Please give me some advice~~ I would be very grateful, little lady! ! I am going to an educational institution on Friday to give a 10-minute trial lesson on primary school Chinese. How should I regi

Please give me some advice~~ I would be very grateful, little lady! ! I am going to an educational institution on Friday to give a 10-minute trial lesson on primary school Chinese. How should I register?

Teaching objectives:

1. Let students understand that boats are an important means of transportation in Venice, the world-famous water city, and understand the local customs and customs of Venice.

2. Divide the text into paragraphs and combine several layers of meaning to summarize the meaning of the second and fourth paragraphs.

3. Learn new words and understand words. Can write the antonyms of words such as "retreat, spread out, straight, quiet".

4. Learn how to write the fourth natural paragraph and be able to write a paragraph around key sentences.

5． Read the text aloud and recite the fourth, fifth and sixth paragraphs.

Teaching process:

1. Introduction:

1. To study a text, we can start with the topic. Then, start with the topic "The Boat in Venice" "What can we know?

(We can know from the text that the text focuses on small boats; I would like to add that the small boats written in the text are Venetian boats. Because Venice is a water city, small boats are particularly important ;)

2. Very good, Venice is a world-famous "water city", with rivers crisscrossing it, and small boats have become an important means of transportation, equivalent to cars on the street.

3. So, starting from the key word "dinghy" in the text, if you were the author, what would you write about the boat?

(Thinking, answer: I can write about the appearance of a small boat; I can write about the unique water scenery of Venice; I can write about how people feel when riding a small boat; I can write about the importance of a small boat...)

4. Well said! Venice is located in Italy and is a famous water city. Let’s take a look at the charming scenery of Venice.

5. A layman can see the excitement, but an expert can see the door. Who can share a sentence or two about the impression of Venice on Nigeria?

(Venice is very beautiful, with criss-crossing rivers, tall buildings decorated with sculptures, bridges of different shapes, and strange and unique boats. I was simply intoxicated after seeing this beautiful scenery. )

2. Understand the appearance and characteristics of the boat:

1. It is well said that when we are in a boat in Venice, there will be a sense of "the boat is in the boat". "Walking on the water, swimming in the painting", then let us first take a look at these unique and comfortable boats.

2. I will ask a classmate to read the second paragraph of the text and see how the text describes the appearance and characteristics of the boat. (Students read, teacher prepares a slide)

3. Let’s watch the projection:

The boats in Venice are narrow and deep; the bow and stern are tilted upward; action It is light and flexible

This is also a description of the appearance and characteristics of the Venetian boat. Compared with the text, that paragraph is written vividly.

4. We all agree that a paragraph in extracurricular writing is vivid, so how is it vivid? Please see the projection:

The boats in Venice are twenty or thirty feet long, narrow and deep, a bit like a canoe. The bow and stern of the ship are tilted upward, like a crescent moon hanging in the sky, and it moves briskly and nimbly, like a water snake in a ditch.

5. Who can tell us what methods the author used to make the description more vivid and vivid for us?

6. Very good. The author mainly uses metaphors. You see

Using "canoe" as a metaphor for a small boat means that the small boat is "narrow and deep" (paste " Canoe" picture)

So what characteristics of the small boat is used as a metaphor for the "crescent moon"? ——Both ends are cocked.

What does "a snake" mean? ——The boat moves briskly and flexibly.

7. Then, using these three metaphors, the appearance and shape of the boat appear before our eyes. As well as the feeling of it in action, we must also learn these description methods in the future to make our articles equally vivid and vivid.

8. Okay, if there is such a small boat right in front of us, do you want to experience the feeling of sitting in it?

9. Okay, let's do a little "simulation scenario" performance. Assume that everyone is in such a small boat. We are now going down the river, with small bridges on both sides and flowing water. , people.

I read the extracurricular reading, and everyone did the actions to see who could imagine it better, clever:

(The teacher read the extracurricular reading, and the students did the corresponding "touch the soft mat", "cross the small bridge, look up at the small bridge" ""Push the boat away", "Look far away", "Say hello" and other actions)

10. Next, I would like to ask the students who are riding in the small boat to talk about your feelings?

(Comfortable, seeing the rivers, bridges, and boats on both sides was very refreshing; the buildings on both sides were beautiful; I was very excited to see classmates I hadn’t seen for many days...)

3. Study the paragraph "The boatman's driving skills are particularly good":

1. So, what is the boatman's skill? Next, ask the male students to read the third section together and think about it. Which words indicate that the boatman has outstanding driving skills? (Write on the blackboard: Good driving skills:)

2. What words indicate that the boatman has good driving skills?

(Students answer, teacher writes on the blackboard: Maneuver freely, squeeze through, pass through, turn sharply)

3. The text description is very exciting. Now I will invite a classmate to come to the stage to tell everyone. Let me recount the boatman's "freedom of control", but there is also a small request. Make a boat with your hands and demonstrate while talking.

Okay? (Applause)

4. Let me read this paragraph together. Everyone should pick up the reading in time and perform it with hand-made boats.

(The fourth natural paragraph of the projection text, teachers and students watched the projection performance and read)

☆: Let us look back at the word "free control" and relate it to the performance just now. In your own words, what does it mean in the text?

4. Learn "Small boats are closely related to people's lives":

1. At the beginning of the text, it is said that "Small boats in Venice are equivalent to cars on the street." So who are the people who can’t live without their cars, and what do they do in their dinghy?

2. Please take a rest and let me test your listening and memorizing abilities. Please ask Meng Zhengyang to read the last two paragraphs of the text.

3. Who is going to do what in the boat?

4. Students discuss and answer

5. Projection:

Students recall that businessmen do business (walk down)

Sit< /p>

Young women and small children (in the boat)

Children and nannies go on an outing in the boat (sitting)

The elderly family goes to church to pray (sitting)

p>

People watching the theater go home (hired)

…………

6. Okay! You see, how closely the boat is connected with people's lives. Businessmen, women, children, and the elderly are all inseparable from the boat. Some of them go ( ), some go ( ), and some ( ). So, Where do young women go?

Where do they go? Could you please expand your imagination and talk about it?

(Going to the theater; visiting relatives; shopping...)

7. So, in Venice, except for some people mentioned in the text, who need to use small boats as transportation, Who else wants to use a small boat as a means of transportation to work or study?

(Postmen, teachers, students, doctors, mayors, tourists, do all kinds of things in small boats.)

5. Summary:

1. From dawn to the dead of night, we can see that small boats are closely related to people's lives. When the small boats in Venice are launched, what will happen to the city? (noisy, full of life and vitality); as soon as the boat docks, Venice

(quiet, quiet, asleep). Just as what is said at the end of the text, ancient Venice fell asleep again.

2. One moment of silence and one moment of movement. The article is really well written. Let us read the text together and experience it again.

3. Students talk about their feelings about learning the text.

If you only have 10 minutes, you can omit it and focus on the key points of the full text to speed up the class.