②Language Characteristics Analysis
The text is narrated in a certain order. First, it describes the flower children dancing on the grass when it rains. Then it imagines the flower children doing their homework behind closed doors, and the rain is the ringing of the vacation bell. Finally, it describes the flower children rushing home and hugging their mother. The text is rich in imagery and has a lot of "fresh" words and phrases, which are suitable for students to read aloud, learn, accumulate and use in the study of the text.
(2) Analysis of the Exercises after the Lesson
①Read the text aloud and imagine the flowers "dancing and reveling in the green grass".
Competence-oriented: connecting the article and life to perceive and extract information as a whole. ""rave"" and other words, experience the author's use of anthropomorphic sentences to highlight the fact that the flowers are numerous, fast blooming and vibrant. Train to read aloud with feeling. Read the first half of the sentence in a cheerful tone and the second half in an eager tone.
Teaching strategies and methods: grasping key words, reading for understanding, emotional reading aloud guidance.
Answer Key: By grasping the key words "a group of flowers", I realize that there are many flowers, and I want to read out the characteristic of many flowers. The other key words are the same as in the above example.
②When you read the text, did you notice the following punctuated part?
The wet east wind walked across the wilderness and played its mouth flute in the bamboo forest.
Branches touched each other in the forest, green leaves rustled in the gale, and thunderclouds clapped their big hands.
Competence-oriented: extracting information and forming explanations.
Teaching strategies and methods: guide students to pay attention to the expression of anthropomorphism and follow the trend. Think about the picture and read to promote understanding. The first punctuated part of the sentence writes about the east wind's wenrong, welcoming the flowers. The second punctuated part of the sentence writes that the wind is strong and the thunder is loud.
Answer key: I realize that the wind is very soft through the word "whistling", and I want to go to the wind, and so do the flowers. The other key words are the same as in the above example.
3 "When the rain came, they took a vacation." Do you like this expression? Please write it as it is, such as, "When the breeze blows, they ......" "When the butterflies come, they ......"< /p>
Competence-oriented: forming explanations, practical use.
Teaching strategies and methods: ask what to answer. Guide children to find beauty and express beauty. Connect with the reality of life, develop imagination and enjoy expression.
Examples of answers. I like this expression. This sentence uses the rhetorical device of anthropomorphism to write that the flowers can absorb enough nutrients to bloom the most beautiful flowers after it rains. I'd like to try writing it too. "When the breeze blew, they opened their eyes." "When the butterflies came, they danced."
3. Accumulation, Expression Plate
(1) Accumulation Part
The language in the text is vivid and easy to accumulate. For example, "Groups and groups of flowers suddenly ran out from places no one knew, dancing and reveling in the green grass." And other beautiful language.
Words can guide students to categorize accumulation. One is to use words to describe the picture: such as "showers, wilderness, green grass, dancing, revelry", the second is to create a situation to accumulate "gusty winds, hurry, arms" and so on
(2) expression part
After the class practice questions can guide students to The language of expression can be standardized. For example:
The reference language expression paradigm of question 1: I experience the flower by grasping the key words, and I'm going to read out the characteristics.
The reference language expression paradigm for question 2: I experience through the word, I want to go, and the flowers want to, and I am going to read out the feeling.
Reference language expression for question 3: I like this expression. I'm going to try to say the same thing: "The breeze blew them."