Guilin landscape courseware materials

Guilin landscape courseware material 1

Teaching objectives:

1. Understand new characters and new words through independent learning.

2. Guide students to read the text correctly, fluently and emotionally. Recite the text.

3. You will feel the scenery while reading, understand the emotions while reading, understand the characteristics of Guilin's landscape, feel the beauty of Guilin's water, and feel the beauty of the language of the text.

4. Through self-reading and self-understanding, understand the author's method of careful observation, grasping characteristics, and using contrast to describe scenery.

Teaching focus: Guide students to experience the unique beauty of the Lijiang River and Guilin’s landscape.

Teaching difficulties: Through self-reading and self-understanding, understand the author's method of careful observation, grasping characteristics, and using contrast to describe scenery.

Teaching preparation: wall charts or related videos of Guilin landscapes, etc. Scenery photos taken by students while traveling.

Teaching design:

1. The story is instructive and stimulates interest;

1. Students, last summer vacation, the teacher was lucky enough to go to Guilin, Guangxi. The painted mountains and embroidered waters are truly an eternal masterpiece of nature, making people feel relaxed and happy. Almost all the rocks, rivers, bridges and trees there tell touching and magical stories. For example, Father and Son Rock. It is said that in ancient times there was a father and son named Long. Their shipbuilding skills were very superb. The ships they built not only carried a lot of food, but also traveled as fast as arrows. Unexpectedly, a member of the military surnamed Wan took a fancy to their skills and asked them to build a large ship for him, preparing to plunder the people's grain and rice and use it to offer to the emperor to buy officials. He had plundered all the grain and rice, so why not starve the people to death? The Long family father and son refused to do it. They heard that "Guilin's landscape is the best in the world", so they came to Guilin in admiration and hid in a cave here. Because of lack of food, they finally starved to death. This is how Father and Son Rock got its name. In addition, among the beautiful scenery of Guilin's landscape are Elephant Trunk Mountain, Dou Cock Mountain, Momi Mountain, Widow's Widow Bridge, Wangfu Stone... Are the students interested in enjoying it? How about listening to the magical story?

2. Today, the teacher will go with you to enjoy the landscape of Guilin and appreciate its unique beauty. Sit tight in your boat, we're setting off.

2. Overall perception, leading people to the situation.

1. Read the text in detail. (Play the video of Guilin’s landscape)

2. What is the sentence you most want to say at this time? (Let students express their true feelings)

3. Summary, and quote the first section. No wonder people say: “Guilin’s landscape is the best in the world”. (Written on the blackboard: Jia Tianxia)

3. Read the second section carefully and experience the feelings.

1. Read aloud freely.

Requirements: Use a pen to draw out the most attractive and beautiful places to you, practice it carefully, express the beauty you feel by reading aloud, and talk about why you read it the way you do.

2. Communicate and read aloud, and experience the qualities of water: "quiet", "clear" and "green".

Show the text: The water of the Lijiang River is so quiet, so quiet that you can’t feel it flowing; the water of the Lijiang River is so clear, so clear that you can see the sand and stones at the bottom of the river; the water of the Lijiang River is so green Ah, as green as if it were a piece of flawless jade.

(1) Highlight the quietness, clearness, and greenness of the Lijiang River through model reading, named reading, and collective reading. (The sentence "quiet" is read lightly and slowly, making people feel that the water is flowing gently and slowly; the sentence "qing" is read with surprise, and everyone can see the sand and stones at the bottom of the river; the sentence "green" is read Read the admiration. )

(2) Feel the author’s exquisite expression of “green”.

Guide students to compare "flawless jade" with "green lawns" and "green glass", and experience the author's vividness of description and his love for the water of the Li River.

(3) After reading this sentence, what is your impression of Libang Water? Please give a summary (Written on the blackboard: Jingqing, Green)

1. Understand the author’s detailed description of the scenery. Characteristic method.

(1) Show text: The water of Lijiang River is so quiet!

The water of Lijiang River is so clear!

The water of Lijiang River is so green. Ah!

Writing in such a general way, can’t we also describe the characteristics clearly?

