It seems very simple to introduce an article, as long as students clearly write the size, texture, shape, color and purpose of the article to be introduced, so that people who have never seen this article will know its basic characteristics after reading it, and will know it after seeing it; Through your description, people who have seen or often dealt with this kind of goods will be impressed. But what seems simple is not simple, because in your article, you should not only tell what people know, but also tell what people don't know and don't know. This requires students to have good observation habits and a high level of expression.

Ignoring observation is precisely the biggest problem of primary school students' composition. When reading students' compositions, most of the descriptions are general, and few people touch the nuances of the observed objects, or just write down the observed items in their own language without proper explanation methods, which makes the articles dry and boring. Why? First, the psychological characteristics and behavioral characteristics of primary school students. They have no patience and will not calm down and carefully observe what is in their hands and around them. They don't look carefully, but they don't feel anything. They just look at everything. Second, because there is no suitable observation method, there is no habit of orderly observation. I don't know what order to observe, what to observe and how to observe when I get an item. Therefore, the image of the object projected into the mind is vague and generalized. It is impossible for vague things to be presented in words with a clear attitude. Besides, no matter how good a writer is, he will consciously or unconsciously simplify some of them in the description of things, not to mention us primary school students. Therefore, it is a common problem for primary school students to express what they have not observed clearly.

Therefore, in my opinion, in our composition class, it seems more important to guide students to observe in an orderly manner and make clear the contents of observation than to write an article.

So how to observe? In my opinion, apart from some observation methods, different objects should also have different observation angles, such as some to take apart and have a look, some to bite and taste, some to break and touch, some to disassemble and reassemble, some to use for themselves, and so on. Only in this way can you truly understand what you have observed, introduce its features and functions in more detail, and let readers know it in more detail.

This instructional design aims to help students complete their compositions while learning to observe.

Preparation before class:

Please choose an item you are interested in after class, which can be vegetables, fruits, stationery, small household appliances, toys, hairpins, flowers and so on. As long as you can take it to school. After determining the selected project, we should learn as much as possible about the characteristics of the project through observation, interview, interview and reading guidance, so as to prepare rich materials for the communication and writing of the composition class.

Teaching process:

First, the explanation method of awakening the heart in communication

1. The main content of today's composition class is to let students observe a favorite item and introduce it to everyone. I have told you the requirements before class, and I believe the students have done well.

What have you prepared? I think we should get to know each other first. Make two small demands: First, every student should report to everyone. Second, when reporting, you should not only show the items you bring to everyone, but also tell a feature of this item while giving the name. For example, you can say: I brought a chubby pig. Chubby is the characteristic of piglets.

Look at what you have in your hand and think about what to say.

2. Students report to everyone in turn.

3. Ask the students to form a temporary group according to their items.

Design explanation: Students are required to master the characteristics of the articles they bring and make a brief introduction, aiming at awakening the explanation methods accumulated by students in the study of this group of texts through their speeches and teachers' timely guidance. And let students form study groups according to the categories of the articles they bring, which is conducive to learning from each other in the process of observation and expression, so as to achieve the goal of * * * improvement.

Second, multi-angle observation and writing.

(1) Observe independently and write down the results you see.

1. Students bring many kinds of things. In what way are you going to introduce your things? Think about it and write it down in the form of an item.

2. Communicate within the group and supplement what you didn't expect.

3. Report the results of communication in groups.

4. Observe the things in your hand carefully according to the angle just discussed, and describe the language while observing.

5. Record the results we just observed in a certain order.

6. Let the students read the writing fragments aloud, and the teacher and the students will review and revise them together.

Design Description: According to students' writing practice, students' observation angle at this time generally only stays on the introduction of the shape of the object. Appearance introduction only stays on the surface of the article, within the scope of maintaining the original appearance, including its shape, color, structure, pattern on it and the position of the pattern. This link shows students' learning practice, aiming at giving students the opportunity to observe and express freely, strengthening students' sense of accomplishment and paving the way for the introduction of new observation angles.

