course content
Textbook page 10 ~ 15.
Teaching objectives
◆ Knowledge and ability
1. Analyze the characteristics of White Goose and understand the author's thoughts and feelings about White Goose.
2. Learn to highlight the characteristics of things by comparison.
3. Learn the vivid language in the text.
◆ Process and method
Through the teaching principle of "independence, cooperation and inquiry", let students master the key content of this lesson.
◆ Emotions, attitudes and values
Stimulate students' interest in observation and thinking, and strive to make students become "caring people" and "lovers" who care about nature.
Emphasis, difficulty and breakthrough in teaching.
◆ Key points
1. Analyze the characteristics of "White Goose".
2. Learn to highlight the characteristics of things by comparison.
◆ Difficulties
Learn to highlight the characteristics of things by comparison.
◆ Teaching breakthrough
Strengthen the dialogue with the text, guide students to be independent, cooperate, explore and solve problems; By using radiation teaching, related writing topics are introduced to make students feel more, so as to understand and highlight the characteristics of things by comparative methods.
Teaching preparation
◆ The teacher is going to print and distribute fragments of willows, Suzhou gardens and badgers, and prepare pictures of white geese. ◆ Students are prepared to practice calligraphy books and preview the text.
Teaching step
(No.65438 +0 hours)
1 classroom teaching process design
Teachers guide students' activities.
1. recite poems and quote texts 1. Recite poems and talk about them.
2. Induce thinking, guide learning, and organize content. 2. Overall perception
First, introduce the text by reciting poems (about 10 minutes)
Teacher activities, student activities
1. Let the students recite Wang Luobin's poem Goose and let them study.
Health: What characteristics of geese are described in the poem?
2. Show the picture of the white goose and let the students talk about the goose freely.
What other features are there? (hint: from the life of a goose.
Habit, contribution to people, singing, walking posture
Wait)
Today, let's learn what Feng Zikai wrote.
"White Goose", see how the author grasps the characterization.
This white goose? 1. The Goose by Becky Wang Luobin. Say the description in the poem
The characteristics of painted geese are: nice call, long neck and white feathers.
Red feet, good at swimming.
2. Look at the pictures and tell the other characteristics of the goose.
There may be: like to eat fish, easy to raise, do not choose to eat and live, go.
Shake it all the way, it is very imposing, and the snow-white feathers are very
It's beautiful.
3. Listen and guess.
Second, induce thinking and guide learning. Organize content (about minutes)
Teacher activities, student activities
1. Please feel free to read the text and feel it.
Meaning, tick off the new words.
2. Show the new words on the slide and ask the students to identify them.
Reading comprehension.
3. Ask students to think:
(1) What do you think of the author's attitude towards white geese?
Like what? Answer with the relevant words in the text.
(2) Why do I like white geese?
What? Summarize the answers with the language in the text.
1. Read freely, feel the meaning of the text, and tick off new words.
2. Students know new words: Shouting, quoting, luxury, luxury,
Silence.
Understand with after-class notes: stubbornness, voyeurism, luxury,
Three eyes and one board, crawl forward.
3. Students think and answer:
(1) like (because it is material and spiritual for us.
He has made great contributions to the world, so that both mistress and master like it.
(2) "What a proud animal", "Because it is good for me.
Children contribute both materially and spiritually. materially
Our contribution is to lay eggs, and our spiritual contribution is to decorate the stadium.
Hospital, increase anger and comfort my loneliness. "
Third, the summary of this lesson "White Goose" captures the arrogant characteristics of the white goose and expresses its love and nostalgia for the white goose. Fourth, the blackboard design reference
Arrogance:
head
cry
footwork
Table manners
Teaching step
(Class Two)
Design of the second classroom teaching process
Teachers guide students' activities.
1. Guide the research and analysis of in-depth texts 1. Cooperative inquiry learning
2. Extended reading. 2. Extended learning.
I. In-depth investigation and analysis and cooperative exploration (about minutes)
Teacher activities, student activities
1. Teachers show slides and ask students to think and group.
Discussion:
(1) What do you think the author has written clearly?
Goose pride? What's the technique?
To highlight this feature? Combined with the concrete in the article
Say a sentence.
(2) Why can the author describe it so vividly?
What are the characteristics of white geese? Delete the article that says duck: dog
Is the content good? Why? Replace it with lamb, etc.
Are animals okay? Why?
2. Teacher's summary: Let's analyze the "white goose" together.
The characteristics of arrogance, knowing the author is a comparative method.
Highlight the characteristics of white geese. So how do we use it?
Is it better to write one thing? 1. Students read, think and divide the questions in the slide.
Group discussion:-
(1) The author starts with the head, cry and steps of the white goose.
State, the pride of eating and writing white geese, adopted the right.
Not technology. For example, write the cry of geese and compare ducks.
More, highlight the "seriousness" of the white goose's cry; and
Compared with dogs, it highlights the "seriousness" of the white goose's cry.
(2) From the goose's head, cry, gait and eating.
Wait, watch the white goose carefully,
Contrast technology is used. Cannot be removed.
After it is removed, the arrogance of the white goose cannot be clearly highlighted.
Features. Because there is comparison, there is recognition. can
Yes, but considering whether they are similar animals,
Whether there are differences in the performance of "arrogance" characteristics.
