I. Teaching Objectives
1. To be able to express clearly, think clearly, and describe country life or scenery in detail. Feel the beautiful scenery of the countryside.
2. be able to write their own harvest into a text, the content of the expression of clear, can use the accumulation of beautiful words and phrases
3. learn to write the anthropomorphic sentence, to experience the characteristics of anthropomorphic sentence, through learning, imitation, to improve the ability of language expression.
4. To be able to recite 6 lines of poems related to countryside scenery and life
5. To fully and boldly display their own works, and to develop the ability of comprehensive language learning.
Second, the teaching of the key points
1. to be able to write their own comprehensive study of the gains of the text, the content of the expression of clear, can use the accumulation of beautiful words and phrases
2. accumulation of language, learn to write the anthropomorphic sentence, appreciate the characteristics of the anthropomorphic sentence, through learning, imitation, improve the ability of language expression.
Third, teaching preparation students comprehensive learning report display materials, teachers to prepare pictures of rural life, poetry, Internet resources.
Fourth, teaching hours 5 hours
V. Teaching process
The first lesson My discovery and accumulation
(a) read aloud and compare, tell the discovery
1, the first readings Understand, experience by heart:
Read the following sentences and realize the ****same characteristics between each group of sentences. (The class shows)
Not only me one, a pool of lotus flowers are dancing.
The little white chrysanthemums, no longer timid, slowly raised their heads.
Thousands of chickens, flocks of long-haired goats, in the green grass, not a single person to see the shadow of a man, leisurely enjoying this belongs to their own kingdom.
2, analyze and compare, feel the discovery:
(1) students say what you find in these sentences? What do you feel? (Guide students to experience from the words with points)
(2) Teacher summary: the author of the lotus, small white chrysanthemums, chickens as a person to write, the benefits of such writing is to make the scenery and things have become lively, so that we feel friendly and lively and interesting, but also more expressive of the author's feelings of love for these things.
3, linking reading, expanding horizons:
(1) say you also from the unit of the lessons to collect and understand which some of the similar sentences, find out to read, say the benefits of such writing.
(2) Say what similar sentences you have accumulated from extracurricular reading, and compare who has accumulated the most.
(2) Read aloud and recite, accumulate verses
1, first read the verses, free to read aloud:
Produce the following verses, and ask to read through and read smoothly. (Classroom materials) (Use a variety of forms to read aloud)
(1) Picking chrysanthemums under the East Fence, leisurely see the South Mountain .
(2) People idle osmanthus flowers fall, the night quiet spring mountain empty.
(3) Peach blossoms outside the bamboo, three or two branches, the spring river water is warm ducks know first.
(4) It rains in every house during the yellow plum season, and there are frogs everywhere in the grassy pond.
(5) Goose Lake under the mountain rice grain fertilizer, dolphin fence chicken roosting half cover the door.
(6) alone out of the front door to look at the field, the moon buckwheat flowers like snow.
2, read aloud to understand, communicate with each other:
(1) Self-reading sense, try to say the meaning of the sentence.
(2) group exchanges, say the meaning of the sentence, mutual questioning.
(3) Class exchange, questioning to solve the problem. (Teacher-student interaction)
3. Summarize the characteristics, exchange findings:
After reading aloud carefully, say what **** the same characteristics of these verses. (All of them are describing the countryside idyllic life)
4, read and recite, internalize the accumulation:
Recite in class, check with each other, and compare who recites fast and masters more.
(C) independent practice, consolidate what you have learned
1. Judge whether the following sentences write things as people.
(1) The little dog barked and ran toward me. ( )
(2) The swallows spread their scissor-like tails and flew swiftly through the air. ( )
(3) A new generation of insects is celebrating their newborn joy in a language I know well. ( )
(4) Flower bones are listening intently to spring on the branches of trees. ( )
2. Write the following things as if they were people and complete the sentences.
1) The running water of the creek .
(2) Showing its red, smiling face.
(3) The defeated chick had to .
3. Add the following lines.
The old man had ( ), invited me to ( ). The old man had a ( ), invited me to ( ). Open the Xuan face ( ), put the wine to talk ( ) ( ) leaves fall rouge color, ( ) flowers bloom white snow fragrance Horse through the mountain path ( ) the first yellow, the letter of the horse long long ( ) long.
The bright moon ()照, ()石流. （The ()香里说丰年，听取（ ）一片。
(D) experience accumulation and consolidation of the use of
1, the following scenes with classroom materials, let the students carefully observe.
(1) farm courtyard; (2) small bridges and streams (3) fields and gardens; (4) labor scenes.
2. Students choose the images they are interested in and try to use their accumulated words or poems to describe or introduce them briefly. (Group and then class exchange)
The Second Lesson Comprehensive Learning Showcase
I. Activity Introduction
1. Teachers and students compete in idyllic poem solitaire. Review the content of the previous lesson.
2, (the classroom display a beautiful idyllic scenery, the teacher with words)
"Peach blossoms outside the bamboo three two branches, the spring river water warm ducks know first," the great poet Su Shi took us into the picturesque idyllic. We walk gently in the countryside on the road, will smell the fragrance of fruits and melons; we sit quietly at night by the pond, will hear the frogs singing; we lie happily in the vast meadow, will see herds of 'cows and sheep. This lesson let us together into the beautiful fields, (board) play the symphony of the fields.
