Lesson Plan No. 4 of the Second Chinese Language Garden 1

Teaching Objectives

Knowledge and Abilities

1. By learning quantifier phrases, you can understand the seven Chinese characters of "Che, Pi, Ce, Zhi, Lead, Ke, Ji" and experience the use of quantifiers in life.

2. Further consolidate the distinction between uppercase and lowercase letters in the 26 letters, and be able to skillfully correspond to uppercase letters and lowercase letters.

3. Expand the Chinese characters with the same radicals and compare the writing methods of the same parts in Chinese characters with different structures.

4. Learn literacy in other textbooks and expand students’ literacy channels.

5. Recite the ancient poem "Spring Dawn" correctly, fluently and emotionally, and roughly understand the meaning of the poem.

6. Stimulate students' interest in reading through "reading with adults", enrich extracurricular reading, understand the importance of sunshine in life, and inspire students' love for life.

Process and Method

1. Combination of pictures, audio recordings and videos.

2. Inquiry learning and cooperative learning are combined, and the teacher provides appropriate guidance.

Emotions, attitudes and values ??

1. Have the desire to take the initiative to learn literacy, and develop good habits of loving reading and accumulating.

2. Accumulate ancient poems and feel the beauty of traditional culture.

Key points and difficulties

Teaching points

1. Through quantifier learning, accumulate new characters and words, and learn to use them in life.

2. Further consolidate the distinction between uppercase and lowercase letters in the 26 letters, and be able to skillfully correspond to uppercase letters and lowercase letters.

Teaching difficulties

1. Accumulate ancient poems, develop the habit of reading and accumulating ancient poems, and feel the beauty of spring.

2. Experience the beauty of life and cultivate a love for life.

Lesson Arrangement

2 Lessons

Teaching Process

First Lesson

1. Literacy Station< /p>

1. Click to read, read together, and use pinyin to pronounce the words correctly. At the same table, you read and I listen, and I read and you listen. Teacher provides individual guidance.

(1) Reading guidance: The initial consonant of "CHE" is a lateral sound, "CE" is a flat tongue sound, and "Zhi" is a raised tongue sound.

(2) Writing guidance: The first stroke of "PI" is horizontal, and the second stroke is left. Pay attention to the order of your strokes when writing.

The parts above "book" cannot be written together.

"jia" is a character with an upper and lower structure. When writing, pay attention to the space occupied in the Tian character grid.

2. Think about it: Have we ever said these words before?

(1) These words often appear in life. We call such words quantifiers.

(2) Clarify the meaning of "quantifier" and learn to use it.

Quantifiers are words that represent units of people, things or actions, such as "foot, catty, piece, branch, only", etc. Quantifiers are often used together with numerals, such as a person, a car, a horse, etc.

3. Take a look: Guide students to discover the differences in the use of quantifiers.

Clarity: We found that the quantifiers used in front of cars, horses, books, pencils, trees, airplanes, etc. are all different.

4. Talk: Guide students to practice speaking in connection with real life, so as to achieve the purpose of correctly using quantifiers.

Example: a person, a TV, a teapot, a door, a blackboard, a chair, a bowl of rice, a pencil case, a piece of eraser.

2. Use of words and sentences

1. Find and connect.

(1) Memorize: Guide students to review and recite the alphabet, recite by name, and recite in order to consolidate the uppercase alphabet.

(2) Read: Call on students to read or read together, read in groups, and read the upper and lower case letters in the question correctly.

(3) Connect: Let students learn independently and try to connect first. Find out which lowercase letter in the lower row corresponds to which uppercase letter in the upper row, and then connect them. The teacher provides appropriate guidance during this process.

(4) Take a look: Check whether the capital letters are connected correctly against the uppercase alphabet table. If it is incorrect, correct it immediately.

Clarify: n-nr-rd-dt-ta-ab-bg-gh-he-eq-q

2. Read it and think about it.

(1) Read: Read the new words by name and guide students to read all the new words accurately.

(2) Take a look: Observe the two groups of new words on the left and right, and guide students to discover the patterns or characteristics.

