Unit goal
Knowledge:
1, learn from the author's careful observation and experience the technique of describing scenery from multiple angles.
2. Learn how to express your feelings in the landscape.
3, understand the characteristics of short sentences, machine expression;
4. Understand the characteristics of fairy tales;
5. Understand the meaning of words in a specific language environment;
6. Understand the artistic expression of imagination, association and contrast.
Ability:
1. Read Mr. Zhu Ziqing's essays "Hurry" and "Green", etc., choose one and write a comment to appreciate it;
2. Try to describe Spring Breeze and Shanghainese with a series of verbs;
3. If you design several kinds of flowers;
4. Write an article recalling childhood.
Feeling:
1, feel the author's praise for spring;
2. Knowing how to love life is the premise of discovering the beauty of life.
3. Cultivate modesty;
4. Feel the beauty of childhood and cherish the innocent life;
5. Learn to release enthusiasm, let thoughts dance lightly and make life full of interest;
6. Feel the characteristics of the rainy scene in spring night and the special charm and interest of the West Lake;
7. Feel the catchy language charm of the seven laws;
8. Feel the spring scenery in the south of the Yangtze River and its profound and unique amorous feelings.
First of all, spring
Zhu ziqing
Teaching objectives:
Knowledge:
1. Learn accurate and vivid language and rhetorical devices such as metaphor and personification.
2. Know the way the author expresses his feelings in the landscape.
3. Learn from the author's careful observation and experience the technique of describing scenery from multiple angles.
Ability:
1, taste the charm of key sentences.
2. Read Zhu Ziqing's essays such as Haste, Green and Venice. Choose an article and write a comment.
Feeling:
Feel the author's praise for spring.
Teaching focus:
1, learn from the author's careful observation and experience the technique of describing scenery from multiple angles.
2. Learn accurate and vivid language and rhetorical devices such as metaphor and personification.
Teaching difficulties:
Experience the technique of describing scenery from multiple angles.
Teaching preparation:
1, the relevant information of the author Zhu Ziqing.
2. Mr. Zhu Ziqing's prose collections such as Haste, Green, Venice, etc.
Teaching content, media, teachers' activities and students' activities strategies
First, stimulate interest and reveal the topic. Media display 1. What articles or ancient poems about spring have we learned? 2, revealing the topic, writing on the blackboard 3, introducing the topic of reading between the author and the students to stimulate interest; Help students accumulate famous books.
Second, a preliminary understanding of the text 1, demonstration of reading the text 2, free to read the text softly, requirements: accurate pronunciation, no words added, no missing words. 3. How do you feel after reading the text? 1, students are free to read and think while reading. 2. Students' communication helps students develop good reading habits and stimulate their imagination.
Third, analyze key words. Media display 1. Read the text carefully and find out the sentences you like best. 2. Read the sentences you like and tell the reasons why you like them. 3. Exchange key sentences. (1) Looking forward to, looking forward to, the east wind is coming, and the footsteps of spring are approaching. (2) Everything looks like I just woke up, and I opened my eyes with joy. (3) The mountain is moist, the water rises, and the sun is blushing. (4) Peach trees, apricot trees, pear trees, ... (5) "Blowing your face without cold willows", yes, like a mother's hand stroking you. Look, it looks like cow hair. 4. Imitate the sentence pattern of "Spring is like ……" in the text and say a few words. 1, group discussion 2, large group communication 3, read aloud with emotion and tell your favorite reasons. 4. Accumulate words and phrases, cultivate a sense of language and train students' application ability.
Fourth, return to the whole 1, the article can be divided into several parts, what did you write? 2. What feelings did the author express in the landscape? 3. It is difficult to question. Group discussion, large group communication and free imagination help to clarify the level of the text and help to remember.
Verb (the abbreviation of verb) extracurricular media show 1, read Mr. Zhu Ziqing's essays "Hurry", "Green" and "Venice", choose one and write a comment. Group discussion and large group communication to improve students' analytical and comprehensive application ability.
6. Assignment 1. Recite text 2. Accumulate keywords.
Feeling after teaching:
New methods of learning ancient Chinese.
