The last sentence of the third paragraph of Kingfisher is a reed pole. Is this the author's purpose? why

first kind

Teacher: Hello, class. Starting today, we will learn the second set of texts. What does this set of words tell us? Please turn to page 17. Who will read the introduction?

Students 1 read the introduction.

Teacher: What do you understand from this introduction?

Student 1: This set of texts asks us to pay attention to and protect the surrounding environment.

Teacher: Yes, we will learn the first text of this class. Please look at the topic together.

Students read the topic "Kingfisher"

Teacher: Have you ever seen a kingfisher?

Health 1: I've heard of it, but I haven't seen it.

Teacher: Sorry, isn't it? Today, the teacher brought you a picture of a kingfisher. Look, this is a kingfisher.

How does the text introduce kingfishers? Please read the text freely, remember the new words and read the difficult sentences several times.

Read the text by yourself.

Teacher: Everyone studies hard by himself. Can you read these words? Please read aloud to each other with your deskmate and correct the mistakes.

Read the words at the same table: reed stalk, embroidered man, shirt, tip, feed, fisherman, steep, auburn, pan.

Teacher: Who will read it?

Students read the word 1.

Teacher: Did he read it correctly? Who will evaluate it?

Health 2: All the other words are pronounced correctly. The reed pole is mispronounced. You should read it a third time. He read it for the first time.

Teacher: Reed stalks and stalks are really easy to mispronounce. Let's read it together.

Read together: reed stalks

Teacher: What does reed stem mean? Who wants to talk about it?

Health 1: I know that reed stalk is a kind of plant growing by the river, the stem of reed. There are illustrations in the textbook.

Health 2: I didn't understand the meaning of steep until I looked at the illustrations. Steep is a high and steep mountain wall.

Teacher: You are right. Where can the illustrations in the text be called steep? Please point to your deskmate.

Point and say at the same table.

Teacher: Xiaowen, tell me about it.

Health 1: (pointing to the illustration) This one is steep.

Teacher: Is he right?

Teacher: Are there any words you don't understand?

Health 2: What color is auburn?

Teacher: Look, the color darker than this column is auburn.

Teacher: Did you find any difficult sentences in the self-study just now?

Health 1: I have a question, "although it is so clever, it still can't escape the sharp eyes of kingfisher." Did I read this sentence correctly?

Teacher: Did he read it correctly?

Health 2: It should be pronounced as "four tones".

Teacher: These two students have different views. When should the word be pronounced the third time and the fourth time? Please look it up in the dictionary.

Look it up in the dictionary.

Health 1: means finished reading, which means that the user has finished reading the fourth sound, and everyone else has read the third sound.

Teacher: Then this word should be pronounced as

Health: (third sound).

Teacher: Read together.

Read all the students at once: do your best (three sounds)

Teacher: Students, let's read this sentence again.

All the students read: "Even though they are so clever, they can't escape the sharp eyes of the kingfisher."

Teacher: Yes, are there any difficult sentences?

Health 1: I think, "The kingfisher pushed the reed stem, and the arrow flew past, ... and flew away." This sentence is long and difficult.

Teacher: Then how can I study well? Please try to read this sentence together.

Try to read this sentence.

Teacher: Who will try to read it again?

Health 2: I will watch it. I think we should stop where there are commas. I think so. ……

Teacher: Is it much more convenient to read like this? Xiaowen, you can try to do it in a new way. Try to read it and see if it helps.

Health 1. Teacher, it's really much easier to read like this. )

Teacher: Yes, you should pay attention to punctuation when you encounter longer sentences. So you can read it well. After practicing reading sentences, let's read the text again. This text has five natural paragraphs. Please take turns reading.

Five students read the text in turn.

Teacher: The students have finished reading. Who will comment? How did they read just now?

Health 1: You are fed with a flat tongue, and Xiao Bao is pronounced as a tongue.

Teacher: Bao Xiao, please read this word again.

Bao Xiao read the word again.

