As a people's teacher who specializes in teaching others and solving their doubts, I often have to write an excellent lecture script. The lecture script can help improve the teacher's language expression ability. How should you write a course manuscript? The following is the textbook for the second volume of Guilin Landscape Theory for Grade 4 that I compiled for you. It is for reference only. You are welcome to read it. "Guilin Landscapes" is an intensive reading text in the second volume of the fourth grade textbook of the People's Education Press. This text depicts the beautiful scenery of Guilin's landscape with vivid and vivid writing style. It is a rare masterpiece of scenery description. The famous sentence "Guilin's landscape is the best in the world" is quoted at the beginning, which points out that Guilin is a famous and fascinating tourist attraction. The word "A" highly summarizes the wonderful scenery of Guilin's landscape, which is the best in the world. This sentence is the full text chief. The following article will focus on this famous saying and give a detailed description of the tranquility, clearness, and greenness of the Lijiang River and the wonder, beauty, and danger of the Guilin Mountains. Finally, it ends with the poem "The boat is sailing on the blue waves, and the people are swimming in the middle of the painting", which not only summarizes the full text, but also echoes the first sentence "The best in the world". The whole text has a clear context, continuous transitions, and natural flow, giving people a beautiful enjoyment.

2. Teaching objectives

According to the requirements of the "New Curriculum Standards" and the focus of this group's training, I have set the following teaching objectives:

( l) Feel the beautiful scenery of Guilin’s mountains and rivers and inspire a love for the beauty of the mountains and rivers of the motherland.

(2) Read the text emotionally and learn to recite the text according to the outline.

(3) Learn 8 new words such as "LAN and Xia"; understand the meaning of 18 words such as "Magnificent and Immaculate".

(4) Learn how the author grasps the characteristics of things and describes them in detail.

3. Teaching key points and difficulties

Study the 2 and 3 natural paragraphs of the text, and outline and recite them is the focus of teaching. Learning the writing method of grasping the characteristics of the scenery and describing it in detail is a difficult point in teaching.

4. Class schedule: 2 classes

First class: First reading of the text, overall perception, learning new words, and understanding the meaning of some words and texts. Study the first paragraph of the text.

The second lesson: Study the second, third, and fourth paragraphs of the text, and understand the author’s writing method of grasping the characteristics of Guilin’s landscape and describing it in detail.

5． Preparation of teaching aids

Multimedia "Guilin Landscape"

2. Preaching method

1. Intuitive teaching method: Teaching 2 and 3 natural sections, using multimedia, Blackboard paintings create situations, bring students closer to the text, and help them understand key words and sentences.

2. Reading experience method: Through reading aloud with melody and emotion, it helps students appreciate the beauty of the language and the author's praise of Guilin's landscape, and at the same time, effectively trains students' sense of language.

3. Draw inferences from one instance: The second and third natural paragraphs have similar structures and identical teaching requirements. Applying draw inferences from one instance and through repeated training are conducive to the cultivation of students' self-learning ability.

3. Lecture method

Cultivate students' good habit of "not reading without writing" and let students learn the text using the method of "reading, finding, tasting and reciting".

4. Talking about the teaching process

In order to highlight the key points of teaching, break through teaching difficulties, and strengthen language and writing training, I closely followed the "curriculum standard requirements" and adopted the reading method according to the teaching material content. , discussion method, read more and think more, from support to release and other methods, I designed such a teaching program:

(1) Create artistic conception and introduce new lessons.

Show pictures of Guilin’s landscape and let students guess: Where is this? At the beginning of the class, the teacher used various beautiful pictures to stimulate students' interest, and then asked the students to close their eyes gently and imagine what it would be like if there was a bamboo raft taking you floating on such clear water. How does it feel? Then use a passionate introduction to invite students to visit Guilin together, introduce students to the text, stimulate their interest in learning, firmly grasp students' attention, and make them actively participate in learning.

(2) First reading of the text, overall perception.

The syllabus points out that listening, speaking, reading and writing are the basic abilities of Chinese language and are also the necessary Chinese qualities for students. I asked the students to think while looking at the pictures: What are the characteristics of Guilin’s water? What are the characteristics of Guilin’s mountains? Allowing students to read with questions is conducive to cultivating students' ability to concentrate and think independently.

