Chinese courseware for the fifth grade of primary school: maple leaves like Dan
Teaching purpose:
1. Understand the role of key sentences in the structure of the article;
2. Learn how to understand the development of the author's thoughts and feelings.
Teaching focus:
1. Metaphorical writing skills;
2. By studying this document, we will analyze such an article.
Teaching difficulties:
Guide students to understand "Dan is the color that breeds life".
Instructional design:
1. Introduce the text with "Frosty leaves are redder than February flowers" in Du Mu's Mountain Walk;
2. Distribute the auxiliary reading "To Yuan Ying" to help understand the main idea of this article;
3. By comparing this article with the comparative reading Leaves, deepen the theme of the article and learn to analyze and appreciate this kind of article.
Teaching process:
1. Scene setting: Students, what changes have taken place in the landscape features of the campus these days?
What is summer like? What is autumn like? )
What do you think of autumn?
Students answer: bleak, withered, harvested, mature and so on.
It seems that students have rich feelings for autumn, and some students have the same or similar feelings with poets.
Next, let's take a look at what autumn looks like in the eyes of poets.
2. Please look at this poem:
Travel in the mountains
Du Mu
The stone road winds to the cliff in the distance.
Where there are some white clouds, you can see some households.
I stopped the carriage and was fascinated by Fenglin.
The frosty autumn leaves are redder than the flowers in February.
Q: What kind of landscape does this poem depict for us?
The student replied: Omit.
The teacher made it very clear: This poem depicts a beautiful autumn scenery with the sunset, the maple leaves falling and all the trees dyed. The students just described it well. In the evening, the poet stayed in LAM Raymond, intoxicated by this prosperous scene.
Question: Students think about why the author thinks that "frost leaves are redder than February flowers" is just a difference in color.
The student replied: Omit.
The teacher made it clear that the frost leaves in autumn have experienced the hammer test of wind and frost in summer and autumn, so their vitality is fuller and more vigorous, so they are more popular than in February.
After appreciating the beauty of late autumn described by the poet, let's interpret the beauty of autumn scenery described by Yuan Ying.
Second, interpret the text:
1. Be familiar with the text and understand the artistic conception of the article:
Let's read the text with music, and students will read it with emotion and appreciate the beautiful artistic conception of prose.
Read the second part by name.
2. Discussion: The students previewed this article yesterday, and they are very familiar with its content. We'll leave you some time to discuss the preview results in groups. (around the theme of the article, the views should be well-founded)
Discussion results:
Student: The theme of this article is to praise the beauty of life and the meaning of life.
Student: This article is praising the tenacious vitality of maturity.
Student: By comparing the old and new life, tell people to cherish life. For example, in the article: "At that moment, I suddenly understood: (omitted)
The teacher concluded: Which moment does that moment refer to?
Student: The last "this moment" is the same moment. Specifically, the little girl Rebecca jumps out. Thinking: When Rebecca jumped out, the author was inspired and quickly pressed the shutter?
Students answer: Make the picture full of vitality and life color. (omitted)
The teacher made it clear that the appearance of little Rebecca added a lot of vitality to the landscape.
Teacher's analysis: What has entered the author's camera lens?
Quiet green hills, lonely maple trees, sunrise and so on. (Answering in chorus)
Students, imagine what is missing from this picture.
Something that lacks vitality and activity.
Rebecca's appearance broke the cold situation of the picture and made it full of vitality. This young woman is like a newborn green leaf. As soon as she appeared, a fresh breath of life came to my face, and the author's heart was shocked and inspiration poured out like a spring. So she quickly pressed the shutter and took a photo full of artistic breath, and named it "Life in Autumn".
Thinking: Why is this photo named "Life in Autumn"? If you were given such a photo, what would you name it? Students answer: maple leaves in autumn/tree of life/autumn of life (omitted)
Teacher's analysis: Autumn of Life seems to be similar to the author's name. Can it be replaced? These two names look similar, but their meanings are quite different. The phrase "autumn of life" focuses on "autumn"; However, the focus of Life in Autumn lies in "life", which is different.
Let's review the content of this picture:
Quiet castle peak-maple (covered with red leaves)-red leaves all over the ground
What else is missing?
Lacking vivid colors. (Answering in chorus)
So in the author's eyes, this maple tree is like a poor old man hanging his head in the morning breeze.
Consideration: Why compare maple trees to old people? There are many things that can be synonymous with "bitterness". Why compare them to the elderly? Student's answer: (omitted)
Teacher's summary: The author compares Maple to the old man, which means to personalize Maple.
Looking at this maple tree covered with dead leaves, the author thinks of people in their twilight years. Without the vitality of life, they will lose the courage to live, and the value and meaning of life will become weak, just like this maple tree in front of them.
It was not until the little girl Rebecca appeared that this painting had a dynamic connotation, which made people have to think of the fresh life bred in autumn-a satisfactory photo was born.
