The segmentation and meaning of the "Luohuahua" lesson in the first volume of the fourth grade

The segmentation and meaning of the "Luohuahua" lesson in the fourth grade volume

: 520xy8./bsdwz/201008/12009.s There is half an acre of open space in the back garden of our house. My mother said: "It's a pity to let it lie idle. You love eating peanuts so much, so just open it up and plant peanuts." Our siblings were very happy. We bought seeds, plowed the ground, planted seeds, and watered them. Month, actually harvested.

My mother said, "Tonight we will have a harvest festival. Would you like your father to come and try our new peanuts?" My mother made several kinds of food from the peanuts and gave her instructions. Celebrate this festival in the thatched pavilion in the back garden.

The weather was not very good that night. But my father is here too, which is really rare.

My father said: "Do you like peanuts?"

We rushed to agree: "Yes!"

"Who can tell me the benefits of peanuts?" ?"

My sister said: "Peanuts taste delicious."

My brother said: "Peanuts can make oil."

I said: "Peanuts are delicious." The price is cheap, anyone can buy it, and everyone likes to eat it. This is its advantage."

My father said: "Peanuts have many benefits, but one of them is the most valuable: its fruits are buried in the ground. Unlike peaches, pomegranates, and apples, the bright red and green fruits are hung high on the branches, making people fall in love with them at the first sight. You see them growing low on the ground, and when they are ripe, they cannot be seen immediately. To tell whether it has fruit, you have to dig it up."

We all said yes, and my mother nodded.

The father went on to say: "So you must be like peanuts. Although they are not beautiful, they are very useful."

I said: "Then, people should be useful people, not Be a person who is only decent but not good to others."

My father said, "Yes. This is my hope for you."

We talked until late at night. After finishing all the food made from peanuts, my father’s words were deeply imprinted on my heart.

1. This text focuses on the family's experience of celebrating the Peanut Harvest Festival. Through the discussion of the benefits of peanuts, it reveals the character of peanuts and their silent dedication. It also tells us that to be a human being, you must be a useful person and don't just talk about it. A decent person who does no good to others.

2. The layout of the article is detailed and appropriate, with clear priorities; the language is simple and plain, but the purpose is far-reaching. Although the article is short, it gives people a clear and clear impression, allowing people to understand intriguing truths from ordinary things.

Key points and difficulties

1. Understand the profound meaning of my father's words of praise for peanuts.

2. Distinguish what content is primary and what content is secondary, so that you can have a specific feeling about the primary and secondary aspects of the article, and have a more specific understanding of the relationship between the primary and secondary aspects of the article and the central idea.

3. Learn how to use things to describe people in this article.

Teaching Objectives

1. Understand the ideological content of the text and learn from Peanut’s character of not seeking fame and silent dedication. Let students understand the principle of "people should be useful people, not people who only care about dignity and are not good for others."

2. Summarize the central idea of ??the text and practice distinguishing the priorities of the text.

3. Learn new words and new words in this lesson, and practice making sentences using "Juran" and "Mature".

4. Read the text emotionally. Recite the text.

Article structure

According to the order of development of things, the full text is divided into three paragraphs.

The first paragraph (the first natural paragraph): talks about planting and harvesting peanuts.

The second paragraph (the second natural paragraph): tells about the mother’s proposal to celebrate a harvest festival and made preparations for the harvest festival.

The third paragraph (natural paragraphs 3 to 15): Talk about the discussion when eating peanuts.

Writing characteristics

The text is characterized by clear priorities.

According to the center, the author took planting and harvesting peanuts as the secondary content and wrote it relatively briefly; he took talking about peanuts during the harvest festival as the main content and wrote it in more detail. It is precisely because of the clear priorities around the center that although the article is short, it gives people a clear and clear impression, allowing people to realize intriguing philosophies from ordinary things.

Language accumulation

Bright red and tender green curtain of love

Hanging bright red and tender green fruits high on the branches will make people fall in love with them at the first sight.

It’s not something that looks good but is not practical.

People should be useful people, not people who only care about dignity but do no good to others.

