What does Peanut mainly say in this text?

The intensive reading text Peanut is a narrative prose, which truly records the author's family activities and education when he was a child. This text focuses on the peanut harvest festival of this family. By talking about the benefits of peanuts, the main purpose of learning peanuts, which is not worthy of the name and silently dedicated, is revealed. It shows that people should be useful, not just decent and useless to others, and expresses the author's life ideals and values that are not for fame and fortune but for the benefit of society. Xu Dishan has never forgotten his father's teachings and hopes. He took groundnut as his pen name, and always encouraged himself to be a useful person, to realize this wish with actions, and to become an excellent writer.

This text is narrated according to the sequence of events and can be divided into the following three paragraphs. The first paragraph (1 paragraph) begins with planting peanuts and harvesting peanuts; In the second paragraph (the second natural paragraph), my mother proposed the Harvest Festival and made preparations for it. The third paragraph (from the third paragraph to the end) is about my father and I talking while eating peanuts. Father's praise of peanut's character made us admire ordinary peanuts. If the students combine the second paragraph and the third paragraph into one paragraph, it is also possible. The article is quite clever in expression: the details are clear, the words are simple and unpretentious. Although the length of the article is short, there are no flowery words and profound sentences, but it gives people a clear and profound impression and makes people realize the intriguing truth from ordinary things.

There is an illustration in the textbook, which shows that on a bad night, the whole family gathered in the pavilion in the backyard to attend the peanut festival. The table is full of all kinds of food made of peanuts, and the father who seldom comes back is talking happily with the children. From the picture, the author "I" is still very young, only seven or eight years old, but my father's remarks about peanuts are deeply imprinted in the hearts of my brothers and sisters. Therefore, this once again proves the importance of receiving strict and active education from an early age.

The focus of this lesson is to understand the value of peanuts from the outside to the inside, to understand the profound meaning of father's praise of peanuts, and to understand the truth of being a man from it; Distinguish between the primary and secondary articles, and appreciate the meticulous and decent writing of the articles.

2. Text analysis.

Understanding of (1) sentence.

Peanut has many advantages, one of which is the most precious: its fruit is buried underground, unlike peaches, pomegranates and apples, which hang bright red and light green fruits high on the branches, making people fall in love at first sight. You see, it grows short on the ground, and when it matures, you can't immediately tell whether it has fruit or not. You have to dig it up to know.

This is the first time my father talked about peanuts. The "loving heart" produces feelings of love and jealousy in the heart. Here, my father compared peanuts with peaches, pomegranates and apples. Through the comparison of fruit color, appearance and growth position, it shows that peanuts are not as beautiful as peaches, pomegranates and apples, but they have the most valuable internal characteristics: unpretentious, obscure and indifferent to fame and fortune. Among them, "bright red and light green" and "hanging high on the branches" are in sharp contrast with "buried underground" and "growing short on the ground" Even when they are mature, they remain silent and are in no hurry to show it. This kind of personality is really commendable. However, my father only put forward the objective impression of peaches, pomegranates and apples, and only compared them in appearance, but did not evaluate them. Don't push peaches, pomegranates and apples to the other extreme in teaching as negative teaching materials. After understanding the central idea of the article, students can be allowed to make their own comments on things.

So, you should be like a peanut. Although not beautiful, it is very useful.

This sentence is simple on the surface, but when it comes to it, students will have doubts: "Be like peanuts"? Wouldn't it be better to be like "peach, pomegranate, apple"? It is easy for students to put the two in opposition. Indeed, peaches, pomegranates and apples are not only attractive in appearance, but actually useless. From the perspective of modern people, it is not only beautiful in appearance, but also useful, and everyone has a love for beauty. But after all, external beauty cannot be compared with internal beauty. Of course, inner beauty is more important, and doing good for the people is more important. It may be more difficult for a person who is not so beautiful in appearance to make achievements and get recognition from everyone than a person who is pleasing to the eye in appearance, but if he can work hard in obscurity and bring benefits to others, it should be said that it is even more remarkable and admirable. Teachers should pay attention to proper limit and guide students with correct values when teaching this sentence.

Then, people should be useful, not just decent, but bad for others.

This sentence is the author's feeling after listening to his father's evaluation of peanut's character. Although the author was still young at that time, from his father's comments on peanuts, he had realized his father's requirements for them: people should be useful, not just those who pay attention to decency and have no practical use (not for peaches, pomegranates, apples, etc. ); Whether it has practical use mainly refers to whether it has benefits and contributions to others and society.

(2) Understanding of words.

Pioneering: pioneering and developing. In this paper, it refers to reclaiming the original wasteland.

Digging: loosen the soil with tools.

In fact: it means unexpected; Actually.

Harvest: when the crops are ripe, collect the fruits. It is also used to describe experience and achievement, in which the former is referred.

