Teaching Design of Chinese Garden 6, Volume 2, Volume 2, Grade 4, Primary School Chinese

1. Teaching objectives

1. Be able to express clearly, think clearly, and introduce rural life or scenery in detail. Feel the beautiful scenery of the countryside.

2. Be able to write down what you have gained in writing, express the content clearly, and use the beautiful words and sentences you have accumulated

3. Learn to write anthropomorphic sentences and understand the characteristics of anthropomorphic sentences. Through learning and Imitation, improve language expression ability.

4. Be able to recite 6 poems related to rural scenery and life.

5. Fully and boldly display your works and cultivate the ability to comprehensively learn Chinese.

2. Important and difficult points in teaching

1. Be able to write down your comprehensive learning gains in writing, express the content clearly, and use the accumulated beautiful words and sentences

2 . Accumulate language, learn to write anthropomorphic sentences, understand the characteristics of anthropomorphic sentences, and improve language expression skills through learning and imitation.

3. Teaching preparation Students will have comprehensive learning report and display materials, and teachers will prepare pictures, poems, Internet resources, etc. of rural life.

4. Number of teaching hours: 5 classes

5. Teaching process

My discoveries and accumulation over time in the first class

(1) Read and compare aloud and describe the findings

1. First reading comprehension, experience with heart:

Read the following sentences and understand the common features between each group of sentences. (Provided with courseware)

Not just me, but all the lotus flowers in the pond are dancing.

The white chrysanthemums, no longer timid, slowly raised their heads.

Thousands of chickens and groups of long-haired goats are leisurely admiring their own kingdom on the green grass where no one can be seen.

2. Analyze, compare, and discover:

(1) Students, tell me what you discovered from these sentences? What do you feel? (Guide students to experience from some words)

(2) Teacher summary: The author writes lotus, white chrysanthemum, and chicken as people respectively. The advantage of writing like this is that it makes the scenery and objects become It makes us feel lively and lively, and it also better expresses the author's love for these things.

3. Contact reading to expand your horizons:

⑴ Tell me what other similar sentences you have collected and learned from each lesson in this unit. Find them, read them, and talk about them. The advantage of writing this way.

⑵ Talk about similar sentences that you have accumulated from extracurricular reading, and compare who has accumulated the most.

(2) Read and recite aloud, accumulate verses

1. Read the verses for the first time, read aloud freely:

Show the following verses, and read them in order. (Course material provided) (Use various forms to read aloud)

⑴ Picking chrysanthemums under the eastern fence, leisurely seeing the Nanshan Mountain.

⑵ The sweet-scented osmanthus falls when people are idle, the night is quiet and the spring mountains are empty.

⑶ A few peach blossoms outside the bamboo are a prophet of the warmth of the spring river.

⑷ During the yellow plum season, it rains everywhere, and frogs are everywhere in the grassy ponds.

⑸ At the foot of Ehu Mountain, rice is fertilizing, and chickens and dolphins are perched with their doors half-opened.

⑹ Go out the front door alone and look at the wild fields. The moon is bright and the buckwheat flowers are like snow.

2. Read aloud for understanding and communicate with each other:

⑴ Learn from self-reading and try to explain the meaning of the sentences.

⑵ Communicate in groups, talk about the meaning of sentences, and question each other.

⑶ Class communication, questioning and solving problems. (Teacher-student interaction)

3. Summarize the characteristics and communicate findings:

After reading carefully, talk about the unique characteristics of these poems. (They all describe rural life)

4. Read, memorize, and internalize and accumulate:

Recite in class, check each other, and compare who can recite faster and master more.

(3) Practice independently and consolidate what you have learned

1. Judge whether the following sentences treat things as people.

⑴ The puppy barked and ran towards me.

( )

　⑵ The swallow opened its scissor-like tail and flew quickly through the air. ( )

⑶ The new generation of insects is celebrating the joy of their new life in a language I am familiar with. ( )

⑷ The flowers are listening to the spring attentively on the branches. ( )

2. Please write the following things as adults and complete the sentences.

⑴ The flowing water of the small river.

