New textbook Chinese lesson plan for sixth grade primary school

1. Interpretation of textbooks

1. Brief introduction to the text.

This article is written by the famous poet and essayist Mr. Li Hanrong. It is an excellent work published by him in the third issue of "Prose" magazine in 1995.

This is a novel, imaginative and curious prose. The author "full of good mood" went into the mountains and forests, visited his "friends" in the mountains, and exchanged his feelings with his "friends", creating a picturesque world and expressing his love for nature.

This article is unique in its narrative style. When I read the title, what triggered my thoughts was that the author went to the mountains to visit an old friend. But when reading the third natural paragraph of the article, the reader suddenly realized that what the author wanted to visit was ancient bridges, woods, mountain springs, streams, waterfalls, cliffs... They were some friends of nature. The entire article is narrated in this way, allowing readers to enter the picture and the author's state of mind, as if these friends in nature are not only the author's, but also our every reader's, so they feel more intimate. The author also appropriately changes the narrator's person according to the needs of expression. Regarding the "friend" in the mountains, the author sometimes uses the third person to describe the story, and sometimes uses the second person to describe the "friend" in the mountains, and sometimes uses the second person to express the emotion more fully.

This article is rich in imagination, novel and romantic. For example, "The roots growing under my feet penetrate deeply into the soil and rock formations; my hair grows into the crown of a tree, my arms become branches, and my blood becomes the sap of the tree, rotating and flowing in the annual rings." The author imagines himself as A tree makes the tree and "me" become one. Another example is, "Hello, steep cliff! The deep canyon sets off your tall body, and your high forehead seems to be engraved with wisdom." In imagination, the cliff seems to have become a wise man. It can be seen that imagination makes the scenery come alive and the spirit is flying. At the same time, the author also uses metaphors, personification, parallelism and other techniques to make the writing vivid and lively, and also well expresses his deep feelings for his "friends" in the mountains. Reading this prose, you will never feel dull or stale. You will strongly feel the rhythm and feelings like poetry. You will always be moved by the author's love for nature, and you will always be moved by the love flowing between the lines. Infected by passion. Really, if you use your heart to feel the author's heart, think about the poetic pictures through language and words, you will enter the beautiful realm described by the author.

This article is the first text in this group of "Feeling Nature". The first purpose is to cultivate students' beautiful emotions of loving nature and being close to nature by feeling the realm described by the author and experiencing his good mood along the way; The second is to learn the author's methods of expressing emotions through metaphor, personification, parallelism, and imagination, and to accumulate language.

The focus of this lesson is to feel the author's deep feelings for his "friends" in the mountains and to understand the author's method of expressing emotions.

2． Word analysis.

(1) Understanding of sentences.

① When I walked out of the door, I was hit by the breeze, which contained the smell of dew and gardenia.

"Bumped full of" vividly describes the feeling of bathing in the refreshing breeze. Because the wind contains "dew", it is particularly nourishing to the heart and spleen; and because the wind contains the scent of gardenia, it is moisturized with a hint of sweetness. The author's first feeling after "walking out of the door" was unusual, which shows that the trip of "visiting friends in the mountains" was full of good mood. At the same time, it also indirectly indicates that the visit to friends in the mountains took place on a morning in early summer.

②Ah, Lao Qiao, you are like a respectable old man.

Comparing the "Old Bridge" to "a respectable old man" not only describes the bridge's antiquity, but also highlights its obscurity in serving the public, fully expressing the author's praise for the bridge. and admiration.

③When I walked into this forest, the birds called my name, and the dewdrops exchanged glances with me.

The birds are not chirping, but "calling my name"; the dewdrops are not shining in the morning light, but "exchanging glances with me". A "call" and a "look", this personification technique vividly expresses the tacit understanding and friendship between himself and the two friends, bird and dew.

④The roots that grow under my feet penetrate deeply into the soil and rock formations; my hair grows into the crown of the tree, my arms become branches, and my blood becomes the sap of the tree, rotating and flowing in the annual rings.

