#courseware# The introductory courseware is the opening remarks of teaching a text. It is a teacher who starts from a certain purpose, uses a short time and adopts certain methods or means to stimulate students at the beginning of a new lesson. It is an important teaching link for students to learn new lessons psychologically and emotionally. Below is the follow-up update!

Article 1 Chinese language "Winter Sun? Childhood? Camel Team" courseware for the fifth grade of primary school

Teaching objectives:

1. Understand "Winter Sun? Childhood? Camel Team" by contacting the context. "Chew", understand the different pronunciations of the word "chew" in spoken and written language; through the teacher's model writing, students can keep in mind the shape of the word "chew" by combining calligraphy and practice writing.

2. Through repeated reading and reading by role, you can appreciate the delicate description of the article and feel the innocence and cuteness of Xiao Yingzi.

3. Feel Lin Haiyin’s longing for her childhood life through repeated readings and speculations, and understand her longing for her second hometown, Peking.

Teaching focus:

Through repeated readings and role-based readings, you can appreciate the delicate description of the article and feel the innocence and cuteness of Xiao Yingzi.

Teaching difficulties:

Feel Lin Haiyin's longing for her childhood life through repeated readings and speculations, and understand her longing for her second hometown, Peking.

Class schedule: 1 class period

Teaching process:

(1). Reveal the topic through conversation and explore childhood memories

1 , the conversation is interesting:

Teacher: Childhood is a beautiful poem, a beautiful song, and a beautiful painting. As time goes by quietly, it will definitely remain in our hearts. I have made many beautiful childhood memories, so what interesting stories do you have in your heart? Let us share them together. (Music)

2. Summarize the conversation and introduce the topic:

Teacher: Indeed, a toy, a dog, a person, and a thing can evoke our beautiful childhood Memories, these memories are forever treasured in our hearts because of a shining pearl, sometimes shining with dazzling light. However, different people, different times, and different places bring us different childhood memories. There is a Taiwanese female writer named Lin Haiyin. She spent her childhood in old Beijing. Later, she went to Taiwan, so she wrote her childhood story of living in Chengnan into a book called "Old Things in Chengnan". Today we are going to read the preface of this book - "Winter Sun? Childhood? Camel Team"

3. Imaginary Situation:

Teacher: Winter Sun, Childhood, Camel Team , these three words form the title of the text we are going to learn today. What kind of picture appears in your mind at this time?

Teacher: What is left in the minds of the students? In fact, this picture also appeared in Ms. Lin Haiyin’s mind countless times. You see, the camel team is walking slowly in the winter, with the pleasant sound of camel bells, and the past memories of childhood come back to "me" again.

(2) Read the text for the first time and feel the beautiful story of childhood

1. Teacher: Ask students to read this text softly and think about related issues according to the prompts.

Projection presentation: Free reading of the text, requirements: 1) Read the pronunciation of the characters accurately and read the text thoroughly;

2) What past events from childhood come back to the author’s mind?

　2. Communication:

Teacher: What interesting stories from childhood come back to the author’s mind?

(3) Read the text again and deeply appreciate the beautiful memories of childhood

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1. Teacher: Childhood stories are like beautiful pictures that will always appear in our minds, and Lin Haiyin’s childhood story is also so interesting. Now let’s walk into the old south of Beijing decades ago. , to experience her interesting childhood stories. Ask students to read the text carefully, underline the sentences that interest you the most, and then write your feelings next to the sentences.

2. Communication:

Teacher: I just saw that everyone was very engaged in reading and searching very carefully. Some students marked one place, and some marked multiple places. . I think the place you marked down for the first time must be the place you think is the most interesting. Who wants to say first? (Relevant sentences appear randomly)

Students: 1) "I" watch the camels chew (the courseware shows the following sentences)

I stand in front of the camels and watch them The way he eats grass and chews it, such an ugly face, such long teeth, and such a quiet attitude. When they chew, their upper and lower teeth are rubbed together, steam comes out of their big nostrils, and white foam is stained on their beards. I was stunned and my teeth started to move.

Teacher: Why do you think this sentence is very interesting? (Referring to three students speaking freely and asking them to read it)

If you are Lin Haiyin, you will do it now Standing in front of a camel, you are watching how the camel chews grass. Please close your eyes and the teacher will read this passage. You can imagine what a camel looks like and how its teeth move when it chews.