(3) Go straight to the center, stick to the key points, and teach methods.

1. Learn the first natural paragraph.

Read the first natural paragraph together and ask: What does it mean that Guilin’s landscape is the best in the world? What does it have to do with the full text? Distinguish the synonyms of "appreciation" and "appreciation" in a certain context

2. Focus on analyzing the second natural paragraph:

First, let students circle the words about the characteristics of the water of the Li River while reading, and use the words "waves" to describe the characteristics of the water in the Li River. Draw sentences with specific descriptions and imagine the beauty of Guilin water while reading.

In this way, the students had a general impression of the water of the Lijiang River, so I pursued it while it was hot: Why did the author write about the sea and the West Lake before writing about the water of the Lijiang River? What are the characteristics of each of them? (Magnificent waves, horizontal as a mirror) At this time, I showed photos of the sea and the West Lake to facilitate students to better understand these two words.

Next we analyze the three clauses describing the characteristics of the water in the Lijiang River: and ask, what characteristics of the water are described in each clause (students answered quiet, clear, green), read again " The water of the Lijiang River is so quiet, so quiet that you can’t feel it flowing; the water of the Lijiang River is so clear, so clear that you can see the sand and stones at the bottom of the river.” During the reading, I can truly feel the characteristics of the quiet and clear water. Then I asked: What does the water you usually see look like? At this time, the students started to discuss, and when the two kinds of water were compared, they clearly felt the calm and clear characteristics of Guilin water.

Let’s analyze the characteristics of “green” again. First, let the students read this sentence together, and the teacher asks the question: What does flawless jade mean? How to understand? (The student answered that flawless means there are no flaws.) The teacher showed a picture of jade and used jade to compare the characteristics of the Lijiang River, which shows the green of the Lijiang River.

3. Write sentences imitating sentences:

а. The lotus flowers in the pond are so beautiful, so beautiful...

ь. The classroom is so quiet, Jingde...

Used the sentence patterns just learned in class in a timely manner, truly transferred knowledge, and organically combined in-class and extra-curricular knowledge.

Through the study of this paragraph, students can truly feel the quiet, clear, and green characteristics of Guilin water. Especially through the comparison of pictures and texts, they feel as if they are in Guilin and see the beauty of Guilin water. How can we not be full of love for Guilin? How can one not express admiration for the beauty of the mountains and rivers of the motherland? At the same time, I also learned how to read paragraphs.

4. Use learning methods to learn the third natural paragraph.

Use the learning method of "reading, searching, tasting, and reciting" to self-study the third natural passage. The focus is on understanding the meaning of words. With the help of board paintings of Old Man Mountain, Camel Mountain and Giant Elephant Mountain, students can vividly experience the strange characteristics of Guilin Mountain. Guide students to read aloud emotionally to deepen their feelings and love for the beauty of Guilin Mountain.

5. Learn the fourth natural paragraph.

Using reading instead of teaching, let students underline the words that describe the whole picture and imagine the image of the whole picture. Understand the artistic conception of "the boat is sailing on the blue waves, and the people are swimming in the middle of the painting".

6. Guide reading and stimulate emotions.

Reading aloud can develop students’ thinking, stimulate students’ emotions, and integrate language understanding and language accumulation training. Students’ reading aloud ability will gradually improve, and their understanding of the content will gradually deepen. The author of this lesson uses many beautiful sentences when describing the characteristics of Guilin's landscape. These sentences express the author's love and praise for Guilin's landscape. When reading aloud, let students read out this feeling and express their feelings of being intoxicated by Guilin's landscape. Express it... through this kind of emotional reading, it can better inspire students' love for Guilin, praise for the mountains and rivers of the motherland, and arouse students' love for a better life.

5. Blackboard writing design

The blackboard writing condenses the essence of the text content. I designed the writing on the blackboard to be concise, which can not only help students grasp the key words to understand the text, guide recitation, but also It appropriately implements the key points of teaching and adds intuitive and novel simple drawings. Give students the enjoyment of beauty.

