Fourth grade Chinese text "Dream of Green Leaves"

Dream of Green Leaves

My childhood was spent in nature. Peel the sorghum stalks and make them into carriages and lanterns; grab handfuls of mud from the river and knead them into mills and bowls; use wicker and reed leaves to make flutes, gourds and gourds to make boats, and lotus leaves to make umbrellas? A pair of small hands create What lovely toys! However, what fascinates me the most are the green leaves.

I am forever grateful to my first teacher. In addition to teaching us how to read, the teacher also taught us to collect specimens, pick various green leaves and put them together, and tell us their knowledge and interesting stories. It was a really enjoyable activity.

On Sunday, we ran through dense woods, overgrown rivers, vast fields and hills. Climb big trees, go into the jungle, laugh and play, and the joyful laughter scares away the birds looking for food. The basket is filled with various green leaves. We string ingot leaves into necklaces, use golden dodder to make rings and bracelets, carob flowers hang on our ears, and wild chrysanthemums fill our braids. In the classroom in the wilderness, green leaves and wild flowers compose the music of our lives.

Each of us wants to find a new and rare leaf, so competition and adventure are indispensable. We often make unexpected discoveries, but we also inevitably get stabbed in our hands and feet. The sharp thorns of chestnut and jujube trees have left scars on almost everyone.

In autumn, the leaves fall in the wind, like groups of butterflies flying towards us. We carried baskets and baskets on our backs, ran, cheered, hugged leaves, piled them into piles, rolled on them, somersaulted, and sat down to pick out those beautiful leaves. Bright red, golden, and long chains of colorful leaves are hung in the classroom, and the room is filled with the joy of harvest. The many leaves left as specimens have become our treasures: round, striped, peach-shaped, needle-shaped, egg-shaped, ingot-shaped, and those with hairy leaves? They are displayed one by one. .

The teacher asked us to observe and talk about these leaves. The feathery lentil leaves can be used as tea, dispelling phlegm and quenching thirst; the slender weeping willow leaves can detoxify alcohol and treat psoriasis; mulberry leaves can clear away heat and improve eyesight, and treat numbness of hands and feet; mint leaves can treat colds and headaches? Folklore passed down from ancestors. Prescriptions and rich and interesting life knowledge also remain in my memory along with the strings of leaves.

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Sishang "The Dream of Green Leaves" lesson plan

Teaching objectives:

1. Guide students to grasp the key parts of the text, Gradually understand the content of the text and understand the author's thoughts and feelings.

2. Read the text emotionally and recite the fifth natural paragraph of the text.

3. According to the different requirements of reading and writing, learn new words in this lesson, and master the words "hui Lian, mound, ring, music, jujube tree, stabbing, display, detoxification, memory".

Teaching focus:

1. Learn new words in this lesson.

2. Grasp the key parts of the text, gradually understand the text content, and understand the author's thoughts and feelings.

Teaching difficulties:

1. While reading, imagine the scene of collecting leaves described by the author, and experience the author's happy mood at that time.

2. Feel the wonderful dream in the natural paragraphs 2-6 of the text.

Teaching preparation:

Presentation (pictures, videos, text); leaf stickers (or other leaf and sorghum straw products)

First lesson

Teaching objectives:

1. Learn new words and understand their meanings.

2. Preliminarily understand the content of the text and divide the text into paragraphs.

Teaching process:

1. Clarify unit learning tasks

1. Introduction: Today we start the study of the new year, new semester, and new unit. Students Are you ready? Let’s travel the world of Chinese language together!

2. Browse? Unit introduction?

This unit tells us the childhood stories of the authors. They What was our childhood like? Is it different from our childhood life?

In the new semester, what kind of Chinese learning will we start? What abilities should we pay attention to improve?

Browse the "Unit Guide" to find answers to your questions.

3. Exchange of experiences

① Report? What did you understand?

② Talk about how you want to learn this unit; or talk about the problems you have in your learning.