Summary: This text uses peanuts to tell us a profound truth: people should be useful people, not people who only care about dignity and are not good for others. This way of writing is called "borrowing material metaphors". There are many things around us that can inspire us and allow us to understand profound truths. For example: Chalk, an ordinary, ordinary little thing, sacrifices itself in order to let students gain knowledge; candles illuminate others and destroy themselves... We can learn this lesson "Using Physical Metaphors" when writing. way of writing.

Background knowledge and extracurricular reading

Xu Dishan (1893-1941) modern writer and scholar. His name is Zankun, his courtesy name is Dishan, and his pen name is Luo Huasheng. His ancestral home is Tainan City, Taiwan Province. He was born into a family of patriots in Tainan, Taiwan. After returning to the mainland, he settled in Longxi, Fujian. He was admitted to Yenching University in 1917. He actively participated in the May 4th Movement and co-organized the ten-day issue of "New Society". He graduated with a bachelor's degree in literature in 1920, and the following year he participated in the establishment of the Literary Research Society. In 1922, he graduated from the Religious College of Yanda University. From 1923 to 1926, he studied religious history, philosophy, folklore, etc. at Columbia University Graduate School in the United States and Oxford University in the United Kingdom. On his way back to China, he stayed in India for a short time to study Sanskrit and Buddhism. Since 1927, he has been a professor at Yenching University and an editorial board member of Journal of Yenching University, and has taught part-time at Peking University and Tsinghua University. In 1935, he went to work as a professor at the University of Hong Kong due to disagreements with Leighton Stuart, the president of Yanda University. After the beginning of the Anti-Japanese War, he served as the executive director of the Hong Kong branch of the All-China Literary and Art Circles Anti-Enemy Association. He campaigned for the anti-Japanese and national salvation cause and carried out various organizational and educational work. Later, he died of illness due to overwork.

Xu Dishan published his first novel "The Bird of Life" in 1921, and then published his early representative novel "The Spider Who Weaves the Web" and the famous prose "Luo Peanut" with a simple and honest style. His early novels have unique materials, strange plots, rich imagination, full of romance, and present a strong southern flavor and exotic sentiment. Although he is persistently exploring the meaning of life, he also shows elements of fantasy and religious overtones. The novels written after the late 1920s maintain a fresh style, but have turned to realistic descriptions of the masses and criticism of dark reality. They are written vigorously and solidly, such as "Spring Peach" and "Iron Fish Bottom Gill". A representative work of the tendency. His creations are not rich, but he is unique in the literary world.

His published works include short story collections "Spiders Weaving Webs" and "Falling Slips in a Dangerous Collection", essay collections "Spiritual Rain on an Empty Mountain", novels and screenplays "The Liberator" and "Collection of Miscellaneous Feelings", and treatises "Indian Literature" and "History of Taoism". (Part 1), as well as "Selected Works of Xu Dishan", "Collected Works of Xu Dishan" and other fourth-grade volumes of Qin Terracotta Warriors and Horses. What are the divisions and meanings of the sections?

The first paragraph (1): Describe the value of the Qin Terracotta Warriors and Horses and where they were unearthed.

The second paragraph (2): Describe the scale of the Qin Terracotta Warriors and Horses.

The third paragraph (3-10): Write about the many types of Qin Terracotta Warriors and Horses with distinctive personalities.

The fourth paragraph (11): Write about the Qin Terracotta Warriors vividly showing the powerful power and strength of the Chinese nation. The heroic spirit is a unique segmentation of peanuts in the history of ancient and modern Chinese and foreign sculptures and summarizes the meaning of the paragraph 2. Why is it called peanuts

The first paragraph writes about planting peanuts and harvesting peanuts. The second, third, fourth and fifth paragraphs describe eating peanuts. From the fifth to the last paragraph, write about peanuts.

Peanuts are the theme of this article. Through the image of peanuts, the author vividly praises the unknown dedication of workers. Fourth Grade Volume 1, Lesson 16 The Swan Write the story in paragraphs

"The Story of the Swan" is divided into paragraphs as follows:

The first part (the first natural paragraph): "I" visited the home of the Russian old man Stepan.

