Three pieces of Chinese courseware "Remembering Jinhua's Double Dragon Cave" in the second volume of the new curriculum standard for fourth grade published by the People's Education Press

Chapter 1

Textbook Analysis

The text is written in the order of the tour, narrating the author’s visit to Jinhua Shuanglong Cave, and expressing the author’s affection for the mountains and rivers of his motherland. love.

Teaching objectives

Understand the characteristics of Jinhua Shuanglong Cave through language and text, require students to introduce the scenery as a small tour guide, and stimulate students' love for nature. Cultivate students' awareness of cooperative learning and focus on the evaluation process. Understand the author's tour sequence and understand how the author describes the process from the outer cave to the inner cave in detail. Ask students to draw their favorite scenic spots to develop their imagination. Learn new words in this lesson. Read the text emotionally and recite your favorite natural passages.

Key points and difficulties in teaching

Understand the characteristics of the outer cave and the inner cave and how to enter the inner cave from the outer cave.

Teaching ideas

Introduced by the introduction, students are first guided to self-study the text, clarify the author’s tour sequence, and then introduce their favorite scenic spots as a small tour guide, and then let the students learn independently Ask questions and answer them yourself. Finally, the video guides students to sort out the text and summarize the text content.

Teaching preparation

Audio tapes, transparencies, and video tapes.

Teaching time

Second lesson

First lesson

Teaching content

Read the text for the first time and understand the general idea , clarify the author's tour route, learn your favorite natural sections, ask questions, study the text content in depth, and understand the characteristics of the outer cave and the inner cave.

Student learning process

1. Introduction of excitement.

1. Students, do you like traveling? Where have you traveled with your parents? How do you feel while traveling?

2. Today, we will study lesson 19 "Remembering the Double Dragon Cave of Jinhua" together.

3. Writing topics on the blackboard.

2. Check the preview situation and get a preliminary understanding of the text content.

1. Read the text aloud in natural paragraphs while driving the train, comment after reading, and correct the pronunciation.

2. Read the text quietly and think about the meaning of each paragraph.

3. Name the author and talk about the order of the tour. (Write on the blackboard: On the road---the entrance of the cave---outer cave---inner cave---exit the cave)

3. Read the text and learn to visit the scenery seen on the road.

1. Which natural sections are about the scenery seen on the road?

2. Free reading and thinking: What are the characteristics of the scenery on the road?

3. What knowledge did you understand in this natural paragraph? Focus on understanding: "Yingshan red", "fresh green", "dense or light new green", "bright", "bright in front of you", "sometimes", "stream is sometimes wide, sometimes narrow, sometimes slow, sometimes rapid", "according to the shape of the mountain..."

4. Practice reading the second and third paragraphs.

1. Read freely by yourself and think about the scenery you see on the road while reading.

2. Name and read aloud with emotion.

5. Learn the characteristics of the outer cave and the inner cave.

1. Read silently and think about the characteristics of the outer cave and the inner cave. How did the author enter the inner cave from the outer cave?

2. What knowledge did you understand in these natural paragraphs? Focus on understanding:

(1) What are the main characteristics of the outer cave? From which words can you feel (big)?

(2) What are the main features of the inner hole? Understand "various" and "different shapes"

(3) Why is it said: "Even if it doesn't compare to anything, it is still worth watching"?

(4) Do you know why this cave is called Shuanglong Cave? (Because there are two dragons in the inner cave.)

(5) What are these two dragons actually? (Stalactite) Understanding "Meandering"

3. Which part of the text talks about the author entering the inner cave from the outer cave?

(1) What are the meanings of this paragraph?

(2) How did the author feel when he entered the cave? What do you feel from the author's feelings?

6. Read the text carefully and practice reading it emotionally. While reading, imagine the characteristics of the outer cave and the inner cave, and imagine the scene of entering the inner cave by boat.

Homework design

Practice reciting your favorite natural passages.