This is the association the author had when he walked into the woods and leaned against a tree. Trees are friends of people, people are friends of trees, and people and trees have become one. What a wonderful state this is! From these associations, we can truly feel the "confidant" friendship between the author and the tree, the kind of harmony between nature and nature.

⑤Hello, cool mountain spring! You hold up a bright mirror, do you want me to dress up again? Hello, gurgling stream! You are reciting little poems, are you inviting me to sing with you? Hello, flowing waterfall! ...

This set of sentences is about "I" greeting "friends" in the mountains. The content is consistent and the structure is similar. It is a set of parallel sentences. At the same time, personification is used to connect "I" and "friends" in the mountains. The deep friendship between "friends" is vividly expressed. It is written in the second person, which makes it feel more cordial and warm when read.

⑥On their way to the soil, I participated in this short but meaningful ceremony; holding up a stone and tapping it gently, I heard the sound of ancient volcanic eruptions and the rumbling echo of time. .

In this sentence, "they" refers to falling flowers and leaves, and "ritual" refers to the process of falling flowers and leaves falling from the branches and integrating into the soil. Although the time is short, it has profound meaning. Because "Falling red is not a heartless thing, it turns into spring mud to protect flowers." In this way, nature continues to grow in cycles, which leads to the layer of "holding up a stone...", because stones are formed by the condensation of magma from volcanic eruptions, and ordinary stones also have natural reincarnation changes. , endless footprints, so from the gentle tapping of the stone, you can hear "the sound of ancient volcanic eruptions and the rumbling echo of time." From "a fallen flower", "a fallen leaf" and "a stone", the author feels the changes of time and the cycle of life. It can be seen that the author feels it with his heart.

(2) Understanding of words.

Secluded path: a hidden, secluded path.

High moral character and high reputation: high moral character and great reputation.

Water waves flicker: the way water waves flicker on and off.

Singing harmony: One person writes a poem or lyrics, and others respond accordingly.

Relish: talk about with great interest.

Chanting: The basic meaning of "chanting" is to recite poetry rhythmically. "Yin" is often connected with "yang", and their meanings are similar but also different. There is an ancient saying that moving sounds are called chants and long words are called chants.

2. Teaching objectives

1. Be able to write 8 new words and correctly read and write words such as "refreshing, chanting, singing, waterfall, steep, straight, body, exquisite, contained, mysterious, chivalrous, highly respected, relishing, and profound".

2． Read the text emotionally. Recite your favorite parts.

3. Feel the realm described by the author and cultivate students' beautiful emotions of loving nature and being close to nature.

4. Learn how authors use metaphors, personification, parallelism, and imagination to express emotions.

3. Teaching suggestions

1. The topic "Visiting Friends in the Mountains" is not only the basis of the idea of ??the whole text, but also the cohesion of the unique and distinctive expression technique of constructing situations through association and imagination. It is the literary style that cannot be ignored in this work. After revealing the title, students can be asked to guess who the author is when he visits friends in the mountains to arouse students' reading expectations.

2． When teaching, you can start with the topic "Visiting Friends in the Mountains" and combine it with after-class thinking exercises to link the clues that lead to this article:

(1) What "friends" did the author visit in the mountains? Through the first reading of the text, students can understand that the "friends" visited by the author are originally old bridges, birds, dewdrops, trees, mountain springs, streams, waterfalls, cliffs, white clouds, skylarks, fallen flowers, fallen leaves, etc. In a nutshell, everything in this mountain forest is the author's friend.

(2) Why is the text titled "Visiting Friends in the Mountains"? From which descriptions can we see that "I" have a deep relationship with my "friends" in the mountains? Let students read the text carefully and deeply, find relevant sentences that describe the deep feelings between "I" and the "friends" in the mountains, read and understand, and then organize exchanges.

Old bridge - "like a respected old man"; birds - "calling my name"; dewdrops - "exchanging eyes with me"; trees - "is my close friend", "As if I am also a tree"; mountain spring - "asking me to dress up again"; stream - inviting me to "sing harmony"; waterfall - "how powerful the powerful tenor is"; cliff - "tall body", "The high forehead seems to be engraved with wisdom"; Baiyun - "makes the sky full of tranquility and becomes bluer"; Skylark - talks about "the good scenery seen during flight".

