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Chinese courseware of luohuasheng

Time: July 23, 2020 16:10:09 Courseware I want to contribute

Chinese courseware of luohuasheng

Luohuasheng chinese Courseware 1

   Design concept:

 Chinese courseware of luohuasheng

1. According to the basic concept of the new Chinese curriculum standard, correctly grasp the characteristics of Chinese educationゞ In this text, we should grasp the key sentences, guide the students to deepen their understanding, and let them learn fully and profoundly. When learning, the teacher should grasp the words of his father as a breakthrough in learning the text and deeply understand the content of the text.

2. Teachers should be good at questioning, setting suspense, letting students think and solve problems from multiple angles and directions, so as to cultivate students' thinking of seeking the opposite sex. The writing feature of this article is to borrow material analogy and praise the dedication of luohuasheng. Luohuasheng doesn't try to show off himself, but grows silently. Although the appearance is not good-looking, it is useful and beneficial to human beings. It has inner beauty and a spirit of silent dedication. What the article denies is that "the appearance is good, but there is no practical thing".

3. When learning the text, we should actively advocate the students' autonomous, cooperative and inquiry learning methods. Through the independent, cooperative and inquiry learning methods, we can fully stimulate the students' initiative consciousness and enterprising spirit, and comprehensively improve the Chinese literacy.

   Teaching objectives:

1. Master the six new words in this lesson. Can copy the 10th paragraph correctly and make sentences with "incredibly".

2. Understand the profound sentences in the text, learn the peanut's character of not seeking fame and silent dedication, and understand the truth that "people should be useful people, not be people who only talk about decency but not benefit others".

3. Be able to read the text in different roles and recite the key sentences of the text. Can use their own words to tell the text which content is detailed, which content is sketched, and preliminary experience the benefits of writing like this.

4. Have a preliminary understanding of the writing technique of borrowing things to describe people, and be able to learn the writing method that the author understands the truth of being a human being from a fallen flower student, and try to write a thing.

   Teaching emphasis:

1. Understand the profound meaning of father's praise of peanuts.

2. Master the appropriate writing method.

   Teaching difficulties:

Understand the profound meaning of father's praise of peanuts.

   Class arrangement:

Two class hours

Teaching process:

Section A

First, passion leads interest and reveals the subject

1. The teacher gives a riddle to see who can guess what kind of plant it is^ Roots and whiskers into the sand, self-made houses and homes, flowers on the ground do not bear fruit, underground fruit does not bloom Peanuts)

2. Show the courseware of peanuts, and the teacher will solve the problem: peanuts are also called groundnuts, because when the flowers of peanuts fall, the ovary stalks drill into the soil and grow into peanut pods, so they are called peanut pods Blackboard writing: 19. Luohuasheng)

Read the text for the first time, check and preview

1. Read the text freely. Requirements: read the correct pronunciation, read the text.

2. Check the learning of new words. Let students read the words

3. Silent reading: what does the text record Feel the text as a whole, understand the words and clear the reading obstacles)

Read the text again and clarify the clue of narration

1. Why does the text take "luohuasheng" as the title and what content is written around the topic Luohuasheng is the central thing discussed in this paper, so the topic is luohuasheng. The full text is about planting peanuts, collecting peanuts, tasting peanuts and discussing peanuts, all around the topic.)

2. How many parts is this article written? What to write first? What do you write after? Presupposition;

(1) first write about planting peanuts, then write about harvest festival.

(2) it can also be said that we should first write about planting and harvesting peanuts. Then write about my mother's proposal for a harvest festival and made preparations for it. Finally, write about the comments when eating peanuts. Encourage students to express their opinions.

Study the text and grasp the key points

1. Separate the levels and determine the key points: read the text silently and think while reading. How did they spend the harvest festival? What do you do first? What do you do after that? Teacher: now let's spend the harvest festival with them. In the harvest festival, the family eat peanuts and talk about peanuts and then read books. How many natural passages are used in "eating peanuts" According to the method of "looking at the details", which one is the key point?

