1. Short text.
This article was written by Li Hanrong, a famous poet and essayist. It is an excellent work published in the third issue of 1995 prose.
This is a novel, imaginative and curious article. With a good mood, the author walked into the mountains, visited the "friends" in the mountains, exchanged feelings with them, created a picturesque world and expressed his love for nature.
In the way of narration, this paper is original. On reading the topic, I thought that the author went to visit an old friend in the mountains. But when reading the third paragraph of the article, the reader suddenly realized that the original author wanted to visit ancient bridges, Woods, mountain springs, streams, waterfalls, cliffs ... and some natural friends. The whole story is described in this way, which makes readers enter the picture and the author's state of mind, as if these friends in nature are not only the author's, but also each of our readers, so they feel very cordial. According to the needs of expression, the author also changed the name of the narrator appropriately. For the "friends" in the mountains, the author sometimes uses the third person to describe them, and sometimes uses the second person to address them when the feelings are strong, which makes the feelings more fully expressed.
This article is imaginative, novel and romantic. For example, "the roots growing under my feet go deep into the soil and rock formations;" Hair grows into a crown, arms become branches, and blood becomes the sap of the tree, rotating and flowing in the annual rings. "The author imagines himself as a tree, so that the tree and" I "can be integrated. Another example is, "Hello, Cliff! Deep canyons set off your tall and straight body, and your high forehead seems to be full of wisdom. "In my imagination, Cliff seems to be a wise man. It can be seen that imagination makes the scenery lifelike and aura flying. At the same time, the author also uses metaphor, personification and parallelism to make his writing lively and express his deep feelings for "friends" in the mountains. After reading this article, you will never feel boring and boring. You will strongly feel the poetic rhythm and feelings. You will always be moved by the author's love for nature, and you will always be infected by the passion flowing between the lines. Really, if you feel the author's heart with your heart and think about the poetic picture through language, you will enter the beautiful realm described by the author.
As the first text of "Feeling Nature" in this group, this paper aims to experience the good mood of the author along the way by feeling the realm described by the author, and cultivate students' good mood of loving nature and being close to nature. The second is to learn the author's methods of expressing emotions through metaphor, personification, parallelism and imagination, and accumulate language.
The focus of this lesson is to feel the author's deep feelings for "friends" in the mountains and understand the author's methods of expressing emotions.
2. Text analysis.
Understanding of (1) sentence.
(1) out of the door, a full breeze, the wind contains the smell of dew and gardenia.
"Bump" vividly describes the feeling of being bathed in a refreshing breeze. Because the wind contains "dew", it especially moistens the heart and spleen; Also, because the wind contains the smell of gardenia, there is a hint of sweetness in the moisture. The author's first impression after "going out" is unusual, which shows that this trip to visit friends in the mountains is full of good mood. At the same time, it is indirect to visit friends in Mingshan on a morning in early summer.
Ah, Old Bridge, you are like a venerable old man.
Comparing Old Bridge to A venerable old man not only shows the antiquity of the bridge, but also highlights its obscurity and quality of serving the public, which fully expresses the author's praise and admiration for the bridge.
Walking into this forest, the birds called my name, and the dew exchanged eyes with me.
Birds are not singing, but "calling my name"; Dew is not shining in the morning light, but "exchanging eyes with me". A "call" and a "look", this anthropomorphic technique, vividly expressed his tacit understanding and friendship with two friends, Bird and Lu.
(4) Roots that grow under my feet are deeply rooted in soil and rocks; Hair grows into a crown, arms become branches, and blood becomes the sap of a tree, rotating and flowing in the annual rings.
This is the association of the author walking into the Woods and leaning against a tree. Trees are friends, people are friends of trees, and people and trees have been integrated. What a wonderful state this is! From these associations, we really feel the kind of "bosom friend" friendship between the author and the tree, which has entered the realm of harmony between man and nature.
Hello, cool mountain spring! You take out a mirror. Do you want me to freshen up? Hello, gurgling stream! You are reciting a poem. Are you asking me to sing with you? Hello, waterfall! ……
This set of sentences is written to say hello to friends in the mountains. The content is the same and the structure is similar. It is a set of parallelism sentences, and at the same time, the deep friendship between me and my friends in the mountains is vividly expressed by anthropomorphic methods. Using the second person, I feel kind and enthusiastic when reading.
6. On their way to Tudi, I joined this short and meaningful ceremony; Tapping with a stone, I heard the sound of ancient volcanic eruption and the echo of time rumbling.
