Article 1 Teaching requirements
1. Read the text, understand the main content of the text, clarify the narrative order of the article, and distinguish the primary and secondary of the article.
2. Learn new words from the text.
3. Read the text with emotion.
Teaching focus
Experience the ideas expressed in the article.
Teaching difficulties
Ask questions, discuss and communicate from reading, and learn from reading.
teaching process
First, introduce questions.
1. What do you think of after reading the topic?
2。 What the students want to know is also the author's general idea. The teacher used this idea to guide everyone: (1) Why are peanuts called groundnuts? (2) Why is the topic of the text not peanuts, but groundnuts? (3) What did the text say to peanuts? (4) What does the author want to tell us by borrowing peanuts? (5) What should I learn in writing?
When reading the text, we should think while reading, and teach students how to read the topic and how to think, so as not to read blindly. )
Second, induce the first reading.
1. Model essay reading: Pay attention to the pronunciation of new words. Thinking: What did the text write first? What did you write next? What did you write at last?
2. Read by yourself: pay attention to the pronunciation of new words, continue to think about the questions just now, and the deskmates can exchange views.
3. Read the text by name in sections, and pay attention to whether the pronunciation is accurate. Thinking: Kindness
Peanut, peanut, peanut, which parts are secondary? What are the main parts?
(Induce pre-reading, sort out the ideas of the article, find out the main contents of the article, preliminarily prioritize the article, pave the way for highlighting the focus of reading and writing training, and lay a good foundation for understanding the ideas to be expressed in the article. And teach students a reading method: reading while listening, reading while thinking with questions; A learning method: students communicate, discuss, supplement and revise with each other. )
Third, guide close reading.
1. Read the first paragraph by name. Thinking: What did the first paragraph say about peanuts?
Read the first paragraph and continue to think about the question just now. You can read as you like, you can think while reading, you can look up the dictionary, contact the context, contact the reality of life, you can also ask your classmates, ask your teachers, or communicate with your classmates in groups.
The design of this link increases students' extensive freedom in class, and students can choose their favorite reading thinking mode. It not only highlights students' dominant position, enhances students' subjective initiative, but also gradually transforms various reading thinking modes into students' autonomous learning ability. )
3. The text summarizes the process of planting peanuts in eight words and the process of harvesting peanuts in one sentence. Why?
Focus on the key points of training, prompt and guide students from time to time, and promote this learning method to be transformed into ability as soon as possible. )
4. Read the first paragraph of the text with emotion.
Fourth, classroom exercises.
1. Similar words.
Avoid () tomb () debate () pour ()
Distinguish between () and () Rao ()
Leather () wood () braid () burn ()
2. Polysyllabic words.
Zhong () Pian () San ()
Zhongbiansan
The clock () changes () and scatters ()
Second lesson
Teaching requirements
1. Read the content of the text, understand the ideas expressed in the article, and learn the spirit of peanut's silent dedication without seeking a false reputation.
2. Prioritize the articles.
3. Have feelings for different roles. Read the text and recite your favorite paragraphs.
Teaching focus
Understand the profound meaning of father's praise for peanuts.
Teaching difficulties
It is difficult for students to understand the author by describing the characteristics of peanuts and praising the spirit of silent dedication he represents.
teaching process
First, check the import.
1. In what order are these texts narrated?
2. What are the main contents? What parts are secondary content?
Second, guide close reading.
1. Read the second paragraph by yourself and read it in the way you like.
2. Read the second nature with emotion.
Give students the choice of learning time and method for autonomous learning. )
Who proposed the Harvest Festival? Who is there? Where did you spend your holiday?
Third, guide discussion and reading.
1. Draw a sentence that you think is profound from the third paragraph to the end, and see what you read through reading. What are some questions you don't understand? You can mark the book.
2. Discuss problems in groups of four, and the group leader will write down the problems that the group can't solve.
3. The team leader reports the difficult problems of each group, and the simple problems are solved on the spot. After the key questions are put forward, teachers and students work together to sort out and integrate.
How do people talk about the benefits of peanuts? What is the purpose of comparing peanuts with peaches, pomegranates and apples? What does father mean? What does the author tell us by describing the characteristics of peanuts? What does the author mean by his words?