Part Two (Natural Paragraphs 2~8): Old Man Stepan tells the story of a group of swans, inspired by the actions of an old swan, using their bodies to break the ice. Fifth Grade Volume 15 Lesson 15 Peanut Duan Yi and Full Text Duan Yi

No... I won ah

Three sections of peanut planting and harvesting peanut discussion on peanuts reveal that peanuts have the spirit of silent dedication We need to be useful people. The meaning of each paragraph in Lesson 29 of the fourth grade Chinese language volume 1

1. Brief introduction to the text.

The 20th century is a century of unprecedented glory for science and technology. In just a few hundred words, the author of the article clearly introduces the development process of science and technology in the 100 years of the 20th century and shows the progress of science and technology. The tremendous changes and bright prospects brought by rapid development to human life have aroused students' strong interest in loving science, learning science and exploring science.

The text begins with great momentum. The first paragraph has only one sentence, which explains the fact in an undoubted tone: the 20th century is a century of change. The author uses the ability of Taoist priests in fairy tales to use their magical power to "call for wind and rain" to describe the differences between the 20th century and the past.

In the second natural paragraph, the text uses two hypothetical questions in succession, which strongly illustrates that it is the continuous "discovery" and "invention" of human beings using modern science and technology that makes the "movement of wind and rain" in the myth ” has become a reality, which has greatly changed human life. The degree of change exceeds the sum of millions of years of human history, illustrating the practical significance of science and technology in changing human life.

The 3rd and 4th natural paragraphs are the key paragraphs of the article. The author uses the method of comparison and lists specific examples to subtly reveal the significance of science and technology to human life: without science and technology, humans can only obey nature. Living in a "farming society" where people work at sunrise and rest at sunset, they can only "entrust their good wishes" in myths; but with science and technology, humans can transform nature and change their way of life. It is no longer a myth to reach the sky and the earth, so close to the end of the world. Modern science and technology have condensed the vast earth into a small "global village". "Science is changing the spiritual and cultural life of mankind, and it is also changing the material life of mankind." It can be seen that science and technology play a huge role in changing human life.

In the fifth natural paragraph, the author quotes the famous sayings of British mathematician and philosopher Bertrand Russell to clarify the main purpose of the article: Science and technology have completely changed the way of human existence, and it will make human beings Life is better.

The purpose of selecting this text is, firstly, to learn the explanatory methods of the article and improve reading ability; secondly, to understand the tremendous changes brought about by science and technology in the 20th century to human beings, and to cultivate a love for science.

The focus of this course is to understand the tremendous changes that science and technology have brought to mankind in the 20th century. The difficulty of teaching is to understand some profound words and sentences in the text.

2. Word analysis.

(1) The 20th century is a century of change.

"To make wind and rain" is explained in the dictionary as "to make the wind and rain rain. It originally refers to the magic power of Taoist priests, but now it is a metaphor for being able to control nature." In the text, it is a metaphor for the major breakthroughs that humans have made in utilizing nature. It is no longer strictly limited by natural conditions as before.

(2) It is these discoveries and inventions that have greatly changed human life, and the degree of change exceeds the sum of millions of years of human history.

"Discovery" and "invention" are very similar literally, but upon closer inspection, they are different. "Discovery" means that people use modern science and technology to see or find some things or rules that their predecessors did not understand through research and exploration; "invention" refers to new things or new methods created. What is “discovered” is things or laws that already exist but we don’t understand; what is “invented” is things that don’t exist before and is a new creation. For example, the computers and space breeding mentioned in the next three texts in this group are unprecedented new creations, and the dinosaurs flying into the blue sky and evolving into birds are new discoveries.

This sentence summarizes the huge impact of modern science and technology on human life.

(3) People can only use "clairvoyance", "ears of wind" and gods who soar in the clouds and mist in myths to express their good wishes.