(The teacher read aloud the passage "I stood in front of the camel...and my teeth moved." The student closed his eyes and imagined how the camel chewed fodder at that time)

Teacher : Classmates, what did you see?

Student answer

Teacher: Lin Haiyin was deeply attracted by the way the camel ate fodder, and he kept looking at it. I watched it for a long time. I was so absorbed in it and found it so interesting that I became transfixed. As she looked at it, she seemed to have forgotten something and thought she was nothing.

The students all answered: Camel.

Teacher: Now you are the camel that keeps chewing the fodder, let’s experience the fun together.

Teacher: Lin Haiyin forgot everything around him and felt that he was the camel, so his teeth started to move. So, classmates, have you ever had such an experience where you were in a trance or in a daze?

Teacher: I think your childhood anecdotes have brought the teacher as many beautiful memories as Lin Haiyin. Now, just Let us experience the joy of camel chewing with Lin Haiyin in childhood!

Teacher: For various reasons, I am no longer interested in this kind of thing as an adult, even though I have also been away from it since childhood. Came here. Ms. Lin Haiyin was already forty-two years old when she wrote this article, which is more than ten years older than the teacher. Do you think that when she wrote this past event, she would still learn how to chew camels? The students all replied: No.

Teacher: Just as the author wrote in the last part of the article: "I will never do the stupid thing of imitating camel chewing under the winter sun again." Please read this passage.

Show the following text, students read it together, and show the courseware:

Summer has passed, autumn has passed, winter has come again, and the camel team has come again, but childhood is gone forever. I will never do the stupid thing of imitating camel chewing under the winter sun.

Transition: Although the author will no longer do such silly things, it is such interesting childhood memories that bring us so many memories. So besides "I" watching the camel chewing, Besides, are there any other interesting things?

2) My imagination about the camel tying a bell (according to the students’ answers, relevant sentences will appear randomly)

Courseware provided:

My childish mind was full of ideas that were different from those of adults. I said to my father: "No, Dad! Their soft soles walked on the soft desert without making any sound. You Didn't it mean that they walked for three days and three nights without taking a sip of water, just chewing the food regurgitated from their stomachs without making a sound? It must be the humans who pulled the camels, who couldn't bear the long and lonely journey, so I just put a bell on the camel to make the journey more interesting.

”

Communication: Talk about why you said this passage is more interesting?

Teacher: So how did dad explain the camels hanging bells? Whose statement do you agree with? Why?

Teacher: When my father heard what “I” thought at that time, he thought about it, smiled and said, “Maybe your idea is more beautiful. "At this time, what is the father thinking? Why is he laughing?

In fact, the father has already agreed with his daughter's idea. The thought is so innocent and full of poetry. Now let us feel the author's Full of poetic and childlike emotions

Teacher: Dad’s words, “Maybe your thoughts are more beautiful. "Now Lin Haiyin often recalls the beautiful past, but from a realistic perspective, the beautiful thoughts of childhood may no longer be there, just like the stupid thing of learning to chew camels under the winter sun is no longer done. Just like what she said:

Summer has passed, autumn has passed, winter has come again, and the camel team has come again, but the childhood of learning camel chewing under the winter sun is gone. I will never do stupid things again.

Transition: The stupid things I learned from camels in my childhood and my innocent thoughts brought me good memories now. There are also other things that bring me good memories. I am unforgettable, that is (watching the scene of a camel shedding its hair)

3) “I” watched the scene of a camel shedding its hair

Courseware provided:

Winter is almost over. , spring is coming, and the sun is extremely warm, making you want to take off your cotton-padded jacket, right? The camel also took off its velvet robe! Its fur fell off in large chunks. They were hanging under the belly. I really wanted to cut them with scissors, because they were so untidy. The same happened to the camel pullers. They also took off the big sheepskin clothes they were wearing and put them on the camel's back. Go up. The sack is empty.

Teacher: Ask one student to read this passage, while other students listen and imagine what you find interesting in the description of this passage?

Teacher: If you were Lin Haiyin, would you have such thoughts? Why?

Teacher: Ms. Lin Haiyin is now middle-aged, and she still cuts the uneven hair of camels. Any ideas? (Students communicate freely) At this time, she no longer has the thoughts she had at that time, just like she will no longer do the stupid thing of learning how to chew camels under the winter sun.

Summer is over. , autumn has passed, winter has come again, and the camel team has come again, but my childhood is gone. I will not do the stupid thing of learning how to chew camels under the winter sun.

Show, Students read together:

Transition: What other interesting things happen?