(2) Compare and read the original sentence and tell which sentence gives you the more impression. Profound?

Summary: Yes, when we write a composition, we must not only describe the characteristics of the scene, but also describe it in a specific, vivid and detailed way, so that it can leave a deep impression on people.

(3) Show text

The water in the Lijiang River is so quiet, so quiet that you can’t feel it flowing;

The water in the Lijiang River is very clear. You can also see the sand and stones at the bottom of the river!

The water in the Lijiang River is really green, more like a piece of flawless jade.

How do you feel when you compare it with the original sentence? < /p>

(4) Guide reading aloud and read out the beauty you feel.

(5) Play the video again with music accompaniment and let students read aloud with emotion.

4. Passionate Instructions

Since this section is about the quietness, clearness, and greenness of the Lijiang River, why is it written about the sea and the West Lake at the beginning of this section? Isn’t this unnecessary?

(Let students understand that contrasting writing can bring out the unique beauty of the Lijiang River.)

5. Clarify the order of the narrative and guide students to recite it.

(1) This paragraph has three sentences. First, the sea and the West Lake are used to introduce the water of the Li River, and then the characteristics of the Li River water are described in detail. The last sentence is about feelings and also describes the tranquility of the water.

(2) Play the picture, music accompaniment, and students try to memorize it.

4. Transfer of learning methods, the third section of the self-study text.

1. Summary of study methods.

Just now, we experienced the beautiful scenery of the Lijiang River. We learned it through reading, rowing, practicing, and talking. Now let’s ask students to use this method to learn by themselves in the form of group communication. Section 3.

2. Show requirements.

Show the text: Read: Read the third section.

Underline: Underline the most beautiful sentence.

Practice: read out the feeling of beauty.

Talk about it: a writing method worth learning.

(Combining support and release, focusing on the transfer of learning methods.)

3. Reading competition.

Requirements: ① Read out the beauty you feel

② Read it to a teacher or classmate

③ Remember their evaluation of your reading.

4. Communicate with the whole class and ask students who have made great progress to dub the pictures for other students to enjoy.

(Allowing students to read to their teachers or classmates is like injecting blood into tired students, which greatly stimulates students’ interest in reading aloud, and the classroom atmosphere reaches a climax instantly. One-on-one with teachers or classmates, The effect of face-to-face communication is self-evident. In addition, in this process, students' comprehensive abilities such as dealing with others, language communication, and psychological quality are well tempered. p>

5. Talk about writing methods worth learning.

(Contrast; grasp the characteristics and write concretely; use neat sentence patterns) (Write on the blackboard: strange, beautiful, dangerous)

(Focus on the teaching sheet objectives, combine reading and writing. Let’s Students understand the writing method)

5. Study the fourth section by reading instead of lecture.

1. Fan reading. Play videos with music accompaniment.

2. Passionate inspiration.

Yes, the water in Guilin is as beautiful as a painting. The painting is 83 kilometers long, so it is a continuous painting. Who painted this painting? (Student answer: nature) Nature is really magical. It uses the colored pens in its hands to depict the landscape of Guilin so poetically, picturesquely, dreamlike, and makes us feel mesmerized. drunk. (Writing on the blackboard: Beautiful as picturesque)

3. Show the animation and text, and have students read the last verse together with music accompaniment.

Let us leave the beautiful scenery deeply in our hearts!

(For such fine works as "Guilin Landscape", only by reading more can we understand the meaning and appreciate the meaning of the article. Emotions, allowing students to communicate emotionally with the author and be influenced by emotions while reading)

6. Combining reading and writing, extending beyond the classroom.

1. In fact, the students have also visited many famous places. Let students exchange photos of scenery or places of interest they know about.

2. Talk about it, imitate the writing method of verses 2 and 3, grasp the characteristics of the scenery, and learn to describe it concretely with neat sentence patterns. Guilin landscape courseware material 2

1. Teaching objectives

1. Learn new words in this lesson and understand key sentences.

2. By looking at pictures and understanding texts, students can understand the characteristics of Guilin’s landscapes, receive ideological education in loving the majestic rivers and mountains of the motherland, and cultivate their love for beauty.