In this sentence, "they" refers to fallen flowers and leaves, and "ceremony" refers to the process in which fallen flowers and leaves fall from the branches and blend into the soil. Although the time is short, it is very meaningful. Because "falling red is not a heartless thing, turning into spring mud protects flowers more." In this way, nature is endless in the cycle, so there is a layer of "lift a stone ……", because the stone is condensed by magma erupted by a volcano, and there are endless footprints of nature in ordinary stones, so you can hear "the sound of ancient volcanic eruption and the rumbling echo of time" from the faucet of the stone. From a fallen flower, a fallen leaf and a stone, the author feels the change of time and the cycle of life. It can be seen that the author is feeling with his heart.
(2) Understanding of words.
Trail: A hidden path.
Highly respected: high morality and great reputation.
Wave swaying: The swaying of water waves.
Chorus: One person writes a poem or a word, and others respond accordingly.
Talk with great interest.
Yong: The basic meaning of "Yong" refers to reading poetry and prose rhythmically. "Yin" is often associated with "Yong", which has similarities and differences in meaning. The ancients said that the sound of movement is called chanting, and the long word is called chanting.
Second, the teaching objectives
1. Can write eight new words, and correctly read and write the words "refreshing, chanting, chorus, waterfall, steep, tall and straight, physical, exquisite, subtle, mysterious, chivalrous, respectful, relished and meaningful".
2. Read the text with emotion. Recite your favorite part.
3. Feel the realm described by the author and cultivate students' good feelings of loving and being close to nature.
4. Learn how the author uses metaphor, personification, parallelism and imagination to express his feelings.
Third, teaching suggestions
1. The topic of "visiting friends in the mountains" is not only the basis of the full text, but also the unique and distinctive expression method of constructing situations with association and imagination, which is a literary vision that can not be ignored in this work. After revealing the topic, students can guess who the author is visiting friends in the mountains, thus arousing students' reading expectation.
2. In teaching, we can start with the topic of "visiting friends in the mountains" and combine the thinking exercises after class to link the clues of reading this article:
(1) What "friends" did the author visit in the mountains? After reading the text for the first time, let the students understand that the "friends" visited by the author are ancient bridges, birds, dew, trees, mountain springs, streams, waterfalls, cliffs, white clouds, larks, fallen flowers and fallen leaves. To sum up, everything in this mountain forest is the author's friend.
(2) Why is the title of the text "Visiting Friends in the Mountains"? From which descriptions can we see that "I" and "friends" in the mountains have deep feelings? Let the students read the text carefully and deeply, find out the relevant sentences that describe the deep feelings between "I" and "friends" in the mountains, and organize exchanges after reading the experience.
Old Bridge-"Like a venerable old man"; Bird-"Call my name"; Lou-"exchange eyes with me"; Tree-"is my bosom friend", "as if I were a tree"; Mountain spring-"Want me to freshen up"; Flow-invite me to "sing"; Waterfall-"How imposing the majestic tenor is"; Cliff-"tall and straight body", "high forehead seems to be full of wisdom"; White clouds-"make the sky full of tranquility and become bluer"; Larks-Talking about "Good Scenery Seen in Flight".
Between the lines of the article, we can really feel that in the author's eyes, this flower, a tree, a bird, a stone, a grass and a tree have all become living people. They can talk to us and communicate with us. They have become our friends. When the author goes into the mountains to see the scenery, he naturally becomes a "friend in the mountains".
(3) Have you ever had a similar experience? Teachers should inspire students to recall similar experiences and encourage them to communicate with each other. In the communication, let students experience the happiness and happiness brought by the harmonious coexistence between man and nature again.
The language of this article is rich and vivid. The author's observation of the scenery in the mountains is meticulous and his experience is very profound. Many descriptions can be expressed in extremely changeable sentence patterns, which are good materials for students to learn and accumulate language. Exercise 3 after class also reflects this requirement. In teaching, teachers should combine their own understanding of the text to guide students to understand the author's methods of vividly expressing his feelings for "friends" in the mountains by means of metaphor, personification and parallelism.
4. This paper has poetic rhythm and feelings. With the author's rich imagination flying, it conveys the poet's lively temperament and temperament from behind the words. Therefore, the teaching of this paper should focus on reading aloud, so that students can feel the charm of language in reading aloud. Like the fifth paragraph, the author uses the second person to say hello to his "friends" in the mountains. When teaching, students can simulate the scene at that time and say hello to their "friends" in the mountains. At the same time, the unique poetic language, poetic rhythm and poetic feelings of the article can be reflected in students' reading.
