"Bridge" lesson notes

1. Talking materials

"Bridge" is the second text in the fourth group of texts in the second volume of the fifth grade edition of the People's Education Press Read the text carefully. This group of texts tells us some touching stories. When teaching the texts, we should enter the text emotionally, grasp the places that move us, and understand the feelings expressed by the author. The author of this text affectionately created a glorious image of an ordinary old Communist Party member. Facing the rushing flood, he used his prestige and calm, high-spirited and decisive command to send the villagers to the rescue. Crossing the bridge of life over death, he used his own flesh and blood to build an immortal bridge of death. The plot of the text is ups and downs and exciting; the language is concise, vivid and full of charm. It is very distinctive in its expression method. The purpose of studying this text is, first, to guide students to be emotionally influenced and infected by the touching story, and to experience the thoughts and feelings expressed by the author; second, to help students understand the author's expression method while reading and thinking.

2. Speaking to students

Fifth grade students already have certain reading ability and language perception ability. For a gripping story, students should be highly motivated to read, but they may not understand the noble character of the old man deeply enough, and it is not easy to associate the profound meaning of the bridge.

3. Preaching method

In teaching, the teacher is the leader and the students are the main body. Reading and comprehension are used to allow students to comprehend the key words, sentences and paragraphs of the text, so as to Understand the text, appreciate the qualities of the old man, and achieve a dialogue with the text.

4. Lecture-learning method

Students combine reading and understanding, and teachers provide timely guidance

5. Lecture-teaching objectives and key points and difficulties

Me Set the teaching objectives of this lesson as: 1. Read the text correctly, fluently and emotionally. 2. Understand the content of the text, appreciate the thoughts and feelings of the article, and feel the noble personality charm of the characters. 3. Understand the expression characteristics of the text. Teaching focus: Guide students to grasp the touching parts of the text, feel the lofty spirit of the veteran Communist Party members who are selfless, fearless, unfaithful, and heroic in their sacrifice, and appreciate the characteristics of the text in expression. Teaching difficulties: Understand the profound meaning contained in the questions.

6. Teaching preparation

Multimedia courseware

7. Class schedule

This class is the second class period of two classes

8. Teaching process

(1) Conversation introduction and situation creation

Students, every summer is the rainiest time of the year, and continuous rainfall is easy Causing flash floods. How important the bridge is in such a critical moment! Today we will learn the exciting story about the bridge. (This introduction allows students to feel the atmosphere of the text)

(2) First reading of the text, overall perception

Quickly browse the text and describe it in your own words: The article talks about Something. (To test students’ mastery of the text) Students report, and the teacher writes on the blackboard: keywords such as flood, old man, villager, etc.

(3) Read the sentences carefully and feel the critical situation

Transition: Through the first reading, the students have a general understanding of the main content of the text. Let us travel through time and space and walk into that At a special dawn, experience with the villagers the thrilling scene when disaster suddenly strikes. (This link creates a tense atmosphere for students)

1. Ask students to find sentences describing the natural environment (heavy rain and floods) in the text.

2. Report and exchange.

⑴. Students read the sentences found, and the teacher shows the courseware: (key sentences)

①. At dawn, the rain suddenly became heavy. Like splashing. Like pouring.

②. The flash flood roared like a herd of frightened wild horses, running wildly from the valley and was unstoppable.

③. Flood waters nearly one meter high are already dancing on the road.

④. Death approaches in the roar of the flood.

⑤. The water gradually came up and licked people's waists wantonly.

(2) Observe these sentences carefully and what do you find.

(Through the students’ communication, the reporter will introduce the expression techniques of the text in a timely manner, such as metaphors, personification of rhetorical techniques, short sentences, etc., and provide emotional guidance to read aloud).

3. Play the video to feel the tension of the atmosphere

(4) Continue to comprehend and experience the image of the hero

Transition language: Yes, survival is human instinct .

When more than a hundred people were in extreme panic and stumbled towards the only wooden bridge that could escape, only one person showed very calmness. Who was this person? What life choice did he make at this critical moment of life and death? < /p>

1. Now ask the students to find sentences describing old men from the text. What kind of old man do you see through these sentences?

(Reading is an individualized behavior and should not be used as a sentence. The teacher's analysis and understanding replace the students' behavior. However, students' cognitive level is limited. In order to guide students to understand the text deeply, the teacher can focus on guiding students to study the text, promote reading through communication, communicate during reading, and communicate during communication. Reading, so that students can explore the characters in their reading)

2. Students read the last few sections of the text together to understand the meaning of the topic.

(Music sounds) Such an old man who sacrificed himself for others, such an old Communist Party member, was washed away by the ruthless water? But what can't be washed away? (By summarizing the qualities of the old man, we pave the way for understanding the meaning of the topic)

Looking back at the topic? Bridge? Is it still a bridge in a simple sense? It is also a (bridge of life, one cannot be destroyed) A ruined bridge, a spiritual bridge?)

Please praise the old man and try to use the word "bridge". (To sublimate emotions on the basis of fully understanding the meaning of the topic)

(5) Extracurricular development

The courseware provides people with excellent qualities like old men in life in order to open students' horizons , discover the heroic heroes in life and learn from their excellent qualities.

9. Teaching Evaluation

This lesson allows students to understand the image of heroes through the reading of key sentences. Since I am not a familiar student, I am not particularly clear about the students’ mastery of the teaching materials, so I don’t know whether the results I predicted can be achieved in many aspects. For example, in the process of finding sentences to talk about feelings, understanding the meaning of the topic, and understanding the author's expression method from reading, etc.

If there are any inaccuracies, please correct me.

My explanation is finished, thank you all.