Based on the Chinese elements and teaching focus of this unit, I set three teaching objectives in the teaching process. 1. Read the character dialogue well. Reading character dialogue well is the prerequisite for understanding the character's spiritual quality. In teaching, various methods can be used to read character dialogue, such as male and female students reading to each other, teacher-student cooperative reading, group performance reading, etc., so that students can initially perceive the characters' emotions and qualities.

Teaching goal two: Find out the key sentences that describe Captain Halway’s words and deeds, and share in the group how to feel about the character’s qualities. I guide students to feel the character's qualities and understand the main purpose of the article from the following three aspects.

(1) Compare. Teachers can first guide students to pay attention to natural paragraphs 10-13 and tell what the captain did when the "Normandie" was just wrecked. The teaching is carried out in two steps: the first step is to grasp the key phrases and feel the extreme panic of the passengers and the calmness of the captain. Teachers can guide students to use words such as "running", "screaming" and "crying" to feel the chaos of the scene and the panic of the people. Then let the students find out what Captain Halway said and ask questions: What kind of shouting is "hooting"? Who have you seen in life who "hooted" under what circumstances? What do you learn from the content of "hooting"? What did they feel? Let the students think while reading and feel the majesty of Captain Halvey, his calmness in the face of danger, and his devotion to duty. On this basis, through comparative reading, we can further feel the panic of the passengers, the calmness of Captain Halvey, and realize the beauty of Hugo's contrasting writing style. In the second step, students can be guided again to read paragraphs 10 and 13 together with what Captain Halvey said, "Sixty people must be rescued", and understand that the captain cares about others and is loyal to his duties, but ignores his own safety. Tall image.

(2) Capture the dialogue. The teacher continues to guide students to read paragraphs 14-31 and tell what the captain did after the lifeboat was lowered. First, help students sort out the content and what the captain said. In this set of conversations, the captain spoke eight times. The first six times were to understand the situation at that time. The seventh and eighth times arranged for people to get down to the boat and granted the first mate the authority to shoot. Then, guide students to feel the simplicity and power of conversational language. On the one hand, this kind of dialogue reflects the tight time limit, which does not allow for careful discussion and mobilization; on the other hand, it shows the captain's calmness and decisiveness. Finally, the teacher guides students to read this short and powerful dialogue through various methods. "Reading a character's dialogue well" can be divided into two steps: first, grasp the key dialogues and deepen the grasp of the character's image. For example, you can first guide students to pay attention to the sentence "Which man dares to get in front of a woman, you will shoot him", and connect it with the previous article "a female waiter... twelve of them are women" and "the six must be "Ten people were rescued." I realized that on the one hand, the captain had his own code of conduct and principles that he absolutely adhered to, and on the other hand, he had wisdom and methods to deal with things. He issued the death order to control the chaotic scene and ensure that everyone could escape. Then read it aloud by role, appreciate the simplicity and power of the dialogue, read the sense of picture, and sense the sense of urgency. Teachers can also help students summarize how to read dialogues well: if there are prompts before the dialogue, you can use the keywords in the prompts to understand the characters' emotions and read the dialogue well; if there are no prompts, you can put yourself in the characters' shoes according to the content of what they are saying. Imagine their moods, expressions or actions during the conversation, complete the prompts in your mind, and then read the characters' dialogue based on the supplementary prompts.

(3) Catching action. Teachers should guide students to focus on the two natural paragraphs 34 and 42, combine the text illustrations, focus on the image of the captain, and understand the captain's calmness and calmness in death from words such as "standing majestically" and "motionless".

The third teaching goal is to guide students to empathize with Captain Halway's heroic feats and try to talk about their own experience of life.

"Being loyal to one's duties and fulfilling one's duty as a human being" may seem ordinary, but when faced with the test of life and death, it is very difficult to do so. Teachers can organize students to communicate with each other, each express their own opinions, start from the characters in the original text, express positive emotions and values, and try to express their understanding of life. Teachers can also lower the requirements and guide students to talk about their understanding of the meaning of life based on the texts they have learned, familiar characters, and the heroic feats of Captain Halway. For example, Bethune is a model of loyalty to duty, Yu Lai is a strong and unyielding little hero... These protagonists are the same as Captain Halway, their lives are meaningful and valuable. Teachers can also help students accumulate some famous quotes about life insights.