Command: A verbal task or command.

Squeeze: upturned tongue, the fourth sound. Squeeze juice from an object.

Adore: Willing to approach because of affection or respect.

Distinguish: distinguish.

To look good (in appearance, appearance, or dress); Have style.

1. Master the seven new words in this lesson. Can copy 10 paragraph correctly, and can make sentences with "actually".

2. Understand the profound sentences in the text, learn from Peanut's character of not seeking a hollow reputation and silently contributing, and understand the truth that "people should be useful people, not people who only pay attention to decency and are not good to others".

3. Be able to read the text of different roles and recite the key sentences of the text. I can use my own words to tell which content of the text is detailed and which content is sketched, and I can understand the benefits of this writing.

4. Have a preliminary understanding of the writing techniques of borrowing things, learn the writing methods of the author's understanding of life from Peanut, and try to choose one thing to write.

1. Before class, students can be guided to find relevant information, understand the growth characteristics and common sense of peanuts, and know the origin of peanut names.

The language of this article is simple, but the truth is profound and instructive. When guiding students to understand the truth of being a man in the text, teachers should pay attention to the character (benefits) of peanuts, especially the "most valuable" point pointed out by dad, and then link it with the truth of being a man. The author praised the silent dedication of peanuts, but did not mean to belittle apples, peaches and pomegranates. In this paper, my father compared peanuts with peaches, pomegranates and apples, just to compare whether the fruits are exposed, so as to highlight the peanut's character of not showing off and silently contributing, not to say that these three fruits are just beautiful in appearance and have no practical use. Students should be guided to correctly understand the original meaning of their father's words in teaching.

In-depth study, the key should be to understand what dad said, "so you should be like a peanut." Although it is not good-looking, it is very useful. " From the characteristics of peanuts, we can understand the truth of being a man. Learn the inner beauty of groundnuts, contribute silently and benefit mankind. When discussing the relationship between appearance and ugliness, usefulness and uselessness, we should respect students' different feelings and allow them to experience from different angles. Teachers only need to correctly guide their values at key points. What needs to be denied is only the kind of person who looks good and only says decent, but in fact he is useless.

3. The article uses the writing method of metaphor, which should be paid attention to in teaching. After being fully exposed to the text, students can discuss with what they have seen, heard and felt in their lives: What kind of person does the author use peanuts as a metaphor? Who in life, like peanuts, has made contributions in obscurity? Only by connecting with reality can we realize that ordinary workers around us who have made obscure contributions in ordinary posts, like peanuts, may not be enviable in their work, and their labor achievements may not be eye-catching, but they are actually serving everyone, such as cleaners, newspaper couriers and repairmen. They are useful and deserve our respect. When we learn peanuts, we should not only look down on people who are not beautiful but actually useful, but also be willing to be an ordinary person and do something like peanuts in ordinary posts to bring more benefits to others.

This text is very distinctive in the arrangement of materials. The full text writes about planting peanuts, harvesting peanuts, tasting peanuts and discussing peanuts in the order of things. It took several months from planting peanuts to harvesting peanuts, but only the words "buy seeds, turn the ground, sow, water" and "harvest" were used in this paper, and it was only one night away from the peanut festival, but it occupied a lot of space in this paper. That night, while eating peanuts, the family talked about peanuts, but the article didn't say a word about how the dishes cooked with peanuts tasted or how they ate them. At the end of the article, I just said, "All the food made of peanuts has been eaten." Why did the author arrange this? What are the advantages of arranging materials in this way? Let the students discuss. Through discussion, let students have a concrete feeling about the primary and secondary details of the article and understand the primary and secondary details of the article, which is tailored to the needs of the expression of the central idea. Understanding the proper arrangement of details can make the article focused and clear.

5. Paragraph 10 of this article needs to be memorized. The text is not long, the sentence connection is very concise and smooth, and the content has a certain plot. Conditional students can ask them to recite more paragraphs on the basis of familiar reading; But for students with learning difficulties, they can only be asked to recite the prescribed paragraphs.

6. The word "actually" needs a sentence. When guiding sentence-making, students should first understand the specific context in which the word "actually" is used in the text: "Our brothers and sisters are very happy. We bought seeds, plowed the ground, planted seeds and watered them. After a few months, we really harvested. " The word "unexpected" emphasizes everyone's surprise mood-everyone's unexpected happiness when harvesting. Because everyone has no experience in planting peanuts, and they are planted on wasteland, but they are not sure whether they can be harvested. A few months later, it was a surprise. After understanding the basic usage of "incredible", students can practice making sentences orally to remind them that there should be unexpected meanings in sentences. Before "incredible", we should briefly introduce the original idea (unexpected basis), instead of simply making up confusing sentences such as "He actually ...".

(1) Introduction to guessing.