Conclusion:

In this class, the children and I walked into language and writing together, and felt the unique beauty of Guilin’s landscape. We walked out of language and writing together again, with a sense of The love for the mountains and rivers of the motherland comes to life. When designing teaching, I strive to make students look forward to it before class, be satisfied in class, have something to reflect on after class, appreciate the language and words, and taste sincere emotions, so that our Chinese class can have a more Chinese flavor. Lesson Notes on Guilin Landscapes in the Second Volume of the Fourth Grade 2

Textbook Analysis

"Guilin Landscapes" is the first intensive reading in the first unit of the eleventh volume of the six-year Chinese language course published by the People's Education Press At the same time, it is also an intensive reading text in the second volume of the fourth grade of the People's Education Curriculum Standard Edition. This text depicts the beautiful scenery of Guilin's landscape with vivid and vivid writing style. It is a rare masterpiece of scenery description. The article begins with a quote from the famous sentence "Guilin's landscape is the best in the world", which points out that Guilin is a famous and fascinating tourist destination. The word "A" highly summarizes the wonderful scenery of Guilin's landscape as the best in the world. This sentence is the full text chief. The following article will focus on this famous saying and give a detailed description of the tranquility, clearness, and greenness of the Lijiang River and the wonder, beauty, and danger of the Guilin Mountains. The article ends with the poem "The boat is sailing on the blue waves, and the person is swimming in the middle of the painting", which not only summarizes the full text, but also echoes the first sentence "The best in the world". The whole text has a clear context, continuous transitions, and natural flow, giving people a beautiful enjoyment.

In addition, the author uses contrast, parallelism, metaphor and other expression methods when describing the characteristics of Guilin's landscape. Therefore, the scenery of Guilin's mountains and rivers is very beautiful, and the author's language is also very beautiful, which is worthy of students' accumulation and use.

According to the requirements of the new curriculum standards and my understanding of the teaching materials and the teaching method of "learn first, then teach in class", I arranged this class into two periods.

The teaching objectives of the first lesson are:

Pronounce the pronunciation of the characters accurately, read the text smoothly, and use reference books or other methods to understand new words. Initial understanding of the main content of the text.

The teaching objectives of the second lesson are mainly to understand the text content, accumulate language, and gain insights into expression methods.

Teaching process:

Today, I will focus on the teaching process of the second lesson:

"Learn first, teach later, train in class" teaching Pattern Each lesson has three main parts. According to the actual teaching practice, I have arranged the specific arrangement of the second lesson into five links:

1. Board title:

Requirements of the teaching method of "learn first, teach later, and train in class" The introduction in our Chinese class should be concise. It is best to introduce the new lesson straight to the point. There is no need to review questions, introduce the author and historical background, or solve problems. All these are left to the students to complete in self-study. But there can also be one or two passionate words. Therefore, I designed the introductory sentence of this lesson to be; Students, do you like traveling? In this lesson, let’s go to Guilin to enjoy the landscape of Guilin. (Blackboard writing topic) The writing on the blackboard of the topic is also very important. You must take it seriously. Not only must the font be written neatly, but the strokes must also be in the correct order, and the location of the writing on the blackboard must be eye-catching. In order to attract students' attention, we must remind students to pay attention when writing on the blackboard, and let everyone read it after writing on the blackboard. Next comes the presentation of learning objectives. (The Bazi teaching method also puts forward requirements for learning goals: first of all, they must be measurable and cannot be vague. Knowledge goals and ability goals are easy to measure, but goals of emotional attitudes and values ??are not easy to measure. Therefore, we only require Teachers must provide knowledge goals and ability goals in each class, rather than emotional, attitude, and value goals. Secondly, teaching goals must be realistic. If they are not realistic, those that require understanding should be set to mastery and application, and those that require familiarity should be set. If it is designated as "recitation" and students cannot achieve it in class, then the teaching objectives will lose their meaning. Finally, the teaching objectives should be stated concisely and clearly to facilitate teachers and students to remember.) The presentation of learning objectives can also be expressed verbally. It is a written expression, but the time for presentation should not be too short and students should be given sufficient time to think. After the goals are presented, motivational language must be used to encourage everyone to complete the learning goals. I designed this motivational quote; can I accomplish these goals? Please use your best sitting posture to tell Teacher Zhu.

