Osmanthus Rain is a prose book published by Jiangsu Literature and Art Publishing House on October 1, 2010, written by contemporary female writer Qijun. The following is the teaching design I have organized!

Laurel Rain Teaching Design 1

Analysis of Teaching Materials

Laurel Rain is a prose with both literary quality and beauty, which expresses the author's love for laurel and his longing for his hometown. We can feel the beauty of osmanthus flowers and the beauty of the hometown from between the lines.

All eight paragraphs. The first paragraph is only one sentence, at first glance, the waves are not shocking, a thought but already have the law has feelings. The first paragraph is only one sentence, but it has a method and a sentiment. Pointing out that osmanthus blossom season is around mid-autumn, it will be linked with the following August is the typhoon season, paving the way for the wind before shaking the flowers. The second paragraph explains that I love flowers because of their fragrance, and osmanthus is my favorite. The third and fourth paragraphs say "by the sea", "typhoon season", "blown down by the wind and rain will be poor in flavor", the discerning know that this is to start "wind", love osmanthus.

The sixth and seventh period of time from August extended to the whole year, the space from the hometown extended to Hangzhou, but no matter how the space and time change, the hometown of the osmanthus is irreplaceable, because the hometown of the osmanthus fragrance has been immersed in the marrow of the "us", become "us" deep love. "

The fragrance of osmanthus in our hometown has been soaked into the marrow of our bones and become our deep love.

Allegory is a feature of the creation of this article. Let the students know this writing method, you can see "hometown" through the "osmanthus", you can see "love" through the "thing". "The first thing you need to do is to get your hands dirty.

Teaching Objectives

1, recognize the vocabulary word "箩、杭", can write "懂、兰、箩、婆、糕、饼、浸、缠、茶、捡", and so on 10 vocabulary words.

2, correctly, fluently and emotionally read aloud the text, the experience of osmanthus flowers to "I" bring good memories.

3, to experience the author's nostalgia for his hometown, and to understand the "feelings in the object" writing method.

The key points

Experience the author's deep love for his hometown, and understand how this emotion is expressed.

Teaching Preparation

Making Simple Courseware

Teaching Process

I. Osmanthus and Rain, Solving the Problems of the Introduction

1, read: osmanthus cake, osmanthus cakes, osmanthus cake, there are flowers and cakes, the flowers are in the cake;

2, Imitation: osmanthus cake, osmanthus made cake (), (), (); ().

3. Introduce the new lesson: Today we are going to learn the text called "Osmanthus Rain". So, is the meaning of osmanthus rain the same as osmanthus cake, osmanthus cake, osmanthus crisp, osmanthus sugar, osmanthus honey, osmanthus tea?

4. What a poetic title, read the topic beautifully.

Design intention: 1, imitation sentence, learn to express; 2, through the comparison, know that "osmanthus rain" than "osmanthus cake" "osmanthus cake" a few more poetic.

Second, the feeling of osmanthus love

(a) praise flowers

1, osmanthus flowers have fallen, like a light rain. The difference is that this rain is - beautiful and fragrant.

2. Can you find a sentence in the text that expresses the same meaning as the title? Use "--" to draw down.

Now, I'm happy, help adults hold the osmanthus tree, shaking vigorously, osmanthus flowers have fallen, people full of head and body are osmanthus flowers. I shouted: "Ah! It's really like rain, so fragrant rain!"

(1) Read

The first introduction: "I" look forward to many days, and finally can shake the osmanthus flowers!

The second introduction: "I" always pestered my mother to ask when to shake the osmanthus, but she always said it was still early, still early. I was so disappointed, but now the typhoon is coming, and the flowers will be shaken earlier, what a surprise! Read--

The third introduction: "I" made a great effort, desperately shaking, desperately shaking, osmanthus flowers have fallen down, people are full of osmanthus flowers all over the body, all osmanthus flowers. Read --

(2) realize

Students, reading these words, you seem to see a what kind of "I"?

Teachers and students read cooperatively: then let's shout happily like the author -

"Ah! It's so like rain, such fragrant rain!"

(3) Identify

"Ah! It's like rain, what a fragrant rain!" Is this praising the fragrance of rain, or the fragrance of flowers?