2. Definite learning method, learn about "eating peanuts" and "talking about peanuts" in detail. Who is going to read the two paragraphs of "eating peanuts" and find out what is worth noting while reading. Several instructions are hard to explain by the teacher: at that time, the author's father was a county magistrate in Guangdong Province. He was usually busy with official business and seldom participated in family activities. Is this time he's here to eat peanuts? What do you mean?

3. My mother made several kinds of food for everyone to eat. We talked about the benefits of peanuts while eating. Read this passage silently and circle the words about the benefits of peanuts. Group discussion: how many people are talking about what are their own What do children think of the benefits of peanuts? What does father think is the most valuable thing about peanuts Who is the focus of these two aspects? Why? Father said several times, which sentence is the main content. Why? Report and exchange: read this part according to roles and read out the atmosphere of the conversation. Sister said delicious, brother said you can squeeze oil, "I" said cheap, we all like to eat, father said the most valuable peanut is its fruit in the field What we said is simple, clear and easy to understand, while father's words give us some insights. Therefore, we don't talk about the point, but "father talks" is the key point.)

Summary: except for my last sentence which is the key point, the rest of the sentences are very clear without careful study, while the father's words have deep implications, so we should determine the key points according to the content^ "Father talk" is the key point. My father spoke five times.

Teacher: is father's five conversations important? Compare which conversation is important and which is not. Read by name. Students analyze sentences 1, 2, 5 are not important, 3 and 4 are important.

Why do my father's words always be remembered in my heart? I'll talk to you next time.

6、 Assign work

1. Read the text with emotion.

2. Collect stories about celebrities and life.

Section B

Review and check, introduce new lesson

Read the text with emotion. In this lesson, we focus on the peanut part. Ordinary peanuts can lead to a lot of topics of the family, so that we have a little respect for peanuts, with this feeling of admiration, we come to learn the text.

2. Study the text, understand the key words of my father, analyze 3 and 4 sentences like peanuts and learn peanuts.

My father praised peanuts.

(what my father said is very important. The peanut fruit is buried deep in the ground. He only looks at the ground. He doesn't show off to the apples and peaches. The fruit is buried deep and brings benefits to people.) Draw words that describe the characteristics of peanuts and other fruits. Talk about the characteristics of peanuts. Guide to express their own experience in reading The key words "buried in the ground", "bright red and green", "high hanging on the branches" and "low ground growing on the ground" were analyzed to realize the unknown and simple peanut

"Learn peanuts" talk about your understanding of "not good-looking, useful".

(the six words cover two aspects: "not good-looking, very useful." Father also said the characteristics of peanuts, the father asked not to do "just good-looking appearance and no practical things." And do modest and simple, regardless of fame and wealth, will not show off their own, useful to others. Of course, people who are good-looking and useful are good. But after all, appearance beauty can't be compared with inner beauty. What we pay more attention to is inner beauty, and more importance is to be able to do good deeds for the people. It may be more difficult for a person whose appearance is not so beautiful to make achievements and get recognition from everyone than those who are pleasing to the eyes and very eye-catching. However, if he can still make efforts without complaint and bring benefits to others, it should be said that it is more remarkable and admirable.)

Understand the author "well, people should be useful people, not be people who only talk about decency but not good for others.

"This sentence. Guide reading and tell stories of useful people you know.

Summary: inspired by his father, the author said this paragraph is the center of the full text. It explains the truth of being a man from both positive and negative aspects. It praises those who are down-to-earth, hard-working, modest and simple, regardless of fame and wealth, who have real talent but don't show off their own; He praised all those who were unknown, did good deeds for the people and contributed to the society. He criticizes those who only seek the surface, covet false fame, have no learning and no skills, and are useless to the society. His father's instruction is deeply imprinted in the author's heart, and the spirit of "luohuasheng" is carried out in his life, writing and teaching.

Read the last section.