Blackboard writing design

19 Notes on Jinhua’s Shuanglong Cave

Author’s tour route:

On the road---cave entrance---outer cave ---Inner hole——-Exit the hole [open line]

Notes after class

Second lesson

Teaching content

Review the content of the previous class to deepen students’ impressions. Figure out the route of the spring water and summarize the writing characteristics of the article. Ask students to draw their favorite scenic spots to develop their imagination.

Student learning process

1. Review the content of the previous lesson.

1. Which natural section do you like? Can you recite it to your classmates?

2. Specify the characteristics of the outer cave and the inner cave.

2. Understand the route of the spring water.

1. Inspire thinking. Find out the sentences about water in the text, read them, and then think about where the spring water flows from to where?

2. Student discussion, inspection and guidance.

3. Group discussion. Writing on the blackboard: Deep black cave---inner cave---outer cave---cave entrance---flowing down the mountain with the flow of the mountain

3. Teacher summary.

The text describes the characteristics of Shuanglong Cave in detail. When we read it, we felt as if we were actually there. The author follows the order of the tour and combines the process of visiting the cave with the route of the spring water, which is very clear.

4. Draw pictures and use your imagination.

1. Students, which attraction in Shuanglong Cave do you like? Would you like to be a little tour guide and follow the video to introduce it to the students?

2. The students said it well. Can you draw your favorite scenic spots?

Assignment design

1. Draw your favorite scenic spots.

2. Based on the picture, introduce your favorite scenic spots to your parents.

Blackboard writing design

19 Notes on Jinhua’s Shuanglong Cave

The route of the spring water:

The deep black cave - the inner cave --Outer cave--cave entrance--flowing down the mountain with the mountain [hidden line]

Chapter 2

1. Teaching requirements:

1. Pass language The text understands the characteristics of Jinhua Shuanglong Cave and inspires students to love nature.

2. Understand the author’s order of travel and practice clarifying the organization of the text.

3. Learn new words in this lesson.

4. Read the text with emotion. Recite your favorite natural passages.

2. Teaching focus:

1. Understand the characteristics of the outer cave and the inner cave and how to enter the inner cave from the outer cave.

2. Practice clarifying the organization of the text.

3. Teaching difficulties:

1. Read the full text, understand the order of the tour, and clarify the organization of the article.

2. Understand the characteristics of the scenery on the road.

IV. Teaching process:

(1) Check and preview.

1. Read the text in sections by name, in correct pronunciation.

2. Two people at the same table take turns reading the text and discussing the meaning.

3. Name the author in what order he visited Shuanglong Cave.

Write on the blackboard: On the road - the entrance of the cave, the outer hole - the pore - the inner hole - the exit of the cave

(2) Learn to visit the scenery seen on the road.

1. Which natural sections are about the scenery on the road?

（2——3）

2. Read the second and third paragraphs freely and think about the characteristics of the scenery on the road.

3. Discussion.

(1) What do “fresh green” and “azalea” mean?

(2) What does “strong or light” mean?

(3) What does "Mingyan" mean? From which sentences did you realize it?

(4) What does "sometimes" mean?

(3) Practice reading the second and third paragraphs.

1. Everyone is free to read and imagine the scenery.

2. Name the students to read the text emotionally.

(4) Assign self-study

1. Put forward self-study requirements:

Read the following text carefully and think about it. The outer cave and the inner cave have their own characteristics. What characteristics? How did the author enter the inner cave from the outer cave.

2. Students study on their own as required. They can draw circles in the book and discuss with their classmates.

(5) Discuss the characteristics of the outer cave.

1. How is the outer cave introduced in the text? Who can find out the relevant sentences and read them?

2. What are the main features of the outer cave? (Big) Where did you realize it?

(6) Discuss the characteristics of the inner hole.

1. How does the text introduce the inner cave?

2. From the sentence you just read, what are the main characteristics of the inner cave? What does "varying" mean? What does "different colors" mean?

3. Why is it said that "even if it is not compared to anything, it is still worth watching"?

4. Do you know why it is called Shuanglong Cave?

What does "winding" mean?

(7) Discuss how the author entered the inner cave from the outer cave.