From the lines of the article, we can truly feel that in the eyes of the author, every flower, every tree, every bird, every stone, every plant and every tree has become a living person. They can talk to us, communicate with us, and they become our friends. When the author goes to the mountains to see the scenery, he naturally becomes "visiting friends in the mountains."

(3) Have you ever had a similar experience? Teachers should stimulate students to recall similar experiences and encourage them to communicate among classmates. During the exchange, students can once again experience the joy and happiness brought by the harmonious coexistence of man and nature.

3． The language of this article is rich and vivid. The author's observation of the mountain scenery is meticulous and the experience is very profound. Many descriptions can be expressed in extremely varied sentence patterns. It is a good material for students to learn and accumulate language. After-class exercise 3 also reflects this requirement. In teaching, teachers should combine their understanding of the text and guide students to understand the author's use of metaphors, personification, parallelism and other techniques to vividly express his feelings for his "friends" in the mountains.

4. This article has the rhythm and feelings of a poem, flying with the author's rich imagination, and revealing the vivid temperament and temperament of a poet from behind the words. Therefore, teaching this article should focus on reading aloud, so that students can comprehend and feel the charm of language while reading aloud. Like paragraph 5, the author uses the second person to say hello to his "friends" in the mountains. When teaching, students can be asked to simulate the situation and say hello to their "friends" in the mountains. At the same time, the poetic language, poetic rhythm, and poetic feelings unique to the article can all be reflected in students' reading.

Without students reading the text repeatedly, it would be difficult to understand the artistic conception and feelings expressed by the author. After familiarizing themselves with the text, students can choose their favorite part to recite.

5． The teaching of new characters and new words allows students to master them through self-study. When checking, the teacher should pay attention to the pronunciation and glyphs of the following characters: "和" in "Changing" is pronounced as "hè", and the word "Yun" is not followed by "Wen".

4. Teaching Cases

Fragment 1

Visiting Guqiao Reading Experience

Teacher: Now, let us follow the author. Visiting his first old friend. Please read the third natural paragraph of the text together.

(Students read the 3rd natural paragraph together.)

Teacher: As soon as I entered the mountain, I saw this ancient bridge at a glance (courseware: text illustration of the ancient bridge). See, how did the author communicate with him, and what was he silently telling him in his heart? Ask the students to read the text silently again and draw a picture on the book.

(Read the picture sentences silently, and communicate after reading.)

Student: The author respects him very much and says that he is a respected old man.

Teacher: That makes sense. Who knows the meaning of "high moral integrity"?

Student: "Being highly virtuous and highly respected" means having high moral standards and great reputation.

Teacher: Then how did you realize his "high moral character and respect"?

Sheng: He brought many people across the other side, bringing convenience to everyone.

Sheng: From "hunched over, leaning over and staring at the figures, fish, and moon in the water", we can see his obscurity and hard work.

Sheng: I would like to add that he has been standing on this stream for hundreds of years, which means that he has been serving everyone for a long time. From here we can fully feel his "high moral character and high respect" ".

Teacher: Well said. As time goes by day after day, year after year, only he remains the same, standing silently on the stream and serving everyone. No wonder the author sincerely praised him as soon as he saw him and said to him - (Quote: Ah, Lao Qiao, you are like...)

(Read together.)

< p>Teacher: This is the first old friend the author visited. In the author's mind, the ancient bridge is like a respected old man.

The author writes about Lao Qiao as a human being and vividly conveys his deep feelings for Lao Qiao to us. When we read the text, we must carefully understand the author's way of expressing emotions.

Fragment 2

People and trees blend into each other and feel the situation

Teacher: The author not only regards everything in the forest as his friends, but when he enters the woods, he sees When growing a tree, he imagined himself as a tree, taking root and growing branches. Ask the students to read the relevant sentences and understand how the author felt at that time?

(Students are free to read the sentences to understand.)

Teacher: Who wants to communicate first.

Sheng: He regarded the tree as his friend, and the tree regarded him as a friend, looking at him. They really seemed like rare confidants.

