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1、14、通往广场的路不止不条（14, the road to the square is more than one）Teaching objective:1, 4 words, with the dictionary, Chinese idiom comprehension of the meaning, the accumulation of good word sentences.2. Read the text correctly, fluently and emotionally, and recite the words that my father taught me.3, com
2、prehend the profound meaning of more than one road to the square, take the author as an example, and set up a positive attitude towards life.Teaching emphasis:Understand the profound meaning of more than one way to the square, take the author as an example, and set up a positive attitude towards lif
3、e.Teaching aids: coursewareTeaching process:First, stimulate interest, import topics:Teacher: if a fishing experience tells us that morality is only a simple problem of right and wrong, but it is very difficult to practice. Then another child, a little at a time, with his father on the high tower, w
4、atching the cobwebs to the streets of the city, his father gave him a vivid lesson, this is I to learn the text more than one way to the square. Blackboard writing for teachers. Students read the subject together.Teacher: as a result of this text, we havent prepared the lesson yet. So please read th
5、e text freely, read the text correctly, and read it smoothly. And mark the serial number of the natural section.Two, read the text, the overall perception.Student: read the text freely.Teacher: check the preview. (fill in idioms)Teacher: show the courseware (about the scene map of Rome)Teacher: clas
6、s, when we see Roma Square on the plane, we can not help but be shocked! There are many villages dotted with roads Criss cross. I want to go to the city square, but I dont know who will be the tour guide when I go there (answer by name)Teacher: is there only one road leading to the square?Student: t
7、here are many.Teacher: Yes, all roads lead to Rome.Three, autonomous learning, intensive reading.Teacher: lets think about it. Who said that the road to the square is more than one?The students quickly read the text and underline them. Show your father on the slideSheng: read this sentence together.
8、 (read it again and again)Teacher: This is what my father taught me. Where is it?Student: the fourth row of the second natural section. If you find that this road cannot reach your destination, you can go another way. Try it!Teacher: that is to say, the teacher said, in which scene do you educate me
9、?.He said, at the top of the church.Teacher: who can talk about it?Student: when I was a child, my father took me to the top of the church in Rome and taught me.Teacher: and what does it teach me?Student: there is more than one way to the square.Teacher: if this road doesnt work, try it - say, go th
10、e other way.Teacher: and then I teach my father -Sheng Qi said: in mind.Teacher: is fathers instruction useful to me? Where do you see it?Sheng: my father taught me a lot in my life - more than one way to the square.Teacher: what is the writing technique? (echoing)Teacher: the text cited a few examp
11、les to prove that his father is right? Every thing is in what paragraph text written?Student: there are two things in the text. 4-11, the sale of sweaters. 12-13 non clothing fashion show.Teacher: whats the main part of the 4-11 paragraph?Student: 4-11 paragraph is about I met a friend, she has a sw
12、eater, looks very plain weave, very clever. This friend told Mrs. Diane to knit it. She designed a sweater for herself and asked Mrs. Diane to knit it for her. She wore this sweater to the fashion merchants dinner. A lot of people were attracted to her. As a result, the manager of a large store orde
13、red forty pieces from her. - Mrs. Diane told her so much she knitted herself, please twenty a woman, two weeks later, the forty sweater is finished. The process of speaking is not very smooth. The students below complained, its too long, too much trouble.Teacher: I dont think she said any trouble. A
14、fter reading the text, you can speak so fluently, and in some places also use your own language to understand it, it is great. And the students below think, do not think too much. So, can you just say something?Student: 4-11 natural paragraph is writing her business when the trouble, and finally she
15、 remembered her fathers teachings to her, if you find that this road can not reach the destination, then you can go another way. (smoother)Teacher: lets compare them. Whats your opinion on the speech of the two students just now?Teacher: why?Student: I think the first classmate speaks better.Student: because second classmates talk too little.Teacher: too little? How do I say this?Student: because hes talking about local content, its not complete.Teacher: I think the second students speak very vague, general, for example, what kind of difficulties she e
