The original text of lesson 8 "Butterfly's Home" in the first volume of the fourth grade of primary school is edited one by one.
I often think that when it rains heavily, bluebirds and sparrows have to hide. Where are the butterflies? The sky is so low, the clouds are so dark, thunder, electricity, rain and wind are whistling and vibrating, raindrops are clamoring intensively, and the wind is hanging with a silver rain curtain. The world has been washed almost all over, and even the Woods are dark, dripping and wet everywhere. Isn't it difficult for butterflies? I worry about butterflies when I think about it. Where can they hide in this weather? Their bodies are so light that they can't even lift a water point; The colored powder on them is so pure that no water can dye it; They are so weak, even weaker than a leaf. How can they stand such fierce wind and rain? Thought of here, I can't want to go on, my heart is on tenterhooks.
However, one child said with great confidence, "They must have a home just like us. When it rains, they will fly home in a hurry! " But where is their home? I've never seen butterflies shelter from the rain in other people's homes. What about the wheat field? You can't hide from the rain. In the pine forest, there are water drops everywhere. Are the flowers in the garden their homes? Flowers themselves have been shaken by the rain, how can they be hidden? Even the bottom of the old trunk was wet with water. Where is the butterfly's home? I'm really worried about butterflies.
Will their home be under the bridge? I don't know, but one thing is certain: a butterfly has never landed on a stone here! Will they hide under the leaves? That's true, but I've never seen a butterfly hide from the rain under the leaves. The leaves are often blown over by the wind and soaked by the rain, which is nothing like the butterfly's home! I'm really worried about butterflies.
A girl said to me, "after the rain, butterflies will come out again and fly in the sun." They are so happy and so smart. I think they must be hiding in a secret home. Their home must be beautiful and warm, unlike domestic birds, which fly under the eaves where people smoke when it rains. It must be like this. "
What she said is true, but I have never seen where butterflies hide when it rains. If someone can tell me, I won't worry.
__________
Yan Zhijun, the author of this article, made some changes in the selection of articles.
The lesson plan of Butterfly's Home, the eighth lesson of Chinese in the fourth grade of primary school, is two parts.
Teaching objectives 1. Know 8 new words (including 1 polyphony) such as "avoid, shake and shout" in this lesson, and understand the meanings of related words.
2. Read the text correctly, fluently and emotionally, understand the content of the text, feel the author's pity for the butterfly, and appreciate the author's love for the weak life.
3. Experience the use of personification, parallelism and other rhetorical devices in the article, feel the beauty of language and artistic conception of the article, and accumulate good words.
4. Stimulate the consciousness of being good at exploring from ordinary life.
Teaching focus
Understand the content of the text, feel the author's concern and concern about butterflies in the rain, and realize the author's love for the lives of the weak.
Teaching difficulties
Master the application of rhetoric in the text to realize its expressive effect; Feel the beauty of language, artistic conception and emotion in the article.
Class arrangement
1 class hour
Teaching process:
First, introduce new lessons and reveal topics.
1. Show pictures of butterflies and play videos of butterflies flying to stimulate students' beautiful imagination of butterflies.
Example: colorful ... butterflies have colorful wings, just like a beautiful garden.
Dance ... beautiful butterflies dance in the sun.
2. The teacher simply summarizes and introduces the new lesson.
Transition: The students are right. From these two words, the teacher can appreciate your love for butterflies. Like you, many people like butterflies. Some people say that butterflies are flying flowers and beautiful spirits. In the sunshine, we are infatuated with their light dancing and charming style. But when the storm came, where did these nature dancers go? Where is their home? Today, let's walk into Yan Zhijun's prose "Butterfly's Home" and start our exploration journey.
3. The teacher writes on the blackboard and guides the students to read the questions together. (blackboard writing: butterfly's home)
Clear: This title is very vivid. How can a butterfly have a home? Where is their home? What is it like? This series of questions attracts students to read the text and find out the answers.
Second, read the text for the first time and check the preview.
1. Introduce the author of the text and related knowledge.
Yan Zhijun (1907— 1982), also known as Yan, is the vice chairman and writer of Shandong Federation of Literary and Art Circles. Born in a scholarly family. After the May 4th Movement, he was admitted to Jinan Provincial No.1 Middle School and loved literature. He often publishes new poems and essays in magazines such as Novel Monthly, New Woman and Thread, which is appreciated by Shen and Zheng Zhenduo. He has been writing for more than 50 years, and his works include novella The Bitter Woman Turn Over, long poem The Dead Tree Blossoms, short poem The Daughter of the Mountain Country, Green Leaves Collection and so on.
