唯一听众名师教学案

.

Teacher'sTeachingPlanof"TheOnlyAudience"

Designdescription:

ChineseCurriculumStandardspointsoutthatChineseteachingshouldfocusontheimprovementofstudents'Chineseliteracy.ThecoreofChineseliteracyistheabilityoflistening,speaking,readingandwriting,andtheessenceoflistening,speaking,readingandwritingistheabilityofisomorphismandsymbiosisoflanguageandspirit.Thedesignofthislessonisbasedonstudents'reality,whichguidesstudentstounderstandthemainideaofthearticle,tastethelanguageofthearticle,andtrytofigureoutthee*pressionofthearticle.Throughthetrainingofspeaking,readingaloud,imaginingandwritingwords,students'emotionsresonatewiththefeelingsoftheauthor,activelyparticipateinreadingactivities,andmakethespiritandlanguagecoe*istharmoniously,thusimprovingtheircomprehensiveChineseliteracy.

Teachingobjectives:

Canwrite6newwords,andcorrectlyreadandwritewordssuchas"depressed,sorry,mind,absurd,prestige".

Readthete*twithemotion.Understandthecontentofthete*t,andfeeltheoldman'sloveandencouragementfor"I"andmyadmirationandgratitudeforherfromtwoaspects:theoldprofessor'swordsanddeeds,andthechangesinmypsychologyandactions.

Understandthemeaningbehindthelanguageande*pressionofthe"audience".

Preparationbeforeclass:

Teacher'spreparation:(1)TheviolinsongMoonlight.(2)Slideswithte*tillustrations.

Studentpreparation:collectinformationabouttheviolin.

Scheduleofclasshours:2classhours.

Teachingprocess:

Firstclasshour

First,createasituation,leadtothetopic

Playtheviolin"Moonlight"(showtwoparagraphs)"Tothem,IserenadelikeI'msawingmylegs."

.

"Later,playingtheviolinbecameahobbythatIcouldn'tgiveup.Icanskillfullyplaymanytunes.Ihavetheopportunitytoplayviolininfrontofhundredsofaudiencesatvariousculturalparties.Atthattime,Ialwayscouldn'thelpthinkingofthe'deaf'oldman,myonlylistenerinthemorning..."

Teacher:Withthebeautifulviolinmusic,pleasereadthesetwoparagraphssoftly.Whatinformationdidyouget?Anyquestions?

Introducinganewlesson:Yes!Apersonwhousedtobeamusicalidiothasactuallybecomeanarrogantpersoninthefieldofmusic.Thecreatorofthismiracleisthedeafoldman.Let'sapproachthedeafoldmanandthemysterious-onlyaudience(writingontheblackboard)withpiousheartanddoubtsinourhearts.

Readthetopicstogetherandguidequestions.

Audiencemeansalotofpeople.Whyuse"only"toqualify?

Whodoes"theonlyaudience"referto?

Whatdidthe"onlylistener"do?

Let'swalkintothete*twiththesequestions.

Purpose:Soothingthesoftviolinmusic,sothatstudentscanwalkintotheclassroominvoluntarily,andthendirectlyintothecontrastingte*tparagraphs.Whentheygetclosetothete*t,theywillgainsomethingwhenreading,andtheywillhavedoubtswhenreading.Coupledwiththeteacher'skindwordswithsuspense,itwillnotonlystimulatestudents'interest,butalsoopentheirminds,sothatstudentscanentertherequiredstateofteachingassoonaspossible.

Second,thefirstreadingofthete*t,theoverallperception

Readthete*tinyourfavoritewayandcirclethenewwordsinthislesson.

Learningnewwordsandunderstandingnewwordswiththehelpofdictionariesordictionariesatthesametable.

Theteacherinspectsandguides,sortingoutstudents'error-pronewordsandwords.

Communicatewiththeclass.Coursewarepresentation:

.

easytyposGlyph:YouQianLiu.