2. Group discussion and communication.
Second, radiation reading. Extension (about minutes)
Teacher activities and student activities
1. Teachers sent reading materials "Willow Book" and "Su"
Fragments of national gardens and badgers. Invite students
Thinking:
(1) What are the writing methods of the selected text and the original text?
The things in the first two selections are very special.
What's the point? How does the author stand out from the crowd?
This function? What are the advantages of writing like this?
Talk about it in detail with the selected articles. 1. Students read, think and answer.
(1l_) all take advantage of the outstanding features of things. .
Willow: drooping, high without forgetting the roots. Use flowers like red apricots.
Wood develops upward, never considering the roots and willows in the soil.
The height of the tree can be compared, highlighting the willow height but not.
The characteristic of forgetfulness.
(2) Badger is compared with the first two articles.
What's the difference between using techniques? Choose from three articles.
The use of conversation in the text and the original text is more prominent.
What should I pay attention to?
2. Ask students to talk about:
(1) What sentences do you think are written in the article?
Wonderful? Tell me why.
(2) What do you think makes you paint?
Writing language is more vivid?
3. Let the students write their favorite by comparison.
Characteristics of favorite animals or plants
A rhetorical method is well used.
Let students read this article and enjoy it with teachers and students. Suzhou garden layout: never pay attention to symmetry. Using ancient China
From the imperial palace to the modern general housing is the vast majority.
Symmetry, compared with the architecture of Suzhou gardens, is more prominent.
The layout of state parks has unique characteristics.
(2) Badgers compare different things and highlight similarities.
Let people know the characteristics of badgers. The first two articles
Compare different things, highlight differences, and thus highlight
Characteristics of things. When using comparisons, comparators should be of the same type.
Things should be more accurate.
2. Look and say.
(1)A, "The dog will shake its head and whine when it sees its owner.
Begging for mercy, the goose is growling at anyone; ask
When begging, it sounds like uncle is angry because he thinks the meal is late.
Like a little ambassador. ""shake your head and cry for mercy. "
Vividly wrote that dogs please their owners, which can be seen.
The author observed it carefully. "It's like the big ye too late.
Scold the messenger vividly wrote the white goose by metaphor.
Arrogance
B. "You must have someone eating so leisurely.
Wait like a waiter in a restaurant. "use
Idioms refer to the arrogance of eating white geese.
C. "Because all the dogs nearby know our goose owner.
Temper, whenever it eats, the dog hides by the nest.
Hou. "The use of anthropomorphic techniques highlights the pride of the white goose.
(2) A. Observe and describe the features carefully.
B. Use appropriate idioms.
C. use appropriate rhetorical methods.
3. conceive and describe these fragments.
4. Read the clips and evaluate them.
5. Summary: Ask students to talk about learning this article.
Harvest.
5. Students review and summarize. It may be: (1) observing animals.
Judging from its appearance, voice, gait and eating style, it can be compared.
Grasp the characteristics and observe carefully. (2) Using comparative method
Law highlights the characteristics of things. (3) Using idioms and rhetoric.
Give a vivid description of things. (4) Be careful in the future
Observe things around you and be a "caring person" who cares about nature.
Lover. (5) Learned to explore with classmates.
Ask questions.
Third, the summary of this lesson
The text is the memory of a white goose adopted by the author when he lived in the suburbs of Chongqing. It is mainly written in two aspects: first, it vividly describes the unique arrogant character of white goose; The second is to describe the white goose's contribution to my family. Expressed the author's love and nostalgia for the white goose.
Fourth, the blackboard design reference
donate
The material is: spawning, and the spirit is: adding fun.
Summary of this lesson
In teaching, we follow the four boards of "situational guidance-induced thinking to guide learning-in-depth research and analysis-radiation reading". "Situational guidance" can help students understand the characteristics of geese by reciting and talking about ancient poems, thus stimulating students' reading interest. In the course of "inducing thinking and guiding learning", let students perceive the full text first, and initially understand the author's love for white goose and the reasons for his love, which is in line with the concept of taking the whole textbook. In the "in-depth research and analysis", we should pay attention to let students use the method of cooperative inquiry to deeply explore the reasons why they like the white goose, that is, the arrogant personality characteristics of the white goose and its contribution to my family. The arrogant characteristics of White Goose are so distinct, on the one hand, because of the author's careful observation, and more importantly, the author uses comparative methods. Highlighting the characteristics of things is the focus of this course, so radiation materials related to the text are introduced for students to explore and feel. Combined with writing training, students can combine reading and writing to apply what they have learned, thus cultivating students' good habit of careful observation. In addition, vivid description is also the main factor to write a good article, so we can cultivate students' sense of language by letting them taste the quips in the article.
Question inquiry and expansion activities
1. Observe the animals around you and write an animal diary.
2. Students are advised to watch the program "Man and Nature" regularly and write down their own thoughts when watching it.
Teaching discussion and reflection
This article is a typical article about animals, with simple words and easy to understand. Therefore, teachers should talk as little as possible in teaching, mainly to put forward valuable thinking questions, guide students to read independently, let students explore cooperatively, and fully reflect students' dominant position. In the whole teaching process, highlighting the characteristics of things through comparison is a key point of this course. Through radiation teaching, three related articles are quoted to let students explore and feel, so that students can firmly learn the application of comparative method. Let students imitate writing again, and students can apply what they have learned, which can achieve good teaching results.