Sheng: I have something to add. "Bosom friends" are people who understand each other and have deep feelings for each other, usually talking about people. And now the author says that every tree is his "confidant", showing the deep affection between him and the trees.

Teacher: You are really capable. You can grasp the key words in the sentence to understand.

Sheng: I also have something to add. The author is leaning against a tree. As he leans against it, he seems to be a tree. He has merged himself with the tree. I also experienced the extraordinary friendship between them from here.

Teacher: Well said. Trees are friends of people, people are friends of trees, and people and trees have become one. What a wonderful situation this is! From this imagination, we truly feel the kind of "confidant" friendship. Let us read it again with this feeling.

5. Related links

Li Hanrong is a member of the Chinese Writers Association and a famous poet and essayist. Over the years, he has written about 3,000 poems, more than 1,000 prose essays, and more than 30 short stories and short stories. He has published more than 2,000 poems, essays, essays, essays, and novels in more than 100 newspapers and magazines at home and abroad.

2* Shanyu

1. Interpretation of textbooks

1. Brief introduction to the text.

This is a lyrical prose with both quality and beauty. The author uses his unique feelings, magical imagination and association, and fresh writing style to show the readers a vivid picture of the mountain, forest and rain landscape, and the words are filled with the author's inspiration. The deep love for mountains, rain and nature.

The text is written in the order of rain coming, raining, and after raining. The full text has 10 natural paragraphs. The first to fourth natural paragraphs are about the coming of rain, which mainly describes the sudden arrival of mountain rain, and the sound of rain coming from far and near like a wordless song; the fifth to seventh natural paragraphs are about In the Rain, I mainly focus on the beauty of music and color brought by the rain in the mountains, highlighting the beautiful sound of rain like a "ditty" and "notes", as well as the unforgettable green of the mountains and forests in the rain; the 8th to 10th natural paragraphs describe rain. Finally, through the description of the sounds of birds chirping and raindrops dripping, the tranquility of the mountain forest after the rain is highlighted.

The language of the text is vivid and vivid. The author is good at using visual and auditory means to use reasonable and novel imagination and associations, and uses metaphors, personification and other rhetorical techniques to describe the characteristics of mountain rain. For example, when the rain comes, the sound that gradually becomes clearer from far away is compared to a "wordless ballad"; when the rain comes, the sound of raindrops falling on the mountain forest is compared to an "elegant ditty"; when it rains, the sound of raindrops dripping is compared The sound is compared to "the afterglow of a mountain rain", which appropriately expresses the different characteristics of mountain rain at different periods, highlights the unique phonological beauty of mountain rain, expresses the author's affection for the mountains and the blending of scenes. Rain, love for nature.

This article is a skimming text. The first purpose of the selection is to feel the charm of the colorful mountain rain and inspire the love for nature; the second is to feel the charm of the language and text of the article and enrich the accumulation; the third is to continue learning A method of expressing unique feelings through association and imagination.

Feeling the charm of Shanyu, appreciating the author's love for Shanyu and nature, and feeling the beauty of language are the focus of this course.

2． Word analysis.

(1) Understanding of sentences.

① Like a wordless song, it magically floats from all directions, gradually becomes clearer and louder, from far to near, from far to near...

This The sentence is about sound. The author uses metaphors to describe the dynamic process of the sound from far to near, from light to heavy when the rain comes. Corresponding to the beginning of the article, he writes the characteristics of the mountain rain, that is, "it comes suddenly." "Come quietly".

The author compares the sound of rain to a "wordless ballad", highlighting the gradually clear and ethereal phonological beauty when the rain comes, expressing the author's unique emotion towards mountain rain, and giving people unlimited reverie.

②In the sound of rain, every rock, leaf, and green grass in the mountain becomes a wonderful piano key. The fluttering raindrops are countless light and soft fingers, playing elegant little songs one after another, and every note is full of fantasy.