4. Read the text with these questions, solve them in your favorite way, then take the reading opinions to the study group for discussion and exchange, and finally communicate with the whole class.
5. Different roles read aloud.
(1) Free to practice and read, free to combine.
(2) Role reading.
(3) Review reading.
(4) Competition reading.
The design of this teaching link is to actively advocate independent, cooperative and inquiry learning methods, so that students can change passive acceptance learning into active inquiry learning. In teaching, students can understand the content of the article by reading, drawing sentences, asking questions and discussing, and cooperating with the whole class. In this way, students' habit of autonomous learning and active exploration is cultivated, so that students can truly become the masters of learning and implement their main position; Second, give full play to the method of group cooperative learning. Through mutual inspiration and exploration, not only can all students discover and learn, but also can cultivate the spirit and ability of cooperation; Third, more emphasis should be placed on reading, so that students can understand, feel and accumulate in reading, which embodies the characteristics of reading instead of speaking in Chinese, and the forms of reading are also diversified. )
6. summary.
Summarize the reading methods of this lesson and give relevant writing instructions.
Fourth, guide reciting.
1, which passage do you like? How do you want to recite it?
2. Recite in class.
Guided recitation not only achieves the goal of accumulating language, but also implements after-class exercises, reducing the burden on students after class. Let students choose their favorite paragraphs according to their own reciting methods, which embodies the democracy of teaching and gives students more autonomy. )
Verb (abbreviation of verb) practical activities
Please read Xu Dishan's works and exchange your reading feelings.
Chapter II Teaching Objectives:
I. Knowledge and ability
1, master seven new words in this lesson, read and write paragraph 10 correctly, and make sentences with "actually".
2. Be able to read the text of different roles and recite the key sentences of the text.
3. You can use your own words to explain which contents of the text are more detailed and which contents are more simple, and get a preliminary understanding of the benefits of writing like this.
4. Understand the profound sentences in the text and the truth that "people should be useful, not just decent, but bad for others".
5. Get a preliminary understanding of the writing techniques of people who borrow things and learn from the author's writing methods to write things around them.
Second, the process and methods
1. Learn new words by yourself and make sentences with "actually".
2. Understand the profound sentences in the text, appreciate the benefits of writing like this, and know the truth of being a man.
3. Use food as a metaphor to describe the food around you.
Third, emotional attitudes and values
Learn peanut's character of silent dedication without seeking a false name, and understand the truth that "being a useful person, not being a decent person, is not good for others."
Teaching focus:
1. Understand the profound meaning of father's praise for peanuts.
2. Master the detailed and appropriate writing.
Teaching difficulties:
Understand the profound meaning of father's praise for peanuts.
Preparation before class:
Making multimedia courseware
Teaching process:
(A), passion to guide interest, revealing the theme
1. Show the riddle and guess what plant it is.
"Roots must be settled in sand and houses. The flowers on the ground do not bear fruit, and the results in the ground do not bloom. " (peanuts)
2. (Show pictures of peanuts) Talk about the function of peanuts.
3. Thinking: Why is it called groundnut? The teacher solved the problem: peanuts are also called groundnuts. Because after the flower of peanut falls, the ovary stalk drills into the room and grows into peanut pods, it is called groundnut.
Peanut is not only the name of the crop, but also the pen name of the author. Why did he take this pen name? With this question, today let's walk into the text and Xu Dishan's childhood.
5. blackboard writing: 15. peanut
(B), the first reading of the text, the overall perception
1, freely choose the way you like to read.
Requirements: Correct pronunciation and fluent reading.
2. Check the recognition of new words.
3. Check the students' reading of the text, name the designated paragraph and comment on the reading.
4. Read the text silently and think: What did the text say to peanuts?
It says on the blackboard: plant peanuts-harvest peanuts-taste peanuts-talk about peanuts.
Can you tell me which parts are detailed and which parts are abbreviated? (Learn more)
Description: About peanuts
Abbreviation: planting peanuts, harvesting peanuts and tasting peanuts.
(C) read the text carefully, key insights
1, learn the first paragraph slightly.
