From the unit leadership "run, waste; Stop and stare. Lovely animals, our friends "can be seen that the theme of this unit is" animals written by writers ". This unit has arranged three intensive reading texts around this theme, namely, Cat by Lao She, Hen by Feng Zikai and White Goose by Feng Zikai. One practices "My Animal Friend" and one China Garden. In addition, the "reading session" after Cat and White Goose also arranged articles or fragments written by other famous Chinese and foreign artists, aiming at allowing students to read comparatively and experience the love of different writers for animals.
It is also Lao She's works describing small animals, but the pen and ink in his "Cats in Class" all describe the strange characters of cats and the naughty cuteness of kittens at the full moon in a detailed and vivid way. In the work Hen, the author describes the comparison of his attitude towards domestic hens before and after raising chickens in plain spoken language, vividly portrays a "great mother hen" and expresses the author's praise for great maternal love. In the article "White Goose" by Feng Zikai, the author wrote the arrogant characteristics of the white goose from the aspects of its cry, gait and eating equality.
In the writer's pen, the small animals described in this unit, whether they are eccentric cats, loving and conscientious hens, or even arrogant white geese, are lifelike, lifelike and as amiable and lovely as human friends.
(B) unit language elements analysis
This unit has two China elements: one is to understand how writers express their feelings for animals. The second is to write about your favorite animals and try to write their characteristics.
First of all, in view of the element of "understanding how the author expresses his feelings for animals", on the basis of "preliminarily understanding the thoughts and feelings expressed in the article", this paper puts forward requirements, emphasizing not only understanding the feelings expressed in the article, but also paying attention to how the author expresses them. In this regard, the teaching materials skillfully penetrate the guidance of expression methods in the key words of the text, after-school exercises, the communication platform of China Garden and after-school reading.
1. China elements in after-school exercises:
The second exercise after class, Mr. Lao She's Cat, requires "for example, where can we see that the author likes cats very much"; Mr. Lao She's first lesson, Hen, exercises three after class to guide students to "compare the similarities and differences expressed by the same writer when writing different animals"; The lesson "White Goose" requires "grasping the key words and understanding how the author clearly writes the pride of the white goose". Exercise 2 after class. .
2. Language elements of communication platform:
The "communication platform" of China Garden also quotes examples from words and life, permeating the expression of "belittling the truth and praising the truth". When teaching Cats and White Goose, students can be guided to find a grasp to understand the expressive features of the texts.
3. Read the language elements in the link:
The "reading link" at the back of the text skillfully plays a role in further implementing the language elements of this unit. For example, the lesson "Cats" links the pieces of cats written by Xia Gaizun and Zhou Fufu, so that students can experience different writers' love for cats. The lesson "White Goose" links the Russian writer Yenosov's "White Goose", so that students can talk about the similarities of geese written by the two writers and experience the similarities expressed in the two articles.
4. Text keywords
The sentences in the three texts of this unit are all subtle. Let the students learn to grasp the key words to experience the text and understand how the author expresses his love for animals. For example, "If it is happy, it can be more amiable than anyone else", "If it is unhappy" and "Don't cry when it hurts" mentioned in "Cat" describe the eccentricity of the cat and the cuteness of the kitten. In Hen, "It has responsibility, love, courage and hard work because it has a flock of chickens" wrote the most praise and love of hens. In "White Goose", "So a goose has to be served, which is really full of shelves" expresses the author's praise for the white goose.
Secondly, another language element of this unit, "Write about your favorite animals and try to write down their characteristics", is the practice requirement of this unit.
In view of this language element, the three texts in this unit have played a good demonstration role. For example, the cat wrote about her eccentric and lovely personality, and the hen wrote about her responsibility, kindness, courage and hard work. "White Goose" describes the arrogant characteristics of white geese.
In addition, the exercises in this unit are also different from the previous exercises describing animals. The exercise in this unit creates three different situations: "Ask my partner to help me find the lost lamb", "Ask my neighbor to feed my puppy" and "Ask my classmate to adopt my kitten", thus encouraging students to create their own situations and express them as needed. Let the students understand that the choice and expression of exercise content are different in different situations. In addition, in addition to the performance of animal characteristics, it also points to different angles and emphases such as appearance and living habits. This unique arrangement aims to make students clear the purpose and object of the exercise according to different communication and expression needs, and choose different contents and ways to express them, so that students have a strong sense of object in their expression.
(3) Some problems that should be paid attention to in this unit teaching.
1.
After consulting the materials, it is found that the texts arranged in this unit are all the old fourth-grade primary school Chinese texts published by People's Education Publishing House, and they are also classic texts. But different posts have different functions, so there should be different teaching methods. Compared with after-class exercises, it is not difficult to find that the unified Chinese textbooks point to "how to write" and "why to write like this". Therefore, in teaching, we should turn after-class exercises into effective teaching activities, pay attention to the internal logical relationship of exercise design, and use after-class exercises as scaffolding to promote the implementation of unit Chinese elements.
2. Teach students to master specific cases and understand the characteristics of animals.
The language of several texts in this unit is full of rich life breath, and the author left a brush stroke in the nuances. Through the vivid and concrete description of small things, the animal characteristics in his works are vivid and the image is vividly displayed. In teaching, we should pay attention to guiding students to grasp examples, combine specific sentences, experience the characteristics of animals in daily scenes and languages, and then feel the beautiful artistic conception of harmonious coexistence between people and animals.
3. Guide students to pay attention to the author's expression.
(1). In teaching, we should not only guide students to understand the different characteristics of animals in the writer's works, but also guide students to further explore and appreciate the writer's unique writing methods. For example, in the lesson Hen, students are guided to feel the delicate emotional changes expressed by Mr. Lao She through strong contrast before and after.
(2) Suggest reading selected works in and out of class. Students should be guided to fully read different animals written by the same writer or the same animal written by different writers in this unit, and then compare them through group discussion to understand the similarities and differences of their expressions and feel the language characteristics and rich emotions of the writers.
4. Guide students to feel the emotions contained in different styles of works.
Students and writers live in different times and environments, and they may not understand some unique expressions in the text, nor may they fully appreciate the writer's unique aesthetics. Teachers should guide them in this respect. For example, Mr Lao She is a real Beijinger. He is good at using Beijing spoken language, and his articles appeal to both refined and popular tastes. Mr. Feng Zikai is humorous in language, good at line drawing, and uses simple lines to outline the image of animals. Teachers should let students read by themselves, since the enlightenment, and give appropriate guidance, so that they can read naturally and smoothly and feel the emotions contained in it.