Poems and famous sentences about butterflies
The butterflies in the flowers are dancing, and the soft yinger in freedom is just singing happily. -[Tang] Du Fu's "Looking for Flowers Alone by the River"
Zhuangzi daydreaming, a saint, was bewitched by butterflies, and cuckoo crowed in the imperial spring. -[Tang] Li Shangyin's "Jinse"
The west wind is rustling all over the courtyard, and cold butterflies are hard to come by. -[Tang] Huang Chao's "Chrysanthemum"
The child ran quickly to catch the yellow butterfly, but the butterfly suddenly flew into the vegetable garden and could not be found again. -[Southern Song Dynasty] Yang Wanli's Su Xinshi Xugong Store
2. Listen to the audio reading aloud and learn the tone of pause and reading aloud while listening. Be careful not to understand.
3. Read the text and circle the new words.
4. Test word preview.
Show the word card with pinyin and read it by name. The teacher corrects the camera and guides the students to remember the new words.
Words that can be recognized: avoid (b √) earthquake (hàn) noise (xuān) noise (siù) cleanliness (wū) house bird (qi o) smoke (yān) eaves (yán).
Third, study the text, focusing on exploration.
1. Ask the students to read the text naturally in paragraphs, mark the paragraph numbers and circle the places they don't understand.
2. Guide students to read the text silently, divide the text into different levels, and talk about the main contents of each level.
◆ Structure combing:
The first part (1~2) expresses the author's worries and concerns about butterflies.
The second part (paragraphs 3~4): I asked questions, guessed, searched and denied the butterfly's home again and again, which showed my concern and love for the butterfly's fate.
The third part (the fifth paragraph): Write a girl's beautiful guess about the Butterfly House.
The fourth part (the sixth paragraph): The full text ended in vain, leaving people endless room for reverie.
3. Name the students and talk about the main content of the text.
Clarity: This article is a beautiful essay. It shows the author's love for butterflies by imagining the scene that butterflies have nowhere to hide when it rains, and tells us to care for small animals that are weak and need help.
4. Teachers show self-reading requirements and guide students to exchange and discuss.
Reading requirements:
(1) Draw a sentence to explain the author's concern about butterflies.
(2) Draw sentences with rhetorical devices.
(3) Summarize all kinds of conjectures in the article with concise language.
(4) Talk to your classmates about where the butterfly's home might be.
5. Introduction and analysis of the text.
(1) I often think that when it rains heavily, bluebirds and sparrows have to hide. Where are the butterflies? How to understand the expressive effect of the word "often thinking"? Read the sentences, expand your mind and talk about what the author will think. )
Clear: "thinking often" means thinking often, thinking repeatedly and thinking more than once. It can be seen that the author is anxious, worried and concerned about butterflies.
(2) The sky is so low, the clouds are so dark, thunder, electricity, rain and wind are whistling and vibrating, raindrops are clamoring intensively, and the wind hangs a silver rain curtain obliquely. The world has been washed almost all over, and even the Woods are dark, dripping and wet everywhere. What description is this? What is the role in this article? )
Presupposition: first, guide students to grasp the core words in the sentence, such as "sky, cloud, thunder, electricity, rain, wind, forest" and so on. It can be quickly determined that this belongs to the description of the natural environment; Then explain the role of natural environment description and analyze it in detail with sentences.
Clear: This is a description of the natural environment, showing the scene of the storm sweeping the world, highlighting the harsh environment. This kind of weather is simply intended to embarrass butterflies, which lays the groundwork for the following writers to worry that butterflies are homeless.
(3) Read the second paragraph and talk about the characteristics of butterflies and the possible consequences of this butterfly in the storm.
Preset: Find a set of parallelism sentences describing butterflies in the second paragraph, extract key words and summarize the characteristics of butterflies. The possible consequences of Butterfly in the Storm depend on students' imagination, but the author didn't write it directly, giving readers room to think.