3. Where else did you read "my" praise of osmanthus? Silent reading of the text, the "praise flowers" sentences with "--" down.

A. When it is not in bloom, you can only see the leaves; when it is in bloom, you can only see the small flowers if you look carefully in the leaves. But the fragrance of osmanthus is so charming.

B, osmanthus in full bloom, not to say the fragrance of ten miles, at least before and after a dozen neighbors, no not immersed in the fragrance of osmanthus.

C. Throughout the year, the whole village is immersed in the fragrance of osmanthus.

D. There is a hill in Hangzhou that is full of osmanthus trees, and when the flowers are in bloom, it is the fragrance that floats for ten miles.

E. But my mother said, "The osmanthus here is no more fragrant than the osmanthus in the yard back home."

4, relay reading sentences.

5. Find and think about which words and phrases in these sentences make you seem to smell the fragrance of osmanthus?

6, guide the writing of the word "dip". And in the process of writing, seize the "three points of water" to understand the word "dip".

7. "Dip" appears twice. Compare and contrast the two sentences, think about it, do the two "dip" mean exactly the same thing? The golden laurel blooms only in August, so how can it be drenched in fragrance all year round?

A. When the laurel is in full bloom, not to say that the fragrance floats for ten miles, at least a dozen neighbors in front and behind, there is no one who is not immersed in the fragrance of the laurel.

B. Throughout the year, the whole village is immersed in the fragrance of osmanthus.

8, male and female students to read, read "praise the feelings of flowers".

(B) cherish flowers

1, the article on the osmanthus fragrance praise, visible author very much like osmanthus. Then love osmanthus flowers in addition to the performance in the non-stop praise of osmanthus flowers, but also in where? Browse the text and draw the sentences with wavy lines.

A. As soon as the osmanthus bloomed, my mother began to worry: "Don't come to the typhoon!"

B, If it is allowed to bloom over and fall into the soil, especially if it is blown down by the wind and rain, it will smell much worse than if it is shaken down.

C, but the mother took a look at the sky covered with overcast clouds, and knew that there was going to be a typhoon, and hurriedly told everyone to shake the osmanthus flowers in advance.

2, read and understand, talk about feelings.

3, read together, the "love of flowers" read in.

4, summary: we feel from the praise and treasure of osmanthus to "I" love osmanthus.

Design intention: by "shaking the flowers" trigger to go, the text for the integration of the students will find "praise osmanthus" and "cherish osmanthus" everywhere, scattered around, to realize that "I" love osmanthus. The students will find that "praise osmanthus" and "cherish osmanthus" everywhere, scattered all over the place, in order to realize that "I" love osmanthus is also everywhere, all the time.

Third, the experience of hometown

(a) thinking of flowers

1, read

When I was in middle school, my family went to Hangzhou. There was a hill in Hangzhou full of osmanthus trees, and when the flowers bloomed, the fragrance wafted over ten miles. In the fall, I often go there to enjoy the osmanthus. I'm not sure if I'm going to be able to do that, but I'm sure I'll be able to do it, and I'll be able to do it.

The first guide: the typhoon is coming, the mother can be nervous, but I am very happy. The joy of shaking flowers in my childhood settled into the memory of my life. Wherever I go, I can't forget. Male students, read softly -

The second introduction: childhood shifted to become a teenager. Hometown changed into hometown.

Female students, read softly -

Third introduction: what changes is the age, what changes is the residence. What does not change is the love and miss of osmanthus. The whole class, read y -

(2) Homesickness

However, the mother said, "No matter how fragrant the osmanthus flowers here are, they are not as good as the osmanthus flowers in the yard back home." Is mother right?

1, compare

We put these two sentences together, read, compare where the osmanthus is more fragrant:

A, osmanthus in full bloom, not to say that the fragrance of ten miles, at least before and after the dozen or so neighbors, there is no not immersed in the osmanthus fragrance.

B. There is a hill in Hangzhou, all the osmanthus trees, when the flowers are in bloom that is the fragrance of ten miles.

2, think

Obviously, the osmanthus in Hangzhou hill is more fragrant than the hometown osmanthus. This is an indisputable fact, but the mother is not the facts, the partial unreasonable. This is the reason why?