This is a description of the characteristics of the sound when rain falls in the mountains and forests. The author uses his unique imagination: he associates "rocks, leaves, and green grass" as "keys", and imagines "the falling raindrops" as "piano keys". "Light and soft fingers" associate the sound of rain at this time as "one elegant little song after another", showing readers a picture of "rain in the mountains", "mountains in the rain", "mountain and rain playing together" The dynamic beautiful pictures express the author's deep love for Shanyu. This part describes that the author once again uses metaphors to express his unique feelings, making the language lively and rhythmic, enhancing the beauty of the article, and easily arousing readers' screams.

"Notes" refer to the different sounds made when fingers touch the keys. Here it can be understood as the different sounds made by raindrops falling in different places, such as the sound of "ding dong" falling on rocks, There is the sound of "rustling" floating in the green grass..., and the "color of fantasy" highlights the richness and variety of sounds when the rain hits the mountains and forests, expanding the reader's imagination.

③This fresh green seems to be flowing in the rain and mist, flowing into my eyes and into my heart.

This sentence describes the most charming color of the mountains and forests in the rain - "green". The word "flow" in the sentence expresses the unique characteristics of the "green" of the mountain forest in the rain: this "green" is a watery, dynamic and vital color that can "melt" "All Colors" expresses the color changes brought by mountain rain to the mountains and forests. The consecutive use of two "flows into" reflects two levels: this "green" is not only seen with the eyes, but also felt with the heart, highlighting the unforgettable beauty of "green" in the rain. Through the description of the beautiful colors of Shanyu, the author once again expresses the author's love for Shanyu.

(2) Understanding of words.

Light: generally describes a woman’s slim figure and brisk movements.

Crying: describes a bird’s gentle cry.

2. Teaching objectives

1. Read the text emotionally and recite your favorite parts. Correctly read and memorize words such as "magical, elegant, discernible, fresh, joyful, crisp, condensed, wonderful".

2． Feel the charm of Shan Yu and understand the author's love for Shan Yu.

3． Understand how the author carefully observed and listened to Shan Yu, and continue to learn how to express unique feelings through association and imagination.

3. Teaching suggestions

1. Before class, teachers can prepare colorful wall charts with text illustrations and beautiful light music to create situations and assist reading. If possible, you can also edit and produce videos or simple animation clips similar to the mountain, forest and rain scenes depicted in this lesson.

2． The teaching focus of this text is to guide students to read emotionally and gain personalized insights. Teachers do not need to do too much analysis and explanation. The focus is to guide students to realize themselves through self-reading, feel the beauty of the language, and understand the author's emotions towards Shan Yu. Teaching can be carried out according to the following ideas:

(1) Read the text for the first time and sort out the content. Through the first reading, students can make it clear that the text describes mountain rain in the order of rain, rain, and after rain. While sorting out the content, students are guided to read the text correctly and smoothly.

(2) Read the text again and appreciate it. You can ask the question "How did the author carefully observe and listen to Shan Yu carefully?" and ask students to read the text again, draw a picture of the relevant sentences, and understand the author's emotions and language expression characteristics. Then organize exchanges, focusing on guiding students to understand the sentences that describe the beauty of the sounds and colors of mountains and rain. Through repeated readings, they can understand that the author has triggered unique associations and imagination through observation and listening, and used various techniques such as metaphors to express his feelings about mountains and rain. Behind the unique feeling of rain and the beautiful and lyrical language is the author's love for mountain rain. In this part of teaching, teachers do not need to carry out too much analysis and explanation. The key point is to ensure that students have time to read aloud. The forms of reading aloud should be diversified. Appreciating language and experiencing emotions must be implemented through students' reading.

(3) Recite and accumulate, expand and extend. Guide students to choose their favorite parts, read them into verses, and even excerpt beautiful paragraphs. Encourage students to learn the author's careful observation, listening attentively, and expressing unique feelings through association and imagination in their daily homework. Students can also recommend other related beautiful articles to students to enrich their accumulation.