Make it clear: the group of characters on the left all contain "日", the "日" in the two characters "星, zao" is on top, the "日" in the character "明" is on the left, and "日" The word "日" in the word "日" is on the right. It can be seen that when the character "日" is combined with other radicals or characters to form a new character, it can be on the top, left, or right of the character.

The group of characters on the right all contain "inch". It can be seen that "inch" and different radicals can form different new characters with different meanings.

3. Talk about it: Guide students to say more new words with "日" and "inch" to cultivate students' habit of careful observation.

Examples: Day - morning, warm, clear, prosperous, Yi, Dan, Chun, Xian, Cun - pay, ask for, think about, shoot, seek, guide, seize, seal.

Part 2 of the fourth lesson plan of the second Chinese garden

Teaching objectives:

1. Read the text emotionally.

2. Understand the meaning of "a close friend": be able to understand the other person's thoughts and feelings; understand the meaning of Boya's broken harp: a close friend is hard to get, and if you have a close friend, you must know how to cherish it.

Teaching focus:

Guide students to learn four or five natural passages and understand the profound connotation of close friends.

Teaching difficulties:

From the character’s language and actions, you can understand the character’s inner world and feel the wonderful enjoyment that a close friend brings to life.

Teaching process:

1. Create situations and arouse doubts in reading expectations

1. Introduction: Students, before entering the text, let us close Close your eyes, enter the palace of music, and listen carefully to the sounds of nature coming from the "high mountains and flowing water". (Play the guzheng song "High Mountains and Flowing Waters")

2. There is a touching legend behind the beautiful melody, which brings us to the text "Bo Ya Broken the Qin".

3. (Transition) Why did Boya break his qin? With everyone’s questions. Let us go into the text and explore Boya's inner world.

2. Read carefully and think deeply, and enjoy the exchange of insights

1. Sketch. On the basis of reading the entire paragraph, students think about which sentences this paragraph is mainly written around? Outline the starting sentence of this paragraph

2. Comprehend the sentence: No matter what music Boya plays, Zhong Ziqi can quickly express the thoughts and feelings expressed in the music.

(1) Reading by name, from which words do you realize that Zhong Ziqi is particularly good at listening to the piano?

(2) Guide reading, emphasizing the words "no matter" and "soon".

3. Guide students to experience "Alpine Song"

(1) Read the sentences by name.

Teacher guidance: What kind of mountain did Boya express with the sound of the piano, which made Zhong Ziqi so admired?

(2) Students share their feelings after listening to music that expresses mountains. (Show the picture and analyze the word "lofty")

(3) Show what Zhong Ziqi said after listening to Boya playing mountain music.

Zhong Ziqi immediately said excitedly: "What a majestic mountain! I feel like I have climbed Mount Tai and personally felt the majestic spirit!"

(4) Guided reading. (Remind students to pay attention to the words "immediately" and "excited" in the previous part. Emphasize the high level of appreciation in the sub-period)

4. Learn "Liu Shui Qu".

(1) Show the sentence and guide students to read: "What a rolling river! The river is surging and surging, how spectacular it is!" Students read freely. (Play music)

(2) Show the picture of "the river is surging and surging", and students will discuss: What else come to mind when seeing the picture and listening to the sound of the piano? Instruct students to connect and imagine the situation of "the river is surging and surging" with Boya's inner emotions.

(3) Read the sentence again, highlight the momentum, and reflect the ups and downs in your heart after meeting your soulmate.

5. Learn "Singin' in the Rain".

(1) Show "The sound of the music sometimes represents the torrential rain, sometimes the roar of the wind, and sometimes the collapse of the earth.

Zhong Ziqi listened and told the sounds of the piano one by one. meaning.”

(2) Play these three pieces of music. Listen to the music and think about how Ziqi would praise Boya when he played different tunes. Student discussion and exchange

(3) Speaking practice: Boya played a piece of expressive music, and Ziqi praised:! "

(4) Read the sentence again, and then quote: "Ziqi, you are really my soulmate! You can understand all the emotions I want to express in the music. "

(5) Understand the connotation of "bosom friend".