3. Summary

In the heart of the mother who misses her hometown, it doesn't matter whether you are osmanthus, or plum blossoms, or chrysanthemums, orchids, as long as they are from her hometown, they are the best.

No wonder the mother would say - "The osmanthus here is no more fragrant than the osmanthus in the yard of the hometown."

4. Expansion

(1) In the heart of the traveler, everything in his hometown is beautiful .

Read together: the moon is round in the hometown, the water is sweet in the hometown.

Expand to fill in the blanks:

Flowers are (), wine is (), people are (), love is ().

No wonder my mother said, "The osmanthus here is no more fragrant than the osmanthus in the yard back home."

(2) In the heart of a wanderer, everything in his hometown is unrivaled.

Read together: sweet or not, hometown water; pro or not, hometown people.

Expand and fill in the blanks: round or not, (); fragrant or not, (); mellow or not, (); thick or not, ().

No wonder my mother said, "The osmanthus here is no more fragrant than the osmanthus in the yard back home."

Design intention: to read instead of speaking, to read to start thinking, from "thinking of osmanthus" to "thinking of hometown", and then to "thinking of hometown things". From the "osmanthus" this same specific thing, abstract for the "hometown" this concept, and then from the "hometown" this concept of the "mountains, water, wine

Fourth, the feelings of things

1, cut: hometown is the root of the earliest connection between a person and the world. There are stories only when there is a hometown. Everything in the hometown is beautiful. Hometown, not reason, only talk about feelings.

2, think: qijun's essay, both expressed the love of osmanthus, but also expressed the feeling of homesickness. So, which of these two feelings is the most central?

3. Refinement: Yes, homesickness is the core. Osmanthus is just a symbol of homesickness. Will be a kind of love in the same specific things, this writing method is called - feelings in things.

4, expand:

(1) Qijun can be homesickness in the osmanthus, but also homesickness in () flowers; not necessarily in the flowers, but also in (), or in (), and even in the wine.

(2) Read Qijun's Spring Wine (text attached) and talk briefly about understanding and feelings.

Teaching Objectives

1. Practice reading the text in many ways, and on the basis of understanding, express your feelings with appropriate reading aloud.

2, read the key sentences, play imagination, read the text describes the picture, the scene, to experience the author of the embedded feelings of homesickness and homesickness.

3, contact the whole text and life, understand the text of the difficult sentences, poems.

4. Understand the writer to "music" to write "thinking" expression of subtlety.

Teaching Design

I. Introduction, read the "osmanthus rain"

1.

2, teacher: this lesson we continue to learn (students Qi topic). Cinnamon rain? What a special "rain" ah! What is it all about? Who can use the words in the text to tell us?

Guide students straight to the center of the text paragraph, named read aloud and show: osmanthus flowers have fallen, fell all over us, I shouted: "Ah! It's really like rain! What a fragrant rain!"

Free practice reading, while reading and imagining the picture.

3. Teacher: Now can you say what this "rain" is all about?

Teachers to guide students to seize the "have" "head full of body" and other places to read the experience of shaking down the osmanthus flowers like rain.

4, guide reading, read out the special osmanthus rain.

Design intention: "osmanthus rain" is the author of the osmanthus flowers have been falling down the way the image of expression, but also one of the core sentences in the text. At the beginning of the teaching, through the subject of this paragraph, straight to the core content of the text, to reduce the branches and branches, for the overall study of the text will also play a role in the outline of the leadership.

Second, questioning, understanding the "shake the laurel"

1, the teacher questioned: How is the rain "down"? Do you know?

Guiding students to understand the laurel is "shaking" down, supplemented by the production of: this time I'm happy to help lay bamboo mats under the laurel tree, help hold the laurel tree vigorously shaking.

2, guiding students to question independently: read here, you have any questions?

Preset: why "shake" down the osmanthus?

3, transition: Yes, usually flowers in the blooming season extraordinarily need people to take care of, why the osmanthus flower but to shake it down? --Please read the second natural paragraph to see what you read.

Students read on their own and explore the reasons.

