackboard.

② Perceive content

(Transition) To learn and understand some problems, we must first understand them as a whole, so please listen to the text first and think about the problems while listening. (Large-screen projection presents problem groups) Read aloud with music (the teacher can read aloud with music or record it).

A. what is the content? From what aspects did the author write?

B. how does the article express the author's feelings?

Listen to the reading aloud with questions, then discuss and answer. Ask the students to comment and supplement after listening to the answers. The teacher leads everyone to read aloud to help students feel as a whole. In order to have a better understanding of the article, students must experience it themselves and lead them to read the text aloud.

Step 2 read and appreciate

(1) teacher guidance.

For an article, besides grasping the whole, it is more important to study some wonderful contents. Only in this way can we better understand the profound connotation expressed in the article and thus better understand the author's thoughts and feelings.

② Independent inquiry

Show the problem group with large screen projection. Students think and appreciate it.

First, how many examples are written in this article?

B. Find out the cases that you feel most deeply, read them repeatedly, and understand the connotation of the article.

C underline the sentences that you think are the most wonderful and can best express the author's feelings, and understand their functions.

D appreciate and compare the usage of good words in the article and see why they are used well.

Students can discuss the above problems in groups after reading the text by themselves.

The teacher concluded: No matter how weak life is, it also has incredible vitality. The great truth that the author realized from small phenomena is very enlightening, and at the same time, it also launches the author's thinking about life. The teacher instructed the students to read aloud.

(3) Learning guidance

In view of the above problems, read the big screen projection carefully and teach students the methods of self-study and self-study. Projection demonstration reading method.

Reading methods: A. Pay attention to the mastery of tone, speech speed, intonation and stress when reading. B, understand the content of the article, try to figure out the writing intention, read aloud with emotion, and solve the thinking problem from reading aloud.

[Related Tips]

Appreciate the use of good words in the article and compare and analyze why they are used well: for example, in the case of "melon seeds fighting", "unexpectedly (unexpectedly) a small melon seedling appeared." What kind of power does that little seed contain, so that it can break through the hard shell and rise indomitable (tenaciously) in the cracks of bricks without sunshine and soil, grow sturdily and stand proudly. It only lived for a few days, but I am in awe of its vitality. "Can you change the words in brackets? Why? In order to taste the role of words in expressing feelings. Students discuss and speak, and the teacher concludes: "Unexpectedly" only represents an accident, and "Unexpectedly" also contains another unexpected admiration (because it is a harsh environment without sunshine and soil); " "Stubborn" is just a character, "unyielding" is not only a character, but also a character, an upward character who is not afraid of difficulties and tenacious survival; Respect is a kind of heartfelt respect.

④ Cooperative inquiry

Through the learning process of guidance, inquiry and learning methods, I further studied the article and conducted cooperative inquiry learning, and found out the author's three thoughts on life from the article.

Students should cooperate with each other, communicate in groups, and then communicate with the whole class. Students can comment on each other, discuss or ask questions to the teacher. Teachers make a guiding summary on the basis of cooperation and exchange;

The first point of thinking, we must be responsible for ourselves, make good use of life and make life more meaningful.

The second point of thinking is how to treat the shortness of life and how to treat birth, aging, illness and death.

The third point is to think, cherish life, cherish time and make unremitting efforts.

3. Experience reflection

① Ask questions and communicate.

The article is over. What are your thoughts and experiences after studying and researching?

The big screen projects thinking questions:

A. how do you feel after reading it? What do you know about life in your daily life and study?

B.how should we live? Do we have different views on life or life?

Students can communicate; The teacher asks the students questions and the students answer them. Students can also ask the teacher questions, and the teacher answers: form a learning process of discussion and communication.

4. Teacher's summary:

Ostrovsky, a Soviet writer, once said, "Life is the most precious thing for people. Life is only once for everyone. How should this only life be spent? Whenever I recall the past, I can not regret wasting my time and not be ashamed of being mediocre; On his deathbed, he can say, "My life and all my energy have been devoted to the greatest cause in the world, fighting for the liberation of mankind." "

Ostrovsky practiced his promise with his young life, and gave firm answers on how to look at life, how to enjoy life, how to make life more meaningful, how to cherish life and how to make unremitting efforts. Our Lei Feng also wrote an ode to make life more meaningful with his young life.

Students can also have their own opinions on how we should live and whether life is their own.

② Extension and extension

Ask the students to read the book Life by Karen Watson in the United States quickly and compare it with the book. Through comparative reading, think: which one do you like better and why?

Students discuss after reading quickly. Teachers' comments are summarized to guide students to talk about why they like it, ask the reasons for liking it and cultivate their appreciation ability.

5. Teacher's summary

The article can end, but the long river of life is endless.

Bing Xin said: "The universe is a big life. Rivers are surging, people are mountains and seas, and fallen leaves return to their roots. We are a breath in the universe, and we are a part of big life. Not every river can flow into the sea, not every seed can mature and germinate, and life is not always happy or always painful. Happiness and pain complement each other. In happiness, we should thank life, and in pain, we should also thank life, because happiness, excitement and pain are not beautiful? "

Bing Xin's words reveal the meaning and essence of life. I hope every student will cherish life, cherish time and make life more meaningful.

6. Extended operation

Write a review with a self-made topic and unlimited words.

Such as the enlightenment of life

Reflections on reading life