4) "I" miss the camel team

Courseware presentation: Read aloud by role

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What do you see from this passage?

Teacher: Yes, no wonder my mother said, "Always ask, always ask, you kid!" So, when I was a child, What did Lin Haiyin ask?

Teacher: Yes, she may not ask anymore at this time. Just like what is written in the article, it is not silly to imitate camel chewing under the winter sun. If you know how to do it, you will no longer ask questions about your childhood.

The courseware is shown and the students read together: Summer has passed, autumn has passed, winter has come again, and the camel caravan has come again, but childhood. But I will never return it. I will never do the stupid thing of imitating camel chewing under the winter sun.

Teacher: Students, although Lin Haiyin has been in Taiwan for many years, more than 50 years later. She still stubbornly retains her Beijing accent. Some friends say that she is more Beijinger than a Beijinger. Do you know why? Is it just her childhood that she misses? She spent her whole life there. Joy and sorrow, laughter and crying, that ancient city once poured all my feelings into it. Spring comes and autumn comes, how familiar I am with the seasons there!

Show: Related sentences from "Bitter Love in Peking":

I can’t forget Peiping! I’ve lived there for so long, it’s like a tree taking root.

Childhood, girls, and women are half of a life.

Where can I find all of this here? The drizzle of rain tonight makes me miss Peiping even more.

Student reading.

Teacher: Just like this, every scene and every thing, as long as she encounters something similar to Peiping, will make her fall in love with the scene and arouse her longing for her hometown, so that she can't control it. As the article says (raw reading): I said to myself, write them down. In this way, I wrote a book "Old Things in the South of the City".

Students, this book records Lin Haiyin’s long memories and a touch of sadness in the south of Beiping City. I hope you can read it.

Part 2 Chinese language "Winter Sun? Childhood? Camel Team" courseware for the fifth grade of primary school

Teaching objectives

1. Understand the text After learning 3 new characters in class, he can write 9 familiar characters and learn the multi-phonetic word "chew". Able to read texts correctly, fluently and with emotion

2. Guide students to grasp the content of the text, and understand the author’s love for camels in his childhood through understanding the key words and sentences from the four fragments of the author’s childhood life, and feel the author’s love for camels. Nostalgia for childhood life.

3. Recite favorite passages. Interested students can read the novel "Old Things in the South of the City".

Important and difficult points in teaching

From several fragments of the author’s memories of childhood life, one can experience the childishness and feel the author’s nostalgia through the understanding of key words and sentences

Affection.

Lesson schedule: 2 lessons

First lesson

1. Reveal the question and get closer to Lin Haiyin.

1. Time passes quietly, but it leaves us with many beautiful memories. What interesting things do you remember when you were a child?

Transition: We just talked about a lot of interesting things when we were children. A person, a toy, a game can all evoke memories of our childhood, and these memories will become our lifelong treasures and treasures. The blackboard writing topic "Winter Sun? Childhood? Camel Team", what evokes the author's memories of childhood?

2. Read the question. How is this topic different from the text topics we usually study?

3. The teacher reads the topic and asks the students to close their eyes and imagine. What kind of picture emerges in your mind? This picture How poetic and picturesque. Today, let us go with the author to see the unforgettable images in her mind. Read the topic again.

4. "The camel team under the winter sun" is the most profound scene in the childhood memory of the author, Ms. Lin Haiyin. We are no longer strangers to the author Lin Haiyin. We once studied her work "The Secret Reading" last semester, where we saw Lin Haiyin who loves reading. What does Ms. Lin Haiyin want to show us here?

5. Knowing the author and the writing background can help us better understand the text. Please read the after-class information packet and say Tell me what did you understand from it?

2. Read the text for the first time and get an overall perception.

1. Students read the text to themselves. Read the text correctly and read fluently. Then think about it, in what order does the text describe the author's childhood life? Which fragments of childhood life did the author recall, and in which natural paragraphs in the text?

(1) Learn words: Chew the cud slowly

(2) Communication: Writing on the blackboard: Learn to chew and talk about bells. If you want to cut your hair, ask where to go

2. Read the subtitle, what did you find?

(The writing is all about camels. It seems that there are many things to write about, but they are all written around the camel team. The camel team left a deep impression on the author’s childhood. At the same time, the author used the help of Camel caravan to express your childhood life. )

3. Read the text again and find it interesting. Read the most interesting parts several times.

3. Read in depth and appreciate childhood.

1. Look at the picture and tell me which scene the author saw in his childhood? (Watching a camel chewing) Please find this paragraph, read it aloud, and think about what you experienced?

