Part I: Teaching Design of Peanut in Primary School Chinese Part I: Teaching Objectives
Knowledge and ability
Learn 8 new words in this lesson, and read and write correctly words such as "command, maoting, oil extraction, price, pomegranate, love".
Process and method
Through reading teaching, we can clarify the structural level of the article and improve students' generalization ability.
Emotional attitude and values
Learn peanut's character of not seeking a hollow reputation and silently contributing, and understand the truth that "being a useful person, not a decent person, is not good for others".
Second, the difficulties in teaching
focal point
Understand the profound meaning of what "father" said, and understand the truth that "people should be useful, not just decent, but not good for others"
difficulty
Understand the writing characteristics of the text, such as borrowing things to describe people, being detailed and focused.
Third, the teaching process
(A) the creation of situations, the introduction of new courses
1 Show the riddle and guess what kind of plant it is?
"The roots and beards are in the sand, and the houses are built and settled. The flowers on the ground do not bear fruit, and the underground results do not bloom." (peanuts)
2. (Show pictures of peanuts) Talk about the function of peanuts. (you can eat and squeeze oil)
3. Thinking: Why is it called groundnut? Play a video of the growth process of peanuts.
4. Peanut is not only the name of crops, but also the pen name of the author. Why did he take this pen name? With this question in mind, let's walk into the text together today and into Xu Dishan's childhood.
(B) the initial reading of the text, the overall perception
1 Read the text for the first time and solve the new words. (Show the new words on the screen and name the students to read) (Prompt the students to mark the paragraphs) (one or two is enough)
2. Read the text again and summarize what the text says about peanuts. What are the differences? (blackboard writing: planting peanuts-harvesting peanuts-tasting peanuts-talking about peanuts)
3. Ask again, are the four things assigned the same pen and ink? What paragraphs are these four things in? (The article is only a few strokes about planting peanuts, harvesting peanuts and tasting peanuts, but it takes so much pen and ink to discuss peanuts.) Why does the author write like this? Talking about peanuts made the author understand the truth of being a man. )
4. This is the key part of the article. The author writes in detail, while the minor part is brief. This is the first feature of this famous prose: the primary and secondary are clear and the details are appropriate (writing on the blackboard). We usually can't work hard on average, but we also score primary and secondary, with the main detailed and the secondary abbreviated.
(3) Grasp the key points and understand the truth.
(Transition: Let's go straight to the main part 3-15, and see what my father and we talked about peanuts that night. Mark the places in doubt. )
1 Students read the text in different roles and report by name: When it comes to the benefits of peanuts, (the camera shows the courseware: the picture of my sister, brother and "I" talking about peanuts) What do brothers and sisters think? Writing on the blackboard (delicious, oil-extracting and cheap)
(Transition: The benefits of peanuts mentioned by my brothers and sisters are obvious. What did my father say about peanuts? )
2. Read the tenth paragraph and discuss the following questions in groups:
What is the most precious thing about peanuts? (the quality of simplicity and obscurity)
② When talking about peanuts, why should we talk about peaches, pomegranates and apples? Show the table here-location, appearance, impression. Through comparison, let us realize that peanuts are plain and unpretentious, which brings benefits to people silently. )
(Transition: After reading the text, classmates, is father just talking about peanuts? Which sentence clearly told us? Tell me how you understand it. )
3. Name the students to answer: (Father went on to say, "So you should be like peanuts. Although it is not beautiful, it is very useful." )
(Transition: Did the young Xu Dishan understand what his father said? (Understood) Which sentence can be reflected? Students and teachers read together, "People should be useful, not just decent, but not good for others." )
4. Now do the students know why the author took the pseudonym "groundnut"? The students all nodded and the teacher explained. )
(D) Expand and understand the difficulties.
This article talks about peanuts, but it talks about the truth of being a man. This writing is called-borrowing things to compare people. (blackboard writing)
(5) Summarize the full text and deepen the center (it can be deleted according to time).
"We talked about it until late at night. All the food made of peanuts has been eaten, but my father's words are deeply imprinted on my heart. "
Xu Dishan said this and did the same. When he grew up, he worked hard and silently, and became a famous professor and writer. Therefore, he took a pen name peanuts, which is the origin of his pen name. In War of Resistance against Japanese Aggression, he died of overwork for running around against Japan, and he was indeed a man with peanut spirit. Let's read this sentence he said, "I want to be a simple and useful person like a peanut. I want to live and contribute to China."