3. Learn the fifth natural paragraph and feel the pain in Boya's heart when he loses his bosom friend

Show: Later, Zhong Ziqi passed away. Boya was so sad that he broke the strings of his qin and threw it to the ground, saying, "My friend is gone, so what's the point of playing the qin?" "From then on, Boya stopped playing the piano.

Guide reading

1. Understand the emotions involved in "pull" and "throw".

2. Guide students to read aloud repeatedly This sentence.

4. Extracurricular extension, clarifying the truth in expressing one’s feelings

1. Discussion: What do you think of Boya’s Broken Qin?

2. Appreciation? The new lesson ends with the beautiful music "Mountains and Flowing Waters"!

5. Homework

1. Read the text emotionally and collect famous quotes that praise your friend.

2. Accompanied by parents, go to Hanyang Guqin Terrace to learn about the touching story of finding a close friend in the mountains and flowing water.

Part 3 of the Four Lesson Plans of the Second Chinese Language Garden

Learning Objectives

1. Discover the polysemy characteristics of Chinese characters and understand the meaning of the characters based on the language environment.

2. Recognize 9 new words, consolidate literacy, and accumulate vocabulary.

3. Be able to understand the meaning of pictures, be able to come up with solutions based on the pictures and connect them with real life, and be willing to communicate and discuss with classmates.

4. Be able to express the pictures you draw in words.

5. Establish the concept of learning Chinese in daily life and have the courage to show extracurricular learning results.

Preparation before class

1. Multimedia courseware.

2. Literacy cards and word cards.

3. Little red flags for competition evaluation.

4. Let students prepare presentation content.

Teaching design

My findings

To guide students to discover: the same word has different meanings in different language environments, and to understand the meaning of Chinese characters richness.

1. Excitement: Today I invited a friend with Chinese characters. Who is it? Show the word "Hui" and use the word "Hui" to form words.

2. Guidance: This friend wants to teach us a new knowledge. What is it? Please read three sentences from the book and share your findings with your group partners.

3. Conclusion: The same word may have different meanings in different contexts, and the meaning of the word must be understood in conjunction with the context.

(Use the word-changing method to understand the word "hui" in sentences 1 and 3)

4. Expand accumulation: guide students to practice forming words and saying sentences using the word "打", Further understand the phenomenon of multiple meanings of Chinese characters.

Over time

1. Read and recognize.

a. Exciting interest: The teacher brought some cooking utensils and tableware to everyone. Let's learn their names together.

(Courseware playback: combine words with real objects)

b. Practice reading words in groups.

c. Compare.

The group drives a train in a word-reading competition to see which group drives the train better.

Let’s challenge the students to see who is the best.

d. Recognize and read new words.

Among the words we just learned, there are many new words that need to be recognized.

Courseware Presents: stove, aluminum, pot, colander, spoon, shovel, kettle, soup, dish.

Read the new words to each other in the group.

The teacher uses vocabulary cards to conduct random checks.

Listen to the pronunciation of the words and hold up the cards.

Group discussion and exchange: Do you have any good ways to remember the glyphs of these words?

2. Read and memorize.

a. Introduction: Idioms are the essence of our country’s language and culture. A few short words summarize profound truths, from which we can be inspired.

b. Practice reading idioms in the group.

c. Compete to see who can read faster, read more accurately and remember the most firmly.

(The teacher sketches a mountain with a few red flags posted at the foot of the mountain to represent each group. The teacher randomly pulls out word cards and the groups answer. Which group succeeds in answering will move the red flag of that group up one step. Finally See which group reaches the top of the mountain first)

d. Students freely say the meaning of the idiom.

e. Expand accumulation: What other idioms can you say?

Oral Communication

1. Look at the pictures to understand the meaning.

a. Show the flip chart and make a request: first look at each picture carefully to understand the meaning of each picture, then connect the four pictures to observe and talk about one thing.

b. Look at the pictures yourself and understand their meaning.

c. Practice speaking in a group.

2. Continue the story.

a. Group discussion: If you were this child, what would you do.

b. List the students’ ideas.

c. Comment on whose method is better.

d. Tell the continued story to your deskmate.

e. Recommend the students who tell the story well to tell the story to the whole class and judge the "story king".