3． The teaching of this course should encourage students to carry out self-reading and communication from different angles with their personal feelings and experiences. For example, in the part describing the mountain forest in the rain (paragraphs 5 to 7), from the perspective of understanding the content, you can feel that the mountain rain continuously sprinkles on the rocks, leaves, and green grass of the mountain forest, and the sound is as beautiful as an "elegant ditty" , making the colors of the mountains and forests melt into the "watery" "green"; from the perspective of expression, the author triggered unique associations through careful observation and careful listening, and used metaphors and other techniques to write the sound of rain The beauty of the sound and the colors of the mountains and forests bring the mountain rain to life; from the perspective of understanding emotions, it can be understood that because the author loves the mountains and rain, the ordinary sound of rain sounds like an "elegant ditty" to him. "Every note is full of fantasy," so the green can "flow into the eyes" and "flow into the heart." In addition, students should use different methods to communicate. They can use their own words to talk about their reading experience, or they can use emotional reading to show their reading experience.

4. Due to limitations of life experience and living environment, some students may feel unfamiliar with the descriptions of mountain rain and rainy mountains and forests. In this regard, teaching can guide them to connect their own life experiences and boldly imagine while reading, and illustrations or film and television materials can also be used to help them.

4. Teaching Cases

For the text "Mountain Rain", I guided the reading throughout the whole text. First, the children chose their favorite part to read, and then asked: " Who can turn the beautiful sound of rain into a reading sound and tell everyone?" The children closed their eyes and imagined while the classmates read aloud. When the children opened their eyes, they all described their imaginations: "I imagined that I was drop by drop of rain, tinkling on the leaves. It was so nice." "I imagined that the mountain rain was knocking every rock. , every leaf is wet. "I imagine that when the mountain rain falls on every leaf and every green grass, it will be very happy!" The charming readings of one student after another made everyone describe it. A series of pictures of longing mountain forest rain scenery.

3 The Village of Grass and Insects

1. Interpretation of the textbook

1. Brief introduction to the text.

The author used his strange imagination to follow a crawling insect and made a strange trip to the insect's village, which reflected the author's love for nature and small creatures.

The text first introduces the author who forgot about the world and himself in the silence. He followed a crawling insect and embarked on a strange journey. Then he described the experience in detail: the grass stems turned into a thick forest, and the bug became a ranger. As the grass bug greeted his companions along the way, "I" came to the grass bug's village. In the village of grass insects, "I" saw the bustling black beetle villagers; I saw the "streets" and "alleys"; I saw small round insects with colorful flowers like southern girls; I saw visitors who were like giants - —Lizard; saw the Beetle musician's concert; saw the hurried life of the "villagers"... and finally expressed his deep attachment to the Beetle Village. The author uses his unique observation, imagination and creativity to describe such a strange journey for us, allowing us to feel the author's beautiful sentiments of loving nature reflected in the imaginary world of his wanderings, and to feel his connection with the little life. The crystal clear childlike innocence reflected in the communication, and the strong breath of life permeated between the lines.

This is a prose, which is quite unique in its expression. The author gives full play to his rich imagination and uses rhetorical techniques such as personification and metaphor to vividly present a world of grass and insects to everyone. The details are as follows:

(1) Rich imagination.

The author saw a solitary bug crawling in the grass and imagined it as a "Ranger"; saw the colorful round bugs and imagined them as "girls from the south"; saw the fluttering wings of Beetles, imagine them as "musicians"; when you see beetles walking pushing food, imagine them as "laborers" returning from afar... Rich imagination gives small beetles the qualities of bravery, diligence and wisdom. Thus, each beautiful little beetle is deeply imprinted in the readers' hearts.

(2) Rhetoric techniques of personification and metaphor. Villages were originally places where people lived together, and in the text, the author gives the grasshoppers a life style. The village of grass insects is actually nothing more than a cave where grass insects live, but in the eyes of the author, it is no different from the world of human life. There are streets, alleys, and all kinds of people there. They not only have a rich emotional world, but also have elegant artistic pursuits. They not only enjoy life, but also create life.

The purpose of selecting this text is, firstly, to allow students to feel the author’s love for nature and small creatures through the study of the text; secondly, to understand how the author makes observations and uses them Use rich imagination to express your unique feelings. This is also the focus of teaching this lesson.

2． Word analysis.

(1) Understanding of sentences.

①Today, I was lying in the field again, in the infinite silence, forgetting the world and myself.