Teacher: Let the students read the text again and think about how the text introduces the kingfisher.

Read the text by yourself.

Teacher: OK, from what aspects are kingfishers described in the text?

Student 1: The text first introduces the appearance of kingfisher.

Teacher: Which passage in the text naturally introduces the appearance of kingfisher?

Health 2: It is the first natural paragraph.

Teacher: Let's read the first paragraph together and see if he is right.

All the students read the first paragraph.

Teacher: OK, the first paragraph describes the appearance of kingfishers. What about other kingfishers?

S3: The second paragraph of the text is about kingfishers catching fish.

Teacher: Do you have anything to add?

Health 4: I'd like to add that the second and third paragraphs are about kingfisher's quick action when catching fish.

Teacher: Is that right?

Health: Yes.

Teacher: Please ask the students in the second group to read the second and third paragraphs aloud. Other students listen carefully and see if Cheng Cheng just said it right.

The second group of students read the second and third paragraphs together.

Teacher: It seems that Cheng Cheng was right just now. Are the four or five paragraphs of the text similar? Let the students in the first group read these two paragraphs, and the other students listen and think.

The first group reads four or five paragraphs.

Teacher: Can you read the last sentence again?

The second group of students read the last sentence again.

Teacher: Much better this time.

Teacher: Are the four or five paragraphs written in the same content?

Health 1: 45 two paragraphs write that kingfisher is a good friend of human beings, and we can't grow it.

Teacher: Yes, who can talk about it together? From what aspects does the text introduce kingfishers? Be mentally prepared first.

Try to talk about it yourself.

Teacher: OK, who can tell me?

Health 1: The text is written from three aspects: the shape and movement of kingfisher and the necessity of protecting kingfisher.

Teacher: Yes, the first paragraph of the text introduces us to the appearance of kingfisher, and the second and third paragraphs introduce us to kingfisher's agility in fishing. The fourth and fifth paragraphs tell us that kingfisher is our good friend, so we should protect it.

In today's class, we will learn to write thirteen new words. Let's look at the new words that Tian Zige asked us to learn to write.

Multimedia display of new words

Teacher: Please take a closer look. What words need to be reminded?

Health 1: The word shirt is next to the word clothes. Never write it as a sign.

Teacher: Good reminder. Do you have anything to add?

Health 1: The abdomen is next to the moon.

Teacher: Yes, many words related to the human body have the word moon next to them. Can you tell me something else with the word "moon" next to it?

Health 1: brain, legs, arms, stomach, feet,

Teacher: Both Cui and Weng have the word "feather". Please write these two words in your exercise book.

Write new words.

Teacher: Bao Xiao, show us your own handwriting.

Multimedia program

Teacher: The word Bao Xiao is written correctly. Cui is the prefix of feather, and Weng Yu is the prefix of hook. The teacher thinks it is not easy to write Cui beautifully. Come and watch me write.

The teacher writes "Cui". To emphasize, the feather prefix on it is not hooked. Write this horizontal line shorter. This horizontal line should be written longer, and this vertical line should not be written too long. Do not separate two people.

Teacher: Have you read it carefully? Please copy the new words twice after class, and then turn to the glossary on page 107 at the end of the book and copy these words one by one. That's all for today's class. Goodbye, class.

Second lesson

Teacher: Hello, class. Today, we will review the words we have learned first. Please dictate the words together.

Dictation words: reed stem, flying fast, breeding, sharp, fisherman, stone wall, green, blinking, shirt.

Teacher: Students, please proofread it yourself on the big screen.

Students proofread against the big screen.

Teacher: OK, class, please raise your hand. Xiaowen, which word is wrong?

Health 1: I wrote reed stalks beside the wooden characters.

Teacher: Please write a word for it and modify it.

Teacher: How does the text introduce the appearance of kingfishers? Please read the first paragraph freely and think while reading.

Read the first paragraph by yourself.

Teacher: Who can tell me?

Health 1: The text first wrote the claws of kingfisher.