2. Self-study according to the self-study guidance

After clarifying the learning goals, I will then provide self-study tips. Transitional language also plays a very important role in our teaching. In this link, I designed such a transitional language; How can we learn to better accomplish the learning goals? Let’s take a look at the self-study tips:

Students’ self-study must be based on effective guidance from teachers. Whether the self-study tips are effective is mainly reflected in five clarifications: confirming the time, content, learning methods, and standards of self-study , testing methods and requirements.

Self-study tips must be scientific, specific, and operable, so as to save time, improve efficiency, and achieve the effect of the Bazi teaching method—tense, efficient, and enjoyable. Based on this requirement, I designed this self-study prompt;

1. Read the text silently and use one sentence in the text to summarize the characteristics of Guilin's landscape.

2. Use horizontal lines to draw sentences describing the water of the Lijiang River, read it aloud repeatedly, and think about: What are the characteristics of the water of the Lijiang River.

3. Use wavy lines to draw a sentence describing Guilin Mountain, read it aloud repeatedly, and think about: What are the characteristics of Guilin’s mountains.

4. What expression methods does the author use when introducing the mountains and waters of Guilin?

(After 5 minutes, compare who can learn better.)

3. Check the effect of self-study

When the self-study time is stipulated in the Bazi teaching method, the teacher Generally, the “show of hands” statistical method is used to understand the academic situation. If the vast majority of students have completed the self-study task, they can move to the next link; if half of the students have not completed it, the teacher should extend the time appropriately. After raising hands and counting, there is testing. The testing method is generally based on oral questioning, supplemented by written exercises, focusing on understanding and cultivating students' understanding and expression ability.

Based on my understanding to test students’ self-study effect, I designed the following questions;

1. Who can summarize the characteristics of Guilin’s landscape in one sentence from the article? Then I asked what the "A" in "Guilin's landscape is the best in the world" means? What does this sentence mean?

2. (Transition) Guilin’s landscape is the best in the world, which means that Guilin’s landscape is the best and most beautiful. So, can any classmate tell me where the beauty of the water in the Li River is? Find words that summarize the three characteristics of the water in the Lijiang River.

(Teacher’s blackboard writing on camera: quiet, clear and green)

3. Read how the author writes about the unique “quiet, clear and green” of the Lijiang River

(Name a sentence to read aloud that describes the quiet, clear and green water of the Lijiang River, and pay attention to guide the reading of the six "ah" changes)

When guiding the reading, first let the students clarify the meaning of the sentence and think about it. Think about how you should read it to express the emotion the sentence is intended to express.

Then try reading the experience aloud. It is mentioned in the Bazi teaching method that teachers should select underachieving students as the targets of testing when testing. The purpose is to expose the problems existing in students' self-study to the maximum extent. Therefore, when checking the reading aloud, first let the students who are not good at reading read, and then ask other students for help if they can't read well. If they still can't read well, ask the teacher to guide them.

For example, students are reading about the clear water of the Li River! It was so clear that you could see the sand and gravel at the bottom of the river. I found a student to stand up and read. The first time he read it, it was very plain. He just read the sentences smoothly but not clearly. Then, I found another student with a slightly better level to read. This student read It was very emotional, and then I asked the first classmate to read it. This classmate also read it with emotion this time, but I felt that he could read it better, so I showed a reflection of a landscape with clear water. I could see the picture of the sand and stones at the bottom of the river, and then asked the student to read it again. This time he read it very emotionally. In this way, the problem of underachievers is solved, and the effect of other students reading aloud will not be much worse during the process of listening and correcting. At the same time, the success of this underachiever is also a reflection of the success of underachievers.

Students can read each sentence emotionally. I have arranged to read the second paragraph together. (Transitional language: Looking at the quiet and green water of the Lijiang River, no wonder tourists forget to move forward and the shore moves back. Let us also read the second natural paragraph of the article with intoxication.)

4. After the students learned about the water of the Li River, I used the same method to check the students’ understanding of the third paragraph (transitional language; the water of the Li River is so quiet, so clear, and so green. It is so beautiful. We couldn’t help but admire: Guilin’s water is the best in the world! But don’t just look down at the water and forget to look up at the beautiful mountains on both sides of the river!)

