The introduction of the blackboard writing "Bitter Pomelo Love" requires all students to read the topic together, which makes them suspicious.

The teacher explained that because the teacher saw the article "Bitter Pomelo" and found it too sensational, he couldn't help writing "Bitter Pomelo Love".

Let's change and look at the topic together. Do you know why the teacher wrote "Bitter Pomelo Love"? What makes the teacher so emotional?

Lead out the main content of the article and feel the article initially. Read the text quickly.

Second, perceive the text.

Read the text quickly and master the main content of the article.

Third, read the text carefully

1. Read the text silently and see what you can read. Mark what you don't understand.

2. Report what you read and what you don't understand. Read the text again, read the text with questions you don't understand, think about what you don't understand and see if you can understand it.

3. Communicate what you don't understand in the group, sum up the questions and see which group of questions is most valuable for discussion.

4. Screen valuable questions, communicate with the whole class, find out the answers in the text, understand the main contents of the text, and initially understand the thoughts and feelings of the characters. Pay attention to the understanding of the following statements:

She hasn't seen grapefruit, and I haven't eaten grapefruit for 40 years. We all have grapefruit disease.

With your kind heart and honest heart, bitter pomelo will also become sweet.

The little girl refused to take anything, returned 100 yuan to her uncle, picked up the empty basket and quickly disappeared into the crowd.

In this world, money can buy delicacies, gold and silver jewelry, but it can't buy noble souls!

That bag of bitter pomelo will remain in my memory forever.

Fourth, emotional reading.

1. Look at the illustrations in the textbook and imagine what the uncle and the little girl are saying.

Put the feelings we just discussed into the text to read. Free reading. Give reading guidance.

3. Discuss the feelings of uncle and little girl with pictures. If you want to express these feelings, what words do you think should be paid attention to when reading? Practice drawing words that should be paid attention to. Read aloud by name and role.

4. Evaluation: Who studies well? What do you think he read? Who can't read well? What do you think he hasn't read?

5. Free combination and reading of different roles. First, introduce questions and experience the truth

1. Through the study in the last class, we know that my uncle bought a basket of bitter grapefruit. Will he take these big and bitter grapefruit thousands of miles away? Think clearly about your point of view first, and then tell the basis of your imagination. Discuss in groups and state the reasons. Collective discussion and communication.

2. When the little girl comes home, will she tell her parents the truth about selling grapefruit? Discuss before you answer.

Second, experience language expression.

Do you think this article is good? Where's the good news? Read the text silently and find out your favorite sentences. Evaluate sentences and understand how language and words express thoughts and feelings.

Third, read aloud and experience emotions.

My uncle's homesickness, love for the little girl's beautiful heart, pride in the simplicity and kindness of the people in my hometown, relief for the next generation of the motherland, and the little girl's frankness and kindness to her beautiful feelings are all contained in the text.

Let's read the text carefully again. Read your feelings.

1, read the full text for free.

2. Read the dialogue of three people. Now you are an old overseas Chinese who has lived abroad for more than 40 years. You are the kind little girl, and you are the bystander who is surprised and praised. Students read, others look at the pictures and imagine.

3. Read by two people. Let uncle talk to the little girl directly and feel that feeling directly. Read with your heart. Other students look at the pictures and imagine whether the feelings are strong or not.

4. Read alone. Can you read the feelings of two people? Try reading it again. Read the name, others close their eyes and imagine the scene at that time.

Fourth, learning evaluation.

1. What original methods were used to learn this article, what new reading methods were learned, and how did you realize it?

Are you satisfied with your study? Tell me why. Is there anything you don't understand? Say it. 5. Read what you find distinctive or interesting several times and write down your feelings.

Blackboard design: bitter pomelo, selling, buying, silent reading, little girl-feeling-uncle, thinking, reading dialogue aloud.