Su zhou version of the second book of the fifth grade language book, lesson 24 "looking at the moon" teaching course

"Looking at the Moon" Case Commentary

Case: (Su-Teaching Version of the language book 10, "Looking at the Moon")

Teachers: listen to the teacher read the second natural paragraph of the text, think about what you seem to see?

(Students listen carefully and think)

Teachers: Who will talk about their feelings?

生：我好像看到了月亮升起。

生：我好像看到月亮的光芒照在江面，江面有千点万点的光斑在跳动。

生：我看到了江面被月光照亮了，闪光光。

Student: I saw the reeds, woods and mountains on both sides of the river silvered by the moonlight.

......

Teacher: everyone said very well, the following read the paragraph again softly, underline the sentence you think is the most beautiful, and read it well.

(students read and scratch, the teacher patrol)

Teacher: who will say your feelings to everyone?

生1：我喜欢的句子是 "月光洒落在长江里，江面被照亮了，......晶莹闪烁的光斑在跳动。"

Teacher: can say why?

生1：因为 "千点万点晶莹闪烁的光斑在跳动"，这样的情景很美。

生2：我喜欢 "The moon came out, spitting out its clear light peacefully." Because the word "serene" was originally used to describe people, but the text is used to describe the moon, and I think it brings out the serenity of the moonlit night.

......

Teacher reads: "The moon is out, quietly spilling its light.

Student 3: Teacher, you read it wrong, it should be "peacefully" instead of "quietly".

Teacher: you listen really carefully, then we think here with "peacefully" good, or "quietly" good?

生3：我认为用 "安详 "好，因为这样写把月光的柔和写出来。

生4：我喜欢 "Both sides of the river, the black silhouettes of rushes, woods and mountains, stretching and undulating vaguely at the junction of the river and the sky." Because it makes everyone feel a kind of hazy beauty!

......

[Commentary] Listening to the lesson on Mr. Yang, what impressed me most was this teaching clip, because it gave me some touch:

1, heavy sense, grasp the effect

The Language Curriculum Standards emphasize very much that students in the process of learning the text should heavy Feeling. This creates an undesirable tendency: students just read the text once in a hurry, the sentence has not been read through, the teacher spends a lot of time for students to say sense, often resulting in the classroom "dead air". But Mr. Yang in this class teaching, did not immediately let the students talk about the experience, but a hierarchical reading aloud, feeling. Such as first let the students close their eyes and listen to the teacher reading, and say what you seem to see? This is the initial understanding of the language of the text, as long as students listen carefully, can answer such questions. Then again, students are asked to underline their favorite sentences as they read and say why. At this time, the students' understanding of the text is another step forward, they are not thinking about the original words of the text, but to dig out their own previous learning experience. For example, students said that "peaceful" is usually used to describe the character of ...... Finally, Mr. Yang designed to let the students read this link, so that students in the text to achieve a full understanding of the basis of the release of their own ideas to their heart's content. This is truly a heavy sense of realization, grasp the effect.

2, really let go, up to independent

"Language Curriculum Standards" vigorously advocate independent, cooperative, exploratory learning. But in the actual classroom teaching many teachers are often afraid that students do not learn enough in place, so in the classroom, there will always be more or less to prompt, guide, so that students learn more solid, more fully. Do not know that the teacher's behavior, but bound the student's thinking, resulting in the student's thinking of the solidification. From the above case, Mr. Yang boldly let go of his hand, from beginning to end of the time to study the text left to the students. The whole class is students learning, thinking and exploring. Teacher Yang is just the organizer and puller of their learning reports. This is a real way of letting students learn on their own, and the students' reading ability has been really improved.

One of the Teaching Designs of "Looking at the Moon"

Brief Analysis of the Teaching Materials

This article is a prose piece that describes how "I" was enjoying the moon on the deck, and how my nephew, who is smart and loves to fantasize, was competing with me to memorize poems about the moon, and how the nephew's love for the moon made me think about the moon. The author's writing is vivid and lively. The author's writing is vivid and lively, and his clever, studious, fantasy-loving nephew jumps off the page.

Teaching Objectives

1, can correctly, fluently and emotionally read the text aloud in character.

2. Learn the vocabulary of this lesson. Understand the words composed of vocabulary.

3, can give the text segmentation, and summarize the general idea.

4. Be able to link the content of the text and understand the meaning of the sentences describing the moonlight and the little nephew's imagination of the moonlight in the text.

5. Through reading aloud training, inspire students to take the initiative to accumulate the interest of the poem, inspire students to spread the wings of fantasy, feel and reflect the world with a child's heart.

Key points and difficulties:

1, linking the content of the text, to understand the meaning of the sentences in the text describing the moonlight and the little nephew's imagination of the moonlight.

2, through the read-aloud training, inspire students to spread the wings of fantasy, with a child's heart to sense to feel and reflect the world.