"Clairvoyance" and "early ears" in old novels refer to people who can see and hear far away. These two characters appear in the classic novel "Journey to the West". They are the Jade Emperor's right-hand eyes and ears. After Sun Wukong made trouble in the East China Sea and disturbed the underworld, things reached heaven. The Jade Emperor asked about the origin of the "Monkey", and the class showed clairvoyance and ears and told the story of the "Monkey". These two words in the text refer to people's imagined ability to transcend nature. In an era when technology was underdeveloped, people could only express their best wishes in this way.

(4) The achievements of the 20th century can really be described as "like a spring breeze coming overnight, thousands of pear trees blooming".

"Suddenly a spring breeze came overnight, and thousands of pear blossoms bloomed" comes from "Song of White Snow Sending Magistrate Wu Back to the Capital" written by Cen Shen, a frontier poet in the prosperous Tang Dynasty. The poem describes the heavy snowfall as if pear blossoms are blooming. The original intention is to Describes the extremely cold northern frontier. Later, this poem was often quoted to describe some vigorous things or vigorous situations. This ancient poem is quoted in the text, which shows the rapid and great changes in the achievements of modern science and technology, which are unexpected by people and bring unexpected surprises to people.

2. Teaching objectives

1. Recognize 5 new characters and be able to write 12 new characters. Correctly read and write words such as "movement, unexpectedness, change, degree, dependence, farming society, flying in the clouds, sustenance, fantasy, insight, atomic nucleus, program-controlled telephone, Internet, contact, philosopher, in the final analysis".

2. Read the text emotionally, appreciate the expression characteristics of concise language and clear organization, and be able to relate your own reading experience to the reality of life.

3. Understand the tremendous changes that science and technology have brought to mankind in the 20th century, and stimulate the passion for science and the interest in learning science and exploring the mysteries of science.

3. Teaching Suggestions

1. There were many great scientific and technological inventions and creations in the 20th century. Before class, students can be assigned to collect and read text and picture materials about the major scientific and technological inventions of the 20th century. .

2. Teaching can start with problem solving and use reference books to understand the meaning of "calling for wind and rain" and "century". "To control the wind and rain" can be extended to "to control nature". Facts have proved that human beings cannot control nature at will. It is only a subjective wish of people. We can only use modern science and technology based on objective conditions, conform to nature, utilize nature, transform nature, and ultimately achieve the harmonious unity of man and nature. Human beings cannot control nature as they wish, now or in the future.

The text uses this visual expression to show the rapid development of science and technology in the 20th century.

Then let students read the text for the first time, read the text correctly and fluently, and intersperse the recognition and reading of new words, striving to make students understand the content of the text as a whole and clarify the ideas of the text. After reading the text for the first time, students can ask each other to question and resolve doubts about the words and sentences they do not understand in the text, and cultivate students' ability to find, solve and cooperate in learning.

The third and fourth paragraphs of the text are the key paragraphs of the article. The author uses a comparative method, combined with specific examples, and uses short and vivid language to introduce the development process of science and technology from scratch. , is a good material for students to learn language and expression methods. These two sections of teaching should focus on students' reading, speaking and other practical activities, and guide students to discuss the issue of "What are the differences in people's lives before and after the 20th century?" You can let students combine their existing knowledge reserves to talk about what kind of society a "farming society" is, what kind of abilities the mythical "clairvoyance", "wind ears" and "soaring in the clouds and mists" are, and guess what other wonderful things people in ancient times had. Wishes, fantasies. Then, based on the information collected before class, talk about people’s beautiful wishes and fantasies that have become reality in the past hundred years. In the last sentence of the third natural paragraph, the author quoted the poem "Suddenly like a spring breeze coming overnight, thousands of pear trees bloom" as a transitional sentence connecting the previous and the next, which illustrates the great achievements and wide scope of the development of modern science and technology. This meaning requires students to read and understand the meaning of the poem on their own, and teachers should not do everything for them. In the fourth natural paragraph, students can first read the examples in the book, then choose examples that they know and are interested in, and communicate with their classmates about the achievements of modern science and technology and the convenience it brings to human life.

In the fifth natural paragraph, you should focus on understanding the meaning of the two sentences "It is science that makes our era different from any previous era" and "It has created a better life for mankind than any previous era." . These two sentences are a summary and summary of the above. When teaching, on the basis of students fully reading and understanding paragraphs 3 and 4, you can talk about how "our era is different from any previous era" and "created a better world for mankind than any previous era." "life" is reflected in where.

