Tisch
First, the teaching objectives
1, a preliminary understanding of the relevance in the text can distinguish which is the author's knowledge and which is the author's relevance in the text.
2. Learn 9 new words such as "heel" and "martial arts", and understand the meanings of 26 words such as "flowers blossom and fall, shoulder to shoulder".
3. Be able to read the text emotionally and recite the fourth paragraph.
4. Feel the beauty of spring and the peaceful and quiet atmosphere of society, and love the socialist motherland more.
Second, learn to pay attention to difficulties.
Key points: Have a preliminary understanding of knowledge and association, and be able to distinguish relevant sentences in the text.
Difficulty: According to the characteristics of the elderly with different personalities and ages, the third paragraph of the text grasps the different moods and actions of the flower watchers, and the writing is rich and varied.
Third, the teaching time: 3 class hours.
first kind
Teaching objectives
1. Read the text for the first time and learn new words by yourself.
2. Learn the first paragraph of the text.
teaching process
First, reveal the topic.
1, show the topic
2. solve the problem: the tide is spectacular. What kind of scene is the "flower tide"? Why does the author compare flowers to tides?
Second, read the text for the first time.
1. Listen and think about the above two questions.
2. Discuss and exchange answers to questions.
3. Read the text silently and learn new words by looking up the dictionary or contacting the context.
Second, check the self-study situation.
1, write the following words correctly.
Ding sound: the radical is the head, the first half of the book is empty, pay attention to the stroke order, *** 12 strokes.
"hairpin" flower: the middle part is not "nothing"
2. Understand words.
The five words mean "stop, peak, reluctant to go, spend, shoulder to shoulder".
3. Read the words in Question 5 after class.
4. When the author went to Shang Huashi in Tong Yuan Park, what two aspects did he pay attention to? (flowers and people)
Segment the text.
Third, learn the first paragraph of the text.
1. Ask three students to read the first paragraph separately.
2. discussion.
(1) There are many landscapes in the second section of the park. Eight "you" are used, and only one word is used after each "you" to sum up one thing. Can the order of these things be changed? (no way. The text is classified according to scenery, animals and plants, and corresponds to each other when arranging narration, which has a rhythmic beauty to read. )
Learn this paragraph by heart.
(2) Circle the different words of Begonia in Tong Yuan Park in peacetime and in March and April. (Dead branches and thin leaves-the ocean of flowers. )
(3) Summary: It is common to compare flowers to the ocean, but "flower tide" is rarely mentioned. Pay attention to how the author compares flowers to the tide when studying the following paragraphs.
4. Class homework: Complete the homework 1, 2, 3.
Second lesson
Teaching objectives
1. Read "Learning Skills".
2. Study the second paragraph of the text carefully and be able to recite the second paragraph.
teaching process
First, read "Learning Tips".
1. What is the training focus of this unit? (Distinguish knowledge from association)
2. What does "knowledge" mean? What are the characteristics of Lenovo?
3. What are the advantages of distinguishing things from associations?
Second, learn the second paragraph in combination with the main points of training.
1. Thinking: When the author goes to Tong Yuan Park to see flowers, what are the names of distant and distant flowers? What did the author hear besides what he saw?
Discussion:
(1) Seen from a distance. What do you mean "a red cloud can't see the edge"?
(2) Look carefully. "Every tree ... shows its own joy."
A, what have you learned from the words "show off" and "as high as the sun"?
B. What do these two words have to do with which sentence in the first paragraph of the text? Imagine what will happen before your eyes.
C. understand the meaning of this sentence.
(using anthropomorphic techniques, write the lush flowers, showing the exuberance of vitality, and at the same time reflecting the joy of people enjoying flowers. )
(3) listen. The human voice, the buzzing of bees, the singing and piano sound of orioles, singing and laughter. ...
Imagine, what kind of soundscape is this?
B, what was people's mood at that time?
(4) The summary is not excessive, which is what the author saw at that time. So what's the connection?
2. Focus on reading questions 3( 1) and (3) after class.
(1) Look at it together and tell me what the author has seen and heard, and what the author's association is.
(2) Underline what the author has seen and heard with "-"; Draw a character association with "~ ~ ~".
First, group discussion "knowledge and association".
B. report and summarize. (Focus on "Lenovo")
(3) Thinking and discussion: Why is there a phenomenon of "how many waves are churning on the sea"? What does "how much" mean here? ) "I feel that this flower tide is spreading to the sky and in all directions, as if there is an expanding vitality" and "like the tide of the sea in the morning and evening"?
(4) summary. This is the association caused by things. (The analysis of the difference between association and metaphor can be properly inserted, which is easy for students to master. )
3. Find out which are the author's stories and which are associative sentences. Reading comprehension.
(1) Flower watchers jostle each other.