3. Read the text and experience the expression effect of key sentences.
Read the first part of the text in chorus.
Read the name of the first part.
Distribute supplementary reading materials to deepen the understanding of the text and deepen the theme.
4. Comparative reading:
Give the extracurricular reading material "fallen leaves", let the students read the material by themselves and compare it with this article.
Discussion: What are the similarities and differences between the two articles?
Student's answer: (omitted)
Third, homework:
1. Draw a picture according to the text.
Chinese Courseware for the Fifth Grade of the Second Primary School: Maple Leaves Like Dan
Teaching material analysis:
This paper aims to guide students to appreciate the charm of language, feel the splendor of life, and stimulate students' thoughts and feelings of loving life.
Teaching objectives:
Learn 9 new words in this lesson and understand their meanings. Read aloud with emotion and experience the beautiful artistic conception of prose.
Teaching emphases and difficulties:
Guide students to understand "Dan is the color that breeds life".
Teaching philosophy:
This is a meaningful essay, which is difficult for students to understand. In teaching, we should pay attention to guiding students to read aloud with emotion and experience the charm of language and the wonderful life in reading.
Teaching preparation:
Tape recorder projection
Teaching time:
2 class hours
first kind
Teaching content:
Read through the text and understand it.
Students' learning process:
First, import.
Autumn has come, what changes have taken place around us? Today we are going to learn a text about autumn. Write on the blackboard. Q: What does Dan mean? What do you mean by maple leaves like Dan?
Second, reading the text for the first time
1. Read freely and read the text.
2. Find out what you don't understand.
Third, read the text carefully and understand the artistic conception of the article:
(A) learning the first part
1. Point to the first part and tell me what you have read.
2. Students read aloud with emotion.
(2) Learn the second part.
1, silent reading, thinking: What is this part about?
2. Text: "At that moment, I suddenly understood."
What does that moment mean? What does the author understand?
When Rebecca jumped out, the author was inspired and quickly pressed the shutter. Why? The appearance of little Rebecca adds a lot of vitality to the scenery and makes the picture full of vitality and life. )
4. What entered the author's camera lens at that time? Draw the relevant sentences. Quiet green hills, lonely maple trees, sunrise, etc. )
5. Read by name and talk about feelings.
Students, imagine what is missing from this picture. Something that lacks vitality and activity. )
6. Rebecca's appearance broke the cold picture and made it full of movement. The little girl is like a newborn green leaf. As soon as she appeared, a fresh breath of life came to my face, and the author's heart was shocked and inspired. So I quickly pressed the shutter and took a photo full of artistic breath, and named it "Life in Autumn".
7. Why is this photo named "Life in Autumn"? If you were given such a photo, what would you name it? (Maple leaves in autumn, tree of life, autumn of life)
8. Teachers and students * * * Review the contents of this picture:
Quiet castle peak-maple (covered with red leaves)-red leaves all over the ground
What else is missing? (lack of vivid color)
So in the author's eyes, this maple tree is like a poor old man hanging his head in the morning breeze. It was not until the little girl Rebecca appeared that this painting had a dynamic connotation, which made people have to think of the fresh life bred in autumn-a satisfactory photo was born.
9. Read the last paragraph of the text in chorus.
Third, the class summary
Work design:
Read the text with emotion.
Blackboard design:
Maple leaves are like Dan
Quiet green hills
Lonely maple
lifting
Life in autumn
Reflection after class:
Second lesson
course content
Read the text aloud to further appreciate the charm of language and feel the wonderful life.
Students' learning process
First, check the import.
Read the text by name.
Read the second part of the text aloud.
1, what does this part say? What's the difference from the last one? The first part is simple lyricism; This part tells the process of taking pictures.
2. The author's impression of Mr. R's maple has changed several times. What is the reason? The first feeling seems to be very good, red and bright, especially dazzling; Then I regretted missing something to set off little Rebecca's jumping figure, and the picture suddenly increased the vitality of jumping and joy.
3. Why does the author use "a poor old man" as a metaphor for maple trees? Contrast and highlight the vibrant picture described below.
4. Why do friends like this photo? What does "life in autumn" mean? Because photos show the vitality and joy of life. Life in Autumn highlights the soul of the photo, that is, life. This is a pen for punctuating questions.
5. "I suddenly understood ... so true!" What did the author understand? Contact context analysis. Write with a pen first, and then discuss. ) makes sense, showing the author's love for life.
6. What thoughts and feelings did the ending show the author?
The author is a 60-year old man. But in the autumn of life, he strongly felt the joy and vitality of life and showed a positive outlook on life. Du Mu's poem "One Journey" quoted in this paper is "The stone path in the cold mountain is oblique, and there are people in the depths of the white clouds. Fenglin stops late, and the frost leaves are red in February. " It also shows this positive attitude towards life. This is in sharp contrast with the declining negative attitude towards life shown in to see the sun, for all his glory, Buried in the Night Before.