3. Extension.

a. Draw one or several pictures independently,

and then write down the contents of the pictures.

b. Share what you have drawn or written with your classmates, appreciate and learn from each other.

Display stand

1. Display the results of extracurricular Chinese learning in the group.

2. Each group recommends a representative to communicate and present to the whole class.

3. Hold a class tabloid exhibition.

It is recommended that this Chinese language garden teaching should use 3 lessons, including 1 lesson for oral communication.

Lesson Plan 4 of the Second Chinese Garden 4

Teaching requirements:

1. Guide students to explore the "plus one plus" literacy method and the different uses of polyphonic and polysemous words, cultivate literacy skills, and stimulate their interest in literacy.

2. Accumulate phrases, poems, etc., and develop the habit of active accumulation.

3. Oral communication training to show your strengths.

Teaching method: independent learning

Class schedule: two classes

First class

1. Study "My Discovery".

1. Read the words and read them by name.

2. Tablemates read to each other.

2. Recognize and read these Chinese characters, read to each other at the same table, and read in groups.

3. Recognize polyphonic characters and fill in the blanks.

1. Read the sentences freely and fill in the blanks.

2. Collective review and mutual revision.

"Du" is a polyphonic character. (Du) likes to have snowball fights.

Tian ((Du) Peak.

4. Learning "accumulates over time".

l. Read the "Reading Notes".

2. Read by name, in correct pronunciation.

4. Read with classmates.

Teaching purposes:

1. To learn "accumulate over time" and to cultivate the interest of active accumulation

2. To learn "oral communication" and "demonstration stage", and to practice speaking. Communicate and show your expertise.

Teaching process:

1. Learn "I can fill in" in "accumulation over time"

1. Read the sentences correctly.

2. Fill in the punctuation marks according to the tone of the sentence.

2. Read the children’s song.

1. Use pinyin to read children's songs correctly.

2. Read by name and correctly. 3. Instruct students to read correctly, pronounce pauses and accents. .

4. What do you know after reading children’s songs?

3. Learn “oral communication”

1. What should we say and do to help disabled people? 2. Talk to each other as a group. 3. Comment within the group. Which students have good ideas, please explain clearly the reasons.

4. Each group selects outstanding students to communicate with the whole class.

Guide students to say this. I met..., I..., said..., he...

4. Learn the "showcase"

1. Talk about yourself. What are your strengths?

For example: singing, reading, writing diaries, etc.

2. Recommend outstanding students to perform well.

3. Praise.

Unit postscript:

This group of teaching materials is the basis for emotional education, emotional cultivation, and the cultivation of beautiful sentiments. In the introduction of this group, "As long as everyone contributes a little. Under the guidance of "love, the world will become a better place", we can guide students to read aloud those sentences full of true feelings, repeatedly feel those real people and things, lead students to understand the teaching materials, perceive social life, and obtain beautiful things. Life

Experience and cultivate love. "Literacy 6" uses the form of pairs to let children feel strong emotional contrast; "Balloons in Front of the Window" expresses the friendship between classmates; "If" It expresses care for the disadvantaged groups; "Two Pieces from the Diary" gives students a broader emotional influence: strong family affection, sincere national sentiment, and sympathy for children in backward areas; the ancient poems "Returning to Hometown", " "A Gift to Wang Lun" shows the fascinating deep love for the hometown and the soul-stirring innocent friendship.

Lesson Plan No. 4 of the Second Chinese Language Garden Chapter 5

[Learning Objectives]

1. Guide students to master and use two literacy methods, and understand "evaluation and interview" Seven new words including ", squeeze".

2. Read the words correctly, have a preliminary understanding, and feel the beauty of spring.

3. Read and write sentences correctly.

4. Read and memorize passages proficiently and understand the meaning of passages simply.

[Class schedule] Two class periods

[Preparation before class] Review new words and texts in the first unit. Preview Chinese Language Forum?

First Lesson

[Teaching Material Design Concept]

(My Discovery) The purpose of this activity is to guide students to discover two literacy methods "Add radicals to familiar characters" and "replace radicals to familiar characters" to learn to read independently and recognize seven new characters.