(2) At this time, pine, cypress, waking and bamboo pruning can't stop people. I can't control people. What do you mean? )
4. Guide reciting. (Recite according to the three parts of "Looking at the distance and looking at the sound")
Third, homework.
1, exercise book 1, 2, 3, 7.
2. recite the second paragraph.
3. Preview question 2 after class.
4. Add some fragment exercises to distinguish "knowledge and association".
The third category
Teaching objectives
1, learn the third paragraph and pay attention to how to write the characteristics of different people looking at flowers.
2. Learn the fourth paragraph and understand that "spring is like the sea and prosperous like a flower".
teaching process
First, learn the third paragraph.
1, para.
(1) What is this section about? What floor is it on?
(It feels good to be in the sea of flowers everywhere; I feel that a tree is better and more beautiful than a tree. People with different personalities see flowers in different ways. )
(2) Sentence comparison:
Most people are walking around under the flowers, which is good.
Most people are walking around under the flowers. Might as well take a closer look under this tree.
A. Q: Which of these two sentences is better written? Where's the good news?
B. practice: (write according to the above sentence. Content: "Many people go shopping and see a lot of mountain products." )
(3) Find out the different ways for "generous" people and "greedy" people to appreciate flowers, and what do you mean from the actions of "greedy" people?
2. Paragraph 6.
(1) What are the characteristics of flowers in each category?
(2) discussion, come to:
Grandpa-crooning
Grandma-Zhen 'ai
Young people-this seems to be a big deal.
The students were stunned.
(1) Is it ok to exchange the flower viewing characteristics of the old people with those of the young people? Why?
(2) Why does this writing conform to the different identities of these people?
Second, learn the fourth paragraph.
1, what does this paragraph say?
2. Understand the meaning of the sentence "Spring is like the sea, and prosperity is like flowers".
Third, read the text aloud and summarize the full text.
Fourth, homework.
1, workbooks 4, 5, 6.
2. Read the text affectionately.
3. Choose the sentences of metaphor and association, and let the students distinguish the differences between them.
extreme
First, the teaching objectives:
1, read the text for the first time and master new words and phrases.
2. Find out the sentences about the relationship between flowers and tides.
3. After learning the fourth paragraph, I realized that "flowers move like a tide, flowers are numerous like a tide, flowers bloom like a tide, and flowers sound like a tide". Feel the beauty of begonia flowers and the charm of life.
4. Improve the ability of asking questions and solving problems by learning the text.
Second, the focus of teaching: reading the text for the first time and looking for sentences about the relationship between flowers and tides; Only after learning the fourth paragraph did I understand that "flowers are like tides, flowers are like tides, flowers are like tides, flowers are like tides, and flowers are like tides."
Third, teaching difficulties: can feel the infinite charm of life.
Fourth, the teaching process:
First, question the perception of flowers.
1, show the courseware: (Tide) Who will tell you what impression this tide has left on you?
2. Show the courseware: (Flowers) What words do these flowers remind you of?
3. Exhibition topic: But today we are going to enjoy a special "tide" (flower tide).
4. Ask questions Are there any questions after reading the topic?
Default: What does it matter if flowers are in full bloom? What is the flower tide like?
Let's go to Tong Yuan Park. (Courseware shows the contents of paragraphs 1 and 2 of the text)
6. The word 14 contains many scenes of Tong Yuan Park. Let's read it. What are the characteristics of writing?
7. In fact, Tong Yuan Park not only has many landscapes, but also beautiful flowers. Let's follow the author on a spiritual journey.
Second, the first reading to solve doubts: looking for flowers like a tide
1, read the text by yourself, and ask
(1), read the text and read the new words correctly.
(2) Look for the sentences about flower tide in the text. Think about this flower tide.
(3) What is written in the text besides flowers?
Third, read the research intensively and feel the flowers bloom like a tide.
1. Why does the author call begonia a flower tide? Let's go to the text to find the answer. Underline the relevant sentences when reading.
2. Exchange learning
(1) There is a large area of begonia in Houshan, which are generally dead branches and thin leaves. If people don't pay attention, January to March and April is really a sea of flowers.
Looking up, I saw a red cloud with no edge through the thick green shade. (blackboard writing: flowers are like a flood)
A What do you mean: dead branches, thin leaves and flowers?
B (Show courseware) Look at these clusters of begonia flowers, which make up a sea of flowers. Therefore, the author calls the begonia flower a flower tide. The teacher summed it up in one sentence-(blackboard writing: flowers are like a flood)
(2) Every tree shows off its prosperity in the breeze, and every flower shows its joy in the branches.
Tell me what you have read.