(6) Homework after class
Writing exercise: try to illustrate a truth with something around you.
Fourth, blackboard design
omit
Part two: the learning goal of the teaching design of groundnut in primary school Chinese;
1, learn 7 new words in this lesson, and correctly read and write words such as "incredibly, squeezing oil, cheap, admiring, decent, commanding, distinguishing". Can make sentences with "incredibly".
2. Understand the profound sentences in the text, and understand the truth that "people should be useful, not just decent, but not good for others".
3. Read the text by roles with feelings, copy the first paragraph 10 correctly, and recite the key sentences of the text.
4. You can use your own words to tell which content is detailed and which content is slightly written, and you can initially understand the benefits of writing like this.
5. Have a preliminary understanding of the writing techniques of borrowing things to describe people, learn the writing methods of the author from peanuts to life, and try to choose one thing to write.
Teaching focus:
1, understand the profound sentences in the text, and understand the truth that "people should be useful, not just decent, but not good for others."
2, a preliminary understanding of the writing techniques of borrowing things to describe people, can learn from the author's understanding of the truth of being a man' writing, try to choose a thing to write.
Teaching difficulties:
Experience the sentence praising the tenacious vitality of peanuts.
Teaching preparation:
Lao She's peanuts, praise of poplars, style of pine trees, plum blossom soul and other articles;
Presentation.
Class arrangement:
Teaching process:
First, analogy introduction, revealing the theme
Plum blossoms and bamboos have always been loved by China people, and their lofty, elegant and faithful are often compared to people with integrity, backbone and soul. For example, the poet Zheng Xie described bamboo in "Bamboo Stone": it is still strong after thousands of blows, and it is free from east, west, north and south. In this way, I can express my unyielding character. For example, in Chen Huiying's "Plum Blossom Soul", my grandfather said: Our Chinese nation has produced many people with integrity for thousands of years. No matter how bullied they are, they have always stood tall and refused to bow their heads. They are like plum blossoms! These poems all have a * * * characteristic, which looks like things, but in fact they are about people and tell us the truth of being a man. This is "borrowing things to compare people" or "borrowing things to compare reason". Today, we will learn another article like groundnut to see how the author Xu Dishan tells us the truth of being a man by writing groundnut.
Second, the initial reading of the text, the overall perception (requirements: no words, no missing words, no broken sentences, read the text correctly. )
1, students read the text and draw new words of birth.
2, check the reading, prompt the pronunciation and structure of key words, such as Mao, Zha, Liu, etc. (Ability to write and compose words is required. )
Third, read the text again and clear your mind (requirements: read the text silently and make comments while reading. )
1, which part of the text are you most interested in? Introduce the study of the text according to the students' answers.
2. Read the first paragraph collectively to learn about planting peanuts and harvesting peanuts. Focus on the word "actually".
(1) Read the family's accidents and surprises after peanut harvest. In connection with life, you can make sentences with "incredibly".
(2) I planted it and wanted to collect it. Why did I collect it but said I didn't expect it? Didn't expect what? Why didn't you think of that? Feeling and understanding the tenacious vitality of peanuts.
Fourth, read the text and analyze the key points
1, the tenacious vitality of peanuts surprises and admires us, and also makes our mother happy. There is a sentence in the second paragraph that shows mother's happiness. Who can help us find it and read it? What can you feel from these sentences?
Transition: (Yes, an unexpected harvest has to be celebrated through a festival, which shows how much this family loves life. Where is this harvest peanuts, clearly harvested love for life and positive and optimistic attitude towards life! )
2. Read paragraph 4-15 and see how this life-loving and optimistic family talks about peanuts while eating.
Read the contents of "Eating Peanuts and Talking about Peanuts".
Transition: The benefits of peanuts mentioned by my brothers and sisters are obvious, but my father pointed out that peanuts are easily overlooked, which is precisely the most valuable benefits of peanuts.
3. Read your father's words silently. (Show the presentation-a paragraph from my father: peanuts have many benefits, ...)