2. Preliminary study of "The Dream of Green Leaves"

1. Introduction: Now we start to study the lesson "The Dream of Green Leaves".

2. Explanation of the question to stimulate interest: What thoughts do you have when you see this question? (You can talk from three perspectives: "green leaves", "dreams", and "green leaves' dreams")

[Teacher Tips] ① Green leaves: Where have you seen them? What do they symbolize? What can they be used for? etc.

② Dreams: Allow students to form words and understand the emotional connotation of "dreams".

③ The dream of green leaves: inspiring doubts.

Summary: (Integrate students’ speeches and introduce text reading)

3. Model reading of the text and initial impressions.

⑴ Think while listening: What things did the author use to reflect his childhood life? What impression did it leave on you?

⑵ Listen Read, think, and share feelings.

⑶ Summary: The author captures several things related to Green Leaves and tells us about her happy childhood life

which makes us feel envious. Do you want to read this text yourself? (Lead to the next link)

4. Learn new words in this lesson

⑴ Check the self-study of new words

Show For new words, check the reading performance and provide guidance on words that are difficult to write or are prone to typos.

⑵ Read the text by yourself, draw new words, and read the sentences with new words; extract your favorite words

into the "Word Basket".

Study the text to better master these new characters and words.

5. Read the text to yourself as required

⑴ Put forward self-reading requirements

Read the text silently, mark the natural paragraph numbers, and divide them into paragraphs.

Read your favorite passage aloud.

Share your learning experiences and existing problems with classmates around you.

⑵ Students study by themselves as required.

⑶ Feedback: Check the segmentation; summarize the good words; name and read your favorite paragraphs; ask

problems that need to be solved.

6. About the author: (will be arranged when there is time)

Ge Cuilin, a famous children's literature writer, is currently the vice chairman and secretary-general of the Bing Xin Award Jury. For half a century, he has persisted in writing fairy tales, striving to pursue the realm of truth, goodness and beauty in fairy tale creation and form his own unique style.

His major works "Wild Grapes", "Singing Portrait", "Somersaulting Puppet" and "Where Is Spring" have won many awards at home and abroad, and have been translated into English, French, German, Russian, Japanese and other languages. Text publishing. Newspapers and periodicals from Denmark, Switzerland, the former Soviet Union, Japan, and Thailand have introduced and commented on her works, and her traditional Chinese fairy tale books have been published in Hong Kong and Taiwan.

Ge Cuilin has visited France, Switzerland, Thailand, and Japan and given lectures. In the late 1970s, he served as a member of the Children's Literature Committee of the Chinese Writers Association. In the late 1980s, he served as a judge of the Swiss International Children's Book Award. In 1990, he founded the Bingxin Award with Han Suyin and others, and has been presiding over the work of the Bingxin Award, doing his best to cultivate children's literature authors. In the 1990s, she was re-elected as a member of the Beijing Municipal People's Political Consultative Conference and an executive member of the All-China Women's Federation. Little readers like her books, which is her happiest thing.

7. Assign homework

⑴ Copy the students’ words in this lesson.

⑵ Continue to read the text carefully, especially the passages you like.

⑶ Try to solve the problems raised in class yourself.

The second lesson

Teaching objectives:

1. Understand the content and experience the author’s thoughts and feelings.

2. Read the text emotionally and recite the fifth natural paragraph.

Teaching process:

1. Introduction

1. Write the topic on the blackboard and read together;

2. Recall and sort out students’ doubts, Determine key issues

During the study of the last class, the students raised some questions. Do you remember them? (Name them)

Which problems have been solved in the after-school study? What have not been solved?

3. Introduction: Through independent learning, students have tried to solve some problems, and some have not yet been solved. In this lesson, we will further study the text and solve the remaining problems together.

2. Students study on their own, read the full text silently, and think about questions

1. Provide silent reading requirements

⑴ Read the text silently and think: What are the good memories of the author’s childhood?

⑵ Read the part you are most interested in, read it again and again.

2. Students read the text by themselves.

3. Exploration and cooperative learning, in-depth understanding of the text

1. Sort out the content

What good memories does the author have in his childhood? (Concisely summarize the meaning paragraph or nature (paragraph meaning)

2. Learn the first natural paragraph.

⑴ Read the first natural paragraph by name.