Thinking: what role does this section play in highlighting the center of the article and the whole article? The first sentence talked about the harvest festival until late at night. He told the time and told the whole story. The second sentence explains the deep impression of my father's words on me, and the great harvest the author has made in the harvest festival. It can also be seen that the mother arranged the activity and the father's purpose of participating in the activity. This kind of ending deepens the theme To make students actively explore and study independently, we should not only have the content of learning, but also the way of learning and the emotional motivation of learning. Therefore, it is feasible to grasp the key points of learning and embody the subjectivity of students. "

Third, summarize the full text and deepen the theme

1. Why did the author write this article and why did it use "luohuasheng" as the title?

The author wrote this article in order to recall his father's teaching, and more strictly required himself to follow his father's "like a peanut" down-to-earth life without seeking vanity. Because the father's words are derived from peanuts, and the characteristics of peanuts are used to describe the virtues of life, hoping that children will behave like peanuts, so this topic is used.

2. Sum up the center of the text with the passage of "I".

Through the discussion on the benefits of peanuts by a family on the harvest festival, the text shows that we should be useful to others, not to be a person who only talks about decency but not good for others.

Fourth, summary writing, extracurricular development

1. From planting peanuts to collecting peanuts, from eating peanuts to talking about peanuts, learning to write in detail and sketching in the teaching of father talk.

2. The fruits of peanuts grow in the soil, while peaches, pomegranates and apples just hang their fruits on the branches according to their own growth characteristics. Thus, we can realize the valuable quality of peanuts, which are not seeking fame, but are quietly dedicated. Learning this kind of writing is to explain the truth with the help of peanuts, which is called "borrowing material to explain reason".

5、 Development exercises

There are also many people and things like peanuts around us, so that we can understand the profound truth that people should be useful people. Can you give me an example Such as: not amazing appearance of pencil, eraser; Like the unknown sanitation workers, postmen) and then combined with the "little practice" after class to write.

Blackboard Design:

Planting peanuts: buying, turning, sowing and watering

Harvest peanuts: unexpectedly

On peanuts: sister and brother's view -- the benefits of peanuts (direct narration)

Father said: peanuts are precious

Be a useful person

Chinese courseware of "luohuasheng"

   Design concept:

1. Inquiry learning. It emphasizes that students should read, explore and experience by themselves, acquire their own feelings in the process of inquiry, and deepen their understanding of the article.

2. Cooperative learning. Pay attention to the original knowledge level of students data Collection and sorting. Give full play to the role of each member of the group, and deepen understanding and experience through cooperative learning. Through the communication between students and teachers, we can solve the key problems.

3. Emotional experience. We should excavate the emotional factors of the article itself and strengthen the students' emotional participation and emotional experience in the learning process. In the process of learning, students will not only be affected by the feelings in the text, but also can experience the joy of exploration and discovery.

   Teaching purpose:

1. Learn eight new words in this lesson, and read and write the words "command, Maoting, pressing oil, price, pomegranate, love" and so on.

2. Read aloud in different roles and recite the paragraphs you like.

3. Understand the profound meaning of what "father" said, and understand the truth that "people should be useful people, not be people who only talk about decency but not benefit others".

4. Learn the expression way of the author's clear primary and secondary, borrowing material metaphor.

   Teaching emphasis:

Understand the profound meaning of what "father" said, and understand the truth that "people should be useful people, not be people who only talk about decency but not benefit others".

   Teaching difficulties:

How to connect the character of peanut with the truth of being a man, and then realize the truth of being a man.

   Teaching process:

1、 Import new lesson

Do you like riddles, students?

S: Yes.

Teacher: now, please tell me a riddle to see who can guess what kind of plant it is?

"Roots and whiskers into the sand, self-made houses and homes, flowers on the ground do not bear fruit, underground fruit does not bloom."