Zhu Ziqing's masterpiece Spring still appears in the new textbook, and its vitality can be seen in the first lesson of a textbook. However, under the situation of the second phase of curriculum reform, we must change the previous teaching methods, focusing on students' independent perception, and the best way to feel is reading aloud. Zhu Ziqing's poetic style can arouse students' singing. Through various forms of reading, understanding and feeling, students can deeply feel the vitality of spring. By reading the favorite sentences aloud and talking about everyone's feelings after reading, not only the students' oral expression ability and perception ability are cultivated, but also the students can feel the beautiful scenery not only in front of them, but also in their hearts. Only by feeling with our hearts can we enjoy the beauty of nature. Similarly, only by feeling with your heart can you understand the author's praise for spring. Good articles are produced, not spoken.
Erchunfeng
Lin Jinlan
Teaching objectives:
Knowledge:
1, understand the characteristics and expressive force of short sentences.
2. Compare the difference between the spring breeze in the north and the spring breeze in the south, and learn to look at the problem dialectically.
Ability:
1, analyze the charm of key sentences.
2. Try to describe Spring Breeze and Shanghainese with a series of verbs.
Feeling:
Knowing how to love life is the premise of discovering the beauty of life.
Teaching focus:
1, understand the characteristics and expressive force of short sentences.
2. Analyze the charm of key sentences.
Teaching difficulties:
1, understand the characteristics and expressive force of short sentences.
2. Analyze the charm of key sentences.
Teaching preparation: sentences describing the spring breeze in the south of the Yangtze River
Teaching content, media, teachers' activities and students' activities strategies
First, respect the subject, perceive the topic presented by the media when reading 1, read the text freely and softly, and realize: What is the difference between the spring breeze in the north and the spring breeze written by Zhu Ziqing? 2. Reveal the topic 3. Take the students to read the text: Can you read your feelings about the text? See who reads well. 1, read the text freely and experience it while reading. 2, large group communication 3, ask questions and ask questions. 4. Read the text in sections. Holistic perception cultivates students' ability to question and ask difficult questions.
Second, stick to the key points, read and feel the media display 1, and circle the words while reading: circle the sentences that directly describe the spring breeze in the article. 1, key sentence understanding: (1) "In late spring and March, the grass grows in the south of the Yangtze River and the peanut trees are around." Such a famous saying is Laojiao wine, which is full of color, flavor and taste. (2) overnight, the spring breeze came, like countless needles. 3. Find out your favorite sentence and make comments. 4. Ask questions and ask difficult questions. Read the instruction 1. Group communication II. Exchange experiences and feelings. Reading interest cultivates students' sense of language.
Third, transfer 1, read sentence 2, and analyze the usage and function of a series of verbs. 3. Try to describe Spring Breeze and Shanghainese with a series of verbs. 1. Read the sentence. 2. express your opinions. 3. Personal preparation. 4. Communicate in groups to cultivate students' ability to write something with a series of verbs.
Language and thinking training 1, 1, the same spring breeze, Zhu Ziqing's spring breeze is soft, fresh and lovely, while Lin Jinlan's is full of strength and heroism, just because the authors describe different objects? What are the other reasons? 2. What kind of spring breeze do you like? Why? 3. Find out the words that have both direct description and indirect description from the articles you have read, and compare their different expression effects. 1, share your feelings and express your different opinions. 2. Group communication helps students improve their writing ability through reading comparison.
Feeling after teaching:
Learn to compare
Spring Breeze was also written by Zhu Ziqing. His Spring Breeze is soft, fresh and pleasant, while Lin Jinlan's is full of strength and heroic feelings. Is it just that the object described by the author is different? Or is there another reason? This is a series of problems arising from comparing this article with Zhu Ziqing's Spring. Only through comparative reading can we better grasp the different styles of different writers and better realize that the spring breeze in the north is as rough and powerful as the northerners and has local characteristics. Let students not only feel the gentle and delicate spring breeze in the south, but also feel the heroic momentum of the spring breeze in the north, and produce their own preferences and opinions, thus forming personalized feelings and realizing personalized reading.
Three Warm Rains (Shimazaki Tōson)
Seven, "Delighting in Rain on a Spring Night" (Du Fu)
Teaching objectives:
Knowledge: 1. Learn how to express your feelings in the landscape.
2. Accumulate sentences describing warm rain.
3. Recite Delighting in Rain on a Spring Night and experience the unique charm of rhythmic poetry.
Ability: 1. Compare their expressions in Spring, Spring Breeze and Warm Rain.
2. Compare the similarities and differences between Delighting in Rain on a Spring Night and Warm Rain.
Feeling: 1, enjoying the vitality of spring rain nourishing nature.