⑵ Show pictures and raise questions

① Show pictures? Those childhood toys mentioned in the text.

② Read the first few sentences of the first paragraph by name, and read the last sentence together.

③ Inspiration: Nature provides us with many toys and brings us endless fun, but why is the author

most fascinated by green leaves?

3. Browse the text and find the answers to the questions in the text.

⑴ Browse the text.

⑵ Exchange your opinions. (You can read the text and describe it in your own words)

⑶ Deal with the "bubble box" and clarify the relationship with other paragraphs.

[Random writing on the blackboard]

4. According to students’ choice, study the key parts of the text paragraph by paragraph: (2 to 6 natural paragraphs)

[Study 3 to 6 natural paragraphs, not necessarily in order , which nature paragraph the students like the most, read it, and then

just study it in depth]

⑴ The third nature paragraph: write about our joy in collecting green leaves.

① Read the text by name, and then talk about why you like this part the most.

② Show word practice

(dense) woods (overgrown), (broad) fields by the river

(climb) big trees ( Diamonds) jungle (string) necklaces (making) rings and bracelets

Excerpt the words as shown: ingot leaves (Cuscutera, carob, wild chrysanthemum)

③ Read the text to yourself, pay attention Several groups of words appeared in the exercise, from which we can experience the happiness that collecting green leaves brings to us.

[Solve the questions related to this paragraph immediately]

④ Provide guidance on practicing emotional reading.

⑤ Read this paragraph by name and read the last sentence of this paragraph together.

⑥ Summary: From the students’ reading, the teacher can tell that you have experienced the author’s happiness when collecting leaves. (Read the last sentence of this paragraph again.)

⑵ The fourth natural paragraph: It is written that collecting green leaves can lead to competition, adventure, and even injury.

① Read the text by name, and then talk about why you like this part the most. [Random writing on the blackboard]

② Read silently and think: Almost everyone is injured by the activity of collecting leaves. What does this have to do with happiness?

③ Exchange experiences. [Solve the questions related to this paragraph immediately]

④ Practice reading with emotion.

⑶ The fifth natural paragraph: The harvest is greater when writing about autumn.

① Read the text by name, and then talk about why you like this part the most.

② Use bubble box to talk about your experience. [Then solve the problems related to this paragraph and write on the blackboard randomly]]

③ Provide guidance on practicing emotional reading.

④ Try to recite this paragraph. (If time allows, you can memorize them all together or by name)

⑷ The sixth natural paragraph: The teacher asked us to observe and talk about these leaves, so that we knew many folk prescriptions and understood A lot of rich and interesting life knowledge.

① Read the text by name, and then talk about why you like this part the most.

② Combined with the text content, students can exchange gains. [Random writing on the blackboard]

4. Summary of the full text

1. Combine your own understanding of the text and answer the questions? Why is the topic called "The Dream of Green Leaves"?

2. Compare your childhood life and talk about your feelings after studying.

3. Recall the author’s expression method and talk about what is worth learning from.

4. Conclusion: The author's childhood was happy. They devoted themselves to nature and enjoyed the childhood gifts that nature gave them, leaving a deep imprint in their memory. The students envy the authors' closeness to nature and their happiness, but we should envy their creative little hands even more. I hope that through the study of this lesson, we can arouse our pursuit of happiness and leave beautiful childhood memories for ourselves.

5. Assign homework

1. Continue to practice reading the text with emotion and recite the fifth natural paragraph of the text.

2. Preview the next lesson.

Content: ①Exchange interesting stories about your childhood.

②Design an activity to enjoy the happiness of childhood.

③Visit elders or neighbors and collect interesting stories about adults’ childhood lives.

Blackboard design:

Dream of green leaves

Fascinated by childhood toys

Collect green leaves for freedom and happiness

Green leaves The dream of finding strange leaves and the childhood dream of adventure

Making specimens carefully selected for the love of nature

Learning about leaves increases knowledge