1. Which part of the text is written?

2. What meaning does this paragraph convey?

3. How did the author feel when he entered the cave?

What do you feel from the author’s feelings?

(8) Practice reading the text with emotion.

While reading, imagine the characteristics of the outer cave and the inner cave, and imagine the scene of entering the inner cave by boat.

(9) Understand the route of the spring water.

1. Inspiring thoughts:

Caves are formed by the perennial erosion of running water. If there are holes, there must be water. The author of this article not only writes about holes, but also about water. Ask the students to find out the sentences about water in the text, read them, and then think about where the spring water flows from.

2. Students read and think, and discuss with each other at the same table.

3. Group discussion.

Writing on the blackboard: Deep black cave - inner cave - outer cave - entrance - flowing down the mountain

5. Homework:

Assignment of homework: Recite the passage from the outer cave into the inner cave. Chapter 3

Learning objectives

1. Learn new words and new words in this lesson, and understand the meaning of the words.

2. Understand the tour sequence, feel the strange scene of Shuanglong Cave, and inspire a love for nature.

3. Understand how to read in a certain order.

4. Read the text emotionally and recite your favorite passages in the text.

5. Develop the habit of collecting materials and enriching extracurricular knowledge.

Teaching focus and difficulty:

Feel the wonders of the cave, learn how to describe things in the order of the tour and use appropriate words and sentences to describe things and express thoughts and feelings.

Teaching aid preparation: multimedia teaching courseware

Class schedule: 2 class hours

Teaching process:

First class period

< p> (Read the text for the first time, understand the order of the tour, learn the words and phrases by yourself, understand the first and second natural paragraphs of the text, and appreciate the scenery on the road)

1. Introduce new lessons and reveal topics

1. Introduction to the conversation, revealing the topic, and getting acquainted with the text:

Do you like traveling? Where have you visited? Have you been to Jinhua, Zhejiang? There is a cave there called Shuanglong Cave. Students who have been to caves talk about their experiences. Read the text and let's go sightseeing with the author today.

Listen to the reading recording.

Tell me about your trip to Shuanglong Cave with the author. What impressed you the most?

(Design intention: There are many children who have never been to caves and do not understand them. Let students who have been to caves talk about their experiences. Teachers and students can complement each other and naturally draw closer to the text. distance.)

2. Guide careful reading and understand the order of the tour

Students read the text freely and try to read the text smoothly. Read the pronunciation of the characters correctly, read the sentences thoroughly, and read the difficult parts several times. Pay attention to reading new words and understanding new words, and use "..." to draw relevant words and phrases that remind the author of the order of the tour.

Teachers patrol and guide students with difficulties.

2. Answer by name, teachers and students discuss together.

When students summarize the order of the tour, many students will ignore the process of entering the inner cave from the outer cave. Teachers can ask questions: Did the author directly enter the inner cave from the outer cave? To guide students to pay attention to the process of entering the inner hole from the pore. And randomly ask students to read this paragraph, pay attention to the correct pronunciation, guide reading order, and guide students to understand the meaning of words, such as: supine, buttocks, water level and other words.

The teacher draws a simple schematic diagram on the blackboard based on the tour sequence described by the students.

3. Guide students to clarify the context of the text in the order of the tour.

It can be divided into six sections according to the order of tour. (Ask 6 students to read the corresponding paragraphs respectively, be careful not to read too much or too little)

4. Randomly use the collected information to introduce the calcareous rocks of Shuanglong Cave and the stalactites and stalagmites they form. .

(Design intention: After reading the text, students are required to clarify the ideas of the article. They can clarify the order of the author's tour by drawing a schematic diagram. Let students talk about the author's tour according to the schematic diagram. )

3. Guide students to learn the first and second natural passages, read and experience the scenery on the road

Read the text. Follow the tour route to enjoy the scenic spots and read the articles.

1. Guide students to experience reading. Ask a student to read the second natural paragraph emotionally.

“Has this student read the author’s mood?”

Students practice reading freely and imagine the scenery the author saw and his mood at that time while reading. Then let students read aloud individually and understand how the author describes these scenery during the comments.