(B) classification supplement, expand the perspective of students' observation

1. Just now, the students observed the objects in their hands from a familiar angle. In fact, there are still many angles to observe an object. I have several small toolkits containing new observation methods. I believe that if you observe the objects in your hand again according to the instructions, you will find many interesting things that have not been discovered or ignored in the past. Next, I will send these tips to each group of students, so that they can open them together after I send them.

Group vegetables (such as lettuce and Chinese cabbage), flowers, leaves and grasses;

Please do this and see what you will find.

(1) What does it feel like to touch a piece of vegetables, flowers, grass and leaves in your hand? Look carefully, what else do you find? Pick out these petals or leaves one by one and compare them. What happened to their size and shape? After the petals and leaves are picked, what's inside? What color? What is it like?

(2) If you have a magnifying glass and put leaves and petals under it, what do you see? Tear them horizontally and vertically. What do you see?

(3) Pick up a piece and gently take a bite. What's that smell? What do you feel in your mouth?

(4) Pick up one of them again and rub it gently. How do you feel? What changes have you seen? Reach out again, do you see petals or leaves or what they used to look like? Rub petals or leaves on a white napkin. What do you see when you open your eyes? What do you think?

Group vegetables (such as eggplant) and melons and fruits:

Please do this and see what you will find.

(1) Gently cut the things in your hand with a knife. What did you hear? See what color the pulp is inside? What else is there? What color and shape are the seeds? What's the plan? If it's a nut, try hitting it with a hammer. How do you feel? What did you hear? What do you see after crushing?

(2) Cut off a small piece, take a small bite and chew. How does it feel? What is that smell? Take another big bite and chew hard. What sound did you hear? Does it feel the same as before?

(3) Do you have any brothers or sisters? What are their names? What is it like? What do you like best?

For newspapers and books:

Please observe this way and see what you find.

(1) How many pages does your newspaper have? Which page attracts you the most, which page has the most advertisements and which page is the most beautiful; What else is on the edge of each page? What information do those words tell us?

(2) How many pages are there in your magazine? What are the contents of seal 2, seal 3 and seal 4 respectively? How many columns are there? What is the difference? What's your favorite column? Which article in the middle attracts you the most? People often can't find the price of magazines. Did you find them? Where is it?

(3) Look at what is written on the spine of your book? Where is the page number of the book? What decorations are there around? Do you like this book? What is the reason? Which character do you like (hate) best? Why do you like (hate) him or her?

(4) If you were asked to write an advertisement for the newspaper, magazine or book you introduced, how would you write it?

For school supplies and small household appliances:

Please think of it this way:

(1) The school supplies or household appliances you introduced have a huge family. They have many brothers and sisters. They are definitely different in color, texture and shape, and some are not exactly the same in function. Do you know them?

(2) If it can be restored after being demolished, try it. I believe you will see many things you have never seen before.

(3) What help did your school supplies bring you? What impressed you?

(4) Do you know your small household appliances? What did the instructions tell you? Can you use it? How do you feel during use? What convenience or enjoyment does it bring you?

2. Each group reads what is written on the note in their hands.

3. Each group observes the items in their hands twice according to the tips on the note.

Design Description: The purpose of this link is to expand students' observation ideas, so that they can suddenly find the original items on the basis of their own observation, and they can also observe them or describe them from this angle. These two kinds of observations are presented in front of students in tandem, which are complementary and comparative. It is in this supplement that the observation method can be perfected and the whole picture can be presented. It is in this comparison that students can find the limitations of their own observation and be impressed by the new observation methods and what they see and feel in observation. This shows that this observation technique is deeply rooted in the heart.

4. Write down the observation process just now, and the teacher will patrol and guide.

5. Communication, teachers and students * * * and evaluation.

6. Add a topic to the composition that you think is most suitable.

Iii. Evaluation and modification

1. Read by yourself, put a triangle symbol under the word you think is the most accurate and appropriate, and draw your favorite sentence with wavy lines. Give yourself a score.

2. Students exchange reading appreciation and circle the most wonderful sentences. Correct the sentences you think are not fluent, draw the wrong words and write the correct ones beside them. Give a score to the classmate's composition.