The second unit of Volume 10 consists of lecture texts "Two Ancient Poems" and "Remembering Jinhua's Double Dragon Cave", reading text "Cricket's Dwelling", independent reading text "Sewing Bird", reading and writing examples It consists of the words "Clear the Organization of the Article" and "Basic Training 2". Let’s talk about some opinions on the teaching of this unit for teachers’ reference when preparing lessons.
1. Clarify the key training items: "Clear the organization of the article" is the focus of training in this unit. Therefore, the teaching in this unit should train students to not only understand the content of the text paragraph by paragraph when reading the text, but also to clarify the order of the narrative and the organization of the article, that is, to understand the author's ideas; at the same time, students should be guided to transfer what they have learned Knowledge and skills are applied to the practice of reading and writing, so that reading and writing are closely integrated and promote each other.
2. Establish an overall teaching view of the unit. In order to implement the training of key projects and achieve practical results, it is necessary to establish an overall teaching view of the unit. The teaching ideas of the unit's overall teaching concept are divided into three stages: "perceptual→rational→practical":
In the first stage, through the teaching of the first, second and third types of texts, students are guided to learn to clarify the organization of the article. methods to acquire perceptual knowledge and gradually train students to clarify the organization of articles.
In the second stage, through the teaching of "reading and writing examples", students can upgrade the knowledge and methods acquired in reading from perceptual knowledge to rational knowledge.
In the third stage, through the teaching of "Basic Training", students are allowed to use the methods they have mastered to consciously guide their own reading and writing practice.
3. Carefully design the training process. There are two ancient poems in this unit. According to the requirements put forward by Mr. Ye Shengtao, two levels of effort must be put into teaching ancient poetry: "First, it lies in a thorough understanding of words and sentences; second, it lies in inferring the poet's experience based on one's own experience" and "Focusing on cultivating one's temperament and expanding one's imagination." "The teaching of "Two Ancient Poems" can be designed as follows:
1. Solve problems. The title of the poem reveals the main content of the poem. Therefore, when teaching, first introduce the author and then guide students to clarify the meaning of the title. "Visiting the garden is not worthwhile" means that the author went to visit the garden, but the owner was not there and could not enter the garden. It’s not worth it, just because you haven’t met the owner. "Send Meng Haoran to Guangling" means sending his good friend Meng Haoran to Guangling. Go to Guangling, which is Yangzhou City, Jiangsu Province.
2. Clear out the words. Most ancient poems are "one word, one word, one word." When teaching, read the correct pronunciation first, and then review the meaning based on the verses, paying special attention to ancient and modern synonyms.
For example: Ying, which means guessing and roughly meaning; pity, cherishing; teeth, the beam under the clogs; seal, which originally means traces, is extended here to be used as a verb, which means broken; small buckle , tap; Chai Fei, Chai Men. Old friend refers to an old friend, that is, an old friend; fireworks, catkins are like smoke, flowers are like brocade, here refers to the bright spring scenery; extinguish, disappear; only, only; sky, horizon. After students understand the meaning of the words, they can connect the words into sentences and express the complete meaning of the sentences.
3. Introduce artistic conception. The artistic conception is an artistic picture full of the author's feelings. Introducing artistic conception is to find ways to make the pictures in the poem and the poet's emotions "alive" in the minds of students, so that students can feel like they are in the scene, hear their voices, and see their shapes, and try their best to "understand the author's mood and the author's emotions". The mood matches." (Ye Shengtao's words) For example, the poem "It's Not Worth It to Visit the Garden" should guide students to "watch" the flowers blooming in the garden in their imagination, and the beautiful artistic conception of a branch of red apricot stretching its face over the wall with a smile on its face, and to experience the author's artistic conception. Feelings of joy.
4． Read it by heart. When teaching ancient poetry, we must put great effort into reading it aloud until we can recite it by heart, and cultivate students' good habit of reciting poetry and pondering it. In this way, over time, "reciting the poems they have read well in their leisure time, just like they often sing songs, will benefit their souls infinitely." (Same as above)
"Remembering the Double Dragon Cave of Jinhua" is the key text of this unit and can be taught according to the following steps.
1. First reading, self-study words, and overall perception of the content. When students first read the text, they are required to read the pronunciation of the characters correctly, especially several polyphonic characters. For example: "qu" in "winding up" is pronounced qū; "tie" in "tied with a rope" is pronounced jì; "si" in "the entrance of the hole is like a bridge hole" is pronounced i; etc. The 10 words at the end of the lesson can be understood in conjunction with the text. After students can read aloud correctly, let them express the main content in concise words.