3. Learn the author's method of careful observation and concrete and vivid description of scenery, and cultivate observation, understanding and expression skills.

4． Provide guidance in reading the text emotionally. Understand the text content and summarize the central idea

2. Teaching focus and difficulties

1 Focus: Understand the characteristics of Guilin’s landscape and imagine its beautiful scenery.

2. Study the author Methods of observation and expression.

3. The class schedule is divided into two periods.

4. Teaching steps

First lesson

Teaching purpose:

Master the new words in this lesson. Compare pictures and texts to understand the characteristics of Guilin's landscape. On the basis of understanding the text content, practice dividing the text into paragraphs and summarizing the meaning of the paragraphs.

1. Overall perception

Observe the pictures and tell us how you feel when you enter the beautiful scenery of Guilin’s landscape depicted in the pictures and texts? How does the text evaluate Guilin’s landscape? What's your favorite part? Why?

2. Check the preview and ask questions

1. Refer to the reading text, correct pronunciation, and word interpretation

Magnificent waves: refers to the rolling waves of the sea and the spectacular scene.

Jade: Green jadeite, translucent and shiny.

Rise from the ground: protrude from the ground.

Barrier: something that blocks something like a screen.

Wei Feng Wu Li: Wei, high; Wu Li, upright. High peaks stand tall.

Strange rocks: The appearance of strange-shaped rocks stacked one on top of another.

(2) Through preview, tell me which part of the text you like best? Why?

(3) Initial feelings after group communication preview.

(4) Students ask questions.

2. Reveal topics and introduce new lessons.

(1) Introduction: (Review old lessons and introduce new lessons)

The Great Wall is the crystallization of the wisdom and blood and sweat of the working people in ancient my country. It has become the world's most powerful and majestic structure. A great miracle in the world, it has become a must-visit tourist area for foreigners in China. There is also a place in the south of our motherland that foreign tourists must visit. It is Guilin, which is famous for its beautiful mountains and rivers. In this class we will study "Guilin Landscape". (Blackboard writing topic)

(2) Show the color pictures and play the text reading recording for model reading, make an overall perception of the pictures and texts, guide students into the beautiful scenery of Guilin's mountains and rivers depicted in the pictures and texts, and then let student feelings.

3. Show the pictures and ask questions based on the after-class questions.

(1) Observe the whole first, then observe the parts. When observing in separate sections, look at the water first, then the mountains, and finally combine the mountains, water and tourists for observation.

(2) When looking at water and mountains respectively, pay attention to their characteristics, imagine them while looking, and look at them with appreciation.

(3) When talking about the observation content, you should tell where you saw it? (Guilin’s landscape is exquisite, graceful and moving. The water of the Lijiang River is calm and clear; Guilin’s mountains and peaks are listed in various shapes, such as Elephant Mountain, Old Man Mountain, Camel Mountain, etc. The mountains surround the water, the water reflects the mountains, and the mountains and rivers blend together. ; A few boats on the river, green mountains, green water, red flowers, and boats merge into a beautiful scenery of mountains and rivers)

(4) Students try to explain the meaning of the picture.

①Ask students to talk about the water in the Lijiang River.

(The dark green water of the Lijiang River stretches from the front to the distance, calm and clear. Nearby are fishermen’s bamboo rafts and boats, and two cargo ships are sailing smoothly. Several wooden boats are docked quietly on the other side. . There is a large boat pulling a small wooden boat in the distance. The reflection of each mountain in the water is straight and clear, and the mountain shape, mountain color, and mountain forest are all reproduced in the water.

②Ask students to talk about the mountains in Guilin.

(The three mountains nearby, the one on the left looks like a camel, the one on the right looks like an elephant, and the one in the middle looks like an old man; the mountains in the distance rise from the ground, with many strange peaks and various shapes. These mountains vary in size. Different, different colors, bright colors, some have steep peaks, some have rugged rocks, and some seem to fall over if they are not careful)

③Ask students to talk about the blending of mountains and rivers. scene.