Clear: Butterfly is characterized by lightness, simplicity, weakness and powerlessness. Such a light, pure and delicate butterfly, in such a violent storm, may have the following consequences: ① raindrops will destroy the wings of the butterfly and make it unable to fly; So the author said-their bodies are so light that they can't even carry a water point; Mud spots will stain the butterfly's colored powder, which is no longer holy and beautiful; So the author said-the colored powder on them is so pure that no water can dye it; (3) Storms will blow butterflies into the mud until they die, so the author says-they are so weak, even weaker than a leaf, how can they stand this violent storm? Wings will be wet by raindrops. (5) It will be blown away by the wind. 6. Colored powder will be washed away by rain and lose its original beauty. All landowners get muddy, fell to the ground, can't fly.
(4) Find out the sentences that describe the author's anxiety about butterflies and seriously understand the author's mood.
Clear: the last sentence of the second paragraph-"I can't think of it when I think about it, and I have butterflies in my stomach." The last sentence of the third paragraph-"I'm really worried about butterflies." The last sentence of the fourth paragraph-"I'm really worried about butterflies." The word "urgent" appears repeatedly, which shows the author's eagerness and fully shows his love for butterflies.
(5) The third and fourth paragraphs all describe the author's search for a butterfly's home. Is there any difference in the author's mood between the two paragraphs?
Clear: In the fourth paragraph, the author is more anxious and more and more worried about butterflies. The reasons are as follows: (1) If you can't find so many places, the more you look, the more anxious you will be. The author searched more carefully and seemed to find it soon, but he still didn't see where the butterfly's home was, and he was more anxious.
(6) What homes and places did the author find for butterflies? Draw them out and experience the author's mood after every guess and exploration.
6. Deepen the understanding of the text and expand thinking.
Where is the butterfly's home? Do you have any new ideas to tell the author?
Presupposition: It is reasonable to guide students to give full play to their imagination, expand their thinking space and think about the places where butterflies may settle, such as caves on cliff walls and under petals.
Fourth, expand reading and appreciate famous articles.
Transition: The storm is coming. The author is very worried about those delicate butterflies and wants to know where they live and whether they will be destroyed by the storm. From the author's touching words, we really feel his share of worry and anxiety, and we are deeply moved by his love for the little life. Now, let's enjoy Li Hanrong's Caring for Butterflies, and see how the children in the clip feel about butterflies.
1. Show the extracurricular reading clips and read them by name.
One morning in early summer, I went for a walk by the river and saw a little boy and a little girl on the bank of the river bend, looking nervous and focused, as if discussing an important matter. I approached them gently and saw that they were rescuing a flower that was hovering and struggling on the water. The butterfly may have hurt its wings, but when it fell into the water, its wings were too heavy to fly. The little boy put a wicker into the water, but the wicker was too short. The little girl broke another wicker, untied her red rope and connected the two wickers. Finally, she reached the butterfly, but it still didn't cooperate. I don't know how to climb this small lifeline quickly. The little girl quickly took off the butterfly-shaped hairpin on her head and tied it at one end of the wicker, so that the little boy could throw it near the butterfly on the water, indicating that it was your companion who came to save you. You don't know us, so you should know your partner. Sure enough, the weak butterfly flapped its wings a few times, slowly approached the "butterfly" and slowly climbed up the strong wings of the "butterfly". The little boy slowly moved the wicker to the shore, and the butterfly finally landed. The two children are talking and laughing happily.
I thought this was the end of it. However, the two children discussed the future life of this butterfly. They carefully placed the butterfly on a bunch of wild roses blooming on the grass in the sun, so that it could absorb nectar while basking in the sun. However, they still feel that this arrangement is not at home. They were worried that greedy birds would peck at the poor butterfly that needed quiet rest, so they picked a few leaves and built a simple green "shelter" to protect the butterfly inside. They think that when it rests quietly, the wound heals and its strength recovers, it can fly on the Yuan Ye again in spring. -Li Hanrong's concern for a butterfly
2. Teachers show the problems to be considered, students communicate and discuss in groups, and recommend representatives to report.
(1) How do boys and girls care about a butterfly? Use wicker to save flowers, help butterflies bask in the sun, absorb nectar, and build a "disaster field" to protect butterflies.
(2) How did the little boy and the little girl feel after the butterfly was saved? (happy, happy)
(3) What inspiration do you get from the story that a little boy and a little girl care about butterflies? Caring for the lives of the weak, caring for the living environment and living in harmony with nature; In the process of getting along with others, be more caring, less indifferent, more kind and less calculating; Wait)
Five, classroom review, exchange gains.