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2. Name someone to read this paragraph and talk about your impression after reading this paragraph.

Default:

(1) I was stunned and my teeth started to move.

Think about it, when you were a child, did you ever feel dumb while watching something? Can you imagine the look on your face at that time? What kind of Yingzi does the word "stay" show us? Then read it by name. This sentence.

(2) Such an ugly face, such long teeth, and such a quiet attitude.

This parallelism makes us feel that the camel’s face is really ugly, its teeth are really long, and its attitude is really quiet. The teacher read aloud, read out the disgust for camels, and said, is this the right way to read?

(3) When they chew, their upper teeth and lower teeth grind back and forth alternately. It was steaming, and white foam clung to his beard.

Reading by name, from reading aloud, we not only feel that the camel is chewing slowly, but what else can we experience? Guided reading.

3. When we read, we should be like a camel, calm down, read carefully, and understand slowly. This is also called chewing. Let us also chew the text like a camel.

Invite three students to read the text aloud in sentences. Do you have any new discoveries? The author observes carefully and writes clearly. It reads very naturally and kindly, making us feel as if we are actually there. We should also do this when we usually write.

4. Read this passage together. Carry it on your back.

5. Students, this happened when the author was five years old. Please think about it, when she grows up, will she learn how to chew camels again? As written at the end of the article (read together) "Summer has passed, autumn has passed, winter has come again, and the camel team has come again, My childhood is gone. I will never do the stupid thing of learning how to chew camels under the winter sun."

IV. Homework:

1. Choose what you like. Reciting passages.

2. Imitate the fourth natural paragraph and write a scene in which you observe small animals.

Second Lesson

1. Review.

Which fragments are recalled in the text? Memorize the fourth paragraph.

2. Continue to read and appreciate childhood.

Childhood has passed, but scenes from childhood often appear in the author's mind. Let's look at the other three fragments. Please chew them carefully and write down your feelings after reading them in the book.

Post-reading communication: What do you think is interesting? Preset:

(1) Talking about bells

A. "Full" allows us to experience the feeling of childhood Lin Haiyin was particularly curious.

B. Read this excerpt and tell me how this dialogue is different from usual dialogues. How about we read it in different roles? But the father’s words are not written directly. Can you guess who the father is? How do you say it? Let’s talk about the different ideas dad and I have about camel bells in different roles.

C. What kind of Yingzi did you see?

D. Dad listened to my idea and said with a smile, "Maybe your idea is more beautiful." You know , what is Dad laughing at?

E. Looking back "The summer is over,...I won't do it again."

(2) What do you think is particularly interesting about shearing?

(3) Ask where you went and what did you experience? The dialogue is read aloud by character.

3. Recall the past and experience the true feelings.

1. When the author reaches middle age and is in Taiwan, she may have more feelings about life.

For example, when she once again thought of the scene when she learned to chew from a camel, when she once again thought of the bell hanging on the camel's neck, when she once again thought of the long hair hanging under the camel's belly, when she once again thought of What might she say about the questions that filled her head during childhood? Write down what the author wants to say.

2. Students write.

3. Communication: Tell us about your mood when you wrote this text. (Feel a touch of sadness and deep nostalgia.)

4. Teachers and students read this paragraph together.

5. In 1990, 72-year-old Lin Haiyin finally returned to Beijing. 42 years have passed.

When she saw everything in Beijing, what would she think of? ?(Dongyang Childhood Camel Team) Yes, all of this has been deeply engraved in her heart. How can we not make her miss this scene at this time? How can we not make her sentimental? Let us read together - I Thinking silently, writing slowly, I saw the camel team approaching under the winter sun, and heard the slow and sweet sound of camel bells. My childhood comes back to me.

4. Expand and cherish childhood.

1. Write about the most interesting thing in your childhood.

2. Recommended reading "Old Things in the South of the City"

Part 3 of the fifth grade primary school Chinese courseware "Winter Sun? Childhood? Camel Team"

Design Concept

Start with the topic, grasp the main content of the full text, and create an emotional tone; clarify the context of the article through independent learning of interesting things; focus on key words and sentences to read and comprehend, and gradually deepen the emotional experience; at the same time, combine with the reality of life, recall yourself You can fully experience the author's thoughts and emotions through the silly things and interesting things you have done, as well as the strange thoughts and wonderful ideas you have had, and feel the beauty of childhood life.

