1. Read the text and read and write the words correctly.
2. Read aloud in different roles and recite your favorite paragraphs.
3. Understand the profound meaning of "father" and the truth that "people should be useful people, not people who only pay attention to decency and are not good to others".
4. Learn the author's key points and figurative expressions.
Teaching focus:
1, understand the profound meaning of "father" and understand that "people should be useful, not just decent, but bad for others".
2. Initially learn to distinguish between primary and secondary reading methods.
Teaching difficulties: understand the profound meaning of what my father said and know the truth of being a man.
Teaching process:
First, stimulate interest and walk into the classroom
1, riddle:
Students, do you like guessing riddles? The teacher told a riddle for you to guess, okay?
Teacher: The linen room has red curtains and a white fat man sleeps in it.
2. Students guess. Introduction topic: peanuts
3. Teacher: Do you know why it is called "groundnut"?
Because it is a crop that blooms on the ground and bears fruit underground after falling flowers, it is called groundnut. )
Second, taste peanuts and talk about the benefits of peanuts.
Teacher Yin: Students, do you like peanuts? Today, the teacher has prepared peanuts for your groups. You can try them. After eating peanuts, we should also talk about the various benefits of peanuts in combination with the actual income of life.
(Note: Keep teachers clean and hygienic. )
Health: 1. After tasting in groups, discuss and summarize in groups.
2. The whole class reports and exchanges.
Third, read the text initially and perceive it as a whole.
Teacher's Guide: Students, you speak very well. Open the textbook. There is also a family eating peanuts and discussing peanuts! Look what they said.
1, review the new words:
Teacher: Yesterday, we were familiar with the text and learned new words. Then the teacher will test you to see if you know these new words, baby.
2, show the courseware, students read, read, read by train.
Fourth, understand the text and understand the truth.
1, stress perception:
Next, I ask students to read the text quickly and think about such a question:
(Courseware demonstration)
What does the text say about peanuts? Students read aloud, think and report, and the teacher instructs them on the blackboard;
① Planting peanuts-② Collecting peanuts-③ Eating peanuts-④ Talking about peanuts.
2, understand part by part:
(1) Know about planting peanuts and harvesting peanuts: (omitted. )
Let's find out which paragraph in the text is about planting peanuts.
Teacher: What do you know from this article?
(Students speak freely. )
Which sentence in the first paragraph is about the process of planting peanuts?
Can the words "buy seeds", "turn over the soil", "sow" and "water" be reversed? Students speak freely, and the teacher guides them to understand that these words are arranged according to the process of planting peanuts and cannot be reversed.
(3) Brothers and sisters harvested peanuts through hard work, and read the last sentence together:
A few months later, they actually got something. What kind of mood does the word "unbelievable" in the sentence express?
This word describes everyone's unexpected happiness at harvest. )
(2) Understand the key parts of peanuts when eating peanuts:
Introduction: Our own peanuts have had a bumper harvest. Of course, everyone is happy. My mother suggested a harvest festival and invited my father to attend. See the article "the weather was not very good that night, but dad came, which was really hard to get."
Teacher: It is common for fathers and children to eat together. Why does the author tell us that our father comes "rarely" and "really rarely"?
Understand that my father, no matter "bad weather" or "busy business", comes to the harvest festival to taste the fruits of labor and enjoy the pleasure of labor. )
(3) Grasp the key points and read and understand intensively:
Teacher: Is it so rare for Dad to come back for dinner just to have a taste of new peanuts? Let's study the last part of the text with such doubts.
Show courseware: class interest package.
Read aloud in the way you like.
② Discussion:
What did the three children talk about when talking about the benefits of peanuts?
③ Father thinks: What is the most precious peanut?
A, group discussion;
Report the learning situation, and the teachers will guide and coach in time;
C, can you finish reading this passage of your father with great emotion? Who wants to show it?
The teacher fully affirmed the students.
Show the courseware and demonstrate the growth characteristics of these plants. )
My father thinks that peaches, pomegranates and apples are very eye-catching, while peanuts have no beautiful appearance and are not good at showing their functions to people. )
(4) Let's see what my father said next:
Students read this paragraph together.
Understanding: My father wants us to be like peanuts, not to be people who only talk about appearance and are not good to others. Students, would you like to be like peanuts? Maybe some students are worried.
(5) Courseware presentation: Speaking of the intense interest in modern society, do you want to be an apple or a peanut? Please tell the truth and express your opinions.
Students are free to express their views.
Teacher: Apples, peaches and pomegranates are beautiful and delicious. They are good at showing themselves and contributing sweet juice to people. Why do you have to be a peanut?
Teacher: If you think so, of course. Here, my father said this in order to realize the spirit of peanut's non-grandstanding and silent dedication.
(6) Teacher transition: This "Harvest Festival", with my father, we really gained a lot. Please see:
Show courseware: people should be useful, not only decent, but also not good to others. This sentence is the author's voice, but also the students' sentiment, so send this sentence to everyone and wish him a healthy growth with you.
3. Recall the importance of the article and deepen the center of the article: The author spent a lot of pen and ink to write "Talking about peanuts" in order to tell people that being a person should be a useful person to others. So when you are writing a composition, you should also pay attention to distinguish the primary and secondary articles.
Analysis:
Paying attention to the aesthetic function of Chinese course in Chinese teaching is actually an important part of quality education and a climbing of Chinese teaching to a higher level. Teaching activity is a combination of wisdom and emotion, and human beings pursue civilization. This essential attribute of teaching determines that teaching cannot be without beauty. Because our teaching object is a group of students who are naturally fond of beauty, our teaching materials show and contain the beauty of nature, society or art from different aspects. Our educational goal is to promote the all-round development of all students' quality. Therefore, teaching should fully embody beauty and use beauty.
For example, "Peanut Teaching" is based on the author's determination to be a peanut-like person, and uses actions to realize this determination, so that students can discuss their ideas after learning and how to be a person. The student said he wanted to be a peanut.
Students have a pleasant emotional experience, which will be manifested in his thoughts, become the driving force of behavior, and play a role in standardizing and promoting practical actions. Students' independent activities and everyone's participation will promote the comprehensive, harmonious and active development of cognition, emotion and individual behavior, optimize classroom teaching and improve classroom teaching efficiency.