1. The teacher summed up the teaching content of this class and commented on the students' classroom performance.
Transition: Animals are our friends, too. Only by caring for them can we create a harmonious home. Keeping this concept in mind and paying attention to the small animals around us with compassion is not only the embodiment of a person's noble morality, but also the shaping of our beautiful hearts.
Summary: Although a class is short, we have learned a lot. As before, we start with new words, understand the pronunciation and font, and then analyze the text content to understand the author's feelings. In particular, some key sentences in the text are vivid and infectious. Students think positively and answer questions enthusiastically. The teacher was surprised to see your unique idea, which was very good. Students can be commended; Students are not only that, but also set an example for us. ...
2. Guide students to exchange gains.
(1) Guide students to accumulate beautiful sentences in the text.
(2) Guide students to communicate and understand the text learned in this lesson.
(3) Guide students to collect famous sayings about caring for animals after class.
Famous sayings about caring for animals
? Love animals, so that human beings are not alone!
? Animals are close friends of human beings, and human beings are trustworthy partners of animals.
? Every life deserves respect, please take care of animals.
Animal allegorical sayings
? Cats catch mice, dogs watch the door? A moth killed herself by throwing herself into the fire? Crocodile tears-crocodile tears
? Grasshopper after autumn-can't scamper for a few days? The mouse is in the bellows-both ends suffer indignities? The little mouse on the scale-claiming to be
(4) Guide students to rewrite the form of the text and deepen their understanding of the text.
Butterfly's home
The sparrow's home is under the eaves,
Bluebird's home is in a big tree.
Butterflies, butterflies,
When it rains,
Where have you been?
Wheat fields, pine forests, old tree trunks, you can't be found.
Flowers, stone bridges and houses are not your home.
How does your light body resist the raging wind?
How can your clean wings stand the rain!
Butterflies, butterflies, weak butterflies,
You are so worried, so worried. ...
Dear butterfly, in fact, my home is your home!
Love weaves a warm home for you,
Whether it's thunder or lightning, whether it's windy or rainy,
Don't be afraid, go home!
Six, homework design, consolidate and improve.
Complete the corresponding training in this lesson.
Trilogy of Lesson 8 "Butterfly's Home" in the first volume of Chinese in the fourth grade of primary school
Teaching objectives: knowledge and skills
1. Correct new words and phrases in reading class.
2. Read the text, ask your own questions, and then try to classify the problems, select the ones worth thinking about and solve them.
3. Summarize the content of the text and realize the author's love for small animals.
Process and method
1. Use dictionaries, contact contexts and other forms to understand keywords.
2. Combine reading with reading words, reading with imagination, feel the beauty of language and artistic conception of the article, deepen the understanding of words and text content in reading, and sublimate emotions in reading.
Emotions, attitudes and values
Let the students have compassion for butterflies and inspire them to care for the weak life.
Teaching emphases and difficulties:
Focus: Experience the author's love for weak animals.
Difficulties: Try to ask questions and think with questions in your study.
Teaching preparation:
Teacher: Multimedia courseware.
Students; Preview the text.
Teaching time:
2 class hours
first kind
Teaching objectives:
1. Correct new words and phrases in reading class.
2. Read the text, ask your own questions, and then try to classify the problems, select the ones worth thinking about and solve them.
3. Summarize the content of the text and realize the author's love for small animals.
Teaching emphases and difficulties:
Focus: Summarize the content of the text and experience the author's love for small animals.
Difficulties: carry out the reading method of asking questions and thinking with questions.
Teaching process:
First, dialogue import
Everyone is eager to have a happy home, so can you tell me what a home is? Students speak freely. Home is a warm harbor that warms our hearts. Home is a shelter from the wind and rain. Let's rest and dock. ...
The teacher introduced: (Show the courseware) Look, students, small animals are dancing freely in the flowers and sunshine. Suddenly, it rained heavily and thundered, and both the bluebird and the sparrow went home to hide. Where did the little butterfly hide? In this lesson, let's follow the author to explore the butterfly's home.
Second, read the text by yourself and recognize the new words.
1. Read the text freely, pay attention to correct pronunciation and read the sentences. Draw birth words and read them several times.