(1), free reading, named reading.
(2) What words are used to describe the process of planting peanuts? Can these words be reversed? Why?
(3), grasp the understanding of "actually" (what do you mean? Under what circumstances? Why use "unbelievable" in the text? Practice making sentences with "actually". )
(4) Guide reading (reading surprise).
2. Learn to "taste peanuts and talk about peanuts"
Transition: Mother proposed to set up a harvest festival to celebrate the harvest. How does the family discuss the benefits of peanuts at the harvest festival?
(1), read the text according to the role,
(2) What are the benefits of peanuts?
Sister said it was delicious;
Brother said that you can squeeze oil;
"I" said it was cheap, and everyone liked it.
(3) Students supplement the benefits of peanuts according to the collected extracurricular materials.
(4) What benefits do parents think peanuts have? Read father's words by name.
(5) What does father think is the most precious peanut? Read the paragraph 10 silently, discuss in groups and complete the form.
Peanut peach, pomegranate, apple
location
exterior
impression
(6) So, did my father just talk about peanuts? What does father want us to learn from peanuts? Read what your father said again and lead out, "So you should be like a peanut. Although not beautiful, it is very useful. )
(7) In daily life, who is as ugly as this peanut, but very useful? Examples (cleaners, newspaper couriers, etc.)
(8) Does the author understand his father's wishes? From which sentence can we see that "people should be useful, not just decent, but bad for others."
Understand that sentence: people should be useful, not just decent, but not good for others. And guide reading [affirmation].
What do you mean by "decent"? What do you mean, "just talk about decency"? What is a "useful person"?
(9) Read the last paragraph together.
My father's words were deeply imprinted in my heart and had a far-reaching impact on me. When he grew up, he worked hard and devoted himself silently. In War of Resistance against Japanese Aggression, he ran for the Anti-Japanese War and died of karoshi. He is only 48 years old. He is really an energetic man. Read everything he said: "I want to be as simple and useful as a peanut." I want to be born and contribute to China. "
(4) Summarize the full text and deepen the theme.
1. Why does the author use peanuts as his pen name and why does the article use peanuts as its title?
The author wrote this article in order to recall his father's teaching, and more strictly demand himself to be a down-to-earth person according to his father's "like peanuts" without seeking vanity. Because my father's words come from peanuts, I use the characteristics of peanuts to compare the virtues of being a man, and I hope my children will be like peanuts, so I use this topic. )
2. Combine a passage of "I" to summarize the central idea of the text.
Through the discussion of the benefits of peanuts by family members at the Harvest Festival, the text shows that you should be a useful person to others, not a decent person who is not good to others. )
(E), summary writing, extracurricular expansion
1, from planting peanuts to harvesting peanuts, from eating peanuts to talking about peanuts, and from my father's conversation teaching, learn to write in detail and briefly.
2. The fruit of peanut grows in the soil, and peaches, pomegranates and apples just hang the fruit on the branches according to their own growth characteristics. From this, we realize that peanuts don't seek a false name, they are silently dedicated, unpretentious and valuable. Learning things with the help of peanuts is called "borrowing things to say things."
(6), small practice.
The author learned the truth of being a man from peanuts. What did you learn from the people and things around you? Try to choose one to write, write.
(7), blackboard design
15, peanuts
Appropriate level of detail
Planting peanuts-harvesting peanuts-tasting peanuts-talking about peanuts
Chapter III Teaching Objectives
By studying this lesson, learn 8 new words in this lesson, and correctly read and write the words "command, Mao Ting, oil extraction, price, pomegranate, love"; Read the text in different roles and recite your favorite paragraphs; Understand the profound meaning of "father" and the truth that "people should be useful, not just decent, but bad for others"; Preliminary study to distinguish the primary and secondary articles, deepen the understanding of the ideological content of the article; Learning the author's expression should have a clear focus.
Emphasis and difficulty in teaching
Understand the profound meaning of my father's praise of peanuts, and know how to be a useful person, not a decent person who is not good to others. The primary study should distinguish between the primary and secondary articles and deepen the understanding of the ideological content of the articles.