⑵ Show its red smiling face.

⑶ The defeated chicken has no choice but to fight.

3. Supplement the following verses.

An old friend invited me to ( ). Open the pavilion ( ) and drink wine ( ) ( ) Leaves fall rouge color, ( ) flowers bloom white and fragrant as snow. Horses pass through. The mountain path ( ) is yellow in the beginning, and the trust of the horse is long ( ).

The bright moon ( ) shines, ( ) the stone flows upward. ( ) The incense talks about a good harvest, listen to ( ).

(4) Experience accumulation and consolidation application

1. Use courseware to show the following scenes and let students observe carefully.

⑴ Farm yard; ⑵ Small bridge and stream; ⑶ Field vegetable garden; ⑷ Labor scene.

2. Students choose the pictures they are interested in and try to briefly describe or introduce them using the words or poems they have accumulated. (First group communication and then class collective communication)

Second lesson comprehensive learning exhibition

1. Activity introduction

1. Teachers and students compete in pastoral poem solitaire. Review the content of the previous lesson.

2. (The courseware shows a beautiful pastoral scene, with lyrics composed by the teacher)

"Three or two peach blossoms outside the bamboo, a prophet of ducks with warm water in the spring river." The great poet Su Shi took us into Picturesque countryside. When we walk gently on the country road, we will smell the fragrance of fruits; when we sit quietly by the pond at night, we will hear the singing of frogs; when we lie happily on the vast grass, You will see herds of cattle and sheep. In this lesson, let us walk into the beautiful countryside together and play the symphony of the countryside (writing on the blackboard).

Before class, each group actively prepared. Some interviewed family members, some had personal experiences, and some collected information online. This class showed the results of our comprehensive study in the past two weeks.

2. Group display

(1) Poetic and picturesque praise of pastoral

Report on the poems describing rural pastoral scenery in ancient and modern times, both at home and abroad.

1. Recite poetry.

2. Interactive exchange of feelings.

3. Teacher summary:

The poems describing pastoral life are really interesting. I hope our students can accumulate more after class.

(2) Personal experience of pastoralism

Teacher: The ancients said: Read thousands of books and travel thousands of miles. five. During the holiday, many students went to the countryside. You must have brought photos and stories about your visits to the countryside. Now, please introduce your rural experience!

1. Students introduce their own rural travel, or they can introduce photos of their own rural travels with wonderful stories to everyone.

2. Interactive communication.

3. Teacher summary:

I am very touched. During your visit to the countryside, you really got close to the countryside, discovered many new things, and were able to write them down in vivid language. , you are no longer the "ignorant teenagers" in the countryside, but have become little masters of learning!

(3) Reading the world and understanding the countryside

Teacher: The students in the reading group can see further. You explore the situation in rural areas in China and other countries through the Internet, reading books, etc. We I really want to know soon, please give me a round of applause.

1. Students present their collected information on Chinese and foreign rural areas in the form of handwritten newspapers or reading cards, and talk about their experiences.

2. Interactive communication.

⑴ What is your biggest gain?

⑵ You can ask questions to the students in the reading group, including questions about making handwritten newspapers or the content of reading cards.

3. Summary of the teacher:

It turns out that rural areas in China and other countries each have their own advantages. Thank you for collecting and organizing resources from all aspects, which has allowed us to broaden our horizons. We also want to learn good methods of collecting information from you, and I believe we will definitely learn more knowledge.

(4) Interesting Life and Pastoral Talk (Object Display Group)

Teacher: Our students in the object group like to eat and play, so they collected items in this area and discovered from them There is a lot of fun in rural life, let them show it to everyone now!

Students will display farm food, children’s toys, etc.