Raw: peanuts

Teacher: (showing the projection piece of peanut) peanut is also called luohuasheng, because when the flower of peanut falls, the ovary stalk goes to Shili and grows into peanut pod, so it is called luohuasheng. Xu Dishan, the author of this text, is a modern novelist and essayist. As a child, his father's words about luohuasheng left a deep impression on him. He was determined to be a useful person like peanut, so the common pseudonym was "luohuasheng". So what did his father talk about peanuts and how did he talk about them? Let's look at the text.

Teacher: (blackboard writing: 19. Luohuasheng)

Student: read the topic together.

[design intention: Tao Xingzhi said: "creation begins with problems". Problems are the starting point of thinking, and interest is the driving force for knowledge. Teachers use riddles to create a harmonious atmosphere and stimulate students' interest

2、 Reading comprehension

Teacher: choose the way you like to read the text freely. Think about what the text has written about the topic?

Students: the full text is about planting peanuts, collecting peanuts, tasting peanuts and discussing peanuts,

Blackboard writing: planting peanuts - collecting Peanuts - tasting Peanuts - Discussing peanuts

Teacher: how does the family talk about the benefits of peanuts?

My sister said it was delicious;

My brother said that you could squeeze oil, and I said it was cheap. Everyone liked it.

My father said that the most valuable thing about peanuts is that their fruits are in the field.

Teacher: the benefits of peanuts mentioned by brothers and sisters are obvious, but what father points out is that peanuts are often overlooked. How many times did father talk about peanuts? What's the difference between several discussions?

Student: twice. For the first time, peanut was compared with peach, pomegranate and apple; For the second time, tell us the truth of life.

Blackboard writing: peanuts -- peaches, pomegranates, apples

Teacher: Qi read his father's first discussion. Thinking: How did father explain the value of peanuts by comparison?

My father thought that peaches, pomegranates and apples hung high on the branches to show off themselves, while peanuts were buried in the ground.

Teacher: that's a good answer. What key words should be grasped to highlight the value of peanuts?

Student: I think we should grasp the key words "buried in the ground", "bright red and green" and "hanging high on the branches";

S: I think we should also catch "the short ground grows on the ground".

Blackboard writing: buried in the ground and hung high on the branches

Teacher: who would like to read it?

Students: take a lifetime to read

Teacher: what do you think of his reading?

S: I think he grasped the key words to read.

I think he reads with emotion and fluency.

Sheng: he read the peaches, pomegranates, apples that flaunt their tone.

S: (in chorus) yes.

Teacher: OK, let's read with emotion.

Read aloud with emotion.

[design intention: reading is the most important link in Chinese practice. Teachers in teaching activities, not only to do teaching, but also to do students in school. Let the students grasp the key words to read, feel the whole thing in reading, feel in reading, taste in reading, generate emotion in reading, and cultivate language sense in reading

Teacher: peaches, pomegranates and apples are bright red and green, which are very popular. However, peanuts put the ripe fruits into the soil and wait for people to dig and use them. Therefore, what is the valuable quality of peanuts?

Student: I feel the spirit of peanut's silent dedication;

Student: I feel the spirit of selfless dedication of peanut;

Sheng: I realized the simple and unadorned spirit of peanut;

Teacher: what kind of person does the father borrow flowers to teach the children to be? Draw it out with. Who will read his father's second argument?

Student: read all your life.

Student: the father borrows the peanut to educate the child to be a useful person to others;

Sheng: the father used peanuts to educate his children to be a man who did not seek fame and wealth, but made silent contributions;

Teacher: how does the author "I" understand my father's words? In this paper, it is outlined with ゛

Student: "I" think that people should be useful people, not be people who only talk about decency but not good for others.

Teacher: how do you understand the author's words? Combined with the actual situation, an example is given.

S: some people, you see, he has a good appearance, but he has no ability;

Sheng: once, I saw a very beautiful aunt in the street. She ate a banana while she was walking. After eating the banana, she threw her skin on the street. What should I do if I dropped the old man or grandmother who passed by?

Some people, though ugly, are very helpful.

My neighbor is a cleaner. He starts cleaning before dawn every day. I think he is a useful person.