Teaching idea
Before class, let students know the growth characteristics of peanuts and common sense about peanuts. When teaching, first combine the topics and organize students to exchange their understanding of the origin of the name "groundnut". Then start with the content, and guide the students to understand that the text has written several things around peanuts. Ensure that students fully read, think and discuss in groups.
Teaching preparation
multimedia courseware
Teaching time
The second class hour
first kind
course content
Read the text for the first time, perceive the content of the text as a whole, guide students to cooperate in groups, and question and ask difficult questions.
Students' learning process
First, cleverly stimulate interest and introduce new lessons.
1 Call the students to the stage, write down their names and tell the meaning of the names.
The teacher wrote on the blackboard under the pseudonym "Peanut" and asked the students to guess its meaning.
The teacher changed "groundnut" to "groundnut" and introduced the author Xu Dishan. Why did Xu Dishan call his pen name "Luo Huasheng"? After reading this lesson, we will be clear.
Second, read since the enlightenment, the overall feeling.
1 Read the text by yourself, read the pronunciation correctly and understand the meaning.
Read and modify each other in the same place.
Group discussion: What is written around "groundnuts" in the text?
4 reply to communication and clear the context.
Third, question and ask difficult questions, and cultivate ability.
1 Guide students to work in groups, learn the first part by themselves and ask questions that they don't understand.
Students may ask the following questions:
(1) Several brothers and sisters harvested peanuts through hard work. Why use "actually" instead of "sure enough"? What characteristics does "unexpected" explain about peanuts?
(2) Why only use the words "buy seeds", "sow seeds" and "water" to write about planting peanuts? Can these words be reversed?
(3) Why did mother propose the "Harvest Festival" and ordered it to be celebrated in Mao Ting in the back garden?
(4) In the sentence "The weather was bad that night, but it was really hard for Dad to get it", why did Dad come? It is common for fathers and children to eat together. Why do you say "very few", "very few" and "really few"? Father seldom comes back for dinner, just to taste our new peanuts? If the above questions are asked, let the students fully discuss and dispel doubts in the group to better understand the content of the text.
work design
Find information about peanut growth.
blackboard-writing design
17 peanuts
Planting peanuts
Harvest peanuts
Taste peanuts
On peanuts
Reflection after class
Second lesson
course content
Further study the text, grasp the key content of the text, read it intensively, and understand the truth contained in it.
Students' learning process
First, grasp the key points, intensive reading and understanding.
1 I read a passage about the performance of peanuts in different roles.
The projection shows a passage that my father introduced the characteristics of peanuts.
Read this passage by name and think: What's the difference between peanuts, pomegranates and apples? The courseware shows the growth characteristics of these plants.
Read and recite this article with emotion.
Name and read the second paragraph together. On the basis of the first paragraph, I further understand that my father's words are based on the characteristics of peanuts and then clarify the truth of being a man.
6. Recite what my father said.
7 Learn key sentences: "Then, people should be useful, not just decent, but bad for others." (1) What does "decent" mean? What do you mean "decent"? What about "just being decent" Is there anyone in life who only talks about decency and is not good for others? (2) Group discussion with examples. (3) This passage was not directly said by my father, but by "I". Why?
Read the above paragraphs repeatedly until you recite them and realize the truth of being a man.
Second, provide arguments and train eloquence.
For some students, it is suggested that apples, pomegranates and peaches are not only beautiful but also delicious. They are good at showing and selling themselves, and they are also very useful. They want to be like apples. Teachers should fully affirm that this understanding is reasonable and organize debates.
1 modern society, would you rather be a peanut or an apple? Why? Please discuss in groups and express your opinions.
Please divide "peanuts" and "apples" into two groups and start a debate, with the teacher as the moderator.
On the basis of full debate, complete the exercise. Write a paragraph on the topic "I want to be like that".
Third, read the text again and learn how to write.
work design
1 Recite your favorite paragraphs to learn more about being a man.
Observe a thing, learn the writing of this lesson, write a short article and explain a truth.
blackboard-writing design
17 peanuts
delicious
Advantages: oil extraction is not good-looking, but it is useful.
Cheap price
Be a useful person