Author: Date of joining: 8-2-2
3 White Goose
Teaching content
Pages 1-15 of the textbook.
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 how to use comparative methods to highlight the characteristics of things.
3. Learn the vivid language in the text.
◆ process and method
through the teaching principle of "independence, cooperation and inquiry", students can master the key contents of this lesson.
◆ Emotion, attitude and values
Stimulate students' interest in observation and thinking, and strive to make students become "caring people" and "lovers" who care about nature.
teaching emphasis, difficulty and teaching breakthrough.
◆ key points
1. analyze the characteristics of "white goose".
2. Learn how to write things by comparison.
◆ Difficulties
Learn how to write things in a comparative way.
◆ Teaching breakthrough
Strengthen the dialogue with the text, and guide students to be independent, cooperate, explore and solve problems; By using radiation teaching, the related writing titles are introduced for students to compare and feel, so as to understand and highlight the characteristics of things by using comparative methods.
Teaching preparation
◆ The teacher is going to print and distribute clips of Willow Tree, Suzhou Garden and Badger, and prepare pictures of white geese. ◆ Students are prepared to practice the calligraphy book and preview the text.
teaching steps
(the first hour)
teaching process design in the first class
Teachers guide students' activities
1. Reciting poems and introducing them into the text 1. Reciting poems and talking about them
2. Inducing thinking and guiding learning, combing the content 2. Overall feeling
1. Introducing poems by reciting them into the text (about minutes)
2. Show the picture of the white goose, and ask the students to talk freely about what are the other characteristics of the goose
? (Hint: from the aspects of life habits, contribution to people, singing and walking posture, etc.)
3. Today, let's learn
White Goose written by Feng Zikai to see how the author describes
this white goose. 1. Qi Bei Luo Bin Wang's poem Goose. Name the characteristics of the goose depicted in the poem: good barking, long neck, white feathers,
red feet and good swimming.
2. students observe the pictures and say other characteristics of geese.
There may be: I like to eat fish, I like to raise it well, I don't choose to eat and live, I walk along the
road, and my snow-white feathers are
beautiful.
3. Listen and guess.
2. Induce thinking and guide learning. Sort out the content (about minutes)
Teachers' activities and students' activities
1. Ask students to read the text freely, feel the meaning of the text and tick off new words.
2. Show the new words on the slide, and ask the students to read and understand
.
3. Ask students to think:
(1) What do you think of the author's attitude towards the white goose? Answer with the relevant words in the text.
(2) Why do I like white geese?
? Summarize the answer with the language in the text.
1. Read freely, perceive the meaning of the text, and tick off new words.
2. Students recognize new words: shouting, quoting, extravagance, luxuriance,
silence.
combined with the notes after class, I understand: stubborn, peeping, extravagant,
blind and stubborn.
3. After thinking, the students replied:
(1) I like it (because it has contributed to us both materially and spiritually, making both the mother and the master like it)
(2) "What a proud animal" and "because it has contributed to us both materially and spiritually. The material
contribution is to lay eggs, and the spiritual contribution is to decorate the courtyard
, 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. Iv. design reference for blackboard writing
Pride:
Head
Shout
Gait
Eating
Teaching steps
(second class)
Teaching process design for the second class
Teachers guide students' activities
1. Guide research and analysis into the text 1. Cooperative inquiry learning
. In-depth research, cooperative exploration (about minutes)
Teachers' activities and students' activities
1. Teachers show slides and ask students to think, and discuss in groups
:
(1) What do you think the author wrote about
the arrogant characteristics of geese? What technique < P > is used to highlight this feature? Let's talk about specific
sentences in the text.
(2) Why can the author describe
the characteristics of white geese so vividly? How about deleting the
content that says duck: dog? Why? Is it okay to switch to animals such as lambs? Why?
2. Teacher's summary: We analyze the arrogant characteristics of "White Goose" together, and know that the author highlights the characteristics of White Goose with comparative methods
. Then how do we use
comparison to write a thing? 1. Students read the topics in the slide, think and discuss in small
groups:-
(1) The author writes about the pride of the white goose from its head, barking, gait
and eating, and adopts the method of
comparison. For example, writing the cry of geese is compared with that of ducks, highlighting the "seriousness" of the cry of white geese; Compared with
dogs, it highlights the "severity" of white geese's barking.
(2) We can observe the white goose carefully from its head, cry, gait, eating patterns, etc.
, and adopt a comparative method. Can't be removed.
after being removed, the arrogant
characteristics of white geese cannot be clearly highlighted. Because there is comparison, there is identification. You can
change them, but you should consider whether they are the same kind of animals, and
whether there is any difference in the performance of "arrogance".
