(A) Teaching objectives
1. Learn 9 new words, know 5 new words, pay attention to distinguish "Guan" from its similar words "Gang", "Envy", "Curtain", "Thorn", "Pull" and "Thorn", and understand "desolation", "Thorn" and "Pursuit".
2. Understand the writing techniques of contrast before and after, realize the benefits of writing in this way, go into the text to grasp the changes before and after the characters' language, find the basis and talk about feelings.
3. Read the texts of different roles, feel the mood of the characters, understand the philosophy contained in the text, know that only by doing it in a down-to-earth manner can we achieve our goals and understand the importance of the spirit of unity and cooperation.
(B) Teaching focus and difficulties
Understand the content of the article through the dialogue between the characters: "Why is the deserted garden still deserted?"
(3) Class arrangement: 2 class hours.
teaching process
first kind
First compare the pictures and reveal the topic.
1. Show the picture to understand "barren".
Show a beautiful picture of the garden and ask the students what words can be used to describe it.
Then show the pictures of the abandoned garden and ask the students what words can be used to describe it.
By comparison, we can understand the meaning of the word "barren".
2. The blackboard writing project "The Barren Garden".
Second, dredge the text and read the perception first.
1. Students can read the text freely, but they need to read the new words and pronunciation accurately. When they encounter words they don't understand, they should contact the context or life and consult the dictionary to understand them.
2. The distinction between similar characters:
Grave spine
Guemula
Curtain thorn
3. Use various forms to understand words and communicate with students. (For example, with the help of dictionaries, context understanding, etc. )
Barren: The fields are overgrown with weeds because no one is in charge.
Thorn: A tufted thorny shrub.
Admire: admire, admire.
Regret: sigh, sigh cherish, cherish, cherish this lesson refers to expressing regret over the desolation of the garden.
Resolute: resolute, without hesitation.
Be careful: use up all your ideas.
Eloquent: metaphor uses many words and is continuous.
Desolate: lonely and desolate, miserable.
4. What story does the text tell around the "barren garden"?
A few people want to restore the beauty of the abandoned garden, but they just talk about it and don't do it. As a result, the deserted garden is still deserted. )
5. Teacher-student communication.
Third, the teacher's class summary.
A deserted garden welcomed several tourists and seemed to have the hope of resurrection. However, after several arguments and scuffles, hope seems to be fading, and this deserted garden will only continue to be desolate. Review the article after class, find the discussion and arguments of several visitors, and read it carefully.
Second lesson
First of all, review the introduction and reproduce the scene.
1. Review words: desolation, thorns, admiration, regret, determination, gushing, desolation, concern.
2. Tell the students to repeat the text.
Second, dig deep and read deeply.
(1) Read and enjoy, and feel the changes in the garden.
1. Students read the text 1-4 and sketch out: What was this deserted garden like in the past? How ridiculous is it now? Draw the relevant sentences.
2. Student communication:
Experience the benefits of comparative writing and guide students to apply this method to their own writing in time.
Remind students that "irrigation" and "classics" are written in left and right structures, not in upper and lower structures.
(2) research focus, reading comprehension.
Read the text silently and think: the visitors want to return the garden to beauty. How did they do it? Why is the deserted garden still deserted? What do you understand from this? Give students enough time to read and understand freely, then organize group discussions and communicate with the whole class. )
Key link preset:
Things seem to be getting better because of a few visitors.
1. What's the reaction of the visitors when they are faced with the terrible sight in the garden? Tick the words you think are important and read them with emotion.
When they saw such a bleak scene in this beautiful garden, they almost cried with heartache. They sat on the broken chairs in the grass pavilion that was about to collapse, talking about the beautiful scenery of the garden before, and their faces showed admiration and regret. )
By reading 1-4 sentences describing the beautiful scenery of gardens in the past, compare the past with the present, and guide students to understand the meanings of "admiration" and "regret".
2. What did these people say?
(A man sighs: "Are we just letting it go?" Others stood up resolutely and answered, "No! Never! We should all try to put it in order. " )
Experience the strong tone of rhetorical questions.
Students try to read aloud with emotion and read out their resolute determination.
What did frogs and crickets do when they saw this group of tourists who were ambitious to build a garden? Draw it and read it.
The frog jumped out to listen happily. Crickets have also temporarily stopped whining ... the deserted garden seems to have hope. )
4. So, what did the garden tourists do next?
Let's walk into their discussion and see the process of their discussion. From those sentences, we can see that they are determined.
Detailed discussion
Careful discussion
Endless discussion
Discuss the conversion method
Debate-abuse-scuffle
5. What was the result? Why is the deserted garden still deserted?
Because these people are determined to transform the garden, but they just talk and don't do it, and they hold their own opinions, and no one takes action.