Teacher: in fact, like the ordinary cleaner around us, there are a lot of people who silently contribute to the ordinary jobs. They are the people like luohuasheng.

Teacher: is there anyone like luohuasheng around us? For example.

Student: Yes, the teacher makes a silent contribution to the work of the students

Sheng: cleaner, in order to clean one side, he would rather sacrifice his youth.

S: candles are great. They sacrifice their bodies to bring us light.

Sheng: spring silkworm, in order to let people put on gorgeous clothes, she still spins silk to death.

Sheng: sun, because of your selfless devotion to light and heat, the earth is full of vitality and splendor.

Teacher: it's wonderful. There are so many people and things like luohuasheng around us. As long as you are a conscientious person.

[design intention: the new curriculum standard points out that teaching should be close to students' life reality. Mr. Tao Xingzhi also said: "life is education. Find education in life and educate for life." Teachers are good at enlightening and inducing, setting up a rainbow between Chinese and life, so as to make Chinese go to life and life to Chinese

Teacher: how much time and space does this text take up from planting peanuts to collecting and tasting peanuts? From tasting peanuts to discussing peanuts, how much time has it taken up in the text? Why does the author arrange this way?

Student: the purpose of the author's arrangement is to emphasize that we should be like luohuasheng;

Students: the text focuses on discussing peanuts, which aims to tell us the truth of life.

Teacher: the key point of this text is to discuss peanuts, and my father's comments are mainly written. This can highlight the center of the article, while other contents can be omitted. However, it plays an important role in explaining the main content of the article. When we write, we should also determine the key points, so as to highlight the key points and make clear the primary and secondary points.

Teacher: This text tells us a profound truth: people should be useful people, not just decent people who are not good for others. This kind of writing is called "borrowing things to make sense". There are many things around us that can enlighten us and let us understand the profound truth. For example: chalk, an ordinary and common little thing, sacrifices itself in order to let students acquire knowledge; The candle lights up others and destroys ourselves... We can learn the writing method of "reasoning by borrowing things" in writing.

Tao Xingzhi, an educator of design intention, said: "it is not the duty of a teacher to teach, but to teach students to learn." There are methods in teaching, and teaching is the most important. The teacher has fully explored the connotation of the textbook and skillfully combined the reading of the text with the guidance of writing, so that reading can serve writing better

3、 Summary and sublimation

Teacher: what do you want to say after studying the text? Write down your ideas and communicate them in groups.

Teacher: who would like to volunteer?

I want to say, "I want to learn from peanuts.".

Life should not be judged by appearance, but by its usefulness;

S: it's not that there's a famous saying: "it's better to dress yourself up with knowledge than to dress yourself up with jewelry.".

Student: I have learned two writing methods: highlighting the key points, making clear the primary and secondary points, and borrowing materials and reasoning composition Ability will be better.

S: I think there is something wrong with my father's words. Peaches, pomegranates and apples hang high on the branches, not to show off themselves, but to their growth characteristics.

Student: teacher, didn't you say that today's society is an era of competition, and it needs people who dare to show their talents? Are peaches, pomegranates, apples dare to show their talent, is it wrong?

Teacher: it's very nice of you to mention that the society needs people who dare to show their talents. Peaches, pomegranates and apples hang high on the branches, not to show off themselves, but to their growth characteristics. But why did the father say that? Here, my father is just making a comparison, emphasizing the spirit of peanut silent dedication. Of course, any metaphor is lame.

Teacher: today's society needs not only people who are silent and dedicated like luohuasheng, but also those who dare to show their talents like peaches, pomegranates and apples.

[design intention: the new curriculum standard advocates individualized and individualized teaching in teaching, and requires teachers to respect students' personality and publicize students' personality. Encourage students to question and express their own unique opinions. Respect students' subjective feelings, return the initiative of learning to students, let students fully feel and deeply understand, and let students truly become masters of learning

4. Arrange the operation.

Teacher: you can write down your feelings and see the homework the teacher left you.