(Over time) The main purpose of this activity is to accumulate language, practice basic reading and writing skills, and consolidate literacy.

[Teaching Process]

1. My findings

1. Free reading, what did you find?

2. Read by name and tell us what is the pattern in the three lines above and what is the pattern in the two lines below?

3. Read it separately for boys and girls

4. Consolidate the new words, form words orally, and choose words to make sentences.

2. Accumulation over time

1. I can read

a. Read the words together

b. Show the "Spring Park Picture", Use the words to say a sentence. (Normal school said it, referring to top students)

2. I can write

a. Read the pinyin yourself first and think about what the sentence is.

b. Read the sentences by name.

c. Write sentences, paying attention to the position of the new words in the field grid.

d. Compare with your classmates to see who writes the most correct and beautiful sentences.

3. Read and memorize

a. Read freely. Ask your deskmate to help you with words you don’t know.

b. A group competition of four people to determine who can read accurately and fluently.

c. Read by name and tell me what the essay is about?

d. Read together, but be careful not to sing.

e. Group competition memorization

3. Extracurricular extension

After class, collect words and ancient poems about describing spring, read them, and memorize them.

Lesson Plan 6 of the Second Chinese Garden 4

Teaching

Objectives

1. Guide students through the learning of the "communication platform" Continue to enjoy the clever dialogue and funny language in the text.

2. Through the study of "Using Words, Sentences and Segments", try to feel the interest of the language in the selected paragraphs, and try to write it accordingly.

3. Through the study of "writing prompts", students are guided to understand the "face style" of Yan Zhenqing, a calligrapher of the Tang Dynasty, and try to appreciate calligraphy.

4. Through "accumulation" study, understand and accumulate famous sentences in classical Chinese and be inspired.

Teaching

Focus on guiding students to continue to experience the clever dialogues and interesting language in the text, and try to imitate interesting language fragments; through "accumulation of learning", understanding and accumulation Be inspired by famous quotes in classical Chinese.

Teaching

Difficulties: Try to imitate interesting language fragments; understand the "face style" of Yan Zhenqing, a calligrapher of the Tang Dynasty, and try to appreciate calligraphy; through "accumulation over time" learning, understand and Accumulate famous quotes from classical Chinese and be inspired.

Teaching aids

Preparation of courseware

Teaching design design intention

Import

(18) minutes 1. Learning "Communication Platform".

1. Question: During the study of this unit, what do you feel are the main characteristics of the language of the unit text?

2. Group communication.

3. The group sends a representative to give a report, and the teacher guides, comments and summarizes: The language of the texts in this unit is very unique, some of them tell the story through clever dialogue, and some of the narrative language is very interesting.

4. Show the sentences in courseware 2 "Yang's Son".

This is the fruit of the Jun family. The peacock is the master’s poultry.

Group discussion: What do you feel from this passage?

The group sent a representative to give a report, the teacher commented, and the camera summarized: The conversation between Yang’s son and Kong Junping used the characteristics of the surname to make a fuss. One question was clever, and the other answered cleverly.

5. Show courseware 3

①When holding a pen,...he has the most chance to absorb it.

② He is never impacted by external objects, so his curves are graceful, showing his pampered happiness everywhere.

③Don’t dancers’ fingers often look like orchids? These two fingers are the two most beautiful petals of this "orchid".

④The whole body of fingers is the same as the whole body of people. If the five fingers can be united and become a fist, then each one will be useful and powerful, and there will no longer be any strength, weakness, beauty or ugliness. divided.

Group discussion: What do you feel from the above paragraph?

The group sent a representative to give a report, the teacher commented, and the camera guided: Show courseware 5

Teacher summary: In the lesson "Fingers", the author used interesting language to show the five characters of each character. Different finger images remind us of similar people in life.

6. Show courseware 6

However,...sometimes you face the risk of deportation and persecution.

Group discussion: Can you explain what this sentence means in your own words? (This sentence tells some real situations in the development of science. Archimedes, Copernicus, etc. all had such experiences; "I" expressed my feelings about this matter in a humorous and self-deprecating way. Views. )

The group sent a representative to give a report, the teacher commented, and the camera summarized: When Fedorov was misunderstood by the teacher, he used self-deprecating words to comfort himself, which made people laugh.