(1) Who will read the description? Guilin's mountain sentences? (Pay attention to the pronunciation of "ah")

(2) Name the person who reads the text with emotion.

(3) Who can tell me what are the characteristics of Guilin’s mountains?

(Based on the students’ answers, write on the blackboard: strange, beautiful, dangerous)

Teacher: Students, one feature of Guilin Mountain is enough for us to appreciate and taste. Nowadays, it combines These features are integrated into one. No wonder the author praises it so much. Let us all read the third paragraph together and once again appreciate the beauty of Guilin’s mountains (teachers and students read together)

5. Experience the beauty of the mountains and water

< p> Emotional reading will help students understand the text. Beautiful pictures for students to talk about their feelings will also help students understand the text and express their feelings. Therefore, in this session, watch the video and talk about their feelings.

Teacher transition: We have admired the water of the Lijiang River and tasted the mountains of Guilin. What would it look like if we combined mountains and water? Please look at the big screen.

Please read the last paragraph of the article with your own feelings. And tell your deskmate how the author feels at this moment.

Name the author and talk about his feelings.

Read the last paragraph together.

6. Can anyone tell me what expressions the author used when introducing the landscape of Guilin? (Students can also be arranged to discuss first and then answer in this session)

4. Training in class

In the training session in class, the teaching method is "learn first, teach later, train in class". An important link is to require students to use knowledge to complete homework independently in class. This is a comprehensive training that transforms knowledge into abilities. He emphasizes intensive lectures and more practice. In the Bazi teaching method, he emphasizes that he would rather the teacher spend more time than let the students do useless questions. When operating this link, you should pay attention to the following points; first, you must carefully design exercises and produce valuable and high-quality questions; second, you must pay attention to teaching all students and students (assignments can be divided into "compulsory questions, optional questions, and "Thinking Questions") to ensure that students at different levels have their own places; third, we must emphasize that students can complete independently in class. Third, we need to guide students on how to do the questions, review them first and then do the questions, and memorize the questions. Fifth, every minute of class should be reserved for students to learn and practice. Teachers should not correct homework in class. Sixth, students should correct their mistakes. Error correction is also a process of accumulating knowledge, so error correction must be timely.

Based on the above understanding, I designed the following training questions;

1. Recite the last paragraph of the text. (The recited content should be moderate. Those who recite in class must do a good job of checking. The checking can be random checks or mutual checks. During the random checks, more underachievers must be checked. Those who really cannot memorize can be caught after class. It is best not to have the phenomenon that some students are reciting while others are doing the questions)

2. Complete the exercises and copy the sentences.

Example: The water in the Lijiang River is so green, as green as if it were a piece of flawless jade.

The flowers in the park are so fragrant, so fragrant.

The classroom is so quiet, so quiet.

Example: I have climbed the majestic mountains. Taishan, I have visited Xiangshan Mountain with its red leaves like fire, but I have never seen the mountains in this area of ??Guilin.

I have seen ____________________ movies and listened to ____________________ songs, but I have never heard such a touching story.

3. After reading this lesson, you may be deeply affected by the beauty of Guilin’s landscape described in the article. You may try to recite a poem or write a few sentences to express your feelings.

_______________________________________________________________

5. Summary of get out of class

Today we enjoyed visiting the picturesque Guilin. In fact, there are other charming scenery like Guilin in our country. I hope that everyone will have the opportunity to enjoy it, and that everyone can write it as poetically and picturesquely as the author did. get out of class is over!

Blackboard writing design; Learning methods are constantly updated, and the use of projection, physical projection, and multimedia makes classroom teaching more and more intuitive, vivid, and effective. However, at this stage, most schools For example, the blackboard is still the main teaching tool. It is still very important to make good use of the blackboard and carefully design the writing on the blackboard so that it can play its due role.

A class lasts 45 minutes. At what time, what should be written on the blackboard, where should it be written, in what way should it be written, and who should write it. Teachers must consider this in advance when preparing lessons. Designing blackboard writing scientifically and rationally can achieve the finishing touch.