2. Show the courseware to assist the experience.

Dubbing: One day in late spring, the author set out on the road to Shuanglong Cave. Along the way, the scenery of late spring kept catching the author's eyes. Let’s also experience the spring scenery in the mountains!

This is azalea, the flowers are mostly red, but also red, purple and white; the flowers of tung tree are larger, white with yellow-red spots and stripes...the colors are so bright.

(Design intention: During in-depth study, students are required to find the characteristics along the way, understand how the author writes these characteristics clearly, and guide students to repeatedly ponder and taste the key words and sentences in the article, and understand the wording The accuracy and truthfulness of the sentence selection.)

3. Feel the ingenuity of writing about the stream in the text.

There are flowers and water in the mountains. Who will read the stream that greets visitors all the way. (Ask a student to read the third natural paragraph emotionally)

You think the author’s description of the stream is very interesting, right? Where did you feel it?

(Taste the sentence "sometimes... sometimes..." and experience the wonderful use of several pairs of antonyms)

(Design intention: guide the discovery of the characteristics of this sentence. If there are two pairs of antonyms , use personification to write about the sound of the stream. Talk about your understanding of this sentence, understand the causal relationship in the sentence, the rhythm of the sentence, and the author's mood at the time. After students understand the text, they can design some training in language use. , such as using the sentence pattern "sometimes...sometimes...")

4. Class summary

Attachment: Class test:

Related links and materials. Platform:

A cave formed by the collapse and expansion of underground water along the soluble rock layer, joints or cracks. The caves vary in size and shape. There are various chemical deposits of calcium carbonate in the cave, such as stalactites, stalagmites, and stone pillars. There are often underground rivers passing through, so the temperature inside the cave changes little, making it warm in winter and cool in summer. There are two main types of caves: horizontal caves and vertical caves.

Azalea azalea is a semi-evergreen or deciduous shrub that grows in shallow hills and hills. When the flowers bloom, the mountains and slopes appear rose red, hence the name. Also known as "Mountain Pomegranate" and "Azalea", it belongs to the Rhododendron family. Blooming in spring or summer, the corolla is broad and funnel-shaped, with many flowers clustered at the top. In addition to red, white, and yellow, there are also brick red, pink, purple and other colors, which have high ornamental value. Mainly distributed in Asia, Europe and North America. There are more than 800 kinds of azaleas in the world. my country is the distribution center of the world's azaleas, with more than 600 kinds. Mount Emei in Sichuan and Yulong Mountain in Yunnan are the rich producing areas of azaleas in my country. Rhododendron, primrose and gentian are the "three famous flowers" in my country. The roots of azaleas are very strange, with various shapes and postures. If you dig them out and carve them a little, they will become a beautiful work of art. Rhododendrons like warm, moist places and thrive particularly well in acidic soil. Under the cultivation of horticulturists, azaleas can bloom not only in spring and summer, but also in autumn and winter.

Second Lesson

(Appreciate the scenic spots, read the article, understand the characteristics of the entrance, outer hole, pore, inner hole and how the author writes the characteristics clearly)

< p> 1. Review introduction:

1. Recognize and read words: Zhejiang, tung oil, crowded, pore, supine, buttocks, slightly, forehead, abrasion, winding, basis, stalactite, abrupt Senyu Milk Receipt Heyuan

2. If the scenery along the way can be summarized as "beautiful spring scenery", then how would you summarize the entrance and outer cave?

2. Appreciate the scenic spots and read the articles according to the tour itinerary

1. Discuss the characteristics of the outer cave and experience the "majesty" of Shuanglong Cave

1) Please A student read the fourth natural paragraph aloud. How would you summarize the entrance and outer cave?

(The entrance of the cave can be summarized by "width" and "height", and the outer cave can be summarized by the word "big". Write on the blackboard on the sketch: width, height, and big)

2 ) How does the scenery outside the cave entrance make you feel?

Understand "abrupt": towering, referring to the towering mountains. "Senyu": lush and dense trees. The article refers to the lush and dense vegetation growing on the mountain.

