Teaching objectives:
1. Understand the content of the article and appreciate the beauty of the words, artistic conception, and emotion in the article.
2. Experience the author’s delicate writing style in describing the vivid and colorful afternoon scenery, and his ability to read aloud with emotion. Experience the author's love for nature and life.
Key and difficult points in teaching:
1. Recite the text with emotion. Understand the content of the text, appreciate the author's writing ideas, and feel the beauty of words, artistic conception, and emotion.
2. Learn the author’s meticulous observation and love for nature.
Design concept:
First lesson:
Learn new characters and new words; read the text for the first time, read the pronunciation of the characters and read through the text; preliminary analysis of the text structure , understand that the text describes in detail the author's escape from naps when he was a boy, and briefly describes the nature of the author who still escapes from naps as an adult and worries about the nature outside the window.
Second Lesson
1. Review Introduction (Choose 1 out of 2)
1 (Students, in the last lesson we preliminary studied the text "Summer Noon" , (teacher's blackboard writing topic) The author Luo Lan liked to escape from naps when he was a child. Do you still remember how the author escaped? ——Student: Tell the content of the third natural paragraph. The author was as naughty and cute as us when he was a child! Open the book to Lesson 3, and today we will continue to study the text. )
2 (Students, we initially studied the text "Xia Wu" in the last class. Can anyone tell me what you learned in the last class. Harvest? )
2. Teaching new lessons
(1) Learn the reasons why the author avoided taking a nap when he was young.
1. Ask the students to quickly browse the text and find out what attracted the author when she was a child. Did she want to avoid taking a nap?
Biology: ... wild flowers, ... fox fairies, ... vegetables, ... ants.
2. Ask the students to read the text carefully and silently, and draw pictures while reading. Why did these things in the hospital attract the author? And what about skipping a nap? And write your feelings next to the sentence. (Let students read the text intensively, and on the basis of feeling the full text and understanding natural paragraphs, study key sentences and paragraphs, so that students can gradually feel the reading method.) (Teachers observe and guide, and check the reading situation.)
3. Why do these things in the college attract the author? Please choose the one that attracted you most to the author when you were a child. (Students exchange their feelings and experiences. The default order can be changed according to the practice camera.)
< p> (1), presupposition: wild flowers - from those words and sentences, do you understand why wild flowers attracted the author?Teacher:——Show this paragraph.
Student: From the "colourful, countless, so many colors" I realized that the many colors and beauty of wildflowers attracted the author; from the "child-like shyness" I realized that the beauty of its posture also attracted the author author. (The mentioned word turns red)
Teacher: What does "shy" mean, and how do you understand it here?
Biography: Beautiful, cute, shy. The flowers are as cute and shy as children.
Teacher: I heard it. It was the colorful colors and beautiful postures of the wild flowers in the courtyard that attracted the author. The teacher really wanted to read this text and asked the students to imagine the scene described in the text while listening. You seem to see...smell...and hear...
Sheng: I seem to see wild flowers of various colors swaying in the wind, smell the fragrance, and hear the flowers saying Whisper...
Teacher: Who can tell me?
Teacher: What a beautiful garden! Come, let’s take a look at the beautiful wild flower garden together - show the “Wild Flowers and Text Picture”
Teacher: Can you read this beautiful feeling?
Students: Read by name
Teacher: Guide and evaluate the beauty of the reading.
Teacher: Let us experience the beauty and variety of wild flowers together.
Students: Read together
Teacher: Summary: The colorful wild flowers in the garden are swaying gently in the breeze. They are so beautiful! The author loves it so much, no wonder the author wants to avoid taking a nap!
(2) Preset: Vegetables - Why did the vegetables in the back garden attract the author? Why did she want to avoid taking a nap? How did you experience it?
Teacher: Show me the 6th paragraph.
Student: The vegetables live happily here...freely...
Teacher: What do you understand from those words?
Student: drill, cute, laugh, lie down, enjoy
Teacher: You are really good at reading! Yes! How freely and happily they grow! Who can read this joy?
Students: 2 or 3 readings (the design here is mainly to allow students to reflect their own personalized understanding of the language of the article on a comprehensive basis. Express their understanding by reading aloud Come out and let students realize that the rhythm of reading comes from the intensity of emotion, rather than simple pauses and accents.
)
Teacher: After reading the evaluation guide, let’s experience the happiness of vegetables together!
Teacher: Excessive summary: It turns out that various vegetables such as fat eggplants and cute pumpkins are growing freely in the yard. Their happy appearance makes the author feel that he is one of them. Member, what a joy! No wonder the author wants to avoid taking a nap!
(3). Preset: Fox Fairy—why attracted the author and made her want to avoid taking a nap?
Teacher: Isn’t he just an old man? Why does he make the author envious and attract the author?
:Teacher: What does the fox fairy in the back garden look like?
Teacher: Are there really fox fairies in life? What kind of child did the author look like when he was a child?
Student: A child full of fantasy, innocence, and cuteness...
Teacher: Let’s feel the author’s yearning for fairy tale life together—read paragraphs 8, 9, and 10 together.
Teacher: To summarize the transition, it turns out that there is also a fox fairy living with the flowers. How much this fairy tale life made the author yearn for it as a child! I just had to come to the back garden to escape from my nap.
(4) Designer: Ant-why did it attract the author? Let the author avoid taking a nap.
Student: The ant’s busyness, diligence, calmness, rapid and regular movements attracted the author...
Teacher: Can you tell me specifically which words and sentences you can understand?