2. Read carefully, clarify the content, and understand the content deeply. There are two clues in this text: one is the order of the author's tour; the other is the origin of springs and streams. The order of the tour is a clue of "shun", and the origin of springs and streams is a clue of "reverse". The two clues are cleverly intertwined, making the context of the full text very clear, making the position and direction of things and the author's observation point clear. The changes are very clear, as if the author took us on a tour of Shuanglong Cave.
Therefore, when teaching, students can be allowed to read intensively paragraph by paragraph. The requirements are: ① draw the places visited by the author in order; ② divide the text into paragraphs according to the order of the tour and summarize the general idea of ??the paragraph; ③ draw the spring water in the order of the tour , the origin of the stream. Finally, the writing on the blackboard was formed: Jinhua → Luodian → Enter the mountain (facing the stream ← —) → Cave entrance (stream ← — flows out of the cave) → Outer cave (spring water ← — flows to the left) → Pore (the origin of the spring water ← —) → In the inner cave (spring ←—flow on the right), the upper source of the spring water → exits the cave. Then, the teacher asks students to read the text again according to what is written on the blackboard, think about and answer the second question after class, so as to deepen their understanding of the text content.
3. Read it carefully, practice recitation, and understand writing methods. The text requires memorizing a passage from the outer cave into the inner cave. When teaching, you can focus on the sequence of "the origin of spring water→the characteristics of pores→the method of entering the inner hole through the pores→the situation of entering the inner hole" and guide students to recite.
Finally Let students think: (1) Why does it feel like the author took us to visit Shuanglong Cave after reading this article? (2) Why does Jinhua’s Shuanglong Cave leave a deep impression on us, so that students can understand: ① Who is the author? It is written in the order of the tour, what to write first, what to write next, what to write last, the order is very clear; ② The author observes the scenery in detail, grasps the characteristics, and describes the scenery in a very specific way.
< p> "Cricket's House" is a reading text that introduces knowledge about crickets' nests and digging nests. Through reading, students should be able to clarify the organization of the article and understand the characteristics of crickets' houses and how crickets build houses.The teaching process is as follows: first read the whole text, mark the levels, and draw the new words after class. It is pronounced with a raised tongue, and "zao" is pronounced with a flat tongue. Then read the text carefully and think about what each section is about. Based on this, divide it into paragraphs and figure out how the text is based on the characteristics of crickets' houses and how to build houses. Then read the text and think: What are the characteristics of Cricket’s house? (Excellent drainage, mild sunlight, comfort, cleanliness, dryness, hygiene) In what order did the author write (site selection → excavation → outside the house → inside the house)? ) How does Cricket build a house? (Starting time: October; construction: digging soil with front feet, pushing soil with hind feet; renovation: throwing out soil, long-term repair.) Finally, the teacher summarizes: The text talks about Cricket’s house and how to build a house. It is very specific. This is the result of the author's careful observation, grasping the characteristics, and methodical narration.
"Sewing Bird" is an independent reading text. When teaching, students should be allowed to read and think on their own. , answer the three questions after class. Based on understanding the content, write the narrative sequence of the text: seeing the sewing bird → the sewing bird making a nest and the appearance of the nest from a distance → the wind and rain knocking down the nest and the appearance of the nest up close →The author thought from the hard work of the sewing birds that they would definitely make new nests. In this way, the students clarified the organization of the article.
"Clearing the organization of the article" is an example of reading and writing. . This example first talks about how the author always has an idea when writing an article, and we always follow the idea when reading the article. Then we take "Shuanglong Cave of Jinhua" as an example to explain that if we clarify the organization of the article, we can understand the author's idea. When teaching, let the students read it a few times, and then think deeply about it based on the example: ① What is the organization of the article? ② How can the organization of the article be clarified? At this point, the students have understood the key training items. Have a rational understanding.
"Basic Training 2" *** has six training contents, of which questions 4 and 6 are the teaching of reading and writing around the key points of training. You can first let students read the short article silently to understand the main idea the first time, and then think about it while reading with the questions raised in the book to train students' ability to clarify the organization of the article. The sixth question is a composition, recording a visit.
When teaching, we should start from the content, determine the process and key points of the visit, and let students pay attention to observation. Before writing, you must determine the center, and then around the center, think about what to write first, what to write next, what to write last, what the key points are, and make a writing outline. This way the ideas will be clear and the articles written will be organized.