4. Organize exchanges, guide students to answer from the two aspects of "shaking down the osmanthus complete, fresh" and "naturally shed or blown down by the wind and rain smell bad", and require students to complete the two aspects of the reasons.

Design intent: many teachers in the teaching only emphasize personalized reading, ignoring the accuracy of the understanding, so that when it comes to doing exercises or exams have to re-emphasize the "standard answer", the formation of the classroom, the examination of the two skin. In fact, in the classroom reading instruction, teachers should also consciously emphasize the accuracy and completeness of comprehension. Why shake the laurel", the text from two aspects of the explanation, teachers should also require students to express complete and accurate. Usually this solid "reading training", than before the test to emphasize the standard answer is much more effective.

Teacher: Who will read aloud to tell us why? Name and read aloud the relevant content, using the book sound to solve the problem.

Third, read, feel the "shake flower music"

1, transition: it seems that the ripe osmanthus should be "shaken", then let us go together to shake it!

Collective reading: This is my pleasure, help in the osmanthus tree under the bamboo mat, help hold osmanthus tree vigorously shaking. Osmanthus flowers have fallen down, fell all over our head and body, I shouted: "ah! It's like rain! So fragrant rain ah!"

2, teacher: between the lines, what do you feel?

Guide students to seize the "help ...... help ......" "hold" "hard" "shout" and other words to experience the "I" in the shake of the cinnamon flowers when the excitement, happiness.

Guide to read aloud, read out "I" excited, happy feelings.

3, the teacher questioned: why "shake the osmanthus" can give the author's childhood years to bring such immense happiness? Re-read the third and fourth natural paragraphs, think hard and savor the words.

Organize exchanges, combined with student answers, focusing on guiding students from three levels of understanding:

This is "my" long-awaited "pleasure"

(1) according to the students' answers camera guide: it seems that the "shake the osmanthus" can bring such immense pleasure to the author's childhood years. I've been looking forward to "shaking the laurel" for a long time. What words do you notice? Guide students to seize the word "entangled".

(2) Teacher inspiration: Imagine, "I" pestered his mother how to say and do?

Organize the students to practice acting, and the teacher will seize the words "always" and "pester" and the words of "I" and mother to perform interactively.

(3) Through the performance, what kind of mood did you feel before I shook the laurel?

Guide the students to read aloud to express the long anticipation and joyfulness of "I".

This is the "joy" of the whole family

(1) Teacher: This joy is not just for me alone, but for the whole family! You see from which places to shake the laurel to bring the whole family "joy"?

Guiding students to appreciate the mother's devotion to osmanthus, the father's poetry.

(2) Teacher guidance: In fact, the osmanthus flowers to the family's happiness is hidden in the father's poem! (Show the poem) Read it by yourself, and then tell your understanding of the poem with your classmates.

Organize exchanges: Tell what you read and understand the meaning of the poem, the main experience of the poem expresses the joy of the harvest, the joy of the family reunion.

(3) Summary: Yes, the fragrance of osmanthus, the joy of the harvest, the joy of the family reunion all melted in this poem! How to read this poem?

Guide to read aloud the poem, feel the joy of harvest, this is the joy of harvest.

This is the "joy" of the whole village for the whole year

Teacher: Not only that, but the osmanthus flower also brings joy to the whole village for the whole year!

This is the first time I've ever seen a flower in a village.

Let the students go into the text and learn about the busyness of the village in harvesting osmanthus flowers, and the fragrance and joy they bring to people throughout the year. On the basis of these practice reading aloud to express the joy.

4, shake the osmanthus to "I", the whole family and the village brought so much happiness, let us make the whole body force to shake the osmanthus!

Produced and read aloud collectively: this time I'm happy, help in the osmanthus tree under the bamboo mat, help hold osmanthus tree to shake. The osmanthus flowers have fallen down, fell all over our head and body, I shouted: "ah! It's like rain! So fragrant rain ah!"

Design intention: "music" the main theme of the text. Around the text of the "rocking flower music" as the core paragraph, the teacher led the students to go deeper into the text, from "the joy of my expectations" to "the joy of the whole family", and then to "the whole village all year round. "The village of the whole year's music", between the lines of the "rocking the music of flowers" interpretation of the best, and then read the "rocking the music of flowers" natural water to the success.