This is the first sentence at the beginning of the chapter. The word "again" and the word "lie" point out the author's unusual relationship with the field. It is precisely because of this special emotion with the field that he can Paying so much attention to the small lives in the fields; "quietness" is not only the tranquility of the environment, but also the tranquility of the state of mind. In such an environment and state of mind, the author can become one with nature. The author got rid of the spiritual burden and loneliness caused by the turmoil and noise of the world, and reintegrated his body and mind into nature. Only then did he have this strange trip to the grass and insect village.

②The space expanded in front of my eyes, and the thin grass stems formed a lush forest. A little bug, a little bug with hard black armor, was lost in this forest.

This is the first space shown in the author's strange travels. This space is constructed through enlargement in the author's imagination. At this time, the dense grass stems formed a lush forest, and the stretches of grass turned into forests. A lost bug is like a ranger, walking through the middle of the forest. As a result, the author's eyes followed and he visited the grass-and-worm villages.

③Their villages are scattered on the hills at the edge of the forest. Here, many Black Beetle villagers are busy coming and going.

This is the second space displayed by the author's strange travels, and it is also the main part of this article. To see its location clearly, "on the hills at the edge of the forest" are some small mounds on the edge of the grass. This is where the most suitable cave groups for grass insects are formed, so you can see a lot of bustling traffic. of those black beetle villagers. The author's rich imagination and unique feelings can be seen here.

④The beetle musicians flapped their wings with concentration, and their beautiful music flowed out like a spiritual spring. At this time, I felt that their music was superior to all the music in the world. This was something that only bugs could play!

"Spiritual Spring" refers to spring water that is extraordinary and spiritual. These beetles are actually music lovers. When they vibrate their wings and make sounds, the most beautiful music flows out like a spiritual spring. The author praises these musical performers. He is not only deeply attracted by them, but also feels that their music is better than all the music in the world. He feels that this is the sound of nature that only insects can play. From this passage and the exclamation point at the end, we can feel the author's praise for the little creatures of nature.

⑤Now they are back. Each one uses its forelimbs to push food two or three times larger than its body, and hurries on its way. What force makes them run so diligently?

A picture of the labor of the beetle "villagers" was vividly displayed in front of everyone. The little beetle is so "diligent" that its small body can push "food two or three times larger than its body" and "hurries on its way".

Looking at the scenes of their labor, the author was thinking, what is the force that drives the little beetles to work so diligently? Maybe it's a sense of family responsibility that keeps it busy; maybe it's the little beetle's joyful sense of self-realization that inspires it to move forward... This question also triggers the reader's thinking and prompts the reader to keep thinking about it.

⑥I roamed around leisurely all afternoon, and it was not until the sunset kissed the western mountains that the singing of the red dove called my soul back.

This sentence indicates that it is evening with "the setting sun kisses the western mountains" and the chirping of red doves returning to their nests. The author's strange trip to the grass and insect village actually took an entire afternoon, which was a kind of intoxication. "Wandering around" expresses the author's obsession with strange travels; "Only to bring my soul back" highlights the joy and pride of being immersed in strange travels.

(2) Understanding of words.

Quiet: Peaceful and calm.

Busty and bustling: describes the coming and going of people, very lively. The text refers to the coming and going of black beetles.

The flowers are colorful: colorful and dazzling.

To stop and look at something: to stop and look at something.

Greetings: Talking about the weather and other social matters when meeting. Xuan: means warmth.

Wild scrub: wild bush. Shrub: A relatively short, bushy woody plant.

Hurry: the look of being in a hurry. Color: This refers to the look.

Conservation: Accumulated but not revealed or unearthed.

Youyouhuhu: This article has the meaning of describing being in a trance.

2. Teaching objectives

1. Can write 11 words and correctly read and write words such as "quiet, follow, alley, pretty, bake, rhyme, play, explore, diligent, roam, kiss, rush left and right, meaningful, behemoth, and in a hurry" .

2． Guide students to go on a strange trip with the author, and experience the author's love for nature and creatures.

3． On the basis of reading the text emotionally, understand how the author observes, develops associations and imagination to express unique feelings.