Without students reading the text repeatedly, it is difficult to understand the artistic conception and feelings described by the author. On the basis of being familiar with reading, students can choose their favorite parts to recite.
Teaching new words and phrases can make students master them by self-study. When checking, teachers should pay attention to the pronunciation and shape of the following words: "harmony" in "singing harmony" is pronounced as "hè" and "rhyme" is not "text".
Fourth, teaching cases.
first part
Visit the ancient bridge and read aloud.
Teacher: Next, let's follow the author and visit his first old friend. Please read the third paragraph of the text together.
(Read all the third paragraphs together. )
Teacher: I saw this ancient bridge as soon as I entered the mountain. How did the author communicate with his old friend when he met him, and what did he tell him silently? Please read the text silently again and draw a picture on the book.
Read the pictures silently and communicate after reading them. )
Health: The author respects him very much and says that he is a venerable old man.
Teacher: That makes sense. Who knows what "respected" means?
Health: "venerable" means noble morality and famous reputation.
Teacher: Then where did you realize his "high esteem"?
Health: He took many people across the other shore, which brought convenience to everyone.
Health: From "bending over and staring at figures, fish shadows and moon shadows in the water", we can see that he is unknown and hard-working.
Health: Let me add that he has stood on this stream for hundreds of years, which shows that he has served everyone for a long time. From here, we can fully feel his "respect".
Teacher: Good point. Day after day, year after year, only he is still standing silently on this stream, serving everyone. No wonder the author praised him sincerely as soon as he saw him and said to him-(Introduction: Ah, Old Bridge, you look like ...)
All the students read together. )
Teacher: This is the first old friend visited by the author. In the author's mind, the ancient bridge is like a venerable old man. The author wrote the ancient bridge as a person, vividly conveying his deep feelings for the ancient bridge to us. When reading the text, we should carefully understand the author's methods of expressing emotions.
the second part
People and trees blend together to feel the situation.
Teacher: The author not only regards everything in the forest as his friend, but when he enters the forest and sees a tree, he imagines himself as a tree, taking root and sprouting, and growing branches. Please read the relevant sentences to understand the author's feelings at that time.
Students can read sentences freely. )
Teacher: Who will communicate first?
Health: He regards the tree as a friend, and the tree regards him as a friend. They really seem like rare bosom friends.
Health: I have something to add. A "bosom friend" is someone who knows each other and has deep feelings. Generally speaking, he is talking about people. Now the author says that every tree is his "bosom friend", which shows the deep affection between him and the trees.
Teacher: That's very capable. You can grasp the key words in the sentence to understand.
Health: I have something to add. The author leans against a tree, leaning against it, he seems to be a tree himself. He blends in with the tree. I also realized the extraordinary friendship between them from here.
Teacher: Good point. Trees are friends, people are friends of trees, and people and trees have been integrated. What a wonderful situation this is! From this imagination, we really feel the kind of "bosom friend" friendship. Read it again with this feeling.
Verb (abbreviation for verb) related links
Member of Li Hanrong Chinese Writers Association, a famous poet and essayist. Over the years, he has written about 3,000 poems, 1000 essays and more than 30 short stories, and published more than 2,000 poems, essays, essays and novels in various newspapers and magazines at home and abroad.
2* Shan Yu
First, the interpretation of teaching materials
1. Short text.
This is a lyrical prose with both literariness and beauty. With unique feelings, magical imagination and association, and fresh writing style, the author shows readers a colorful landscape of mountains and rivers, and between the lines is filled with the author's deep love for Shan Yu and nature.
The text is written in the order of rain, rain and rain. The full text *** 10 natural paragraph, 1 4 paragraphs, describes Shan Yu's sudden arrival, and the rain from far and near wafts like a song without words; The fifth to seventh paragraphs describe rain, mainly focusing on the beauty of rhyme and color brought by mountain rain, highlighting the beautiful rain sound like "ditty" and "note" and the unforgettable green of the mountains in the rain; Paragraphs 8 to 10 describe the silence of the forest after the rain by describing the sound of birds singing and raindrops falling.