Guilin Landscape

Water: Quiet, Clear, Green

Mountain: Strange, Beautiful, and Dangerous Guilin Landscape Theory Lesson 3 for Grade 4 Volume 2

1. Talking Textbook

The text "Guilin Landscape" is the seventh set of texts in the ninth volume of the phonetic literacy and advance reading and writing experimental textbook. The five texts in this group are all narratives about scenery. "Guilin Landscape" is the opening intensive reading text. According to the overall structure of the total score, the text first generally proposes that Guilin's landscape is the best in the world, then vividly describes the characteristics of Guilin's water and mountains, and finally uses such mountains to surround such water, and such water reflects such The mountains and the sky are covered with mist, the green trees and red flowers in the mountains, and the bamboo rafts and boats on the river make you feel like you have stepped into a continuous painting. It is really like the boat is sailing on the blue waves, and the people are swimming in the middle of the painting. The two sentences conclude, giving readers a complete and beautiful understanding of Guilin's landscape, which not only echoes the beginning of the text, but also enriches the connotation of Jia Tianxia.

Analysis of key paragraphs:

The second and third natural paragraphs respectively describe the characteristics of Guilin’s water and mountains in detail, and are the main body and focus of the full text. These two natural paragraphs are written in the same way and are also unique. Each paragraph is composed of three sentences. The first sentence compares the beautiful water or green mountains elsewhere to reflect the water and mountains of Guilin. The third clause emphasizes it with a sentence pattern that has never seen such a turning tone. Praise the mountains or water in Guilin, and use this sentence to prompt the following. The second sentence is composed of three parallel clauses. Specifically, it uses parallelism, duality and metaphor to describe the water and mountains of Guilin from three aspects. Each clause is composed of more than two clauses, and The first half of the sentence describes the characteristics of the landscape, and the second half of the sentence is composed of two or more clauses. The first half of the sentence describes the characteristics of the landscape, and the second half of the sentence supplements the description of the characteristics of the first half. The third sentence is written about the author's feelings. The difference is: the first half of the water sentence points out the characteristics of Guilin Mountain, which is strange, beautiful and dangerous, while the second half of the sentence uses two or three metaphorical phrases to form a parallel sentence and two four-character words to form a supplementary descriptive sentence. It describes the strange shape, beautiful colors and dangerous mountains of Guilin Mountain.

Difficulty analysis: The last paragraph is a metaphorical sentence with a parallel sentence sandwiched in the middle. This sentence means that the landscape of Guilin is like a continuous picture. Landscape is the main body of the painting, with misty clouds in the sky, green trees and red flowers in the mountains, and bamboo rafts and boats on the river as embellishments. What a beautiful landscape painting! Nature, the sculptor, used uncanny craftsmanship to carve out such ingenious paintings. The author was simply fascinated. He took a wooden boat and rowed on the Li River. He felt that he had walked into a continuous painting and was immersed in the quiet beauty of Guilin's landscape. middle. The author's expression of his love for Guilin's landscape is the difficulty for students to get emotional when entering the country.

The whole article is well-conceived and has beautiful paragraphs. It quotes famous lines at the beginning and verses at the end. It starts with boating on the Li River to admire the landscape of Guilin, and ends with the boat on the blue waves and people swimming in the middle of the painting. The beginning and end echo each other, and the structure is integrated, giving readers a strong artistic feeling.

Teaching objectives:

1. Understand the content of the text, understand the characteristics of Guilin’s landscape, and inspire students to love the great rivers and mountains of the motherland.

2. Learn the method of narrating texts according to their total scores and characteristics.

3. Learn new words.

2. Preaching method

The article is a lyrical prose describing a scene. According to the characteristics of the article, I mainly use reading instead of lecture, and lecture to promote reading. This method is used for teaching.

Language has the characteristics of indescribable meaning, and many wonderful words and sentences are often difficult to express clearly. "Guilin Landscape" has rigorous words and sentences, beautiful language, and the poetic language is thought-provoking.