1. Write an article in your favorite way reaction to a book or an article

2. Read Xu Dishan's other works (teacher's recommendation -- "Lingyu of empty mountain" and "forest and field in spring", the website is printed on the materials sent to students);

3. Collect and sort out Xu Dishan's articles and life stories, and write your evaluation articles Of course, this assignment can be used for one semester or longer.)

Students can choose one or two assignments according to their actual situation.

Chinese courseware of "luohuasheng"

   Section A

   1、 Interesting introduction

  1。 Enlightening conversation: students, have you ever eaten peanuts? Today, we are going to learn a lesson about writing peanuts Teaching plan

  2。 Teachers write on the blackboard and students read the topic together.

  3。" "Peanut" is a common peanut we usually eat, but why call it "luohuasheng"? Before class, all the students looked up the materials. Who will talk about it?

  4。 Transition: what does the text say about peanuts? Students will know by reading the text.

   2、 First reading the text, overall perception

  1。 Read the text freely, ask to read the pronunciation correctly, read the sentence smoothly, and mark the serial number of the natural paragraph.

  2。 Read the text to each other at the same table, check each other, and correct the mistakes or broken sentences.

  3。 Use the new words card to check the recognition of new words.

  4。 Check the students' reading of the text, name the designated paragraphs and comment on the reading.

  5。 Read the text silently and think: what do the text say about the falling flower students Planting and harvesting peanuts. Mother proposed a harvest festival and prepared for it. Talk about eating peanuts.)

Teacher: according to the three things in the text, we divide the text into three parts.

   3、 Learn the first and second parts of the text

  1。 Read the first and second paragraph silently, and think while reading: what do you understand and what you don't understand.

  2。 Report and exchange.

(1) what do you understand?

(2) questioning and resolving doubts.

What does "opening up" mean? Why not "develop" an open space?

How to understand the word "incredibly", can you find a word with similar meaning?

  3。 Guide emotional reading.

   4、 Assign work

  1。 Read the text well.

  2。 Preview the third part of the text.

   Section B

   1、 Review the introduction, explain the goal of inquiry

  1。 Recall what the text said about the falling flower students.

  2。 In this class, we will continue to explore the text, learn the third part of the text, find out why the author has a special feeling for the fallen flower students, and learn the author's expression methods.

   2、 Explore the third part of the text

  1。 Read the text silently. Think about it. How many meanings are there in this part of the text?

The first layer (3-11 natural paragraphs) talks about the benefits of peanuts. The second level (12-15 natural paragraphs) talks about peanuts to life.

  2。 Read the text, draw what your father said, talk about your understanding, experience the discussion on the benefits of peanuts and how to talk about life from talking about peanuts.

  3。 Group discussion and exchange.

  4。 Class communication, teacher guidance.

(L) understand the first meaning (focusing on understanding father's words)

The projection shows the father's words.

(2) read the father's words by name, and then fill in the blanks as follows:

In his father's words, he mentioned \\\\\\\\\\\\\\\\\\_ Four kinds of things, father thought that although_ It's easy to see, But with_ Compared with, or_ Most precious.

3. Analyze the father's words and answer them.

  a。" What does "adore" mean? What is love?

  b。 Did the father have any affection? What does father have in love with? What word do you read that from?

  c。 What is the most valuable? Why does father think peanuts are the most valuable Guide students to understand that apples, peaches and pomegranates hang high on the branches and show off themselves, while peanuts devote themselves to themselves in a down-to-earth and unknown way, which has the virtue of concealment and concealment

  d。 Read the father's words again and judge whether the following sentences are correct according to their own understanding and give the reasons.

A) peanuts are good, peaches, pomegranates and apples are not good.

B) everything that is buried in the ground is good, and what is hung high on the branches is not good.

C) we don't need to look good.

(4) teacher: in this lesson, my father compared peanuts with peaches, pomegranates and apples only in terms of whether the fruits were exposed outside, highlighting the peanut's character of not showing off itself and offering silently. It's not to say that the three kinds of fruits are just good-looking and have no practical use.