4． Compare pictures and texts, understand the text, and discuss paragraphs.

(1) Read the text aloud by name.

(2) Discuss in groups, what content in the text matches the illustrations in the text, and what characteristics of Guilin’s landscape are introduced? What did you understand?

(The second and third natural paragraphs of the text introduce the quiet, clear, and green water of the Li River and the strange, beautiful, and dangerous characteristics of the Guilin Mountains.)

(3) What are the other sections mainly about?

(The first natural paragraph of the text talks about the reason why the author went boating on the Li River to admire Guilin’s landscape. The fourth natural paragraph of the text talks about the beauty of Guilin’s landscape, which is like a complete and beautiful picture.)

(4) Discussion of paragraphs.

The first paragraph (the first natural paragraph) talks about the author’s reasons for viewing Guilin’s landscape.

The second paragraph (the second natural paragraph) talks about the water in Guilin.

The third paragraph (the third natural paragraph) talks about the mountains in Guilin.

The fourth paragraph (the 4th natural paragraph) talks about the beauty of Guilin’s landscape.

(5) Read the text by name according to the divided paragraphs.

5． Assign homework.

(1) Copy new words and characters.

(2) Practice reading the text aloud.

The second lesson

1. Teaching purpose

Contact the text content and understand the key words in the text. Understand the characteristics of the Lijiang River water and the characteristics of Guilin Mountain.

Learn the narrative method of "total-point-total" and use points to highlight the characteristics; cultivate a love for the mountains and rivers of the motherland.

Read the text correctly, fluently and emotionally.

2. Learning new lessons

1. After studying the last class, tell me which part of this article you like the most? Why?

2. Study the first paragraph of the text.

(1) How does the text evaluate Guilin’s landscape? Why did the author want to boat on the Li River to appreciate the landscape of Guilin?

("Guilin's landscape is the best in the world" and "A" means number one. "A" is the number one in the world. This sentence means that the beauty of Guilin's landscape is the number one in the world. Explained to the author The reason for boating on the Li River expresses the author's eagerness to yearn for the landscape of Guilin, and serves to guide the entire article and lead to the following)

(2) Explain the similarities and differences between "appreciation" and "appreciation". (p> It can be watching, or it can be "listening without watching", but "watching" must be watched.)

(3) Guide the reading, and read out the feelings of praise and the tone of the mood.

(4) Try to memorize this paragraph and recite it by name.

3. Study the second paragraph

(1) Observe the water of the Lijiang River in pictures, projections, and videos. Read the text softly and ask: What does the author compare with the water of the Li River? What is the purpose of comparison?

(The water in the sea is magnificent and moving. The water in the West Lake is as horizontal as a mirror and is quiet, while the water in the Li River moves without feeling moving. The comparison highlights the unique beauty of the water in the Li River.)

(2) Read the second paragraph aloud to understand the meaning of each sentence. (Discuss in small groups)

(The first sentence talks about the water in the Li River being different from the water in other places, emphasizing the unique beauty of the Li River; the second sentence talks about the characteristics of the water in the Li River being quiet, clear and green. ; The third sentence talks about the feeling of boating on the Li River. )

(3) Read the text by name, draw parallel sentences, read the parallel sentences, and talk about the characteristics of the Li River.

(The water in the Lijiang River is so quiet, so quiet that you can’t feel it flowing; the water in the Lijiang River is so clear, you can see the sand and gravel on the bottom of the river; the water in the Lijiang River is so green, It is as green as a piece of flawless emerald. The characteristics of the water of the Lijiang River are "quiet", "clear" and "green")

(4) Learn how to write this parallel sentence.

(Write the characteristics first, and then use the words after "De" to supplement the characteristics. All supplementary explanations are connected with the word "De". Pay attention to using the word "的" to connect each word. There are commas in the clauses, so semicolons are used between clauses)

(5) Introduce and read the parallel sentences. The teacher reads the first half of each clause and the students read the second half.

(6) Guided reading

① In the sentence "It's so quiet", gently lengthen the sound to give people a feeling of tranquility.