The written language is vivid, and the author is good at exerting reasonable and novel imagination and association through vision and hearing, and using rhetorical devices such as metaphor and personification to describe the characteristics of Shan Yu. For example, comparing the sound of rain from far and near to gradually clear to "a ballad without words", comparing the sound of rain falling on the mountain when it rains to "an elegant ditty" and comparing the sound of rain dripping when it rains to "the aftertaste of a Shan Yu" appropriately shows the different characteristics of Shan Yu in different periods, highlights the unique beauty of Shan Yu's phonology, and blends scenery with emotion.
This article is a skimming of the text. The first purpose of the selection is to feel the charm of colorful Shan Yu and stimulate the love for nature. The second is to feel the charm of the article language and enrich the accumulation; Third, continue to learn how to express unique feelings through association and imagination.
The focus of this course is to feel the charm of Shan Yu, the author's love for Shan Yu and nature, and the beauty of language.
2. Text analysis.
Understanding of (1) sentence.
Like a song without words, it magically floated from all directions, gradually becoming clear and loud, from far and near, from far and near. ...
This sentence begins with sound. The author uses metaphor to describe the dynamic process of sound from far to near and from light to heavy when it rains, which corresponds to the beginning of the article and describes the characteristics of Shan Yu's coming, namely "suddenly coming" and "quietly coming". The author compares The Sound of Rain to a "ballad without words", which, when the sound of rain comes, highlights a kind of melodic beauty that gradually becomes clear and ethereal, expresses the author's unique feelings for Shan Yu and gives people infinite reverie.
In the sound of rain, every rock, every leaf and every clump of green grass in the mountain has become a wonderful piano key. The fluttering rain is countless dexterous and soft fingers, playing one elegant ditty after another, and each note is full of fantastic colors.
This is to describe the acoustic characteristics of rain to the mountains. The author used his peculiar imagination to connect "rocks, leaves and green grass" with "keys", to imagine "fluttering raindrops" as "dexterous and soft fingers", and to connect the sound of rain with "one elegant ditty after another" to show readers a picture of "rain in the mountains". The part "Mountain in the rain" describes the author's reuse.
"Notes" refer to the different sounds made when fingers touch the keys, which can be understood as the different sounds made by rain falling in different places, including the "Ding Dong" sound on rocks and the "rustling" sound floating in the green grass, while With Fantastic Colors highlights the richness and diversity of sounds when rain hits the mountains, expanding readers' imagination.
This fresh green seems to flow in the rain and fog, into my eyes and into my heart.
This sentence describes the most attractive color of the forest in the rain-"green". The word "flowing" in the sentence describes the unique characteristics of the forest "green" in the rain: this "green" is a dripping, dynamic and vital color, which can "melt" "all colors" and show the color changes brought by Shan Yu to the forest. The application of "two inflows" shows two levels: this "green" is not only seen by the eyes, but also felt by the heart, highlighting the unforgettable beauty of "green" in the rain. Through the description of Shan Yu's color beauty, the author once again expressed his love for Shan Yu.
(2) Understanding of words.
Lightness: Generally speaking, it describes a woman's slim figure and light movements.
Tickle: describes the euphemistic cry of birds.
Second, the teaching objectives
1. Read the text with emotion and recite your favorite parts. Read and remember the words "magic, elegance, recognition, freshness, joy, crispness, cohesion, wonderful" correctly.
2. Feel the charm of Shan Yu and the author's love for Shan Yu.
3. Understand how the author carefully observes and listens attentively to Shan Yu, and continue to learn how to express his unique feelings through association and imagination.
Third, teaching suggestions
1. Before class, teachers can prepare colorful wall charts with text illustrations and beautiful light music to create situations and assist reading aloud. If possible, you can also edit and make videos or simple animation clips similar to the mountain and rain scenes described in this lesson.
2. The teaching focus of this text is to guide students to read aloud with emotion and feel for themselves. The teacher doesn't need to do too much analysis and explanation. The key point is to guide students to feel the beauty of language and the author's feelings for Shan Yu by reading the works since enlightenment. Teaching can be carried out according to the following ideas:
(1) Read the text for the first time and sort out the contents. Through the initial reading, make students know that the text describes Shan Yu in the order of rain, rain and rain, and guide students to read the text correctly and smoothly while combing the content.