The last sentence of the text allows students to freely think and communicate on the basis of full reading: In the new century, what kind of miracles will science and technology create? How else would it change our lives? To enable students to stimulate their passion for science and their interest in learning and exploring science through free communication.

3. For science and technology texts, not only should we use various teaching methods to help students understand the content of the text, but we should also guide students to understand the characteristics of such texts such as accurate wording and concise language. For example, the textbook reminds students to pay attention to the difference between "discovery" and "invention". When teaching, students can first talk about their understanding, then consult the reference book, distinguish the literal meaning of the two words, and then combine the contextual language environment Specifically understand the meaning of words in the text and appreciate the accuracy of word usage. Teachers can also allow students to freely exchange words they think are well used or well written sentences, and appreciate the characteristics of the text expression through careful tasting.

4． Among the characters required to be recognized in this lesson, some are easily mispronounced and should be given guidance. For example, "Zhe" has a raised tongue sound, and "Qian" is pronounced qián, not qiǎn. This course requires students to be able to write a lot of characters, and students should be guided to use a variety of methods to remember the character shapes, such as comparing and memorizing "huan" and "young", "lazy" and "lai", and using the characteristics of pictophonetic characters to memorize "cheng," Words such as "driving, controlling, and philosophy". After students can write new words correctly and beautifully, they should be provided with opportunities to use the new words in words or sentences to consolidate the new words and achieve the goal of being able to write and use them.

5． The small pen practice after class is an extension of the text content. The purpose is to enable students to enrich their knowledge and feel the changes that the development of modern science and technology has brought to people's lives. After class, let students read the text to their parents, ask parents to talk about their specific feelings in life, and then write down what the parents said.

4. Related links

***Vice Chairman of the Standing Committee of the National People's Congress, President of the Chinese Academy of Sciences, Academician of the Chinese Academy of Sciences, and Academician of the Chinese Academy of Engineering. Born in 1942 in Cixi, Zhejiang Province. In 1990, he was elected as an academician of the Third World Academy of Sciences, and in 1998, he was elected as the vice president of the Third World Academy of Sciences. In February 2004, *** received the "Italian Presidential Gold Medal for Science and Culture" and the "School, Culture and Art Merit Certificate" in recognition of his contribution to promoting scientific and technological exchanges between Italy and China.

Science Changes Human Life

In 2000, Zhejiang Children's Publishing House published the book "100 Moments When Science Changed Human Life". This book was edited by ***, The book introduces the world's greatest scientific discoveries and technological inventions in the 20th century. The following are some examples of science changing human life introduced in the book.

X-rays: Discovered by German physicist R?ntgen in 1901, they are widely used in medical diagnosis and research on the structure of matter.

Air conditioning: It was successfully designed and patented by American Carrier in 1902.

Washing machine: In 1906, American Fisher designed and manufactured the world's first electric washing machine. The meaning of groundnut is divided into several paragraphs

The full text is divided into two paragraphs, the second paragraph is the key paragraph

(1) Plant peanuts and harvest peanuts

(2---15) Eating peanuts, the whole section of peanuts is divided into three levels,

First level: Mother proposes a harvest festival and invites father to taste the new peanuts.

Second level: The whole family talks about the benefits of peanuts, and the father’s words are the main one. He used peanuts as a metaphor to teach children to be useful people.

What was written in the article "Luo Peanut"?

My father used the value of peanuts to praise those who not only pursue appearance beauty and are not vain, but who are down-to-earth and hard-working and willing to contribute more to the people.

Father wants us to be a person who contributes to mankind, not only to pay attention to appearance, but not good for others----not only to pay attention to the beauty of appearance, but also to be a person who contributes to mankind. People who contribute. Sections of Peanuts

Peanuts

1. Topics written on the blackboard, merged into new lessons

1. Topics written on the blackboard: Peanuts read this topic, what questions do you want to ask? ?

2. Peanuts, do you know? In some places, it is called "longevity fruit" because it is nutritious and good for the body. It is usually called peanut. But why should we add the word "Luo" to the topic and call it "Luo peanut"? Let’s look at the picture to introduce peanuts. The characteristic of peanuts is that they fall into the soil and bear fruit, so in botany they are called peanuts.