② The sentence "It's so clear" is read softly, but slightly higher than the voice in the previous ten days, with a sense of surprise, as if people can see "the sand and stones at the bottom of the river".

③The sentence "It's so green" has a louder and fuller sound, giving people a feeling of vitality.

(7) Students imitate and then read together.

(8) Inspire to imagine what kind of artistic conception the "quiet, clear, and green" water of the Li River is.

① If we go boating on the Li River, can we hear the "swishing" or "ding-dong" sound of the running water? Can you see the water in the Li River flowing?

②If we look at the bottom of the river, what can we see?

③Raise your head and look into the distance, how green the water of the Li River is! What analogy is given in the book? What is this analogy used for?

4． Study the third paragraph.

The narrative methods in the second and third paragraphs of the text are similar, and students can focus on self-study in the third paragraph.

(1) Discuss in groups and self-study the third paragraph, and solve the following problems based on your understanding of the text content.

①Read the text softly and freely, and draw words and sentences that describe the characteristics of mountains.

②Read the text again and think about the similarities between this paragraph and the second paragraph in writing?

(First use famous mountains as a comparison, and then use a row of sentences to describe the characteristics of Guilin Mountains.)

③Observe the mountains in Guilin in pictures, projections, and videos. Question: What are the differences between the mountains in Guilin and those elsewhere? What are its salient features?

a "odd". The text describes it from two aspects. One is "rising up from the ground and not connected to each other". Generally, mountains gradually rise up and are continuous, but the mountains in Guilin rise from the flat ground and are not connected to each other. The second is the listing and arrangement of "strange peaks and myriad forms". "Thousands of forms" each has its own look. In addition to looking like an old man, a giant elephant, and a camel, the teacher can also add that some look like a woman carrying a doll, some look like an aggressive rooster, some look like a tiger descending from the mountain, some look like a budding lotus, and some They are like book boys standing with books in their hands, and some are like Arhats with their chests and belly exposed... It makes students feel that the mountains in Guilin are really diverse and dazzling

b "beautiful".

The text makes two metaphors: "Like a green barrier, like a new bamboo shoot showing off its beauty": lush and colorful. "Barrier" is something that serves as a shield. In this lesson, it refers to the mountains in Guilin.

c The text on "danger" summarizes this feature with "dangerous peaks standing tall and jagged rocks," and highlights the "danger" of Guilin Mountain with the feeling of "it seems like you will fall down if you are not careful." "Standing high peaks" means towering peaks. "Strange rocks" refer to the piles of strange-shaped rocks.

Read a poem about Guilin Mountain to deepen students' understanding of the characteristics of Guilin Mountain. /p>

(Guilin and Yangshuo are connected by water, and the fast wheel can see thousands of peaks.

There are mountains like elephant trunks, and there are mountains like flying dragons.

There are mountains like warships. , There are mountains like hibiscus.

There are mountains like reclining Buddhas.

There are mountains like thousands of horses galloping.

< p> There are mountains like the meeting of five women, there are mountains like the old farmers working the land, there are mountains like the generals raising their tents, there are mountains like the attendants on the left and right)

⑤, start painting Guilin. What do the mountains look like? You can freely use your imagination to see who can draw the best. Ask a few students to demonstrate on the blackboard. ⑥ Draw the parallel sentences in this paragraph and read them. .

⑦Introduce the parallel sentences, the teacher reads the first part of each clause, and the students read the second part. ⑧Instruct reading aloud

Practice reading aloud. See the wonder, beauty and danger of Guilin Mountain, and read out your love for Guilin Mountain (focus on the guidance of reading "so strange", "so beautiful" and "so dangerous".)

(⑨ What kind of artistic conception is inspiring to imagine the "strange", "beautiful" and "dangerous" mountains of Guilin?