(2) Read the text again and enjoy it. With the topic "How the author carefully observes and listens to Shan Yu", students can be asked to read the text again, draw pictures of relevant sentences, and experience the characteristics of the author's emotion and language expression. Then organize exchanges, focusing on guiding students to experience sentences that describe Shan Yu's beauty with rhyme and color. Through repeated reading, we can know that the author has aroused strange associations and imaginations through observation and listening, and expressed his unique feelings about Shan Yu by metaphor and other means. Beautiful lyric language shows the author's love for Shan Yu. In this part of teaching, teachers don't need too much analysis and explanation. The key is to ensure the time for students to read aloud, and the forms of reading aloud should be diversified. Language appreciation and emotional appreciation should be realized through students' reading.
(3) Reciting and accumulating, expanding and extending. Guide students to choose their favorite parts, read them attentively, and even extract beautiful sentences. Encourage students to learn from the author's careful observation, listen attentively and express their unique feelings through association and imagination in their usual practice, and also recommend other related beautiful articles to students to enrich their accumulation.
3. The teaching of this course should encourage students to communicate with themselves from different angles and with personal feelings and experiences. For example, in the part describing the forest in the rain (the fifth to seventh natural paragraphs), from the perspective of understanding the content, we can realize that Shan Yu constantly sprinkled rocks, leaves and green grass on the forest, and the sound was as beautiful as "elegant ditty", which made the color of the forest melt in the "green" of "dripping water"; From the perspective of experience and expression, through careful observation and careful listening, the author triggered a unique association, and used metaphor and other means to write the beauty of the rain and the beauty of the mountains, making Shan Yu lifelike. From the perspective of understanding emotions, we can realize that because the author loves Shan Yu, ordinary rain sounds like "elegant ditty" to him, and "every note has a fantasy color", so green can "flow into the eyes" and "flow into the heart". In addition, in order to let students communicate in different ways, they can talk about their reading experience in their own words, or they can show their reading experience through colorful reading.
Some students are limited by their life experience and living environment, so they may be unfamiliar with the description of Shan Yu and the mountains in the rain. In this regard, teaching can guide them to read, at the same time, contact their own life experiences, boldly imagine, and can also help them with illustrations or video materials.
Fourth, teaching cases.
In Shan Yu's text, I regard reading as a guide to the whole teaching. Let the children choose their favorite parts to read aloud, and then ask, "Who can turn the beautiful rain sound into a reading sound and tell everyone?" Children close their eyes and imagine in the sound of students reading aloud. The children opened their eyes and described their imaginations one after another: "I fantasize that I am a drop of rain, beating the leaves, which is really beautiful." "I fantasize that Shan Yu has soaked every rock and every leaf." "I fantasize that when Shan Yu falls on every leaf and every green grass, he must be very happy!" One student after another read aloud with charm, so that everyone can paint a desirable landscape of mountains and forests.
3 Caochong Village
First, the interpretation of teaching materials
1. Short text.
With a strange imagination, the author followed a crawling bug on a strange trip to grasshopper village, which reflected the author's love for nature and small creatures.
The text first introduces that the author forgot the world and himself in silence, and he followed a crawling bug on a strange journey. Then I described this experience in detail: the grass stalk became a dense forest, the bug became a ranger, and with the greetings from the bug and my companions all the way, "I" came to the bug's village. In Caochong Village, "I" saw the bustling black beetle villagers; Saw "streets" and "alleys"; I saw a small round worm as colorful as a southern girl; See a visitor like a monster-lizard; Saw the concert of Beatles musicians; I saw the villagers' hurried life ... and finally expressed my deep attachment to the grasshopper village. With unique observation, imagination and creativity, the author described such a strange trip for us, which made us feel the beautiful sentiment of loving nature conveyed by the author in the imaginary world of wandering, the crystal childlike innocence reflected in the communication with the little life, and the deep breath of life between the lines.
This is an essay with distinctive expression. The author gives full play to his rich imagination, uses personification, metaphor and other rhetorical devices, and vividly shows a world of Cao Meng to everyone. Details are as follows:
(1) Rich imagination. The author saw a bug crawling alone in the grass and imagined it as a "ranger"; Seeing colorful small roundworms, imagine them as "southern girls"; See beetles flapping their wings and imagine them as "musicians"; Seeing beetles walking with food, imagine that they are "laborers" returning from far away ... Rich imagination endows small beetles with the characteristics of courage, diligence and wisdom, so that every beautiful small beetle is deeply impressed on readers' hearts.