Just now, the students read the text very carefully. Let's check the new words first.
Show the first group of words: roar, shock, noise, rain curtain, dark pressure, dripping water.
Read by name. Read it together.
Are there any words you don't understand?
3. Show the second group of words: light, simple, dirty and weak.
Who wants to read these words?
Who are these words about? (butterfly)
Are there any words you don't understand?
How do you feel after reading these words describing butterflies?
4. Are there any words that students can't understand?
Students can ask questions freely. (I don't know, rummaging, house finch)
5. Read the text by name.
Third, read the article again and ask questions.
1. What problems were raised in the communication?
2. Sort out the problems worth thinking about and study them in the next class.
3. Sort out the questions and keep three questions in each group.
Fourth, read the text for the first time with questions.
1. Understanding words will improve our understanding of the text. We look at paragraphs 1 and 2 with our own doubts.
Ask the students to talk about whether the question you just asked has been solved.
Teacher's summary: In this lesson, we learned that the content described in the text has a strong contrast effect: the rain is heavy, but the butterfly is weak. This made the author sweat for the butterfly and he felt anxious. Next class, let's continue to explore the home of butterflies.
Blackboard design:
Butterfly's home
My question: Where is the butterfly's home?
Why does the author pay special attention to this problem?
Why is their home beautiful and sweet?
Second lesson
Teaching objectives:
Read the text, grasp the main content according to the questions, and realize the author's love for small animals.
Teaching emphases and difficulties:
Focus: Summarize the content of the text and experience the author's love for small animals.
Difficulties: carry out the reading method of asking questions and thinking with questions.
Teaching process:
First, check the import.
In this lesson, we will continue to learn about the butterfly's home. According to the questions we asked in the last section, solve the problems in reading.
Second, read the sentiment and understand the text.
1. We read the text for the first time. Do you feel the author's mood? How are you feeling? (The author is anxious and worried about butterflies. ) What about you? Where can I feel the author's anxiety and worry about butterflies in the text? Please read the text silently, feel it attentively, draw relevant sentences with strokes and write your own feelings.
2. Student report.
(1) Why is the weather difficult for butterflies? Who will read it? Read the second sentence. What is the author thinking at the moment? Who can read the author's mood?
Yes! At this time, the sky is low, the clouds are dark, the thunder and lightning are thundering, and the wind is crazy and the rain is sudden, which makes people feel scared and scared. Is this really hard for butterflies? Can you read your feelings? Read by name and then read together.
(2) Where else can we see the author's anxiety and worry about butterflies?
Default value:
Thought of here, I can't want to go on, my heart is on tenterhooks.
From "How can I stand this violent storm?" It can be seen that the author is anxious and worried about butterflies.
The teacher guides the students: Why are you anxious and worried when you see butterflies? What was the author thinking at that time?
What did the author think of just now? (Their bodies are too light ...) What do you think from the author? Let's look at the beauty and weakness of butterflies.
Yes! How can such a light, simple and delicate butterfly not be loved? How can you stand this fierce wind and rain?
(4) What would the author think if he wanted to continue? Such a beautiful and delicate butterfly will suffer such a blow, and it's unthinkable here.
What is the author's mood at this time? Who can let us feel the author's mood through your reading?
(3) "Where is the butterfly's home? I'm really worried about butterflies. " This sentence appears twice in the text. Why am I worried about butterflies? (The author looked for butterflies many times, but couldn't find them, so he was in a hurry. )
(1) Which words can express the author's anxiety when looking for a home for butterflies? Tick and read.
② Read in pairs to understand the text. Where is the butterfly's home? The author is really worried about butterflies.
3 guess again and again, deny again and again, what is the author's hope to find a home for the butterfly again and again?
(4) Where else can we see the author's anxiety and worry about butterflies?
Let's read what the little girl said.
(Show the fifth paragraph)
What does the little girl think about whether butterflies have a home? (Three "musts")
The little girl said three "yes" in a row. Think about it. What was the little girl thinking when she said these words?
In this article, is this just the voice of the little girl? What kind of good wishes can you get from the little girl's words?
Conclusion: Let's read the little girl's words again and express the author's best wishes through her words.
Third, extracurricular expansion.
Students, do you think butterflies have a home? Where will this beautiful and sweet home be? Spread your imaginary wings and say something.