Wordsound:sneak,hey,cut

E*planationofkeywords

Frustration:Frustrationanddisappointment.

Overflow:Fulldisclosure.

Absurd:(Thoughts,wordsanddeeds)aresowrongthatpeoplefeelstrange.

3.Readthete*tagainandmasterthemaincontentofthete*t.

Teacher:Nowthatwehaveclearedthewordbarrierinthete*t,let'sreadthete*tfreely,andthinkaboutit:Whatisthemainstoryofthiste*t?Whatimpressiondidthisonlylistenerleaveonyou?Andreadthete*twiththequestionsjustmentioned.

(Thiste*ttellsthestoryof"I"who,withthesincerehelpofamusicprofessor,learnedtoplaytheviolinwithoutconfidence,andwasabletoplayforhundredsofaudiencesatvariousliteraryevenings.Itpraisedthevirtueofcaringforandencouragingyoungpeopletobecometalents,ande*pressed"I"'sadmirationandgratitudetotherespectedoldprofessor.)

Design:Throughself-vocabulary,studentscanremoveobstaclesinreadingincooperation,andprepareforreadingthete*twell.Then,letthestudentssummarizethethemeofthearticle,andhaveanoverallperceptionofthete*t,sothattheycangraspthewholearticleandhavesomethinginmind.

Third,clarifythelevelandraisequestions.

Readthete*tsilentlyanddivideitintothreepartsaccordingtotheprompts.(Coursewarepresentation:①Playingthepianoathomewasgivenacold

shoulder.①Practicingthepianointheforestmeetsabosomfriend.①Thestageperformersarefullofemotion.)

2.Browsequicklyandaskquestions.

Teacher:Pleasebrowsethete*tquicklyandwritedownthequestionsyouthinkarevaluableinyournotebookwhilereading.

Guidestudentstopayattentiontothesituationof"I"beforeplayingtheviolin.Summary:"I"learnedtoplaytheviolinonlywiththesilentencouragementofthe

.

oldman.Whatpowermade"I"haveconfidence?We'llcontinueourresearchne*tclass.

Designintent:Accordingtothestudents'e*perienceandtrainingrequirements,letthemlearnnewwordsbythemselvesandmasterthemaincontentsofthete*t.Thiswillnotonlysavetheeffectivetimeinclass,butalsolaythefoundationforstudents'e*tensivereadinginthefuture.Writedownvaluablequestionsinnotebooks,emphasizethatstudentsshouldrecord"valuable"questions,andaskstudentsnottoaskquestionsblindly.Graspingkeyquestionscanmakeiteasierandmoreconvenienttounderstandthecontentofthete*tandfeeltheemotionsofthecharacters.

Fourth,consolidatethepracticeandbehappy.

Openthe"BasicTraining-TheOnlyAudience"andlet'sgetthroughittogether!

Secondclasshour

First,reviewthete*tandputforwardrequirements

Readthete*tsilentlyandreviewwhatthete*tmainlywrote?

Introduction:Lastclass,weinitiallyperceivedthemainideaofthearticleandclarifiedtheconte*tofthearticle.Inthislesson,let'swalkintothete*t"TheOnlyAudience"again,toe*periencethevirtueoftheoldprofessorcaringforandencouragingyoungpeopletobecometalents,andtoappreciatemygratitudetotheoldprofessor.

Designintent:Startingwithreview,whilearousingstudents'memories,wewillencouragestudentstostimulatetheirinterestinlearning,sothatstudentscanlearnthete*twithconfidence.

Second,recallwriting,independentperception

1.Howdowelearntowritepeople'sarticles?

(Graspthedescriptionofthecharacters'language,demeanor,movements,psychology,etc.)

Now,let'sgointothete*tagain,graspthesentencesdescribingtheoldprofessor'slanguage,movementsanddemeanor,andreadthemcarefully,soastodeeplyappreciatethenoblepersonalitycharmofthisuniqueaudience.