Speaking training: Combined with the article "Mai Shao" about eating Mao Mao needles or eating black rice in rural life, guide students to express their feelings (please tell your life, the teacher will comment in order, be specific, and students will share the experience) Practice speaking again at the table, and speak again in a lifetime)

Summary: It turns out that there is so much knowledge involved in eating, drinking and having fun. The physical groups work together, some bring food, some interview family members, and some write speeches. They learned knowledge and brought fun to everyone. This spirit of unity and cooperation is really worth applauding!

3. Summarize the activities and return to the text

Teacher: Through this comprehensive study of Chinese language, we have made new discoveries and new gains. Please ask the students to design the pastoral A wonderful advertisement will let more people enter the countryside and love the countryside.

1. Group discussion-free writing

2. Report and exchange.

3. The pastoral scenery is so beautiful and the pastoral life is so harmonious. Let us get closer to the harmonious pastoral.

As long as we observe beautifully with bright eyes, you can find ──Read the sunset sentence in "Country People"

As long as we listen carefully with sensitive ears, you can find--Read the moonlight sentence in "Country People"

As long as we use beautiful Feeling silently in your heart, you can find it - reading "Yu Gezi"

Yes, how can we be willing to leave such a beautiful countryside, how can we not love it? (Write on the blackboard: Love the countryside)

4. Assign homework: Think about your learning gains in this comprehensive learning activity, or your feelings about the pastoral scenery, or interesting things in the activity, etc., and prepare to write it in spoken English Share with us in communication class.

Blackboard writing design

Pastoral exhibition

Entering the countryside

Love the countryside

Oral communication in the third lesson "Go into the countryside and love the countryside"

1. Introduction to the conversation

This group of texts brings us to the beautiful countryside. Through comprehensive learning, we once again appreciate the beauty of the countryside. Pastoral scenery, feel the unique and charming pastoral style. Think about it, in this comprehensive learning activity, we have gained more understanding and feelings about rural life and pastoral scenery. Let us come together to exchange the learning gains, or feelings about the pastoral scenery, or interesting things during the activities, etc. Let me tell you.

2. Group communication

Requirements

1. Share your feelings and experiences in a group of four people.

2. The group representative will present the report to the whole class. They can display the pictures and information they collected, and other students in the group will help polish, process and refine the report.

3. Comment on who in the group has gained more and felt deeply.

4. Pay attention to clear and fluent language, learn to listen, and ask questions politely.

5. Teachers participate in group communication and provide guidance.

3. Whole class report (select one representative from each group to communicate with the whole class)

1. The pastoral scenery is picturesque:

Teacher: Where is it? The sky is so blue, the water there is so clear, and the farmyard surrounded by green trees is so peaceful. We invite our little tour guides to take us through the beautiful pastoral scenery!

2. There is a lot of fun in rural life:

Teacher: Work at sunrise and rest at sunset. Farm life is quiet and fulfilling.

Have you ever lived in the country? What do you know about farm life?

3. Small local productions:

Master: Sickle, hoe, and plowshare are indispensable partners for farmers when working; and grasshopper cages, bamboo curtains, and bamboo mats , various interesting weavings reflect the ingenuity of farmers in their leisure time. Next, ask the students to show the small local-style productions they collected.

Students show and talk about how they collected their experiences and feelings.

4. Pastoral poetry is full of meaning:

Teacher: The pure spring water and the smoke from the kitchen are accompanied by the sound of frogs, and the flying sparrows and luxuriant grass wake up with the morning sun. How many People yearn for that kind of tranquility and comfort. Let us use poetry, song, and dance to express the yearning in our hearts!

Students present collected poems and dances.

"Country Road", "Little Swallow", "Catching Loach", "Counting Ducks", "Visiting Shanxi Village", etc.

5. New countryside is changing with each passing day:

Teacher: With the development of society, people's living standards have been greatly improved, and earth-shaking changes have also taken place in the vast countryside. Please share the information you have learned with us below!

Students introduce the changes in their hometown or the information collected.

IV. Selection of excellence

Comment on who in the class has gained more, who has the deepest feelings, and who has the clearest presentation.