Teacher: Kingfisher lives by the water's edge, and grasps reed stalks by claws, so claws are introduced first.

Health 2: Then introduce the color of kingfisher feathers.

Health 3: Finally, introduce the eyes and mouth of kingfisher.

Teacher: Let's do an oral exercise and fill in the appropriate words in the brackets.

Multimedia demonstration: () small claws () feathers () eyes () mouth.

Let's talk about it together

Small claws (red) (bright) Feathers (sharp) Eyes (sharp and long) Mouth

Teacher: Who can fill in the blanks and tell the shape of the kingfisher completely?

Let me tell you something. Be mentally prepared first.

Give birth to yourself and try to talk about it.

Teacher: Who can tell me?

Health 1: A pair of small emerald-colored red paws hold the reed stem tightly, which is covered with colorful feathers. Its eyes are very sharp and its mouth is sharp and long.

Teacher: In Swallow's class, a spelling makes us feel the liveliness and cleverness of Swallow. Today, we feel the smallness and beauty of kingfisher from the bright and sharp words. It seems that it is very important to grasp when describing shapes. Ok, who will read the sentence about kingfisher feathers?

Health 1: "Its color is very ... shirt"

Teacher: In this sentence, firstly, the bright colors of kingfisher feathers are generally written, and then the feathers of various parts of kingfisher are specifically written. Who can talk about the bright colors of kingfisher feathers in their own words?

Health 2: Kingfisher is very bright in color, with olive feathers on its head, light green feathers on its back and reddish brown feathers on its abdomen.

S3: Although the introduction to Bao Xiao is clear, it is not as specific as the text.

Teacher: What is it written in the text? Let's read together.

Read "This is a very ... shirt"

Teacher: How do you feel after reading it?

Health 2: I think the words in the book are particularly beautiful to read, because the author wrote kingfisher as a person.

Health 3: Yes, the kingfisher wears an olive headscarf, embroidered with emerald patterns, a light green coat and a red-brown shirt, much like a little girl.

Health 4: After reading this sentence, I also like kingfishers.

Teacher: OK, let's read the first paragraph of the text with our love for jade.

All the students read the first paragraph.

Teacher: How did such a lovely kingfisher catch fish? Please read the second and third paragraphs of the text quickly and silently, find out the corresponding sentences and draw them down, and talk about your own experience.

Students read the second and third paragraphs of the text silently.

Teacher: What sentences did you find in the text?

Health 1: The sentence I drew is "The kingfisher sings ... on the reed pole". From this sentence, I know that kingfishers fly near the water.

Teacher: OK, let's read these two sentences together.

Multimedia presentation: Kingfisher calls clearly and loves to fly on the water. Jade birds sing clearly and love to fly against the current.

Teacher: Which sentence do you think is well written? Where is it?

Health 1: I think the second sentence is good, flying fast means flying fast, and the first sentence only uses a fly, so we can't understand whether the kingfisher flies fast or slow.

Teacher: Do you have anything to add?

Health 2: I also think the second sentence is better than the first one. Although singing and screaming have the same meaning, the word screaming is too common.

Teacher: Anything else?

Health 3: Singing will attract people's attention and feel beautiful. It can be seen that the author likes kingfishers very much.

Health 4: I think the second sentence is well pasted. I feel that the kingfisher has high flying ability and flexible movements.

Teacher: Let's use the table as the water surface, use our fingers as kingfishers, and let kingfishers fly close to the water surface.

Do the action.

Teacher: I think Bao Xiaogang did a good job, not only staying on the water, but also flying fast.

Teacher: You see, a short sentence and a few key words make us realize the agility of kingfisher and the author's love for it. Let's read this sentence beautifully.

Read the second sentence together.

Teacher: It would be better if we could read this word faster. Shall we try again?

Read the second sentence together.

Teacher: Much better this time. Which sentence do you like, continue to add,

Student 1: Teacher, I also found a sentence: "The kingfisher kicked off ... and flew."