2. Feel the characteristics of the rainy scene on a spring night and the author's joyful mood.
Teaching focus: 1, learning the expression method of scene blending.
2. Appreciate the scene where the spring rain moistens the vitality of nature.
3. Recite Delighting in Rain on a Spring Night.
Teaching difficulty: 1, learning the expression method of emotion blending into scenery.
2. Compare the expressions of spring, spring breeze and warm rain.
Teaching content, media, teachers' activities and students' activities strategies
I. Enlighten the dialogue and reveal the topic 1. Think back, what is the spring rain written by Zhu Ziqing? 2. Transition, revealing topic 3. The author introduces and exchanges sentences describing spring rain to help students accumulate beautiful sentences.
Second, reading the text for the first time, the overall impression is 1. Read the text carefully and think: What are the characteristics of the warm rain described in the text? 2. Ask questions and ask difficult questions. Read the text and discuss it in groups to cultivate students' questioning ability.
Third, read the text, accumulate feelings, show key sentences 1 in the media, find out your favorite sentences while reading the text, and make comments. 2. Accumulate key sentences and guide reading in time (1). In February, it began to rain warmly. (2) From the afternoon, it began to rain, which made people feel the warmth of recovery at once. (3) The field gradually wakes up from hibernation and presents a picture ... (4) At night, I listen to it alone ... 3. Instruct me to read key sentences. 4. Try to recite a few sentences. Comment on your favorite sentence. Read sentences with emotion. Help students accumulate sentences describing spring rain and cultivate a sense of language.
Fourthly, compare the expressions of 1 presented by learning media, and compare the similarities and differences of spring, spring breeze and warm rain. 2. Learn the ancient poem Delighting in Rain on a Spring Night. (1) Fan Reading (2) Understanding the key words are: occurrence, diving, wild trail, red and wet place, blooming flowers (3) Talking about the translation of this poem (4) Introduction 3. Compare the similarities and differences between Rain in Delighting in Rain on a Spring Night and Warm Rain. Compare the similarities and differences of expressions and understand the meaning of this poem. Express your opinions and compare similarities and differences. Help students master different expressions and cultivate their ability to put forward different opinions.
Verb (abbreviation of verb) Extracurricular expansion Extract some poems with different emotions expressed by "rain" and taste their artistic conception. Homework allows students to accumulate poetry and taste artistic conception.
Feeling after teaching:
Timely expansion and accumulation is also a new way of learning.
"Rain" is a common image in literary works. In this unit, Du Fu's famous poem "Delighting in Rain on a Spring Night" was also selected. Through "rain", some people express joy, while others convey sadness. After learning this article, I was inspired by Warm Rain, and asked students to extract some poems expressing different emotions with the help of Rain after class to taste their artistic conception. Many hands make light work, and the whole class really received a lot. Of course, there is the joy of "good rain knows the season when spring comes"; There is a bitter feeling of "rainy in Qingming Festival"; There is also the positive spirit of "wind and rain send spring home, flying snow welcomes spring"; There is also the heaviness of "Lingtai has no plan to escape the arrow, the wind and rain are like a rock, and the old country is dark" ... Through collection and exchange, students have accumulated a lot of poems, and also felt the different feelings implied by poets and writers of past dynasties about "rain" and learned to express their feelings with scenery.
Four flowers
Zong Pu
Teaching objectives:
Knowledge: 1, understand the characteristics of fairy tales.
2. Learn the rhetorical method of personification.
3. Accumulate related statements.
Ability: Design several talking flowers.
Emotion: cultivate the quality of modesty.
Teaching focus:
1, understand the characteristics of fairy tales.
2. Learn the rhetorical method of personification.
Teaching Preparation: Camellia by Guo Moruo
Teaching content, media, teachers' activities and students' activities strategies
First, reveal the topic and question the reading media. What questions will you have after reading the topic? 3. To sum up the question: (1) What are the characteristics of several flowers in the article? (2) What inspiration did you get after reading the text? 4. Understand the author and his works. 1, read question 2, question and ask questions, and cultivate the habit of finding and asking questions.
Second, self-study, in-depth understanding of 1, free to read the text softly, requirements: accurate pronunciation, fluent reading of the text, no words added, no missing words. 2. Exchange reading (1) What have you learned through reading? (2) Is there anything you don't understand? (3) What is the theme of the text? 1. Read the text freely. 2. Exchange reading information and cultivate students' autonomous learning ability.