.

Studentsreadsilentlyanddrawsentencesthatdescribetheoldprofessor'slanguage,actionsanddemeanor.

Purpose:Letstudentslearntostudyrationally,usee*istinglearningmethods,andlearnandfeelanewchapter.

Third,intensivereadingofthete*t,readingandcommunication.

(a)Readingthelanguageoftheelderly:

Readparagraphs2~9ofthete*t,findoutthesentencesthatdescribetheoldwoman'slanguage,andthinkaboutthecircumstancesunderwhichshesaidit.

Whilereadingtheparagraphassignedbytheteacher,thestudentse*tractthesentencesdescribingtheoldwoman'slanguage.

Groupreportandcommunication:Accordingtothestudents'answers,theteachershowswhattheoldwomansaidonthebigscreen(coursewareshows).

Readthesewordsbyname,analyzeande*periencetheemotionsofthecharacters.

(1)"AmIbotheringyou,youngman?ButIsithereforawhileeverymorning.""Ithinkyoumustplayverywell,butmyearsaredeaf.Ifyoudon'tmindmypresence,pleasegoahead."

Afterreadingthesewords,doyouhaveanyquestionstoask?Encouragestudentstoaskvaluablequestions.)

Transition:Thisisthefirsttimetheoldwomanhasspokento"I".Did"I"knowtheoldwomanbeforethis?Howismypianoskill?

Idon'tknowtheoldwomanatall.Theserenadeplayedby"I"islikethelegsofasawingmachine,so"I"cametothewoodsalonetopracticethepiano.)

Teacher:Ifyouaretheoldwoman,whatdoyouthinkyoungpeopleneedmostnow?(Care,encouragement,comfort…)Whatanunderstandingoldman,readthissentencewithyourunderstanding.(guidingreadingaloud)

Whenaclassmatereadthesewordsjustnow,Idon'tknowwhytheoldwomanliedthatshewasdeaf.Let'sdiscuss:Istheoldwomanreallydeaf?Whydidshesayshewasdeaf?

Organizethewholeclasstoe*changeanddiscuss.

.

Default:

Student1:Theoldwomansaidshewasdeaf.Ithinkitwasawhitelie.

Student2:Sherecognizedthat"I"'spianoskillswerereallyunbearable,butshewasafraidofhurting"I"'sself-esteem,soshestoppedpracticingplayingtheviolin,soshesaidshewasdeaf.

Whatdoestheoldwomanmeanbytheword"mind"in"Ifyoudon'tmindmypresence,pleasegoahead"?Whydidtheoldwomansaythat?

Mind:Keepunpleasantthingsinmind;Care.Theoldwomansaidthistogive"I"confidenceandcourage,andlet"I"continuetopracticethepiano.)

Whatkindofpersondoyouthinkthisoldwomanis?Pleasereadthesewordsagainwithyourownunderstanding.Let'sseewhocanreadthetonethattheoldwomancaresabout"me"andgivesconfidenceto"me".Instructstudentstoreadthete*twiththeirownunderstanding.

Transition:Students,throughoure*changeandanalysis,haveallyourquestionsbeensolved?So,whatdidtheoldwomansayto"I"when"I"shookherhead?(leadstothene*tsentence.)

(2)"MaybeIwillfeelthismusicwithmyheart.CanIbeyourlistenereverymorning?"

Howtounderstand"feelwithyourheart"?Discussingroupsofstudents.

(Theoldprofessoristellingmethatalthoughshecan'thearyou,shewantstobemyonlyaudience.Shesaidthissentencetolet"I"putdowntheideologicalburdenandconcentrateonpracticingthepiano.)

(3)"That'sreallynice.Myhearthasalreadyfeltit.Thankyou,youngman."

Afterlisteningtotheoldprofessor'swords,howwill"I"feelinmyheart?

When"I"stops,sheneverforgetstosaythelastsentence.Whatdoesthe"total"heremean?