(2) Rhetoric of personification and metaphor. The village was originally a place where people lived together, but in the text, the author gave grasshoppers a way of life. In fact, the village of grass insects is nothing more than a cave where grass insects live, but in the author's eyes, it is no different from the world in which human beings live. There are streets and alleys, and all kinds of people. They not only have a rich emotional world, but also have elegant artistic pursuits. They will not only enjoy life, but also create it.
The purpose of writing this text is to let students feel the author's love for nature and small creatures through the study of the text; The second is to understand how the author observes and uses his rich imagination to express his unique feelings. This is also the focus of teaching this lesson.
2. Text analysis.
Understanding of (1) sentence.
Today, I am lying in the field again, forgetting the world and myself in infinite silence.
This is the first sentence in the opening, a "you" and a "lie", pointing out the unusual relationship between the author and the field. It is this special feeling with the field that will pay so much attention to the little life in the field; "Quiet" is not only the peace of the environment, but also the peace of the mind, in which the author can be integrated with nature. The author got rid of the heavy burden and silence of the soul caused by the disturbance and noise of the world, and made his body and mind reintegrate into nature, so that he had this strange trip to the grass-worm village.
(2) The space has expanded before my eyes, and the thin grass stems have formed a lush forest. A bug, a bug with hard black armor, got lost in this forest.
This is the first space displayed by the author's strange travel, which was enlarged and constructed in the author's imagination. At this time, the thin grass stems formed a dense forest, and the long grass became a forest. A lost bug, like a ranger, walked through the middle of this forest. Therefore, only the author's eyes can follow can he go to grasshopper village.
Their villages are scattered on hills on the edge of the forest. Here, many black beetle villagers are bustling.
This is the second space shown by the author's strange travel, and it is also the main part of this paper. To see its position clearly, "on the hill on the edge of the forest" is just some small mounds on the edge of the grass. This is the place where the caves that are most suitable for the life of grass insects are formed, so you can see many bustling villagers carrying black beetles. The author's rich imagination and unique feelings can be seen here.
(4) Beetle musicians are absorbed in flapping their wings, and their beautiful rhymes flow out like spiritual springs. At this time, I think their music is superior to all the music in the world, and only bugs can play it!
"Lingquan" describes the spring as extraordinary and spiritual. These beetles are even music lovers. When they flap their wings to make a sound, the most beautiful sound flows out like a spiritual spring. The author is full of praise for these musicians, not only deeply attracted by them, but also feels that their music is better than all the music in the world, and it is the sound of nature that only bugs can play. From this passage and the exclamation mark at the end, we can feel the author's admiration for small creatures in nature.
(5) Now they are back. One uses only his forelimbs to push food two or three times bigger than his body and rushes to the road. What makes them so diligent?
A labor map of the beetle "villagers" is vividly displayed in front of everyone. The little beetle is so hard-working, but its small body can push "food two or three times bigger than its body" and "rush the road". Looking at the scene of their labor, the author is thinking, what makes the little beetle so diligent? Perhaps it is the sense of family responsibility that keeps it busy; It may be that it has realized the happiness of the little beetle's self-worth and inspired it to move forward ... A problem has also triggered readers' thinking and prompted readers to associate constantly.
6. I lingered for an afternoon, until the sunset kissed the western hills, and the song of the red dove called back my heart.
This sentence is marked by "the sunset glow kisses the western hills" and the call of the red dove bird returning to its nest. The author's strange trip to grasshopper village took an afternoon, which was a kind of intoxication. "Careless" tells the author's obsession with strange travel; "Only in this way can I call back my mind" further illustrates the joy and pride of my mind immersed in a strange trip.
(2) Understanding of words.
Quiet: quiet and peaceful.
Bustling: describes people coming and going, very lively. The article refers to the scene where black beetles come and go.
Colorful: colorful and dazzling.
Stop and stare blankly: Stop and stare blankly.
Greetings: Talk about the cold and warm weather when we meet. Xuan: It means warm.
Wild shrub: A kind of wild shrub. Shrub: A relatively short clump of woody plants.
In a hurry. Color: This refers to the expression.
Accumulate without being revealed or discovered.
Youyouhuhu: This article has the meaning of describing trance.
Second, the teaching objectives
1. Can write 1 1, and correctly read and write the words "quiet, heel, alley, handsome, roast, rhyme, play, explore, diligent, roam, kiss, rush, meaningful, huge and rush".
2. Guide students to take a strange trip with the author and feel the author's love for nature and life.
3. On the basis of reading the text with emotion, we can understand how the author observes, associates and imagines to express his unique feelings.