Third, learn to understand and explore the corresponding media 1 in cooperation. Choose one or two of the above questions freely, read the text repeatedly and try to figure out your feelings. 2. Cooperative learning: communicate with each other and fully express their opinions. 3. The fourth group of reports. Accumulate sentences to guide emotional reading (1) "Strictly speaking, they ..." (2) "White lilacs are half open ..." (3) "A little boy flies by ... picking wild February orchids" (4) "The moon is in the sky, which is a bit embarrassing ..." 5. Read the dialogues of different roles and experience the personality characteristics of different flowers. 1, free choice, personal experience 2, cooperative learning, problem solving 3, sentence exchange 4, reading aloud by different roles to cultivate students' cooperative learning ability.
Fourth, read the full text to understand the characteristics of the media. 1, free to read the full text, thinking: What are the characteristics of this fairy tale? 2. Discuss communication 1. Read the full text freely. 2. Communication helps students understand the characteristics of the text.
Verb (abbreviation of verb) extends and accumulates 1. If calla lilies, birds of paradise and other flowers join this discussion, what will they say? Please design their speeches. 2. Read "Camellia" by Guo Moruo and write a speech for Camellia at the Flower Beauty Meeting. 1, exchange flowers speech 2, complete extracurricular activities to cultivate students' oral and writing skills.
Feeling after teaching:
Pay attention to details.
In this paper, flowers that can't talk and don't get together are arranged in the garden under the moon, which is more expensive than the United States. The author uses personification to describe people with flowers. The flowers chosen by the author and the order of their speeches are carefully arranged and meaningful. The order in which flowers speak is an orderly process that gradually appears and sets off. In terms of "pride", elm leaves and plums are the proudest, followed by the flowers behind them; Judging from the means of "boasting", the flowers in front will only praise themselves, while the white lilacs and magnolias behind them are modest on the surface. They flatter each other and raise themselves, so as to achieve the purpose of praising others and themselves. Finally, the little boy gave February Lan to the teacher, which made the theme of the article more clear. Therefore, if we can guide students to discover this intention in teaching, it will also help students to grasp the main idea of the text, which is also the teaching details that teachers should pay attention to in teaching, provided that teachers learn and grasp the teaching materials.
There are five on the kite line. ...
Zhou yanbi
Teaching objectives:
Knowledge: 1, taste the language of the article describing the scenery.
2. Understand the language features of the article.
Ability: imitate the structural level of the text and write an article recalling childhood.
Feeling: Feel the beauty of childhood and cherish the innocent life.
Teaching focus:
1, taste the language of the article describing the scenery.
2. Feel the beauty of childhood and cherish the innocent life.
Teaching difficulties: imitate the structural level of the text and write an article recalling childhood.
Teaching preparation: childhood lyrics
Teaching content, media, teachers' activities and students' activities strategies
First, it is exciting. Reveal the topic and play the song 1, the song "Childhood" 2, talk about the feelings after listening to it 3, reveal the topic 4, read the topic, ask the question 5, and think about it: What does the ellipsis mean in the topic? 1, talking about feelings 2, questioning difficult questions 3, expressing opinions and stimulating interest
Second, the first reading, perception 1, free to read softly, thinking: (1) What is "tied to a kite line"? (2) Which descriptions in the text cause your buzz, please circle them. 2, draw students to read aloud 3, exchange reading experience 1, reading thinking 2, exchange experience to let students perceive the text as a whole.
Third, intensive reading, taste the media presentation 1, carefully look at the sentences you draw, and think about what * * * sounds this description has caused you? 2. Group cooperative learning. What are the characteristics of the language of this article? (1) Read the text carefully and realize its characteristics (2) Communication (using overlapping words and kind words in many places) 4. What are the characteristics of the structure of this article? (clear structure, echoing from beginning to end, straight ending) 1, reading and thinking 2, cooperative learning 3, exchange and understand the language characteristics and article structure of the text, and accumulate writing quality.
Fourth, the United States read, accumulate 1, and then read the relevant sentences drawn by yourself, paying attention to the reading experience. 2. Accumulate a few sentences (1) and read aloud with emotion (2) Try to recite 1 and read freely (2) Try to recite and read repeatedly and pay attention to accumulation.
Verb (abbreviation of verb) extracurricular development The author firmly tied his deep attachment to childhood to the kite line. What about you? Please talk about "What do I like ..." Group communication to guide students to learn how to use it.