Teacher: Where do you see that they just talk and don't do it?
(They discussed from dawn to evening, from detailed planning to starting methods, from "arguing with each other" to "swearing and wrestling", and time passed by without taking any action)
6. Students play different roles to act as tourists visiting the garden.
7. What happened to frogs and crickets in the face of such an ending?
Frog is impatient, sad and unhappy. He walked slowly into the stone pile step by step. Crickets' hopes were gradually dashed. It doesn't want to see their struggle anymore. Finally, it shrank its head into the grass, ran to the corner, stretched its tone and groaned again. )
Compared with the initial hope for small animals, it reflects the disillusionment of animals to people from the side. Imagine what they will say to the visitors.
Fourth, let go of thoughts and sublimate words.
1. Read the text silently, think and communicate: What did you realize after reading this fable?
Give students enough time to read and understand freely, then organize group discussions and communicate with the whole class. )
It's not enough to just talk and not do it. You can't talk big, but you will accomplish nothing. Actions speak louder than words.
2. What kind of people do you think this group is after learning this article?
3. Are there such people around you? What do you want to say to them after learning this article?
Fifth, extracurricular extension and knowledge accumulation.
1. Imitate fables and try to feel the charm of fables with comparative writing methods.
2. Make a handwritten newspaper with the content of this lesson as the theme.
3. Hold a class meeting with the theme of "honesty", "pragmatism" and "cooperation".
extreme
Knowledge and skills
1. Learn 9 new words, read 5 new words, pay special attention to the pronunciation of the word "nothing", and understand the meanings of words such as "barren, prickly, envious and regretful".
2. Clarify the context of the article and initially perceive the three parts of the narrative-"cause, process and result".
3. Understand the writing techniques of contrast before and after, and appreciate the benefits of this writing.
4. Learn to write fables.
Emotional attitude values
Feel the mood of the characters, understand the philosophy contained in the text, and know that only by doing it in a down-to-earth manner can we achieve our goals. Understand the team spirit of unity and cooperation.
Process and method
1. preview before class, use reference books to eliminate reading obstacles and check the meaning of words.
2. Read the text, learn and communicate in groups, and strengthen the new words.
3. Look at the article as a whole and sort out the context of the article.
4. Read the article quickly to understand the cause, process and result.
5. Go into the text to grasp the changes of characters' language, find evidence, talk about feelings and understand things.
6. Contact your own life reality.
Important and difficult
Grasping the changes in language, attitude and action before and after the characters, I feel that I just talk about it. If I don't put it into action, I can only accomplish nothing.
First, introduce the topic revealing stage.
1. The blackboard says "Desolate Garden"
2. What does the garden look like in your eyes? What is a deserted garden like?
Health: Birds and flowers are singing in the garden.
Health: The deserted garden is lifeless.
(The teacher asked: What do you mean ridiculous? Health: that is to say, the grass grows much more disorderly, fields, gardens and so on. Be overgrown with weeds due to unattended management)
Today, let's walk into this deserted garden and see what happens inside.
Second, the first reading perception stage
1. Students can read the text freely, but they need to read the new words and pronunciation accurately. When they encounter words they don't understand, they should contact the context or life and consult the dictionary to understand them.
Read the text again and think about it.
What story does the text tell around the "barren garden"?
A few people want to restore the beauty of the abandoned garden, but they just talk about it and don't do it. As a result, the deserted garden is still deserted. )
Third, the stage of intensive reading comprehension
1. Read the text silently, think and communicate:
What did the tourists say and do when they saw the deserted garden? Why is the garden still deserted?
What do you realize after reading this fable?
Give students enough time to read and understand freely, then organize group discussions and communicate with the whole class. )
2. The default key parts:
(1) In the sixth paragraph, they almost cried with heartache when they saw such a bleak scene in this beautiful garden. They sat on the broken chairs in the grass pavilion that was about to collapse, talking about the beautiful scenery of the garden before, and their faces showed admiration and regret.
Health: They are very sad about the bleak garden.
The teacher asked: What do you want to pursue? What do you admire?
What do you mean by regret? Sorry. What?
Grasp the key word "admire and regret" and guide students to understand the first to third paragraphs, compare the past and the present, and understand the regrets of today's visitors. )
The teacher concluded: Compared with the past and the present, the desolation of the garden made tourists feel sad, and also laid the groundwork for their later behavior.
Reading: Who can read their regrets at this time?
(2) In the seventh paragraph, a man sighed, "Are we going to let it lie idle for a long time?" Others stood up resolutely and answered, "No! Never! We should all try to put it in order. "
Health: They made up their minds to tidy up the garden.