The author's passion for Guilin's landscape is permeated between the lines. If the teacher talks too much, the article will be fragmented and the overall beauty will be destroyed. Only by reading more and more often, you can get a sense of the language, read instead of speak, and empathize with the text, so that the author's feelings and the readers' feelings can be integrated into one. Therefore, in teaching, I use reading instead of lecture to arrange teaching links:

A. Model reading of the text to stimulate emotions. After revealing the topic, the teacher immediately read the text with full emotion to infect the students and arouse their interest in reading;

B. Free reading to stimulate emotions. When students are aroused to read aloud, they can develop feelings of love with the author through free reading;

C. Pick out the words to experience the feelings. The teacher focused closely on key words such as Jia, quiet, clear, green, strange, beautiful, and dangerous, and read the discussion individually, together, quoted, and discussed. The author's love for the landscape of Guilin was fully understood by the students. Come out;

D. Teach the skills and enter the country. The second section has three sentences. In the first sentence, you should pay attention to the natural pause of the long sentence, but never see the stress of the joint, so that the unique style of the Lijiang River can be shown in the comparison; in the second sentence, the pronunciation changes of "haoah" [quiet ah (nga), clear ah (nga), green ah (ya)] and the progressive momentum of the three parallel clauses (the voice goes from low to high, the speaking speed goes from slow to fast, the emotion goes from weak to strong) , in order to express the characteristics of the Lijiang River's calm, clear and extremely green water; the transition from the second to the third sentence should be slightly longer and the transition into a smooth tone. Because at this time, the author was intoxicated by the beautiful scenery in front of him and forgot everything around him. He didn't even feel that the boat he was riding was moving forward or anchored. It took him a long time to wake up; E. Read the text to express your feelings and pass the first four steps. , the students have grasped the author's passion for the landscape of Guilin. Finally, the students followed the author's ideas and read the text together with sincere feelings, pushing the classroom atmosphere to a climax, integrating the children's feelings and the author's feelings, and achieving the desired goal. teaching purpose.

3. Lecture method

The structure and writing method of the two subsections of the key paragraph are quite similar, so the method of drawing inferences from one example is adopted.

One example reveals the rules and masters the methods. Learn about the water of the Lijiang River in the second natural section. Follow these four steps to learn. (1) How many levels is this section written in? (2) In what way is each layer expressed? (3) What are the benefits of expressing it this way? (4) Read it repeatedly. After finishing the second natural section, let students review the method we used to learn in several steps, and now use this method to learn the third natural section, Guilin's mountains.

The anti-three elements are different. Most students will not find it difficult because of the model provided by citing one example and making inferences on the other three. What is easy to overlook is precisely their differences. So the focus is on grasping parallel sentences. The content is different: when writing about water, the characteristics of water state and water color are written, while when writing about mountains, the characteristics of mountain state, mountain color and mountain terrain are written; the writing method is different: when writing about water, use narrative style in the second half of the sentence, and when writing about mountains, use phrases Parallelism and two four-letter words. On the basis of understanding, use the appropriate pauses, the severity of the rhythm, the intonation, the processing of timbre and the reading skills learned in the previous paragraph to cultivate reading repeatedly, so that the sensibilities of teachers, students and the author can be integrated.

In this way, from support to release, teachers can play the leading role and students can play the main role, cultivating students' self-learning ability.

4. Speaking process

1. Topic-revealing talk:

Let students talk about Guilin’s geographical location, the genre of the article, and an introduction to the author and related works.

2. Passionate entry:

The teacher reads the text, and the students talk about their feelings and thoughts after listening.

3. Passionate about entering the country:

After free reading, you will be guided to read paragraph by paragraph to guide students to get emotional when entering the country.

The first paragraph: Mainly understand the meaning of Jia and the meaning of Guilin’s landscape Jia Tianxia.

Second paragraph: Read the text softly and talk about how many levels the second section is written in? How are each layer expressed? What are the benefits of writing this way? The teacher guides the students to read and explain layer by layer, to enter the author's artistic conception, and to integrate their own feelings with the author's feelings through reading aloud. The third section uses the learning methods and reading skills of the second section to allow students to understand the language and words on their own and become emotional.

The third paragraph: The teacher reads with pictures and takes the students into the country. Let the students compare pictures and texts, read the discussion, experience the author's fascinated feelings at this moment, generate a scream, and express their own feelings. .

4. People with emotions:

Teacher summary: The author used the total score structure, grasped the way I conceived Guilin's landscape, and wrote that Guilin's landscape is the best in the world, expressing his love for the motherland. The whole class of female students read "The Love of Great Rivers and Mountains" together to express this love and move others.