The second class, composition 1, review, feeling 2, clear requirements 3, material selection 4, individual drafting 5, collective revision 6, copying composition 1, material selection 2, drafting 3, revising composition 4, copying composition to guide students to write their true feelings.
Feeling after teaching:
Taste language
The language of this article is very distinctive. The article uses four-word reduplicated sentences in six places, such as "curling", "curling", "stupid", "twittering", "big and small" and "fluttering". As for the overlapping of the two words, it can be seen everywhere, such as the connection between "light" green, "long" and "gently" flying kite lines, "cutting" breeze, "secretly searching", "Ran Ran" rising, "leisurely" flying away, "steaming", "childlike innocence" and "often" ... going nowhere. In addition to this overlap, some other words in the article are also very distinctive, such as "grass grows and warblers fly", "flowers bloom and flowers fall", "condescending", "please tell me", "infatuation", "nothing happened" and so on, which makes people think deeply. Therefore, in teaching, we should guide students to taste the characteristics of these languages and feel the expressive force of languages, so as to achieve the purpose of accumulation, and subtly guide students to use them in their own writing and improve their writing level.
Liu Chun's nonsense.
Chen Zufen
Teaching objectives:
Knowledge: 1. Understand the meaning of words in a specific language environment.
2. Understand and accumulate key sentences.
Ability: 1, exploring the author's ideas.
2. Discuss the content of "spring nonsense" and write it down.
Emotion: Learn to release your enthusiasm, let your thoughts dance lightly and make your life full of interest.
Teaching focus:
1. Understand the meaning of words in a specific language environment.
2. Explore the author's ideas and discuss the content of "spring nonsense".
Teaching difficulty: discuss the content of "spring nonsense" and write it down.
Teaching preparation:
1. Author Chen Zufen's brief introduction.
2. Xia Xin's "Chen Zufen: Giving Students the Most Basic Education-View of Labor"
Teaching content, media, teachers' activities and students' activities strategies
First, stimulate interest and reveal the topic. The media shows the author's profile 1 to inspire the dialogue. We have learned a lot about spring, but we have heard that spring is talking nonsense? What's the connection between spring and nonsense? 2. Reveal the topic 3. Thinking about reading topic 4. Ask questions and ask difficult questions. Introduce the author 1. Reading topic 2. Question 3. Knowing the author allows students to know more about famous writers and their works.
Second, the overall perception, preliminary experience 1, starting from careful reading of the text, requirements: accurate pronunciation, no words added, no missing words. 2. How do you feel after reading the text? 3, group communication 4, collective discussion 1, free to read the text softly 2, exchange feelings after reading, cultivate students' cooperative inquiry ability.
Third, grasp the key points, understand the key media show 1, read the text carefully, find out what you think is important and understand its meaning. 2. Exchange key sentences: (1) "Spring has come, like a breath of fresh air ..." (2) "In winter, words freeze, if the spring breeze melts, spring is a ..." (3) Guide reading 1, and reread the text. (2) Exchange sentences, express opinions, respect students' dominant position and encourage students.
Fourth, explore ideas and return to the whole 1. Read the text again and explore the author's writing ideas. 2, group cooperation 3, large group communication 1, read the text, explore ideas. 2. Discuss the writing ideas of this article in groups. Guide students to master the writing ideas of the article.
V. Expand your thinking. Media presentation 1, learning the text, what is your unique feeling? 2. Use the same phrase. What are the similarities and differences between Spring Breeze and Hu Hua? 1, how do you feel? 2. Compare similarities and differences, and give students more time to talk about their feelings.
Sixth, combine reading and writing 1 to discuss the content of "nonsense". 2, group communication 3, try to write down the content of "nonsense". 1, exchange discussion 2, try to write to help students consolidate their accumulation.
Feeling after teaching:
Cultivate a little imagination
Reading the topic "Spring Nonsense" in the first day of junior high school aroused students' curiosity. Is spring talking nonsense? What's the connection between spring and nonsense? After reading the article, I realized that the author was full of passion and wrote the enthusiasm and vitality of spring. It can also be seen that this is an imaginative writer. Therefore, after teaching this article, guide students to discuss the connotation of "nonsense". Let students finally understand that "nonsense" is not "nonsense", but a creative imagination. Finally, let the students choose a topic to talk about "nonsense" and compare whose "nonsense" is creative. I think this is also an opportunity to cultivate students' innovative spirit.
Eight Spring Tour in Qiantang River (Bai Juyi)
Jiujiang Nanchun (Dumu)
Teaching objectives:
Knowledge: 1. Understand and master the contents of two poems.