Guide students to use sentences in the texts they have learned to understand clever dialogues and humorous language, which reduces the difficulty of teaching and learning and stimulates interest in learning.

New Lesson

Teaching

(? 22?) Minutes 2. Learn "Use of Words and Phrases".

(1) Understand the characteristics of the following sentences, and then choose a situation to talk about.

1. Read it and look for patterns.

?Show courseware 8

He is the tallest, with his ring finger and index finger close to his body, like Guan Ping and Zhou Cang around Guan Gong.

(1) Group communication: Read it and see what characteristics the sentences have in expression?

(2) The group sent a representative to give a report. The teacher’s camera summary: Guan Gong and Zhou Cang are historical figures we are familiar with. In folklore, they both appear as Guan Yu’s guards. The author uses appropriate metaphors , let us associate people with fingers, and the relationship between the three fingers is quite vividly described.

?Show courseware 9

This gymnast’s movements are so dexterous. Her performance on the uneven bars is like a monkey climbing and walking through the woods.

(1) Group communication: Read it and see what characteristics the sentences have in expression?

(2) The group sent a representative to give a report and the teacher took the camera to summarize: Comparing the gymnasts to monkeys and comparing the gymnasts’ movements to monkeys climbing and crawling, it vividly, vividly and realistically depicts the movements of the athletes. dexterity.

2. Practice and learn to apply.

(1) Choose a scene from "The wanderer returns to his hometown, raindrops fall on the window glass, and clouds float in the sky" and imitate the sentence above.

(2) Students practice speaking freely.

(3) Group cooperation and mutual review.

(3) The group sends a representative to give a report, and the teacher takes the camera to guide and summarize:

(2) Read it, understand how the author expresses his ideas, and then write accordingly A paragraph.

1. Read it and look for patterns. Show courseware 10

But among the five fingers,... told him to press the doorbell.

(1) Group communication: In this passage, how does the author express his thoughts?

(2) The group sent a representative to give a report. The teacher’s camera summary: Using personification and parallelism, the hard-working and hard-working thumbs were written with examples, making people seem to see a person who can do everything. The unsung hero who is willing to do his best is written in a contrasting way. He is down-to-earth and loyal but not very successful.

2. Practice and learn to apply.

(1) Students complete the sentences independently.

(2) Group cooperation, mutual review, exchange and revision.

(2) The group will send a representative to give a report and the teacher will take the camera to summarize.

3. Learn "Writing Tips".

1. Interesting conversation: Yan Zhenqing was a famous calligrapher in the Tang Dynasty and one of the four masters of regular script. His regular script has the characteristics of grandeur and majesty. People often say "Yan Jin Liu Gu", which describes his calligraphy as full of muscles, strong and powerful. "Yan Qin's Ceremony Stele") is one of his masterpieces.

2. Students appreciate the (partial) rubbings of Yan Zhenqing’s "Yan Qinli Stele".

3. The group exchanges the characteristics of "face and body".

4. The group sends a representative to give a report and speak, the whole class communicates, and the teacher summarizes:

(1) Understand the "Yan Qin Li Monument". Show courseware 11

(2) Introduction to Yan Zhenqing. Show courseware 12

①Character introduction:

Yan Zhenqing (709-August 23, 784), named Qingchen, nicknamed Xianmenzi, nicknamed Yingfang, Jingzhao A native of Wannian (now Xi'an, Shaanxi), his ancestral home is Langya Linyi (now Linyi, Shandong). A famous official and calligrapher in the Tang Dynasty.

Yan Zhenqing has exquisite calligraphy and is good at running and regular script. He first studied under Chu Suiliang and later under Zhang Xu, acquiring his brushwork techniques. His regular script is dignified and majestic, and his running script is powerful. He created the "Yan style" regular script and had a great influence on later generations. Together with Zhao Mengfu, Liu Gongquan and Ouyang Xun, they are known as the "Four Masters of Regular Script". It is also called "Yan Liu" together with Liu Gongquan, and is also known as "Yan Jin Liu Gu".