Cooperativeinquiry:Ifyouwerethe"I"inthete*t,whatwouldyouthinkofthiskindofencouragementtotheelderly?

Transition:Encouragedbythepatienceandenthusiasmoftheelderly,"I"keptimprovingmypianoskills.Readthete*tagain,andtellhowtheoldwoman'spraise

.

andencouragementhavechangedme.

Teacher'ssummary:Justnow,thestudentsgraspedtheoldman'slanguage,triedtofigureoutherrichinnerworld,andfeltthebeautifulandkindqualityoftheoldman.Thisisaverygoodreadingmethod.Intheusualwriting,weshouldalsocarefullydepictthecharacters'languageandshowthecharacters'qualities.

(two)pondertheoldman'smanner:

Teacher:Wesaythattheeyesarethewindowofthesoul.Let'sgobacktothearticleagainanddrawsentencesthatdescribetheeyesoftheelderly.Doyouhaveanynewfindings?

Findoutthesentencesthatdescribetheeyesoftheelderlyandfocusoncommunication.("Lookingcalmly"threetimes)(namereading-coursewarepresentation)

(1)"Averythinoldwomansatquietlyonawoodenchairandlookedatmecalmly."

(2)"Shehasbeenlookingatmecalmly."

(3)"Herkindeyeslookedatmecalmly,likeadeeppool…"

E*pandimagination:(Coursewareshowsthreegroupsofsentences)

Theoldman'seyesarecalm,butherheartisnotcalm.Pleaseimagineandcompletethefollowingsentencesaccordingtotheteacher'slanguageprompt.

(1)WhenIplayedthepianolikethelegsofasawingmachine,shelookedatmecalmly,asiftosay____________________________________

_______

(2)WhenIhavesomeconfidenceandgotothegrovetoplaythepianoeveryday,shealwayslooksatmecalmly,asiftosay________________________

___

(3)WhenIgraduallyplayedrealmusic,shesmiledandlookedatmecalmlywithkindeyes,asiftosay_______________.

Summary:Whenwearereading,weshouldnotonlypayattentiontothecharacters'e*pressions,butalsotrytofigureoutthecharacters'heartsthroughtheire*pressions.

.

Designintent:Focusonthesentencesdescribingcharacters'languageanddemeanortoread,soastodeeplyunderstandcharacters'characterthroughreadingaloudandsavoring,sothatstudentscanbenourishedbytheirhearts,andlearnhowtoe*presstheirinnerworldbydepictingcharacters'language,behavioranddemeanor.

Fourth,createsituationsandfeelyourheart.

Showtheillustrationsoftheelderly(soundtrack)andlearnthelanguagetransition.

Thiswiseandkindoldmanismyonlylistener.Inthesilentwoodsinthemorning,shealwayssitsquietlyonawoodenchair,looksatmewithcalmeyes,inspiresmewithencouragingwords,andmakesmeregainmyloveformusic,persistentlypracticepianoskills,andfinallyplaysabeautifulmelodythatamazesmysisterwhospecializesinmusic.Atthistime,theune*pectedmysteryisalsorevealedbymysister…(Studentsreadmysister'swordstogether.)

Createsituationsandguidewriting.

Everythingisunderstood!Ifyouarethisyoungmanatthemoment,recallingthebitsandpiecesthataccompanytheacquaintanceoftheoldman,herencouragingwordsechoinyourears,andhercalmeyescometoyoureyesagain...Youmusthavetoomanywordstotalktoher.Pickupapenandwriteitdown.

Designintention:Itmaybedifficulttowritewordsinthislink,butitisoneoftheimportantpurposesforustoapplywhatwehavelearnedtothete*t.Usingtheprincipleofknowledgetransfer,wesetimitationasanintermediarylink,effectivelycombinereadingandwriting,andgraduallyenterthecreativerealmfromimitation,sothatstuden