2. Check the preview and overall perception

1. Have you read the text before class? Now that you have read it, don’t open the book now and see who remembers the text. How many parts is this article written in? What to write first? What to write next? I don’t know. Open the book and take a look. Who can tell? What was written at the beginning?

2. Write on the blackboard by name

Plant peanuts

Celebrate the harvest festival

3. The text consists of these two parts. What do you think? Is this text long?

It’s not long, but this article is wonderful. Do you know who wrote it?

4. Introduce the author’s background and clarify the learning tasks

(emphasis on seeing the big in the small and the strange in the medium)

(1) It is necessary to understand the author’s meaning through talking about peanuts , what did you say?

(2) Understand the writing method of "focusing on the key points and clarifying the priorities"

5. The author's pen name Luo Watson came from this article. Do you think he was doing it for Are you a little proud of your article? So students should study hard, this article is very interesting.

3. Key insights, study the text

(1)

1. Below we use the key point method to study the text. How do you know which part of the article is the focus? First, look at whether he wrote "detailed" or "short".

Writing on the blackboard: Read the details

2. Now that you see that the text has been divided into two parts, which part is the focus?

3. Yes. We should focus on studying the key paragraphs, and simply study the key paragraphs, or "study briefly". Now, please read the first natural paragraph. As long as you catch one key word, you will understand this paragraph.

4. Students read silently.

5. Read by name

6. Tell me which word you found? Talk about your understanding of "Ju Ran" (What does it mean? Under what circumstances is it used? Why does the text use "Ju Ran"?)

7. If you look at it again, there are only four chapters about the process of growing peanuts. Words, which four? The author summarized what happened in the past few months in four words, so crisp and simple! So this writer is amazing! This is the first paragraph, because it is abbreviated, so we adopted the method of "study briefly". The second paragraph "Celebrating the Harvest Festival" is the key content, so we focused on studying it.

(2)

1. Now please read the text by yourself. While reading, think about it. Since it is a holiday, how many programs does it have? In other words, how do they celebrate this festival? What to do first? What to do next?

2. Students read the text silently

3. Okay, now let’s celebrate the Harvest Festival with them. What is the first program of the Harvest Festival? Writing on the blackboard; eating peanuts

4. What are you doing while eating? Blackboard writing: Talking about peanuts

5. Now look at it. The first part uses one natural paragraph, and the second part "Harvest Festival" uses fourteen natural paragraphs. How many natural segments are used in "eating peanuts" here? (Two) Talking about peanuts uses twelve natural paragraphs. According to the "look at the details" method, which one is the key point? "Talking about peanuts" is the key point, so which method should be used to learn "eating peanuts"?

6. Who will read the two paragraphs "Eating Peanuts" and find out what is noteworthy while reading.

7. Name several things and give instructions. It is rare (pay attention to it)

8. Mother has made several kinds of food for everyone to eat. What should we do next? (Talk about peanuts) Find a classmate to read the following text. While he is reading, everyone will see how many people are talking? (Five) Four people speak. Do these four speak their own words? Or is it divided into several aspects? Who is on the same side as whom? What aspects are you talking about? Take a closer look.

9. Name writing on the blackboard: We talk

Father talks

Which of these two aspects is the focus? Is it still possible to use the "look at the details" method? (Interspersed) The teacher tells you the second method - "look at the content". Which is more important, what our father said or what we said? Whose words are important are the focus.

10. Find a few students to read this part in different roles. Only read the content of what they said and see if you can read the atmosphere of the conversation.

11. After the conversation, how many words did the brother say? Read it out, is this sentence important? Is this important, sister? Is my first sentence important? Look at the second sentence again and read it again. Is this sentence important? But this sentence is an "enlightenment" after listening to my father's words, so I still have to look at my father's words. Is what my father said important? Then you said "we talk" is the key point? Is "Father Talk" the point?