2. Accumulate two poems.
Ability: 1. Experience Lv Qi's catchy language charm.
2. Understand the artistic expression of imagination, association and contrast.
Affection: 1. Feel the special charm and interest of the West Lake in early spring.
2. Feel the spring scenery in the south of the Yangtze River and its profound and unique amorous feelings.
Teaching focus:
1. Experience the catchy language charm of Qilv.
2. Understand the artistic expression of imagination, association and contrast.
Teaching difficulties:
1, feel the special charm and interest of the West Lake in early spring.
2. Feel the spring scenery in the south of the Yangtze River and its profound and unique amorous feelings.
Teaching preparation:
1, the ancient poem "Drinking rain after the Qing Dynasty on the lake".
2. Translation contents of two poems.
3. Find information on the Internet.
Teaching content, media, teachers' activities and students' activities strategies
First uncover the topic, and the information exchange media shows 1, and exchange the ancient poems we have learned about spring. (information exchange) 2. Introduce the poet and his works and understand the poet's style. 1, student exchange 2, introduce the life and works of Bai Juyi and Du Mu, consolidate what they have learned through exchange and review, and cultivate students' ability to collect and process information.
Second, learn ancient poems and feel the feelings of media demonstration 1, learn "Spring Tour of Qiantang River", and read the guide. Second, talk about the feelings after reading. 3. Grasp the meaning of keywords, focusing on the meanings of words such as "cloud feet", "disorderly flowers" and "feet". 4. What scenes are described in these four poems? It also describes the scenery of the West Lake. What are the similarities and differences between this poem and Su Shi's Drinking on the Lake and Rain after the Qing Dynasty in describing the scenery of the West Lake? 6. Experience the writing of this poem and the benefits of writing it like this? 7. Recite the ancient poem "Qiantang Spring Tour" 1 and read it emotionally. 2, understand the meaning of each sentence 3, compare the similarities and differences between the two poems 4, master the writing of this poem to deepen understanding from comparison.
Third, group study, master the learning method 1, study the ancient poem "Jiangnan Spring" in group cooperation (1), and read carefully (2) understand the meaning of key words (3) understand the meaning of the poem (4) understand the artistic conception of the poem (2) discuss collectively (3) recite the ancient poem (1).
Fourth, compare reading and expand thinking. Media presentation 1. Read and comment on the new translations of two poems. Is this translation good? 2, group discussion 3, large group communication 1, comparative reading 2, expressing opinions, comparative learning, and developing ideas.
Feeling after teaching:
Self-taught poetry
Learn two ancient poems describing the spring scenery in the south of the Yangtze River together, with the aim of enabling students to learn poetry more fully and independently. Bai Juyi's Spring Tour in Qiantang closely follows the environmental and seasonal characteristics and describes the attractive scenery of the West Lake when spring comes, which is just right. The eternal quatrain "Jiangnan Spring" leads readers to stand on the commanding heights of the intersection of time and space with a pen and feel the grand scene with broad vision and far-reaching artistic conception. Therefore, in teaching, let students learn two poems independently, read, understand and feel the artistic conception described in the poems on the basis of correct reading, and then exchange feelings, compare the similarities and differences between the two poems and feel the different styles of the two poets. Finally, I can memorize and accumulate ancient poems. In this way, the classroom atmosphere is active, which fully embodies the students' personalized feelings and creates a democratic and equal learning atmosphere.
Comprehensive learning
Spring, where is spring?
Learning objectives:
1, learn to observe the spring scenery carefully.
2. Learn to praise spring from many angles.
Study time:
One class hour
Learning process:
First, preparation before class
1, recording the sound of spring.
2. Have a spring sketch activity.
3. Look for articles and poems about spring.
Second, classroom communication
1, chorus "Where is Spring?"
2. Listen to the sound of spring.
What sounds of spring have you heard and recorded? Tell me about it.
(1) Exchange my favorite spring voice and tell me why I like it.
(2) Exchange the recorded sounds of spring and talk about their respective characteristics.
3. Show the scenery of spring.
(1) Talk about the beautiful scenery you see in spring.
(2) show your own spring scenery.
(3) Introduce a favorite spring scene to everyone.
4. Accumulate the words of spring.
(1) Exchange sentences about spring.
(2) Accumulate poems describing spring.
5. Chorus "Where is Spring"
Third, homework
Write an article about spring with a self-created topic.