Student: From "hurrying, rushing back and forth, I can watch for a long time" I realized that ants are busy and hardworking. From "its calm, rapid and regular movements", we can realize that ants are calm, fast, neatly organized, and crawl in an orderly manner...
Teacher: You are really good at reading. The author was so careful when observing the ants. It was its rush and action that attracted the innocent and lovely author. Even a small ant wandering too far would worry the author. Show the passage "I don't appreciate...it delayed its completion of the task." Read it by name. What do you understand from this passage?
Sheng: The author loves ants very much. Experienced from "worry, gently, whether it is disturbed, delayed".
Teacher: When I was a child, the author was worried that the ant would get lost. After helping it return to the team, it was still worried that it would be a disservice. What do you think the author was right about the ant?
生: Relatives, friends, friends….
Teacher: The always hard-working and busy ant’s calmness, quick and regular movements, and the author’s love for ants made the author want to read it for a long time. Do you like ants? Come and let's also see the author's picture of ants (showing the picture of ants)
Teacher: I can see from your expressions that the students also love ants very much, and they are so attentive! Who wants to read the author's careful look at the ants and his fondness for being close to them?
Students: Reading
Summary: The author admires the interesting movements of groups of ants, and the constant busyness makes the author so obsessed! Why didn’t the author avoid taking a nap to get close to them?
(5) Teacher: The beautiful and colorful wildflowers, happily growing vegetables, mysterious fox fairies, busy ants, and timid and delicate flowers in the greenhouse have deeply attracted the author. Boredom, (show the 14th natural paragraph of the text), who will read it aloud, and the others will listen and think, what do you understand from this sentence? From which words did you realize it?
Student: Reading
Student 1: I understand the author's nostalgia and love for the garden, which I can feel from "never tired" and "always".
Student 2: I understand the author’s pursuit of happiness, which I can understand from “the happiness of life”.
Student 3: I realize the author’s love for life, which I can understand from “the joy of life”.
When it comes to "always", "never tired" and "happy life", the words become red.
(As long as the students can talk about the things in the garden.)
Does the author just love these things in his garden? What does he love? )
Teacher: Who will read out this pursuit of happiness and love for life.
Student 3: Reading, male reading, female reading, male and female reading together
Teacher: These things in the author’s love garden are the pursuit of happiness and the love of life...< /p>
(6) Although my mother always forces me to take a nap, I always secretly walk two or three steps into the garden, stand on the steps, and imagine the hungry look of the fox fairy. There are a lot of ants... Summer noon always passes like this, and I never tire of the garden full of joy of life. Show a few sentences with the word "general" in them. What do you feel when the word "general" is used repeatedly in the text?
Sheng: When I was a child, I often avoided naps and never got tired of spending noon in the garden.
Teacher: Read these sentences together and feel the emotion of never getting tired of spending noon in the garden. .
Summary: It is because there is such a garden full of joy of life that the author never tires of loving flowers, enjoying the joy of growing vegetables, yearning for a fairy tale life, and obsessively observing ants. Avoid naps.
(2) Learn the reasons why you avoid taking a nap as an adult
1. The author still avoids taking a nap as an adult. What kind of afternoon scenery is the author enjoying at this time? Who will read the natural passages 15-16?
Student: Read (a large rice field outside, wind...sound)
Teacher: What do you understand from the passage?
Sheng: How did you experience the author’s wonderful feelings in nature?
Teacher: Can you read this feeling?
Reading - reading by name - reading together
2. Summary transition: This is how the author escapes from a nap and enjoys the natural scenery. Look (show 17 paragraphs) and listen to the teacher read paragraph 17. What do you seem to see?
Sheng: The author and the flowers, grass, and trees in nature are admiring each other with wide eyes, connected with each other, and enjoying the wonderful scenery of the afternoon.
Teacher: A seemingly ordinary sentence is so magically combined and arranged in the author's writing, and the author's emotions are expressed so truly. Come and read this soul-connecting sentence full of summer poetry.
Students: Name them to read, boys and girls, all together.
3. Teacher: What a beautiful summer scenery! Show the passage: The author avoids taking a nap because he loves ( ), ( ), ( ), ( ) ( ) in the back garden; the author avoids taking a nap because he loves ( ), ( ), ( ) outside the window...
All of this belongs to the world, and loving it all is loving the world in which we live!
Teachers and students will read passages together.
Teacher: Come, let’s read and re-read the last paragraph of the article together to find out the author’s direct reasons for avoiding naps. Teacher: The author avoided taking a nap, but it turned out that he was enjoying the joy of life!
3. Summary:
The beautiful wild flowers, the happily growing vegetables, the mysterious fox fairies, the busy ants, and the timid and delicate flowers in the greenhouse are all deeply mesmerizing. It attracts the author and never gets bored; as an adult, the author also avoids naps and enjoys the natural scenery. I hope we can also write down what we like and love in detail like the author, and write out our love for sound life...
4. Extracurricular extension of homework. (Choose 1 from 2)
1: What attracts us to avoid taking a nap? Following the previous part of this article, write how we spent our afternoon?
2. After studying this text, what do you want to say to the author?
(Teaching design description: The main idea of ??this design is to allow students to understand the text content through reading, connect it with their own life reality, and deepen their emotional experience. Various ways of reading practice make Chinese learning more practical. . Pay attention to cultivating students' ability to collect and organize information, connect students' classroom learning with real life, broaden their learning areas, and strive to bring "writing" into the classroom so that students are not limited to oral expression, but Thinking with a pen. Enable students to understand the language while understanding the content of the article, and focus on the accumulation and application of language.
)
5. Writing on the blackboard
Life
Escape from nap - love
The world