Before class, the groups actively prepare, some interview family members, some personal experience, some online to collect information, this class will be our two weeks to comprehensive learning results show.
Second, the group show
(a) Poetry praises the idyllic countryside
Report ancient and modern Chinese and foreign poems describing the countryside idyllic scenery.
1. Recite the poem.
2. Interact and exchange feelings.
3. Teacher summary:
The poems describing the idyllic life are really interesting, and I hope that our students will accumulate more and more outside the classroom.
(B) personal experience said idyllic
Teacher: the old saying: read ten thousand books, travel ten thousand miles. Five. A vacation, many students into the countryside garden, you must have brought their own to the garden to play photos and stories. Below, please introduce your own countryside insights!
1, students introduce their own countryside tour, you can also put their own once to the field to play the photos with a wonderful story, to introduce to everyone.
2. Interaction.
3, teacher summary:
I am very touched, you play in the field in the process, really close to the field, found a lot of new things, but also with vivid language to write down, you are no longer in the field of the "ignorant teenagers", and become a small learning!
(C) read the world to know the field
Teacher: reading group of students to see even farther, you through the Internet, books and other methods to explore the situation in rural areas in China and abroad, we would like to know quickly, applause please.
1, the students to handbook or reading cards in the form of displaying their own collection of rural areas in China and abroad, talk about the experience.
2, interactive communication.
1) What is your biggest gain?
(2) you can ask questions to the reading group, including the production of handbills aspects or the content of reading cards and so on.
3. Teacher summary:
It turns out that the Chinese and foreign rural areas have their own advantages, thank you for collecting and organizing resources from all aspects, so that we have opened up our horizons. We also want to learn from you a good way to collect information, I believe that we can certainly learn more knowledge.
(D) interesting life talk about the field (physical display group)
Teacher: our students in the physical group like to eat and play, so they collected items in this area, from which they found that the interest of life in the field is particularly interesting, and now they will show you!
Students show field food, children's toys and so on.
Speaking training: combined with the "Wheat Whistle" article to eat thatched needles or country life to eat umi rice, guide students to put the feeling out (ask a life to say, the teacher commented on the order of speaking, say specific, the student table and then practiced to say, and then ask a life to say)
Summary: the original food and drink have so much to learn, the physical group division of labor and cooperation, some of the food, some interviews with family members, and some to write the speech, not only to learn, but also to bring the fun of the people! The spirit of solidarity and cooperation is really worth applauding for them!
Third, summarize the activities, return to the text
Teacher: Through this comprehensive study of the language, we have a new discovery, a new harvest, please students to design a wonderful advertisement for the field, so that more people into the field, love the field.
1, group discussion - free writing
2, report exchange.
3, the idyllic scenery is so beautiful, the idyllic life is so harmonious, let's get closer to the harmonious idyllic bar,
As long as we use our bright eyes to observe beautifully, you can find - read the "countryman's home" evening sentence
As long as we use our sensitive ears to listen carefully, you can find - read the "countryman's home" moonlight night sentence
As long as We use the beautiful heart to feel silently, you can find - read the "fishing song"
Yes, in such a beautiful countryside and how can we leave, and how can not love it? (Board: love the countryside)
4, assign homework: think in this comprehensive learning activities, your learning gains, or the feeling of the idyllic scenery, or activities in the anecdote, etc., ready to share with us in the oral communication class.
Board Design
Field Showcase
Into the Fields
Love the Countryside
Third Lesson Oral Interaction "Into the Fields, Love the Countryside"
A. Talking about the Introduction
The text of this group of texts puts us in a position to learn about the countryside. p> This group of texts brings us to the beautiful scenery of the countryside, through comprehensive learning, we once again appreciate the beautiful countryside, feel the unique charm of the countryside style. Think in this comprehensive learning activities, we have more understanding of the countryside life and rural scenery and feelings, let's come together to exchange the harvest of learning, or the feeling of the rural landscape, or the activities of interesting things, etc., to say to everyone to listen.
Second, the group exchange
Requirements
1, in a group of four people to exchange their feelings, experience.
2, the group on behalf of the class show report, can show their own collection of pictures and information, other students in the group to help touch up processing and refining.
3, comment on the group who has a big harvest, deep feelings.
4, pay attention to the language clear and fluent, learn to listen, polite questions.
5. Teachers participate in the group exchange, to be guided.
Third, the whole class report (each group to choose a representative of the class exchange)
1, the rural landscape is as beautiful as a picture:
Teacher: where the sky is so blue, where the water is so clear, the green trees in the small farmhouse is so quiet. Please ask the little tour guides to take us to enjoy the beautiful rural scenery!