A. What is the "strange" thing about Guilin's mountains? How will they feel about the scene?

B. What does the “green barrier” and “new bamboo shoots” look like? < /p>

C. What is the "dangerous" aspect of Guilin's mountains? "It seems that if you are careful, you will fall down." Is this what people feel? Does this refer to falling mountains or falling people? < /p>

5. Study the fourth paragraph

(1) Just now, the students seemed to have swam in the Li River and viewed the mountains of Guilin. You must have a general feeling about the mountains and rivers of Guilin. . Now, let’s take a look at the fourth paragraph. This paragraph is about the author’s overall feelings after the tour. Although there are few words, it is rich in content and beautifully written. Please read and appreciate it and explain why this paragraph is well written. .

(2) Students learn by themselves, teachers give guidance, and understand the reasons for good writing.

①What is the connection between Guilin’s mountains and water?

The water is surrounded by mountains, and the shadows of the mountains are reflected in the water, that is, the mountains and rivers merge, the water traps the mountains and adds beauty, and the mountains add beauty because of the water)

②The blending of mountains and rivers is already very beautiful, and not only that, There are clouds and mist in the sky between the mountains and rivers, and the green trees, red flowers, and bamboo rafts and boats in the river are embellished with them, making this painting even more beautiful. How does it feel to sail in this beautiful scenery? Why?

(Because the scenery of Guilin’s landscape is so beautiful, it’s like a large and beautiful picture scroll. Therefore, when the boat sails on the green river, people feel like they are in the picture scroll. It vividly expresses the author’s wandering. The profound feeling of sailing on the Li River.

"Continuous scrolls" are usually rolled up and stored. The voyage from Guilin to Yangshuo is 83 kilometers. It is green mountains and green waters, so beautiful that it is very appropriate to say that Guilin’s landscape is a continuous picture.)

(3) Students read aloud individually and collectively read aloud with emotion, reading "Boating on the Li River" and "Being Guilin" The emotion intoxicated by the landscape.

6. Read the full text.

1. According to the writing on the blackboard, students are required to briefly summarize the main content of the article. .

2. Summarize the text.

This text is based on pictures. The pictures are basically consistent with the text content. The author praises Guilin. The beauty of the landscape and the strong love for the nature of the motherland run through the whole text. The author vividly and delicately describes the characteristics of Guilin's landscape, making us feel like we are there.

3. Learn about the key points. Expression.

(1) What does the text describe? What thoughts and feelings does it express?

(The text describes the unique scenery of Guilin and expresses the author’s love for the motherland. Feelings.)

(2) How does the text describe the landscape of Guilin step by step?

(The text is summarized first and then summarized. Describe the landscape of Guilin. The sentence "Guilin's landscape is the best in the world" is summarized, and then the water and mountains of Guilin are introduced separately. Finally, the strange scenery of Guilin's landscape is dependent on each other and reflects each other.

)

(3) Which sentences in the first and second paragraphs of the text are the verses at the end connected to? What role does it play in the structure of the full text?

("The boat is sailing on the blue waves, and people are swimming in the painting" and the first paragraph of the text "We took a wooden boat to row the Lijiang River to enjoy the landscape of Guilin" and the second paragraph of the text "The oars stirred up the scenery" The microwaves spread out water ripples, making you feel that the ship is moving forward and the shore is moving back." These two sentences are closely related. It can be said that the last verse is the continuation and summary of these two sentences, making the full text more interesting. The structure seems very compact and complete)

(4) Why does the text give people an immersive feeling?

(This is because the author has keen observation skills, grasped the unique characteristics of Guilin's landscape, and used metaphors, associations, and imagination to show the beautiful scenery of Guilin's landscape in front of our eyes, so it gives people a sense of immersive feeling)

4. Comprehensive training and development of skills.

(1) Guilin’s landscape is only a small part of the beautiful rivers and mountains of the motherland. What do you think about this?

(2) Read the text emotionally.

(3) Learn the usage of parallel sentences and semicolons.

(4) As a small tour guide, combined with the content of the text, refer to the pictures to introduce the landscape of Guilin in detail.

3. Assign homework

Fill in the blanks according to the text content

1. The water characteristics of Lijiang River are ( ), ( ), ( ).

The characteristics of Guilin’s mountains are ( ), ( ), ( ).

2. The mountains in Guilin are so beautiful, like a green barrier. This sentence uses the rhetorical method ( ).

Compared ( ) to ( ).