B, reading guidance
C. (Show the courseware) Look, this is a smiling begonia flower. If you were one of them, how would you show off your heyday and show your joy? (Let students imagine boldly)
D. the imagination of so many students gives us a sense of competition. Can you read this feeling?
E can you imitate the teacher and summarize the relationship between flowers and tide now? (blackboard writing: flowers bloom like a tide)
(3) There is wind and flowers moving; There is no wind, and the flowers are like the tide. Under the sunshine, every petal has its shadow, just like how many waves are churning on the sea. The more I concentrate, the more I feel that this flower tide is spreading to the sky and in all directions, as if there is a kind of vitality expanding.
A. Guiding question: Why are windless flowers moving?
B, let's have a look first.
C let's go deep into the text and experience it.
D how to understand "there is a kind of life expanding?"
E can you express the charm of this life with your reading?
Summarize the relationship between flowers and tides (blackboard writing: flowers move like tides)
You can hear the sound of the tide ... just like the midnight tide at sea. (blackboard writing: flowers sound like a tide)
A. what sound does the author hear?
B, what other sounds will there be?
C, these voices are all heard by the author, why write a "maybe"? (discussion)
D, yes, it is this hazy sound that reminds the author of the midnight tide at sea.
E. express this vague sound by reading aloud?
F can you try to recite it?
G, summary (flowers sound like tide)
Summary: the flowers are blooming, and people who look at them flock to me. I seem to be in the flower tide.
3. Overall regression
Such a beautiful begonia flower really makes people want to go back and forth. Let's have a aftertaste. (Read three sentences)
Fourth, the accumulation of division of labor
1, it would be better if such a beautiful sentence could accumulate it. You can divide into groups, each recite a sentence, and later, show your achievements together.
2. Show the results of reciting.
Attached blackboard: 10, flower tide
Flowers are everywhere.
Flowers bloom like a tide.
Flowers flow like the tide.
Flowers bloom like a tide.
Second lesson
Teaching objectives
1, read "Learning Tips". Distinguish association from experience in the second paragraph.
2. Learn the third paragraph and pay attention to how to write the characteristics of different characters looking at flowers.
3. Learn the fourth paragraph and understand that "spring is like the sea and prosperous like a flower".
teaching process
First, read "Learning Tips".
1. What is the training focus of this unit? (Distinguish knowledge from association)
2. What does "knowledge" mean? What are the characteristics of Lenovo?
3. What are the advantages of distinguishing things from associations?
Second, combine the training points to distinguish the second paragraph of knowledge and association.
1. Thinking: When the author goes to Tong Yuan Park to see flowers, what are the names of distant and distant flowers? What did the author hear besides what he saw? What are the author's associations?
2. Focus on reading questions 3( 1) and (3) after class.
(1) Look at it together and tell me what the author has seen and heard, and what the author's association is.
(2) Underline what the author has seen and heard with "-"; Draw a character association with "~ ~ ~".
First, group discussion "knowledge and association".
B. report and summarize. (Focus on "Lenovo")
(3) Thinking and discussion: Why is there a phenomenon of "how many waves are churning on the sea"? What does "how much" mean here? ) "I feel that this flower tide is spreading to the sky and in all directions, as if there is an expanding vitality" and "like the tide of the sea in the morning and evening"?
(4) summary. This is the association caused by things. (The analysis of the difference between association and metaphor can be properly inserted, which is easy for students to master. )
3. Find out which are the author's stories and which are associative sentences. Reading comprehension.
(1) Flower watchers jostle each other.
(2) At this time, pine, cypress, waking and bamboo pruning can't stop people. I can't control people. What do you mean? )
4. Guide reciting. (Recite according to the three parts of "Looking at the distance and looking at the sound")
Third, learn the third paragraph.
1, para.
(1) What is this section about? What floor is it on?
(It feels good to be in the sea of flowers everywhere; I feel that a tree is better and more beautiful than a tree. People with different personalities see flowers in different ways. )
(2) Sentence comparison:
Most people are walking around under the flowers, which is good.
Most people are walking around under the flowers. Might as well take a closer look under this tree.
A. Q: Which of these two sentences is better written? Where's the good news?
B. practice: (write according to the above sentence. Content: "Many people go shopping and see a lot of mountain products." )
(3) Find out the different ways for "generous" people and "greedy" people to appreciate flowers, and what do you mean from the actions of "greedy" people?
2. Paragraph 6.
(1) What are the characteristics of flowers in each category?
(2) discussion, come to:
Grandpa-crooning
Grandma-Zhen 'ai
Young people-this seems to be a big deal.
The students were stunned.
(1) Is it ok to exchange the flower viewing characteristics of the old people with those of the young people? Why?
(2) Why does this writing conform to the different identities of these people?