2, the countryside life more fun:
Teacher: sunrise and sunset, farm life is quiet and full. Have you ever lived in the countryside? What do you know about farm life?
3, rustic small production:
Teacher: sickle, hoe, plowshare, is a farmer's labor essential partners; and caddis cage, bamboo curtains, bamboo mats, a variety of interesting I weave, is a reflection of the farmer's leisure time dexterity. The following students to show the collection of small local flavor production.
Students show and say how to collect the experience and feelings.
4, idyllic poetry is full of meaning:
Teacher: the mellow spring water and curling smoke and the sound of frogs sleep, flying sparrows and luxuriant grass with the sunrise awakening, how many people aspire to that kind of calm and comfort. Let's use poetry, song and dance to express the yearning of our hearts!
Students present the collected poems and dances.
"Country Roads", "Little Swallows", "Catching Loach", "Counting Ducks", "Traveling to Shanxi Village" and so on.
5, the new countryside:
Teacher: With the development of society, the people's living standards have improved greatly, in the vast countryside has also undergone radical changes. Please share the information you have learned with us!
Students introduce the changes in their hometowns or collected information.
Fourth, the selection of outstanding
Evaluate the class who has a big harvest, who feels the most profound, who shows the most clear.
V. Writing prompts
We listened to the report of the students, they also have a deep experience, the content of their own most want to write down, you can write about their own experience, hear, see or think of it, it can be the scenery, people or things, it can also be feelings or experience narration. After the class will be the picture with a variety of information will be organized in the display table in the exhibition, but also can do a country life as the theme of the blackboard newspaper or handbill.
Board Design
Picturesque scenery
Rural life is much fun
Rustic small production
Rural poetry is full of meaning
Rapidly changing the new countryside
The fourth lesson guidance
A passionate introduction
The first is the "Rural Life", which is the first time in the history of the country.
1, students, through the study of the sixth group of texts, we understand the ancient and modern and foreign characteristics of the rural life, our minds left a picture of natural simplicity, fresh and beautiful. We have a better understanding of countryside scenery and idyllic life. Today, we once again enter the fields and the countryside to feel the beauty of the fields and the countryside life.
2, we listened to the report of the students, they also have a deep understanding of their own, write down what they most want to write, you can write about their own experience, hear, see or think of, it can be the scenery, people or things, but also can be the feeling or experience the narration. The love.
Second, clear requirements
1, today you will feel the deepest, most want to write down.
2, clear requirements: read the textbook 116 page 2 natural paragraph:
(1) you can write about their own experience, you can also write about what you hear, see, and think of, you can write about the scenery, people or things, you can also write about their feelings.
(2) Content expression should be clear, pay attention to the use of the usual accumulation of beautiful words and phrases.
(3) After writing, read and change carefully.
Third, determine the title
1 to be able to summarize the content of the whole, concise and eye-catching phrases or words
2, can be location, scenery, people, things for the title.
Fourth, clarify the order of writing
Writing scenery - can be written in chronological or spatial order.
Write people - can be written according to the different contents of the activity, such as "wheat whistle"
Write things - according to the different characteristics of things to introduce.
Write feelings - first write about what you see, and then write about your own knowledge, what you think.
V. Writing ideas:
(1) group communication, say this exercise, you intend to choose which material to write, the order of writing, writing intention and focus on what plan, please students counseling.
(2) Teachers named exchange, say where you plan to use the accumulated beautiful words and phrases in this exercise, plan to use which words and phrases. And briefly say the reasons for the use of
Six, classroom practice
1, in order to test whether they can prize the focus of the idea clearly expressed, please select the students plan to focus on describing or talking about a wonderful scene fragments written down. (Such as a section of the field scenery, a labor scene, etc.) and to consciously use their own accumulation of beautiful words or sentences.
2, the students classroom practice, the teacher circuit guide.
Seven, the exchange of evaluation
1, named three (excellent in the poor one) students read the work fragment, the rest of the students listen to the evaluation and make suggestions for modification.
(Teachers guide students to evaluate the standard: whether the statement is fluent and understandable; whether the description is clear and specific; whether the focus is clear and prominent; whether the use of beautiful phrases is appropriate: how do you think it should be modified.)
2. According to the evaluation requirements guided by the teacher, carry out group interactive evaluation. (The whole group participates in the process, taking the best of the best.)
Fifth Lesson Exercise Modification Transcription
I. Writing
After listening to the students' opinions on modification, write according to the requirements of this exercise. Teachers round to check the guidance.
Second, read aloud assessment
1, will write their own good work script read aloud, timely detection of errors, independent modification.
2, the work will be re-read to the table or trust a good partner to listen to, while reading, while changing.
3, will be their own and classmates to help modify the work of copying transcription.
Board Design
Theme: Into the countryside, love the countryside
Requirements: experienced, seen, heard, thought of;
Writing scenery - time or spatial order
Writing people - different activities
Writing objects - different characteristics
Writing feelings - the realization of seeing