……
The teacher asked, "Are we going to make it barren?" What kind of sentence is this? What's the role?
Health: rhetorical question. Play an encouraging role and encourage everyone to rebuild the garden.
The teacher asked: How did others respond?
Student: The others stood up resolutely and answered, "No! Never! We should all try to put it in order.
All right. "
Teachers' evaluation guides reading aloud:
Well, you saw their resolute attitude. Who will read it again?
B.well, everyone is eager to try and get ready!
The teacher concluded: So, what did the visitors do?
(3) Paragraphs 8 to 18,
Health: They began to discuss how to rebuild the garden.
The teacher asked: How did they discuss it? There are six "discussions" and two "debates" in the article. What kind of scenes have you seen in your mind?
Students talk about the change of their attitude in the discussion according to their own understanding.
At first, we discussed the method of transformation in detail and how to arrange it carefully. We talked about it all day, until later, we argued with each other, abused each other and wrestled. )
Teacher: What was the result?
Health: There is no movement at all.
Teacher: The author described their discussion in such detail, but the result was surprisingly funny. What's the point of writing like this?
Health: It is more attractive to readers.
Health: It's ironic.
Teacher: Then read it again and see who can show you their bragging performance.
Read raw.
Student performance.
The teacher concluded: The author used a lot of pen and ink to describe the funny performance of a group of empty talkers. We feel the charm of this unique writing style in reading, and we can imitate it in future writing.
3. Read the wonderful words and understand the author's writing style.
What unique writing techniques did the article use to impress you? Read it several times and talk about the benefits of this writing.
Contrast writing skills:
(1) The frog jumped out of the stone pile under Chi Pan with a full stomach. Crickets also temporarily stopped moaning and poked their heads out of the grass to watch their discussion.
(2) The frog was impatient, sad and unhappy, and slowly walked into the stone step by step. Crickets' hopes are gradually dying. He didn't want to see their struggle again. Finally, he shrank his head into the grass and ran to the corner, stretching his voice and moaning again.
(3) A man sighed, "Are we going to let it go on like this?" Others stood up resolutely and answered, "No! Never! We should all try to put it in order. "
(4) Is the deserted garden still deserted?
Teacher: What do you find after reading these two sentences?
Student: A comparative writing technique was used.
Teacher: Can you talk about the benefits of writing like this in combination with sentences?
The first group: Students talk about feelings by combining the expressions, movements and psychology of frogs and crickets.
The second group: Students talk about their feelings in combination with the resolute and eager attitude of the tourists in the park at first and the results of nothing later.
Teacher's summary: Contrastive writing techniques appear repeatedly in this article, which has become a major feature of the article. Let us understand the author's good intentions: empty talk is not as good as action, and action is better than eloquence. Talk big, talk without doing, and the final result will be nothing.
Fourth, classroom exercises.
This is a group of _ _ _ _ people.
Allow students to look at it from different angles, talk about their experiences from different angles and summarize their feelings in this class.
Fifth, extend to after-school life.
1. Fable stories contain rich philosophies and give us the truth of being human in a way that we can easily accept. The teacher recommended Aesop's fables to everyone, hoping that everyone would read them carefully and write their own feelings.
2. Everyone can try to write a fable, and write it in a notebook with the spark of wisdom he feels or draws from it.
Tisso
Teaching objectives:
1. I confirmed five new words in reading class. I can write nine new words in Tian Zige. Understand the meaning of words such as "desolation, thorns, admiration and regret".
2. Read the texts of different roles, feel the mood of the characters, understand the philosophy contained in the texts, and know that only by doing it in a down-to-earth manner can we achieve our goals.
3. Learn to write fables.
Teaching emphases and difficulties:
Understand the content of the article through the dialogue between the characters: Why "a deserted garden or a deserted garden?"
Teaching time:
The second class hour
Teaching process:
first kind
Reveal the theme
Students, what is the garden in your eyes? What kind of garden is barren? Today, we are going to learn a fable "Wild Garden".
Second, the first reading perception
1, read the text for the first time, correctly read the pronunciation of the new words in this lesson, and look up the words you don't understand in the reference book to solve them.
Step 2 communicate
3. What story does the text tell around the "barren garden"? Let several students read the text in sections, while others listen and think.
Third, guide the writing of new words.
Fourth, read the text in different roles
Second lesson
Read the text in different roles
Read the text carefully and read aloud.
1. Read the text silently and think.
Why is the deserted garden still deserted? What do you feel after reading this fable?
2. Students read the text fully and discuss at the same table.
3, the whole class communication
Summarize the full text and exchange feelings.