2. Group discussion and communication.
second, radiation reading. Extension (about minutes)
Teachers' activities and students' activities
1. Teachers distribute reading materials such as Willow Tree, Suzhou Garden and Badger. Ask students to
think:
(1) What are the similarities between the selected text and the original text in writing? What are the features
of the first two selected articles? How does the author highlight this feature of
? What are the advantages of writing like this?
talk specifically in combination with the selected articles. 1. Students read materials, think and answer.
(1l_) both emphasize the characteristics of things. .
willow: drooping, tall but not forgetful. The upward development of flowering
trees, such as red apricots, can be compared regardless of the height of root trees and willow trees in the soil, highlighting the characteristics that willow trees are tall but not
forgetful.
(2) What's the difference between Badger and the first two articles in the use of transportation
? What should we pay attention to from the three selected
articles and the original text?
2. Ask the students to talk about:
(1) Which sentences do you think are
well written in the text? Tell me why.
(2) What do you think can make your drawing
writing language more vivid?
3. Ask the students to write the characteristics of an animal or plant that they like
by contrast, and it is best to use a rhetorical method.
4. Ask students to read the passage, and both teachers and students will appreciate it. Suzhou Garden Layout: Never pay attention to symmetry. Most of the palaces in ancient China to the ordinary houses in modern times are
symmetrical. Compared with Suzhou garden buildings, it highlights the unique characteristics of Suzhou garden layout.
(2) The Badger compares different things and highlights the similarities,
so that people can know the characteristics of the Badger. The first two
compare different things and highlight the differences, thus highlighting the characteristics of
things. When using comparison, the comparator should be the same kind of things, and the comparison point should be found accurately.
2. Find and talk about
(1)A, "When you see your master, the dog will wag its head and tail and whine
for pity, while the goose will sharply scold anyone; Asking for food
is like yelling at my uncle for being late for dinner. "wagging one's head and wagging one's tail, whining for mercy"
vividly describes the way dogs please their owners, which shows that
the author observes it very carefully. "It seems that my uncle is too late for dinner and
scolds my emissary" vividly writes the
arrogance of the white goose by metaphor.
B. "If you eat in such a leisurely way, you must have someone
waiting beside you, just like a waiter in a restaurant." Use
idioms and metaphors to write the arrogance of eating white geese.
C. "Because all the dogs nearby know our goose's
temper, whenever he eats, the dog hides by the nest and waits
." The use of anthropomorphic techniques highlights the arrogance of white geese.
(2) A. Careful observation and description of features.
B. Use appropriate idioms.
C. Use appropriate rhetorical methods.
3. conceive and describe in fragments.
4. read the fragments and evaluate them.
5. Summary: Ask students to talk about the
gains from studying this article.
5. Students review and summarize. It may be: (1) When observing animals < P >, we can observe them carefully from their appearance, barking, gait and eating < P >. (2) Highlight the characteristics of things with the method of comparison < P >. (3) Use idioms and rhetoric to describe things vividly. (4) In the future, we should pay attention to
observing things around us, and be a "willing heart"
"lover" who cares about nature. (5) I learned to explore
and ask questions with my classmates.
Third, the summary of this lesson
The text is the author's memory of a white goose adopted while living in the suburbs of Chongqing. Mainly written in two aspects: first, it vividly describes the unique arrogant character of the white goose; The second is to describe the contribution of the white goose to the "I" family. Expressed the author's love and nostalgia for the white goose.
Fourth, reference for blackboard writing design
Contribute
Matter is: laying eggs spiritually: adding fun
Summary of this lesson
In the teaching, we follow the four boards of "situational guidance-inducing thinking and learning-in-depth research and analysis-radiation reading". "Situational guidance" can help students learn about the characteristics of geese by reciting ancient poems and talking about them, thus stimulating students' interest in reading. In the course of "inducing thinking and guiding learning", let students perceive the whole text first, and get a preliminary understanding of the author's love for white geese and the reasons for loving them, 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 cooperative inquiry method to deeply explore the reasons why they love the white goose, that is, the arrogant personality characteristics of the white goose and its contribution to the "I" family. The arrogant characteristics of "White Goose" are so vivid, on the one hand, because of the author's careful observation, and more importantly, the author uses comparative methods. Highlighting the characteristics of things by comparison 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 in writing good articles, so students' sense of language can be cultivated by letting them taste the wonderful words in the text.
Question inquiry and expansion activities
1. Observe the animals around you and keep an animal diary.
2. Students are advised to watch the program "Man and Nature" on a regular basis, and write down their random thoughts.
Teaching discussion and reflection
This article is a typical article about animals, with simple words and easy-to-understand contents. Therefore, teachers should talk as little as possible in teaching, mainly by putting forward valuable thinking questions, guiding students to read independently, allowing students to cooperate and explore, and fully embodying students' dominant position. In the whole teaching process, it is a key point of this course to highlight the characteristics of things by comparison. Through radiation teaching, three related articles are quoted to make students explore and feel, so that students can learn the application of comparison methods firmly. Let students imitate writing again, and students can apply what they have learned, which can achieve good teaching results.