Teaching suggestions

1. Create a situation at the beginning. The plain and simple language of this article contains the author's deep sentimentality and deep nostalgia for his childhood.

2. On the basis of clarifying the context of the article, select the fragments that interest you most, fully read, circle, imagine, experience, communicate, laugh and talk about interesting things, and appreciate helplessness and sadness.

3. Pay attention to emotional reading.

4. Learn from the author’s writing method of using small things to express emotions, and learn the author’s writing characteristics of careful observation, vivid description, and natural lyricism.

Teaching objectives

Knowledge and skill objectives: 1. Recognize 3 new words in this lesson and be able to write 9 familiar words. 2. Read the text correctly, fluently and emotionally.

Process and Method Objectives: Read the text, understand the author’s love for camels in his childhood, and imagine the childhood life picture described in the text.

Emotional attitudes and values ??Goal: From several fragments of the author’s recollections of childhood life, you can experience the childishness and the author’s nostalgia through the understanding of key words and phrases.

Important and difficult points in teaching

1. Experience the childishness through the understanding of key words and sentences, and feel the author’s nostalgia. 2. Understand the last two paragraphs of the text.

Class schedule: 2 classes.

Preparation before class 1. Students collect poems, TV works, toys, etc. related to childhood.

2. Understand the living habits of camels.

Teaching process

1. Create situations and create emotional tone

1. Everyone has a beautiful childhood, and childhood stories are like shining stars. Bright pearls are stored deep in our memories. Do you still remember the toys you played with when you were a child? What other interesting things happened around you? [The teacher's delicate and sincere words "sound a thousand waves with one stone". The students opened their hearts, whether it was a silly thing, or a lesson... Inadvertently, everyone was integrated into the image and emotional space of the text. ]

2. (Show the topic and students will read it together.) The three words "Wongyang﹒Childhood﹒Camel Team" form the title of the article. What kind of picture do you seem to see from these three words? Today, let us enter the childhood of Taiwanese female writer Lin Haiyin, and recall with the author his childish childhood memories.

[With these three vivid words, students think of the warm sun in winter, groups of camels, crisp camel bells, and curious children... Although there is still a certain gap between truly understanding the text, it is helpful for the following in-depth study. Paved the way. ]

2. Read the text by yourself and get a preliminary understanding.

1. Read the text freely. Requirements:

(1) Read the text correctly and fluently with the help of phonetic notations and reference books in the text.

(2) Thinking:

① In what order does the text describe the author’s childhood life?

② Which episodes of childhood life does the author recall? , in which natural paragraphs of the text?

2. Reporting and communication (the teacher writes on the blackboard in time)

① Pay attention to guide students to distinguish the different pronunciations of the two words "chew" in the text.

②The text describes the author’s childhood life in the order of the seasons. The author recalled these fragments of his childhood life: first he talked about "I" learning how to chew camels in winter (paragraph 4); then he talked about "I" imagining the use of camel bells (paragraphs 5-9); and then he talked about wanting to shear camels. (Natural paragraph 10); Finally, we will talk about asking where the camel went (Natural paragraphs 11-14).

3. Read and comprehend, appreciate the interesting things in childhood

(1) Learn the excerpt of "Learning to Chew a Camel"

1. Show: "Such an ugly face" , Such long teeth, such a quiet attitude. When they were chewing, their upper teeth and lower teeth were grinding back and forth, steam was coming out of their big nostrils, and white foam was stained on their beards." "I was stunned. My own teeth also move."

2. Teachers’ model reading, students’ imagination.

3. Student communication: Imagine "I" learning how to chew a camel.

4. Read this passage with understanding and emotion. ②Communicate with the whole class. (From the way the camel chews, you can appreciate the author’s careful observation and vivid description; grasp the last sentence and learn from the author how to chew the camel, and experience the childlike innocence and the silly look of “I”)

[As the teacher soothes Reading aloud, students are immersed in the situation. Think of yourself as the "I" in the text, standing in front of the camel and watching the camel chew the grass. Some find it funny; some find it very interesting; some find it silly, but cute in its stupidity. I deeply understand that "I" can see it with rapt attention, and my love for it is self-evident. ]

5. Summarize the learning method: read repeatedly and taste → draw words and sentences to express feelings → read aloud with emotion.

(2) Collaborate in groups to learn the last three fragments

Learning requirements: ① Select the most interesting fragment from the last three fragments, and use the above method to work in groups study.

