Teaching design for "Wandering the World and Writing for a Couple"

"Wandering the World and Reading for a Couple" is an essay written by the British female writer Euan Aiken in 1974. The following is the teaching design of "Traveling Around the World as a Companion" that I compiled. I hope everyone will read it carefully!

1. The teaching design of "Traveling Around the World as a Companion"

1. Review the introduction and feel the emotions .

1. Understand what was learned in the previous class: Understand the author’s reasons for traveling with a book and the author’s reading method.

(Writing on the blackboard: Using books as companions: reasons and methods)

2. After understanding the author’s choices and studying in the previous class, what impression do you have of the author? (The author is particularly special I love books and am good at reading. )

3. Since the author loves books and reading so much, how should we read the topic? (Read together)

2. Understanding the method and taste emotion.

1. Teacher: Ask the students to read the text by themselves. Which sentences in the text do you think express this deep emotion of loving books and reading? Mark them and think about how the author specifically expresses this. What about an emotion? You can write a note on the side.

2. Check the self-reading situation and provide reading guidance.

Teacher: What sentences have you found that show the author's deep love for books? Tell me how the author expresses this emotion? Name the corresponding sentences and paragraphs to communicate your feelings and guide reading.

(Teaching is arranged according to academic conditions. The following is the default sequence. Pay attention to metaphorical expressions.)

(1) Hypothesis. (First, fourth and seventh natural paragraphs)

①Students talk about their experiences. (How does the author express his love for books? How does he mobilize readers' enthusiasm for reading?)

② Guide reading. (For example: In the first natural paragraph, the optional things should be read in a questioning tone to highlight the author's love for books.)

(2) Metaphor. (Focus on study.)

a. Your favorite book is like a friend, like your home.

b. It is really like being in the same boat with another person.

c. A book you love is a friend and a place you can go to anytime you want.

① Guide students to experience the cherishment and intimacy of treating books as friends; to compare books to the warmth and nostalgia of being at home; to compare books to the convenience and attachment of visiting a hometown.

② Read these three sentences together, imagine the picture while reading, and appreciate the beauty of the author's use of metaphors to express his love for books.

③Expand exercises.

Teacher: Fill in and read based on your own reading experience, and respect students’ individual opinions.

A book you love is __________ and also __________________. (For example: A book you like is a cup of intriguing green tea, and it is also an old wine. A book you like is the most unforgettable adventure in life, and it is also a favorite ditty on your lips.)

(3) Question (the third natural paragraph)

① Understand "without hesitation".

②Experience reading aloud, experience the emotions of decisive answers and loving books.

(4) Rhetorical question.

“You wouldn’t want to see your friends again just because you’ve met them before, right? You wouldn’t abandon your home just because you’re familiar with everything at home, right?”

①Students exchange experiences. (Every new contact makes the author's love for books go one step further.)

②Experience reading aloud and experience the tone of rhetorical questions and questioning.

(5) List and exchange famous reading materials collected by students themselves.

(6) Read the full text aloud and return to the whole. (Can be accepted by name.

)

Teacher: Let us bring our love for books and once again experience the author’s expression methods of hypothesis, metaphor, and rhetorical questions! (Perfect blackboard writing: love reading)

Reason: Read often New

Using books as a companion and loving reading

Methods: thinking, tasting, summarizing...

3. Reading links, sublimating emotions

Teacher: Please read "The Magical Book" aloud

1. Draw the magical places in the book.

2. Think about how the author expressed it.

3. After studying the text, reading this poem, talk about your feelings about books and reading, and recite this poem.

[Design intention: When students’ reading comprehension has accumulated and internalized, we will guide them to expand new reading content, allowing students to have space to express themselves and show their emotions and abilities, and realize the interaction between students and students in the classroom. , dialogue between teachers and students, and between teachers and students and the text. The final talk about feelings was a new improvement in students' interest and values ??in reading, and allowed students to remember "traveling through the world with books as a companion". ]

4. Training in class

1. Show courage: recite your favorite passages.

2. Calm your mind: Copy your favorite sentences and paragraphs.

3. Replenish energy: Organize reading cards based on the reading methods in the text and the reading experiences shared by classmates.

5. Blackboard writing design

3. Traveling all over the world to be friends with books

Content thinking

Taste and appreciation

Searching for new knowledge

Summarizing the harvest

Producing the teaching design of *** Ming 2 Traveling Around the World as a Companion of Books

Teaching material analysis

《 "Traveling the World as a Companion of Books" is a text in the first unit of the ninth volume of the new curriculum standard experimental textbook published by the People's Education Press. It introduces the author's reasons for traveling around the world with only one book and how to read it. It tells us that we should be friends with books and use books as companions; we should be good at reading, always read and always new, it will be endless fun and full of humanistic feelings. The article is closely organized around the topic "I love reading" in this unit of the textbook. It is short and exquisite, has a novel perspective, and uses unique and flexible expressions such as metaphors, assumptions, and rhetorical questions, which can further stimulate students' interest in reading and cultivate students' good reading habits.

Teachers should guide students in Chinese teaching to learn Chinese through the practice of perception, accumulation and application. The "Chinese Curriculum Standards" require: Chinese teaching should pay attention to comprehension during reading, accumulation during reading, and reading to promote writing. In teaching, we should strengthen the integration of the entire teaching content with inside and outside the classroom, and strive to let students combine reading and understanding, reading and writing, reading and activities, so that students can feel the author's "love of books and love of reading" in Chinese language practice. Enthusiasm, understanding the method of reading, enjoying the fun of reading, and making students full of interest in reading.

Teaching objectives

1. Recognize 4 new characters and be able to write 9 new characters.

2. Read the text correctly, fluently and emotionally, recite and copy your favorite passages.

3. Grasp the main content, understand the author’s reasons for choosing a book to accompany him on his travels and his method of reading it over and over again, and be inspired by it.

4. Feel the author’s love for reading, continue to carry out comprehensive learning about reading, and gradually cultivate students’ reading habits.