5. Writing Tips

After listening to the reports from our classmates, we also have a deep understanding. We can write down what we want to write most. We can write about our own experiences and what we heard. What you see or think about can be scenery, people or things, or it can be a description of feelings or experiences. After class, you can pair pictures with various materials and display them on the display stand. You can also create a blackboard newspaper or handwritten newspaper with the theme of rural life.

Blackboard writing design

The rural scenery is picturesque

Rural life is full of fun

Rustic small production

Pastoral poetry is full of charm

The new countryside is changing with each passing day

Fourth lesson homework guidance

1. Passion introduction

1. Students, we Through the study of the sixth group of texts, we learned about the pastoral life with different characteristics in ancient and modern times, both at home and abroad, and left in our minds a series of natural, simple, fresh and beautiful pictures. We have a better understanding of rural scenery and pastoral life. Today, we walked into the countryside and countryside again to feel the beauty of the countryside and the life in the countryside.

2. After listening to the reports of our classmates, we also have a deep understanding. We can write down what we most want to write about. We can write about our own experiences, what we heard, what we saw, or what we thought about. It can be a scene, person or thing, or it can be a description of a feeling or experience. love.

2. Clear requirements

1. Today you should write down what you feel the most and what you want to write about most.

2. Clear requirements: Read the second natural paragraph on page 116 of the textbook:

⑴ You can write about your own experience, or you can write about what you heard, saw, and thought about. Write about scenery, people or things, or you can write about your own feelings.

⑵ The content should be expressed clearly, and pay attention to the use of beautiful words and sentences accumulated in daily life.

⑶ Read and revise carefully after writing.

3. Determine the title

1. It should be a concise and eye-catching short sentence or word that can summarize the entire content of the article.

2. It can be about places, scenery, characters, things as topics.

4. Clarify the order of writing

Scene description─you can write it in time or space order. For example, "Country People"

Writing about people - you can write according to the different contents of the activities, such as "Wheat Whistle"

Writing about things - introduce things according to their different characteristics.

Write down your feelings - first write down what you see, then your own understanding and thoughts.

5. Writing ideas:

⑴ Communicate in groups and talk about this exercise, which materials you plan to choose to write, the order in which you will write, the intention and focus of the writing, and what plans you have. Invite students to give advice.

⑵ The teacher communicates by name and tells where you plan to use the accumulated beautiful words and phrases in this exercise and which words and phrases you plan to use. And briefly explain the reasons for its use

6. Writing practice in class

1. In order to test whether you can express the key points of your idea clearly, ask students to choose a plan to describe the key points or Write down a snippet of a wonderful scene. (such as a pastoral scene, a labor scene, etc.) and consciously use the beautiful words or sentences you have accumulated.

2. Students practice writing in class, and teachers provide guidance on tour.

VII. Communication and Analysis

1. Call on three students (one from each of the best and the worst) to read out the excerpts of the exercise, and the other students will evaluate and make suggestions for modification after listening.

(The teacher guides students to evaluate the criteria: whether the sentences are smooth and clear; whether the description is clear and specific; whether the key points are clear and prominent; whether the beautiful sentences used are appropriate: how do you think you can modify it.)

2. Carry out group interactive evaluation according to the evaluation requirements guided by the teacher. (All members participate and learn from each other’s strengths.)

Revising and transcribing the exercises in the fifth lesson

1. Writing and writing the paper

After listening to the revision opinions of the students, follow this guide The second exercise requires writing. Teacher inspection guide.

2. Read aloud and make corrections

1. Read the exercise manuscript you have written carefully, discover errors in time, and modify them independently.

2. Read the exercises to your deskmate or a trusted partner, and revise them while reading.

3. Copy and correct the exercises that you and your classmates have revised.

Blackboard writing design

Theme: Entering the countryside, loving the countryside

Requirements: What you experience, see, hear, and think about;

Write scenes--sequence of time or space

Write people--different activities

Write objects--different characteristics

Write feelings--see Later understanding