② Students with the same interests voluntarily form groups to communicate and discuss with each other.

③The whole class communicates, and the teacher gives timely guidance.

(3) "Imagine the use of camel bells"

1. The teacher taught me that I must learn from the camel and be calm. See, it is never in a hurry. If you walk slowly, you will always arrive. If you chew slowly, you will always be full.

2. When a camel team comes over, you will know that the leading one always has a bell tied under its long neck. When it walks, it makes clang, clang, clang. "Why do you need to tie a bell?" I have to ask if I don't understand something. (Understand "I" pay attention to the camels.)

3. "No, Dad! Their soft soles are walking on the soft desert...adding some interest to the journey." (from " "Imagine the usefulness of the bell" and experience "my" bold and rich imagination and the innocence and naivety of childlike innocence.)

4. Dad thought for a while and said with a smile: "Maybe, your idea is more beautiful."

What is Dad thinking? What is he smiling about?

(The daughter’s words may also bring back memories of his father’s childhood, and the innocent and cute thoughts may also make him feel familiar. So, His words reflect his tolerance and care for his daughter.

)

5. My childish mind was full of ideas that were different from those of adults. I said to my father: "No..." (Think about it: Why do "I" have ideas that are different from those of adults? Thoughts. What did you feel from it?)

6. Read this passage emotionally.

(4) "I want to shear the camels"

Winter is almost over, spring is coming, the sun is particularly warm... the bells ring more clearly in the relaxed pace .

Read this passage, what can you see from this passage?

(1) See that "I" like to be tidy and want to keep the camel clean.

(2) From this fragment, you can appreciate the authenticity of the author's narration and the realistic description.

(3) Read this passage emotionally.

(5) "Asking where the camel went"

(1) Read this fragment freely.

(2) From "Always ask, always ask" to the full text, think about what else "I" might ask?

[Children have strong Curiosity and thirst for knowledge are no strangers to the experience of pestering adults to ask questions but often being ignored. Students start from their own perspective and imagine what else "I" would ask at that time. As they ask questions freely, they unknowingly get closer to the protagonist in the article. ]

(3) From the fragment "Asking about the whereabouts of the camel", I can experience "my" curiosity and love for camels.

(4) Read aloud emotionally according to the characters

[Guide students to understand from different aspects and multiple angles. Because we have understood "I"'s love for camels in the above study, there are thoughts here that are different from adults' objective reality, and it also makes people deeply feel the innocence and cuteness of "I". ]

IV. Continue to read and miss childhood

With so many whys, will "I" ask again when I grow up? "Learn from camels to chew", "Want to replace camels" Would you ever do these things like "shearing" again? Please find the corresponding natural paragraph in the article.

1. Read aloud freely and experience emotions.

2. Present: "I thought silently, writing slowly, and saw the camel team coming under the winter sun, and heard the slow and sweet sound of camel bells. My childhood came back to my heart. ", it is required to read aloud with insight and emotion, carefully read this sentence and understand the author's emotions.

(Time flies and never comes back. Everyone has to grow up, and childhood is gone forever. In childhood, you can have endless thoughts and do what you like. When you grow up, But they are getting farther and farther away from us. Those childhood memories are just silly and childish, but they are our best memories.)

5. Summary of the full text, cherish childhood

1. Show the poem "Childhood", name students to read, and read it to the whole class.

Teacher summary: Recalling the silly things and interesting things that you have done, the strange thoughts and wonderful ideas that you have had, everyone will have a sweet smile on their face, because of innocence, because of childishness, and even more Because it is fleeting and fleeting. Children, you must seize your wonderful time, make every day of our lives colorful, and make it the most beautiful memory of tomorrow.

2. Finally, the teacher recommends two books to you. One is "Old Things in the South of the City" by Lin Haiyin, and the other is "Childhood" by Gorky. Both books are very good. Don't miss this well-written book.

6. Assign homework, expand and extend

1. Recite your favorite passages. Copy your favorite sentences.

2. Accumulate famous sayings about cherishing time

3. Practice pen writing: learn from the author’s writing method of using small things to express emotions, imitate the fourth natural paragraph, and write a paragraph The most interesting thing in my childhood.

7. Blackboard writing design:

Dongyang﹒ childhood. Camel team

Learn how camels chew

Imagine the use of camel bells

Want to shear camels

Ask where the camels are going

Childhood is beautiful and nostalgic