7. Center
The author praised the long-term vitality through the growth law of nature and the beautiful scenery composed of red maple and young girl.
3. Can the first part of this article be deleted?
The two parts have certain independence, and they can also be written separately. But if the first part is deleted, the connotation of the article will not be so rich and profound. The first part describes the process of life and expresses that autumn contains new life; "Nature and the world are interlinked everywhere." It is the end of the previous part and a copy of the second part. The second part inherits the first part, then highlights the life in autumn and praises the maturity of life.
Fourth, read aloud and experience your thoughts and feelings in music.
work design
Recite favorite paragraphs.
Preview "I like it"
Blackboard design:
Maple leaves are like Dan
Life in autumn
Nature is connected with the world everywhere.
Chinese Courseware for Grade Three and Grade Five in Primary School: Maple Leaves Like Dan
Teaching objectives
1. Learn 9 new words in this lesson and understand the meanings of key words such as "wise words, relaxed and happy, gorgeous and quiet".
2. Read the text correctly, fluently and emotionally, understand the process of the author taking pictures, as well as his views on nature and the world, and understand the author's feelings.
3. Cultivate and accumulate language, experience the interest of language, and establish a correct outlook on life and values.
Teaching focus
Understand the philosophy contained in the article.
Teaching difficulties
Understand that "mature beauty is true beauty."
training/teaching aid
Courseware about maple leaves; Beautiful guzheng tape; Slides containing key statements.
teaching process
First, the introduction of new courses.
(Show the courseware about maple leaves) Do you like maple leaves? Why? (Name)
Du Mu, a poet in the Tang Dynasty, wrote an ancient poem related to maple leaves. Who remembers? What kind of scenery does this poem describe for us? (Let the students speak freely)
Teacher's Summary: This poem depicts a beautiful autumn scenery where the sun sets, maple leaves fall, and the forest is dyed. The poet expressed the author's love for maple leaves through the phrase "stop and sit in the maple forest late, and the frost leaves are red in February".
Second, the preliminary reading of the text, the overall perception
1. Students read the text for the first time and use reference books to solve the difficult words in this lesson. (key understanding: the meaning of words such as refreshing, gorgeous and resting. )
2. Read the text again. Thinking: How many parts is this text divided into?
(This article divides the article into two parts with empty behavior symbols. )
3. Read the text silently, underline profound sentences or find out what you don't understand. (Students teach themselves first, and then the whole class exchanges and discusses)
The problems that students find difficult to solve through discussion are:
(1) Why do you say "Nature and the world are interlinked everywhere?"
(2) "At this moment, I suddenly understood" what?
(3) What is "true maturity, true beauty"?
Third, read the text intensively and realize the feeling.
1. Learn the first part.
(1) Read the first part of the text with the teacher's music. Students think while listening to music: which season do they like best among the four seasons of the year? And tell me why.
(2) Read the text by yourself and think: What do you want to praise nature when you write about spring, summer and autumn? (praising the vitality of nature)
(3) Read the text by name and think: Where can we see that "nature and the world are interlinked everywhere"? (The group will discuss and communicate in units, report in groups, and the teacher will summarize)
(4) Read the text with emotion.
2. Learn the second part
(1) Read the text quickly and silently, thinking: What is this part about? (Write about the process of taking pictures)
(2) Read the text and discuss: The author's impression of Mr. R's maple has changed several times. What is the reason?
(Courseware shows: ① Red maple leaves, covered with a tree, spread all over the floor.
Looking at the maple tree again, I am as sad as an old man in the morning breeze. )
What did the students learn from reading these two sentences? Let the students talk about their experiences.
Teacher's guidance: When the author first saw the maple tree, he felt very good and bright red, and then he regretted what he felt was missing. Why does the author compare a poor old man to a maple tree? (Students discuss and communicate)
The teacher summed up: the old man's mentality is lonely and desolate. The similarity between this maple tree and the old man is the same loneliness.
The teacher further guided: At this moment, have a picnic? Silk cow? What moment does "this moment" mean? Why did the author press the shutter at that moment? (Let the students speak freely)
(3) Thinking: Why is this photo named "Life in Autumn"? If I give you this photo, what will you name it? Tree of life, maple leaves in autumn, etc. )
(4) Read the paragraph 13 and think: What did the author understand? Contact context analysis. (Write with a pen first, then discuss)
Read this passage with emotion.
(5) Read the last paragraph together and realize what is true maturity and what is true beauty. Let the students speak freely and express their opinions.
Teacher's summary: People will become mature only after growth and setbacks, and mature beauty is the real beauty.
Fourth, read the text with emotion.
Verb (short for verb) homework
1. Choose your favorite paragraph to read and recite, and experience the charm of language.
2. Write an article "The Feeling of Reading Maple Leaves for Dan".
Blackboard design:
Maple leaves are like Dan
1. Nature, everything in the world, everything on earth.
Two-person life, sudden (theme), real maturity