Teacher: Students, the teacher asked you to guess a riddle: "Roots and whiskers grow into the sand, you build your own houses and settle down, and the flowers on the ground will not bear fruit, nor will the underground bear fruit." Who can guess what this is? (guess)

Yes, peanuts. (Showing pictures of peanuts) This is the text (blackboard writing topic) we are going to learn today.

(2) Introduction of peanuts.

Teacher: Students, you have checked the information about peanuts before class. Please share your knowledge about the characteristics and uses of peanut growth. (communicate freely and show the real starting point of learning)

The text we are going to learn today is not just an article about peanuts. This is written by the famous writer Mr. Xu Dishan. What did he write?

(3) Cut to the chase.

Teacher: The text we are going to learn today is Peanut (you can make a slide with the title and the author's name on it with peanuts as the background). The author of the article is-(The teacher refers to the slide, please read it together). There is an introduction about Xu Dishan, the author of this article. Please read the "information kit" and prepare to talk about what information you have learned from the "information kit". Is there anything else you want to ask? (Make full use of the materials provided by textbooks)

(1) Read the third paragraph in groups.

Discussion: What are the advantages of peanuts? Speak orally first, complement each other, then try to list the most important words separately, and then communicate with the whole class. According to the students' answers to the blackboard, the younger brother said: delicious oil can be squeezed out cheaply, and everyone likes to eat it.

(2) Read the third paragraph in different roles and think: How did father discuss peanuts?

Discussion: "Father said: ……" What do you think is the key word? Teachers and students discuss with each other that the most precious fruit that grows on the ground and does not grow long must be buried underground.

Teacher's summary: The benefits of peanuts mentioned by my brothers and sisters are obvious, but what my father pointed out is the most important but often overlooked feature of peanuts. Although peanuts don't have the attractive appearance of peaches, pomegranates and apples, they bear the same fruit, burying the mature fruit in the soil, making no publicity, not seeking false reputation and silently offering.

(3) In-depth understanding: My father specifically pointed out the most valuable place of peanuts. what is the purpose?

I hope children can be as plain as peanuts, but they are very useful. The text tells us a profound truth from discussing peanuts to being a man. This kind of writing is called borrowing things to describe people.

(4) Discussion: What kind of people do fathers use peanuts to educate their children?

(1) Read your father's words.

Fill in the blanks and understand what your father said.

Peanut has many advantages, such as _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ You see, it's _ _ _ _ _ _ _. When it is ripe, it can't _ _ _ _ _ tell it whether it has fruit or not. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

So you should be like peanuts. Although it is _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

People should be _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

Tell me your understanding of what your father said.

(5) Recite paragraph 10 of the text according to the blanks. (If possible, it is suggested that two key sentences should also be recited by students. )

(6) Contact with the reality of life, and understand the character of peanuts and the truth of being a man.

There are also many people and things like peanuts around us, which makes us understand a profound truth that people should be useful people. Can you give me an example? (such as ordinary pencils and erasers; An unknown sanitation worker, a postman ...) and then combined with the "small practice pen" after class to write.

The third part:

Topic design of classroom small exercise pen

(1) Express your mind directly. Praise you, _ _ _ _ _ (praise the people around you like peanuts)

(2) borrowing things to describe people. _ _ _ _ _ _ _ _ Ode (for example, burn yourself and light other people's candles; Pine is not afraid of cold; Unknown grass)

Verb (abbreviation for verb) related links

Peanut is peanut, also called longevity fruit. Panicum miliaceum of Leguminosae. According to the habit of stem formation, it can be divided into upright type and creeping type. Feather compound leaves. The flowers are yellow. After fertilization, the ovary stalk quickly extends and drills into the soil, and the ovary develops into cocoons and pods. Seeds (peanuts) are oblong, oval and short, and the colors are red and red. Native to the tropics. China has extensive cultivation, especially in the lower reaches of the Yellow River. Seeds are rich in protein and fat, which are mainly used as oil or as auxiliary materials for non-staple food and candy. The shell can be used to make alcohol. Stems and leaves can be used as feed.

Xu Dishan (1893- 194 1) is a modern novelist and essayist. Pen name Luo Huasheng, originally from Tainan City, Taiwan Province Province. My ancestral home is Fujian. One of the founders of the Literature Research Association. 1922 graduated from yenching university. After studying in the United States and Britain, I went to India to study Buddhism. After returning to China, he taught in yenching university, Peking University, Tsinghua University and other schools. Before and after War of Resistance against Japanese Aggression, he taught at the University of Hong Kong and engaged in progressive cultural activities. His novels show the tendency of patriotism and democracy, such as "Empty Mountain Spirit Rain" and "Weaving a Spider". Translated literary works such as Twenty Nights and Sunset; He edited Indian Literature and History of Taoism in China.