Teacher: Then if you change what he said to the kingfisher into flying away from the reed pole quickly. Do you think it's okay? Ask a classmate to read these two sentences.

Multimedia demonstration: Kingfisher leaves reed pole and flies quickly. Kingfisher pushed open the reed pole and flew past like an arrow. )

1 Look at these two sentences.

Health 2: I think the second sentence is well written. Like an arrow, you can see the kingfisher flying very fast. It will be over soon.

Teacher: That's good. Anything else?

Health 3: Pedaling means that the kingfisher leaves the reed pole very hard, so it will fly very fast. When you jump high, kicking the ground hard will make it jump very high.

Teacher: Yes, then who will read this sentence, so that everyone can feel that kingfishers catch fish very quickly and powerfully.

Student 4 read this sentence.

Teacher: Good at reading. What sentence did you find? Let's talk about it

Health 5: I also found a sentence, "Although it is so clever … eyes". From this sentence, I know that kingfisher is very agile when catching fish.

Teacher: You are right.

Health 6: Yes, the little fish is really smart. It just spat a bubble on the water, which is hard to find. But the kingfisher flew over and caught it. Kingfishers move very fast.

Teacher: You have a good experience. This sentence seems to be writing about small fish, but it makes people realize the cleverness of kingfisher. Let the male students read this sentence and see if they can read the experience by reading aloud.

Boys read this sentence together.

Teacher: Did you find other sentences? Go on.

Health 1: The sentence I found is "Only the reed stalks are still shaking ... rippling", which also tells us that kingfishers move quickly when catching fish.

Teacher: It is very important for you to find this sentence. Let's discuss it in groups and talk about our understanding of this sentence.

Students discuss and communicate.

Teacher: The discussion was very lively. Which group reports first?

Health 1: Let's talk about our group first. We think it only takes a few seconds for the water waves to ripple and restore calm. From then on, we realized that kingfishers can pick up fish and fly far away in such a short time. The speed is really amazing and the experience is right. Which group should I report to?

Health 2: On the surface, this sentence is about reeds and water waves, but in fact it is about the agility of kingfishers in catching fish.

Health 3: This is the same as the sentence about the little fish.

Teacher: You are very good at learning, not only the kingfisher itself, but also by learning the changes of small fish and its surrounding environment. You have realized that kingfisher is agile and has very high skills in catching fish. Students, let's read the text again freely and review what impression the kingfisher left on you.

Students can read the text freely.

Teacher: What impression did the kingfisher leave on you?

Health 2: After learning the text, I think the kingfisher is a very beautiful action.

Health 3: I think kingfisher is not only beautiful, but also agile when catching fish. I like it very much.

Teacher: Such a lovely kingfisher, do you want its image to stay in your mind forever? Ok, pick out your favorite sentence, read it and try to recite it.

Students can read and recite sentences freely.

Teacher: Who wants to recite it for everyone?

Learn the first paragraph by heart at 1.

Teacher: Who else wants to recite it?

Health 2: "Kingfisher sings ... little fish"

Teacher: The kingfisher is so cute. I really want to catch one to play. What did you say?/Sorry?

Health 1: No, it flew here from far away to make friends with us. How can we catch it?

Teacher: Then who will read what is said in the text?

Health 3: "son, you know ... be friends."

Teacher: Bao Xiaolang read the sincere and cordial tone of the old fisherman. Shall we learn from him and read it?

Students read "son, you know ... be friends."

Teacher: It's really easy to read. Although we can't catch it, it doesn't affect our love for it. Please read the fifth paragraph of the text together.

All the students read the fifth paragraph.

Teacher: The gentle river, green plants and kingfishers are flying freely. What a beautiful environment. What about our living environment? Let's look at the requirements of comprehensive learning in this unit.

Comprehensive learning requirements for 1 students.

Teacher: From today on, we can take action. Please discuss in groups after class and see where you can go for an inspection. That's all for today's class. Goodbye, class.