By talking about the benefits of peanuts while tasting peanuts at the Peanut Harvest Festival as a family, it tells us that we should be pragmatic and useful people, and not be people who are only decent but not good for others. Let’s take a look at the ministry-edited peanut teaching design that I have compiled for you below.

Teaching objectives:

1. Recognize 5 new characters such as "mu" and "fen", read the multi-phonetic character "bia" accurately, and be able to write 8 characters including "mu" and "bo". Can write 6 words including "sowing, watering".

2. Read the text aloud emotionally and by role, and understand what content is written around peanuts in the text.

3. Understand that my father used peanuts to tell "us" to be a person who is good for others, and not to be a person who is only decent but not good for others.

Important and difficult points in teaching:

1. The focus of this lesson is to guide students to understand the characteristics of peanuts and what is written around peanuts through an overall grasp of the text and understanding of key words. Content, clarify the priority of the text.

2. The difficulty is to closely follow a passage that dad said to start a reading experience, so that students can understand the writing method of using things to describe people and the truth contained in it.

Teaching preparation:

1. Assign students to collect information about the growth characteristics of peanuts and common knowledge about peanuts.

2. The teacher prepares picture materials, text materials and word cards of peanuts and other fruits.

Teaching hours:

2 class hours

Teaching process:

First class hour

1. Introduction of new class to stimulate interest.

1. Show the riddle: "Every beard is buried in the sand, and you build your own house and settle down. Flowers on the ground do not bear fruit, and underground fruits do not bloom." Who can guess what this is? (Blackboard writing topic.)

Let students talk about their understanding of peanuts (the growth characteristics of peanuts and common sense about peanuts).

2. Import new lessons. Show a picture of peanuts, and the teacher will explain why peanuts are called "peanuts". The author of this article has a pen name "Luo Huasheng". Why did he choose this pen name? In today's lesson, let us walk into the text and into Xu Dishan's childhood.

2. Read the text for the first time and clear the word barriers.

1. Clear the words.

(1) Pay special attention to

① Correct pronunciation: "press" is pronounced with a raised tongue, pronounced zhà, not zà; the "empty" in "empty land" is pronounced in the fourth tone; The word "jing" in "command" and the word "yi" in "cheap" are pronounced softly in the text.

②Writing: Don't write an extra horizontal line in the middle of "Mu", don't write it as "mu", don't write a little less in the lower part, don't write it as "small"; below "ting" is "ding", pay attention Don't write it as "子"; "Command" is always next to the word "口"; "Mu" and "Bo" both have the word "田".

(2) Understanding new words.

Command: Verbal assignment or order.

Admiration: Being willing to get close to someone because of affection or respect.

Decent: (appearance, appearance or dress) good-looking; stylish.

2. Read the text freely. (Requirements: read the pronunciation of the characters accurately, read the sentences thoroughly, do not lose words, do not add words, and pay attention to pauses in long sentences.)

3. Read the text again and gain an overall perception.

1. Instruct students to read emotionally according to the roles.

2. Guide students to grasp the content of the text as a whole and clarify the context of the text.

What does the text talk about peanuts? (The text is titled "Peanuts" and writes about a family planting peanuts, harvesting peanuts, eating peanuts and discussing peanuts.)

(1) Read the first natural paragraph aloud and think about: the description of this natural paragraph What content is included?

(Write about planting peanuts and harvesting peanuts.

)

(2) Read the second natural paragraph aloud and think: What is the main content of this natural paragraph?

(Mother proposed to celebrate the Harvest Festival and made preparations.)

(3) Overall perception of the text content (the order of development of things):

a. Text Write (plant peanuts, harvest peanuts) first, then (eat peanuts), and finally (discuss peanuts).

b. Summarize the content of each part.

The first part (the first natural paragraph): Write about planting and harvesting peanuts.

Part 2 (Paragraph 2): Mother proposed celebrating the Harvest Festival and made preparations.

Part Three (Natural Paragraphs 3-15): Father’s praise of Peanut’s character made us admire Peanut.

The second lesson

1. Review old lessons and introduce new lessons.

1. Read the new characters and new words by name, and check the mastery of the new characters and new words.

2. Review old knowledge:

Read the topic together, recall the content of the text, and think about what the text has written around "groundnut"?

3. Introduction of new lessons:

Through the study of the previous lesson, we have already felt the specialness of peanuts. In this lesson, we will continue to study this text and feel the characteristics of peanuts and what dad tells "us" through peanuts.

2. Read and experience the emotions.

1. When reading the text silently, which part should be written in detail? Which part is abbreviated? (The peanuts are written in detail.)

Thinking: How did the whole family feel after harvesting the peanuts? (Catch "actually" to read the family's surprise and joy of harvesting peanuts.)

2. Discussion: What are the characteristics of peanuts?

(1) Read freely and name the benefits of peanuts.

Answer: Peanuts are delicious, can be squeezed for oil, and are cheap. (Students supplement the benefits of peanuts based on the extracurricular materials collected.)

Show the 10th natural paragraph to understand the value of peanuts.

① Fill in the form to help students, and use contrasting techniques to highlight the value of peanuts:

(Fill in the form after students read freely)

Peanuts and peaches, Pomegranates and apples

They are buried in the ground and hung high on the branches

They are short and bright red and green in appearance

You will only know if there are fruits after digging them up. Fall in love upon seeing them

② Show pictures of peanuts, peaches, pomegranates, and apples, and compare them with your deskmate. One reads peaches, pomegranates, and apples, and the other reads peanuts.

③Read by name, comment on reading: What do you think of his reading? Or what did you feel through his reading?

④ Read it again and see what new insights you have about peanuts? (Guide students to realize that although peanuts are not beautiful, they are very practical and silently contribute to mankind.)

(1) Compare and read the sentences to understand our father’s hope for us.

"Then, people should be useful people, and not be people who are only decent but not good for others."

"Then, people should be useful people, and should not be Be a decent person without doing any good to others."

(The two sentences have different meanings. "Only" means simply. What Dad means is that you can't just pursue appearance, but also hope. We should be down-to-earth, hard-working, regardless of fame or fortune, and be as useful to others as peanuts)

(2) Show your father’s words to inspire thinking: What does a father use peanuts to teach his children to do? What kind of person? Guide you to understand the writing method of using things to describe people. (Read your father’s words together and understand the way of using things to describe people.)

3. Review the text and carry out activities.

1. Summarize the full text and deepen the core

You should be a useful person, and don’t be a person who is only decent but not good for others.

2. A little pen practice: There are many ordinary people in life. They are like "peanuts", making contributions in obscurity. Use a paragraph to write about such people around you.