High on the mountain, the trees are dense and majestic, which makes people feel mysterious about Shuanglong Cave.

3) Which of the author’s descriptions made you realize how big the outer cave is? (It’s as if you’re in a big hall, with a high stone roof, where a thousand or eight hundred people gather for a meeting, and you won’t feel crowded.)

4) The author mentioned “spring water” again here, next Same sentence, read it, what do you think?

(It seems to be a guide, and the author is traveling along the stream. Now he is facing the stream and entering the cave - taking a boat to enter and exit the inner cave through the hole where the spring water flows)

2. Understand how to Enter the outer cave into the inner cave and experience the "danger" of Shuanglong Cave

1) What is it like to take a boat through the hole? Let's try it too. Read together.

2) When we talk about "pores", we think of small holes or very thin gaps, but this hole can accommodate a small boat in and out. So why does the author not call it a water hole but still calls it a pore?

Looking at the shots of the outer hole in the courseware from near to far, let students understand that because the outer hole is so large, the water hole is relatively small, so the author uses the word "pore" appropriately.

3) Read the fifth natural paragraph silently and think about it; what is it like for the author to pass through the pore in a boat, and what is his mood?

Who will read it and read out the author’s feelings and mood.

Which sentences do you think truly express the author’s nervous mood? Can you recite them?

Retell or recite this natural paragraph.

3. Understand the characteristics of the inner cave and feel the "strangeness" of the inner cave.

1) Ask a student to read the sixth natural paragraph aloud. The student will draw a description of the two dragons in the cave while listening. sentences.

What does "winding" look like? According to the interpretation of the glyph, watch the courseware again and ask students to describe it.

2) Discuss and learn based on the courseware: What is the scene in the inner cave like, and how does it make you feel? In addition to what is written in the text, what else did you see and feel?

a. Students communicate and comment within groups, inspire each other, and broaden their minds.

There are many stalactites and stalagmites in the inner cave, with various shapes and colors. Some look like dragons, some look like gods, some look like animals... They feel magical and interesting. The inner cave is much larger than the outer cave.

The description of the scenery in the cave is also in order. The article uses "first, second" to indicate the order of viewing. After reading it, I feel that the writing order is clearer.

b. Look at the pictures by name, try to dub the pictures, and describe the scene inside the cave.

Read the text in groups emotionally.

(Design intention: In order to effectively break through the key and difficult points in teaching, I use independent learning, emotional reading, group discussion and other teaching methods in teaching to seize the "I feel like if I raise my head a little bit, it will be accurate" It will break your forehead and scratch your nose.”, “These stalactites and stalagmites have various shapes and different colors. Even if they are nothing special, they are worth watching.” Focus on strengthening listening and speaking. Comprehensive training in , reading, writing and other abilities, striving to comprehensively and comprehensively develop students' Chinese abilities, and promote the isomorphic ability of language and spirit in listening, speaking, reading and writing training)

3. Retelling

Students are required to choose one of the scenic spots in Shuanglong Cave to retell. This can be done in the form of introduction by a tour guide.

IV. Class summary and assignments:

1. Inspire students to talk about their gains after studying this article, and deepen their understanding of the text through mutual exchanges and dialogues.

2. Teacher’s summary. The author took a boat out of the cave and took a trip to Shuanglong Cave. Together with the author, we experienced the majesty, thrill and magic of Shuanglong Cave. Facing the uncanny workmanship of nature, we can't help but be impressed by the greatness and magic of nature.

3. Recommend extracurricular reading, recite and excerpt wonderful sentences.

A text like this records the places the author has visited. When you read it, it feels like you are following the author on a sightseeing trip. This is a travel note. Do you like reading it? What travelogues have you read? Have you memorized all the wonderful passages? Can you memorize these wonderful passages?

(Design intention: Through various forms of dialogue with students as the main body, there will be a collision of ideas between individual students, between individual students and groups, between students and teachers, and between students and texts. And blend together to *share knowledge, *share experience, *share wisdom, *share emotions.