Is there anything else in life that makes people love at first sight? Is there anything else with peanut quality? Can you use the word "love"?

(2) understand the second meaning

Transition: my father pointed out that peanuts are different from peaches, pomegranates and apples. Did my father just say peanuts?

The projection shows the father's words.

Students read together and talk about understanding.

(the purpose of the father's leading his children to talk about peanuts is to talk about life, and he praises the character of peanuts in order to explain what kind of person we should be; The father teaches the children to learn the excellent character of peanuts, pay attention to reality, do not flaunt themselves, and be useful to the country, society and others.)

Teacher: did the children understand what the father said? Where do you see that?

Understand what I said

  a。 Reading together

  b。 Discussion and exchange

What does "decent" mean? What is "only talking about decency"? What is a "useful person"^ What's the connection between "useful people" and peanuts?

  c。 Do you have this kind of silent dedication around you? Say it clearly.

  d。 What kind of people are we going to be?

  5。 Read the third part of the text with emotion in different roles.

   3、 Distinguish the primary and secondary parts of the text

  1。 Fill in the blanks in the order described in the text and say which part is the main one Thinking exercise 2)

Peanut planting

  2。 Thinking: how long does it take from planting peanuts to harvesting peanuts and how much space does it take up in the text? From eating peanuts to talking about peanuts, from talking about peanuts to talking about life, how much space does it take up in the text? Why does the author arrange this?

  3。 Reading, reading and writing examples of "distinguish the primary and secondary articles".

   4、 Summarize the full text

  1。 Read the text in different roles.

  2。 What do you want to say after reading the text? Share your ideas with your classmates.

  3。 Conclusion: the text tells the story of a family during the peanut harvest festival. By talking about the benefits of peanuts on the harvest festival, it is necessary to be useful to others, not to be a person who only talks about decency but not good for others. When the text is narrated, the primary and secondary contents should be clear, the secondary contents should be simplified and the main contents should be detailed. It is precisely because the main meaning is clear, so the article is short, but gives a clear impression, so that people can understand the philosophy of ordinary things. In the future, when we read or write articles, we should pay attention to distinguish the primary and secondary articles.

   5、 Extension and expansion

People often from the characteristics of some things, experience some of the truth of life. Can you take a common thing as an example to talk about the truth you have experienced?

   6、 Consolidate literacy, memorize new words, read and write words

Comments on teaching plan:

From the introduction of the topic, through inspiring the conversation, stimulate students' interest in learning, guide students to focus on the discussion when writing and eating peanuts, understand and understand the meaning of father's words through talking about experience, doing exercises, emotional reading and other forms, and educate students to learn the character of peanut without seeking false name and silent dedication. On the basis of understanding the thought and content of the text, we should distinguish the primary and secondary parts of the text and understand why the author arranges this way. Students can learn about peanuts by consulting materials or consulting others. Through self talk and self understanding, group discussion, class communication, role-based reading and other forms of in-depth study of the text.

Inquiry activities


  1。 In modern society, do you want to be a person like peanut or apple? Why? Please discuss in groups, express their own opinions, and tell the truth. Teachers should not show their inclination.

  2。 Please come to the stage for those who want to be like the peanut, and those who want to be like apple, sit down and debate in two camps, and the teacher will be the host.

  3。 Complete the exercise on the basis of full debate. Write a paragraph or two on the topic of "what kind of person do I want to be" and ask for the truth and true feelings. Baby, healthy and happy! We share happiness and sorrow together.

[Chinese courseware of luohuasheng]

one Design of Chinese courseware for luohuasheng primary school

two Teaching plan of luohuasheng

three Teaching plan of luohuasheng

four If Chinese courseware design

five Exercise 5 Chinese courseware design

six Design of shadow Chinese courseware

seven Teaching plan of luohuasheng

eight Listen to Qiu's voice chinese courseware

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