②Main works:

In regular script, there are "Duobao Pagoda Induction Stele", "Dongfang Shuo Portrait Stele", "Yan Qin Li Stele" and "Yan's Family Temple Stele"; in running script, there are "Manuscript of Fighting for Seats", His traces include "Letter from the Self", "Manuscript of a Memorial to My Nephew Ji Ming", etc.

4. Learning "accumulates over time."

1. Show famous aphorisms. Show courseware 13

(1) A gentleman is known as righteousness, and a villain is known as benefit. ——"The Analects of Confucius"

(2) A gentleman is magnanimous, while a villain is always concerned. ——"The Analects of Confucius"

(3) If you do many unjust things, you will surely die. ——"Zuo Zhuan"

(4) Compassion is the essence of benevolence. ——"Mencius"

(5) If people have shame, they can do something. ——"Zhu Xi Yu Lei"

2. Practice reading aloud.

(1) Normal school reading, students follow.

(2) Exchange and memorize new words.

(3) Free reading.

3. Communication and understanding.

(1) A gentleman is known as righteousness, and a villain is known as benefit.

①The gentleman is compared to righteousness, and the villain is understood to be benefit. Source: "The Analects of Confucius·Liren"

②Translation: What a gentleman can understand is morality, and what a villain can understand is benefit.

③Specific meaning: It refers to the belief that a gentleman and a villain have different value orientations. Those with high moral standards only need to be righteous, while those with low qualities can only act for gain and harm. A gentleman must distinguish right from wrong when doing things, and a villain must consider the pros and cons when doing things.

(2) A gentleman is magnanimous, while a villain is always concerned. ——"The Analects of Confucius"

①From "The Analects of Confucius·Shuer"

②Translation: A gentleman is broad-minded and can tolerate others; a villain is careless and narrow-minded.

(3) Those who do too much injustice will surely die. ——"Zuo Zhuan"

① From "Zuo Zhuan·Yin Gong Year": "Anyone who commits many unjust acts will be killed by himself, and his aunt will treat him as such.".

②Example: "Anyone who commits many unjust actions will be punished by his own death." This is a law that has always been accepted by law. (Scene 4 of Guo Moruo's "Wu Zetian")

(4) Compassion is the essence of benevolence. ——"Mencius"

①This sentence comes from "Mencius Gongsun Chou".

②Translation: Compassion is the beginning of benevolence.

(5) If people have shame, they can do something. ——"Zhu Xi Yu Lei"

①From Volume 13 of Zhu Xi's "Zhu Xi Yu Lei".

②It means: If a person has a sense of shame, he will not do some things that he should not do.

4. Read it by heart.

Lesson Plan No. 7 of the Second Chinese Garden 4

Teaching objectives:

1. Cultivate oral communication skills and enhance awareness of environmental protection.

2. Write down what you have seen or imagined in comprehensive practical activities. Practice revising your assignments.

3. Be able to discover the characteristics of metaphorical sentences and understand how to write sentences vividly.

4. Accumulate several groups of words and beautiful verses with opposite meanings. Can recognize 7 new words.

5. Actively participate in the presentation of results of comprehensive practical activities.

Teaching preparation:

1. Word cards.

2. Students express their comprehensive learning results in various ways.

Teaching arrangement:

Four lessons

First lesson

1. Introduction:

Teacher: Children We have taken active actions to understand the environment in our hometown. What has everyone learned? Let’s talk about this.

2. Communicate in groups:

1. Communicate what you have learned.

Nominate representatives and prepare to report to the team.

3. Whole-class communication:

Each group sends a representative to communicate, reminding: do not repeat the same things as other groups.

4. Summary and guided discussion

1. Summarize the situation learned based on students’ reports and exchanges.

2. Guide the discussion: Facing the environmental situation in our hometown, what can we primary school students do?

For example: start with me, don’t litter; stop environmentally damaging behaviors; do the work of parents and people around you, enhance environmental awareness, do advertisements for the forest; plant flowers and trees with your own hands wait.

3. Evaluate reasonable suggestions.

5. Extension:

I hope the children will really take action and become little environmental protection guardians. And tell my parents what we communicated today to see if they have any other good suggestions.