This kind of oral communication and practice is an important part of this group of teaching materials and an extension of this group of teaching. The purpose is to guide students to transfer the knowledge and ability gained by studying this group of texts, continue to deepen their understanding and understanding of life, and cultivate their ability to collect and process information.

The content of oral communication and practice is very extensive. You can talk about the life phenomena you have learned, the stories you love life around you, and the feelings and inspirations you have got. In teaching, we should broaden students' thinking, open their minds, allow students to talk about one aspect, or combine several aspects.

Teachers can start teaching according to the following ideas.

1. Use the text to import. Recently, we have learned several articles to express our feelings about life. Blind girls who feel the spring with their heart, three generations of grandparents who are helpful, young seedlings who grow tenaciously in the cracks of bricks, moths who struggle to survive in despair, and small flowers who stand proudly in the cold wind and rain all show their love for life. Students also collected a lot of touching stories about loving life after class. I believe you must have your own interpretation of life. Let's talk freely about the eternal topic of "life".

2. Students silently read the tips and materials, and make clear the contents and requirements. Teachers should focus on guiding students to read the three paragraphs of materials provided by the textbook, make clear the angle of each paragraph of information, and choose another angle to prompt students to talk by referring to a certain content in the materials or using the materials collected by themselves.

3. Give students enough time to think, determine the angle, choose the content and organize the language. Teachers should create an atmosphere of cooperative learning for students, so that students can freely combine, talk and evaluate. Then choose representatives to communicate with the whole class and interact with students, teachers and students in listening, speaking and evaluating. Teachers should pay special attention to encouraging students to express themselves freely and creatively. In order to enhance the interest and purpose of oral communication, teachers should strive to create some lively forms of communication, such as interviews, debates, etc., in order to achieve the multiple purposes of activities.

4. On the basis of full communication, guide students to think about which students' contents and opinions left a deep impression on them in oral communication, and then help students choose the content of practice according to their own reality. Teachers should also inspire students to learn the similarities and differences expressed in this group of texts-thinking caused by something or a life phenomenon, and expressing their understanding and feelings about life. Encourage students to transfer effectively and apply what they have learned.

5. After the exercise, students can be guided to exchange exercises and modify each other. Teachers should give guidance to the problems existing in students' work according to their own conditions, encourage the students who have made progress, and organize the whole class to appreciate and evaluate them.

6. After the exercise, teachers should also organize students to organize the collected data in individual or group units, and organize a wall newspaper with the theme of "Love Life" in combination with the exercise, and then show and evaluate it.

My discovery

The purpose of this activity is to encourage students to carefully ponder the deep meaning or implication of some sentences in the article, find and summarize ways to understand the meaning of sentences, and develop good reading habits. In teaching, students can read the dialogue first, saying what Xiaolin and Xiaodong found, what methods they found to understand the meaning of sentences, and what methods you found during reading. In order to make students understand the meaning of a sentence, in addition to careful thinking, contact with the background of the times, contact with their own life experiences and other methods, there are also ways to grasp keywords, contact with the context to try to figure out the meaning, and teachers can expand the camera. After that, please read this group of texts quickly and think about what profound sentences you found through reading again and how to read them. At this point, students at the same table or group discussion can be enough. On the basis of students' full exchange of their findings, teachers and students have the same conclusion: when reading, we should carefully understand and ponder the meaning of sentences, so as to understand the true meaning of sentences.

accumulate over a long period of time

This accumulated content is three famous sayings about life sentiment. When teaching, let the students read these three paragraphs first and ask them to read the pronunciation correctly. Pay attention to reading chǔ in "putting yourself in the shoes" and reading Zhu in "consideration". Then let the students talk about the understanding of these three paragraphs in combination with the actual life, and then recite them on the basis of understanding. Finally, let students exchange their accumulated famous sayings about "life", so that students can write down these famous sayings and make them bookmarks, which will become the motto to encourage them to love and cherish life.

Idiom story

"I can't put it down" comes from the biography of the Three Kingdoms Wu Zhi Lu Meng, which tells the story of Sun Quan, Emperor Guangwu of Han Dynasty and Lu Meng's hard struggle. In teaching, with the help of reference books such as dictionaries, students can learn idiom stories by themselves, read sentences, understand the content of stories and understand the truth contained in them. If you don't understand anything, you can organize students to discuss in groups, and then talk about your own experience of this idiom in combination with the actual situation to deepen your understanding of this idiom. After that, guide the students to practice telling this story.

China Garden Six

Oral communication and practice

This "oral communication exercise" is an organic part of the topic of "going to the countryside and loving your hometown" in this group of textbooks, and it is also a continuation of comprehensive learning. It is a comprehensive display and exchange of training results such as observing rural scenery, understanding crop growth, investigating life changes, feeling rural beauty, experiencing rural life and collecting information in comprehensive study. It is also a transfer of the knowledge and ability gained by students learning this set of texts, and at the same time, it improves students' oral and written expression ability.

In teaching, students can first sort out the results of their comprehensive study and prepare for communication. Then, in groups, talk and evaluate each other and inspire each other. Teachers should participate in group communication to understand the different ways of students going deep into the countryside, feeling life and expressing their feelings. Then choose a representative report, exchange it in the class, and the teacher and students will comment together. Finally, on the basis of communication, guide students to write down what they want to write. What you write can be your own experience, what you hear, see and think, what you see, feel or experience, which can remind students to consciously use the beautiful words accumulated in this unit.

After the exercise is completed, teachers should organize students to communicate, and teachers and students should appreciate and evaluate it together, and then modify and improve it.

This "oral communication exercise" can also be combined with the "showcase" in the last section of "Chinese Garden". For example, in oral communication class, you can record your own stories, show your collected pictures with explanations, post your exercises in the garden behind the classroom, and show interesting toys, utensils, homemade tools and toys collected in the countryside with instructions on the production process to communicate with you. This kind of exhibition will bring you a refreshing feeling.

My discovery

The purpose of this "my discovery" is to guide students to discover the characteristics of sentences and realize the role of anthropomorphic rhetoric in describing the characteristics of animals and plants. In teaching, students can read these three sentences first to understand the meaning of the sentences, and then talk about their own findings and feelings to understand the expression of the sentences. You can also take the form of changing words to write something instead of dotted words, such as changing "dance" into "swing" to compare and feel the vivid effect brought by anthropomorphic techniques. Secondly, lead the students to think: Can you still find such a sentence in this group of texts? Have you ever read such a sentence when you are reading extracurricular books? On the basis of students' full exchange of their findings, teachers and students have the same conclusion: the words added in sentences are usually about people, which are the actions and behaviors that people have. Here, writing about animals and plants can not only pin people's feelings on things, but also make scenery or things vivid and make readers feel kind and interesting. Teachers don't need to explain the rhetorical knowledge of personification.

accumulate over a long period of time

In response to the theme of this group, six poems describing the countryside were selected from the poems handed down through the ages.

The purpose is to let students further feel the beauty of rural life, cultivate students' aesthetic taste and accumulate interest in classical poetry.

When teaching, let students read these six poems first, so that they can read them smoothly. Then, let the students try to talk about the meaning of poetry by themselves. Under the guidance of the teacher's lens, students can only roughly know the meaning of the poems, and then talk about the characteristics of these poems, so that students can realize that these poems are all about rural life, and enhance their overall grasp of the teaching materials and their ability to learn independently. Finally, make students familiar with it.