Fourth, learn the fourth paragraph.
1, what does this paragraph say?
2. Understand the meaning of the sentence "Spring is like the sea, and prosperity is like flowers".
Verb (abbreviation for verb) Read the text aloud and summarize the full text.
Sixth, homework.
1, workbooks 4, 5, 6.
2. Read the text affectionately.
3. Choose the sentences of metaphor and association, and let the students distinguish the differences between them.
Tisso
Teaching objectives:
1. Know what association is and cultivate students' rich imagination.
2. Be able to read the fourth paragraph with emotion.
3. Feel the beauty and infinite vitality of the flower tide, and realize the author's beautiful feelings of loving flowers and life.
Teaching emphasis: feel the beauty and infinite vitality of the flower tide.
Teaching difficulties: cultivate students' rich imagination and understand the author's emotions.
Teaching process:
First, introduce the new course:
Today, we continue to learn lesson 10. Let's read the topic together. How do you understand this subject? Have you seen the tide? What is the tide in your mind? (Endless, magnificent, rolling, tidal ...) Then why can the topic compare begonia flowers to tides?
Second, read the fourth paragraph.
(1) Read the fourth paragraph freely. Think about what descriptions make you think this is really a flower tide.
(2) Communication, discussion and arrangement.
1, naming, camera blackboard: more dynamic and sound.
2. Transition: What is this flower tide?
(3) Read the fourth paragraph silently, think about what impressed you the most in the process of reading, and sum it up in one sentence. Add () to the title at present.
1, communicate and write on the blackboard: charming, beautiful, magnificent, full of vitality and colorful. ......
2. Teacher's summary: Charm and beauty are all due to the vigorous vitality, grandeur and color of begonia, so vigorous vitality is the most important reason why the author compares begonia to tide.
3. Read the fourth paragraph freely again, find out the sentence that best reflects the majestic vitality of begonia, underline it with-,try to read it well, and think about which words you learned the vitality of the flower tide from.
Focus on understanding the following sentences:
Every tree shows off its heyday in the breeze, and every flower shows its joy in the branches.
A, read aloud by name with emotion and talk about your own understanding.
B. To understand "heyday" and "showing off", please imagine yourself as a tree or a flower. How will you show off your heyday and show your joy?
C, open the courseware and show pictures of begonia flowers.
D, exchange imagination.
E. summing up the transition: the imagination of so many students gives us a sense of competition and jubilation. Can we read this feeling?
F, read together. Don't deliberately pursue neatness, read according to your own understanding.
Sentence 2 There is wind and flowers are moving; There is no wind, and the flowers are like the tide. Under the sunlight, each petal has its own shadow, just like how many waves are churning on the sea. The more I concentrate, the more I feel that this flower tide is spreading to the sky and in all directions, as if there is a kind of vitality expanding.
A, show the sentences, say and read 1 2 with emotion, and talk about your understanding.
B, what are the waves here? Why does it feel like tossing in the sea? In the sun, each petal has its own shadow, which sets off the gorgeous flowers, just like countless waves churning on the green sea. ) read the picture.
C, while reading, we imagine the magnificent momentum of flowers "moving like the tide, as if how many waves are churning on the sea". 1 Read with 2 sentences.
D. Interlanguage: The author saw this poem "Begonia Flower" and had such a wonderful imagination, which we call the imagination caused by audio-visual association. (Blackboard: Lenovo) The more the author absorbs, the richer the association will be.
E. read the third sentence together.
F, read together again.
G, what did you see? What do you feel? Communication.
Conclusion: Yes, everyone's imagination is so beautiful, but all this comes from the vigorous vitality of begonia.
H, can you express the amazing vitality of begonia flowers by reading aloud?
First, free reading, boys and girls read separately, and read collectively (read in a way that you think can best express your feelings, without deliberately pursuing consistency. )
Transition: Where there is tide, there must be tide sound, so what is the tide sound of flower tide?
Who knows? Maybe it's the human voice under the flowers, maybe it's the buzz of bees in the flowers, maybe there's the song of an oriole somewhere, the sound of the piano, and the songs and laughter of the flower watchers ... all of these are intertwined, just like the midnight tide at sea.
Show the sentences and read them freely.
B, guide reading aloud. Read a soft and vital sense of language. Boys and girls just look around.
Third, read aloud and sublimate emotions.
1) Quote: The author went to see the begonia flower and associated it with red clouds, red sea, tides, billowing waves and midnight tides, which made us appreciate the beauty full of majestic vitality. Between the lines, do you realize how the author looks at flowers? Love flowers, love life, love life.
2) Let's read this text with such a mood.
Class assignment: extract 2-3 sentences that you think are the best.
5. Homework: Recite the fourth paragraph.