12. From what can you see it? This is called looking at the content to determine the key points

Except for my last sentence, which is the key point in the few sentences "we" talked about, do you need to study the other sentences carefully? Then let’s focus our minds on the important sentences. We found out through "looking at the content" that "father talks" is the key point. Find here, we are almost close to the center. Take a look at how many times your father spoke in one day. Mark it with a serial number.

13. Five times. Are these five conversations with my father important? Use the "look at the content" method to compare which conversations are important and which ones are not. Read the names in order and analyze them in order (1, 2, and 5 are not important, 3 and 4 are important).

14. Key analysis 3 and 4 Like peanuts

Learn from peanuts

(1) You put "like peanuts". Read this paragraph carefully and silently. As you read it, think about the points on which your father praised Peanut. Read it again. After reading this passage, do you think peanuts are useful? The fruits of peanuts are buried deep in the ground. They only look at the ones on the ground and are not outstanding in appearance. So what are the benefits of peanuts? What my father said is that there is one thing that is most important. What is this point? Yes, it doesn’t look like anything? Is my father criticizing plants like apples and peaches? So why do you say that? What characteristics of peanuts are highlighted? (Don’t show off your own advantages)

(2) Let’s watch “Learning Peanuts” again and read the fourth conversation together. There are six words that are most important in this conversation. Look for it and circle it. The six words talk about two aspects. Who found it? (Not good-looking, but very useful.) My father also talked about the characteristics of peanuts here. Then my father asked you to teach us about peanuts. The less beautiful the better. ? Is that what you mean? What did the father say next? Then what is the father's request? It's better to look good, but more importantly, what should he have? My father said, "It's not about looking good but not having practical things." Don't be such a person. Is he asking us to learn from peanuts?

(3) Okay, one is the third and one is the fourth conversation. Which one of these two talks is more detailed? Introduce the third method "look at the purpose". Look at two purposes here. First, look at the purpose of the father's conversation, and second, look at the purpose of writing the entire article. Now let me ask you, does your father talk just to praise peanuts? Or is it for us to learn peanuts? We can easily see that this is the key point by using the "look at the purpose" method. The purpose of my father's conversation is to let us learn peanuts. The author's purpose of writing this article is still to let us learn peanuts. Therefore, "learning from peanuts" is the focus of these two paragraphs. Do “we” understand the father’s painstaking efforts?

(4) Just saying you understand is not enough, you have to find evidence from the text. See how many bases you can find? (Three points) Among these three points, which one is the most clear? What does it look like to be imprinted on your heart? What was the father's conversation about? Read it again. This sentence deeply shows that he understands, what should we learn from peanuts? Writing on the blackboard; being a useful person

(5) Summary

4. Summarize the full text and deepen the theme

"Being a useful person" is the purpose of this article center. When the author writes this article, he is not introducing us to the plant peanut, but telling us a truth. It is said with the help of peanuts, which is called "borrowing physical metaphors".

Planting peanuts

Eating peanuts

Celebrating the Harvest Festival△ Let’s talk

Talking about peanuts△ Praising peanuts

Father talks △

Learn from peanuts △

Use objects as metaphors to become useful people

(Principle) The meaning of peanuts! urgent!

Groundnuts

Main content:

We grow peanuts and harvest peanuts. Then the mother proposed a harvest festival and made preparations for the harvest festival. During the harvest festival, my father and we discussed peanuts while eating them.

Plot:

Peanuts have many benefits, but one of them is the most valuable: its fruits are buried in the ground, unlike peaches, pomegranates, and apples, where the bright red and green fruits are kept high. The ones hanging on the branches make people fall in love with them as soon as they see them. You see it grows low on the ground. When it matures, you can't tell immediately whether it has fruit or not. You have to dig it up to find out.

Enlightenment:

People should be useful people, and don’t be people who are only decent but not good to others.

So you should be like a peanut. Although it doesn’t look good, it is very useful.

We must be like Peanut, with a spirit of simplicity, obscurity, selfless dedication, no fame or fortune, and no publicity.