Teaching time: three hours

Teaching process

The first lesson

I. Introduction, revealing the subject

1, students, what do you know about the moon's verses? Please recite them.

2, today, we learn a text about the moon, there are also many moon verses in the middle, please read the text carefully.

3, show the subject 21 looking at the moon (read the subject)

Second, the first reading of the text, the overall perception

1, show the requirements of self-study:

(1) with the help of pinyin to read the words accurately, read the sentences, read through the text.

(2) Free to read the text softly, self-study words, combined with the context or look up the dictionary to understand some of the words.

(3) Read the text again and ask some questions you don't understand.

2. Read the text aloud by name, check the pronunciation of words, and prompt attention.

3. Students question and understand the meaning of some of the words:

Some of the problems raised by the students can be solved on the spot, and those that can't be solved are put into the next lesson.

Third, re-read the text, clarify the pulse

1, read the text silently, think: the text is not written alone the moon? In addition to writing about the moon, what else is written?

2, named answer.

3, guide students to the text paragraph? Hint: Which paragraphs of the text write about the moon, which write memorized verses?

The first paragraph (1-2 ): late at night, I was on the deck enjoying the river scene under the moon.

The second paragraph (3-13 ): my nephew and I competed to memorize verses about the moon.

The third paragraph (14-20): my nephew's unique and childlike imagination of the moon.

The fourth paragraph (21-) I was alone on the deck spreading the wings of fantasy.

Fourth, classroom practice

1, writing practice, the teacher to guide. Key guidance: spot, flotsam, yawn

2, tracing red with a pen.

3, write the near-synonyms.

Spot ( ) Gaze ( ) Surprise ( ) Closed ( )

Gather ( ) Fantasy ( ) Clear ( ) Shining ( )

4, copy the words.

Lesson 2

Teaching Objectives:

1. To understand the meaning of the sentences describing the moonlight and the little nephew's imagination of the moonlight in the text in relation to the content of the text.

2. Through reading aloud training, inspire students to take the initiative to accumulate verses and inspire them to spread the wings of fantasy and feel and reflect the world with a child's heart.

Teaching process:

I. Check the mastery of words

1, students practice.

2. Read the words.

Second, study the first paragraph

1, read the first paragraph of the text freely, pay attention to the feelings when reading aloud.

2, students exchange. Guide the students to say: the author describes the river scene under the moonlight is too beautiful, showing a moving picture in front of us. Board: the river scene under the moonlight is beautiful and picturesque

3, students, do you want to draw this picture? Students think: the author depicted the picture with those scenes and what do these scenes look like?

4. Show the picture and ask the students to see if it is the picture that comes to your mind.

Play the recording of the first paragraph of the text, students look at the picture while listening to the recording, feel the overall meaning of the picture.

5. Let the students recall the text and try to memorize it.

3. Study the second to third paragraphs of the text

(1) Read the text to yourself and think: What kind of child do you think the little nephew is?

After the exchange of students, the board: smart, studious, love of fantasy

(B) study the second paragraph

1, students read the text freely. Where can you see the nephew's cleverness and love of fantasy?

Students read freely and exchange.

2, show the sentence: "It was the moon that woke me up." The little nephew blinked mischievously at me and tilted his head back to gaze at the moon in the sky.

The teacher questioned: How could the moon wake up the little nephew?

3. Show the sentence: the little nephew is smart and loves to fantasize, and it is a pleasure to talk to him.

4. Read the text aloud in roles.

5. Understand the meaning of the poem.

(1) Students explain.

(2) Teachers point to understand.

6, guide to read the poem, memorize. (Show the whole poem to read and memorize)

7. Do you know any other poems about the moon? (Students free to memorize the poem after naming the answer, the teacher to show the collection of relevant verses to add, students choose one of the interest of the 1, 2 sentences to read, memorize)

8, the teacher orally, to introduce the situation:

The poem is wonderful, the moonlight is wonderful, the two wonderful things together to moisturize our hearts, making us immensely enjoyable, intoxicated in the beautiful and quiet, empty and faraway atmosphere. The moonlight is wonderful.

9, show the sentence: poetry, together with the moonlight, bathe us, so that we are intoxicated in the atmosphere of seclusion and remoteness.

10, the students read aloud repeatedly to realize the meaning of the sentence and the mood.

11. Summarize the conversation and stimulate students' interest in actively accumulating verses.

After studying the second paragraph of the text, what impressed you?

It is because the little nephew is smart and studious, only to accumulate countless wonderful verses, but also because of the inculcation of this wonderful verse, the little nephew has become smarter and more fanciful. Our ancient beautiful verses are as many as the stars in the sky, as long as the diligent accumulation, there will be a rich reward.

Fourth, the study of the third paragraph

1, transition:

His smart and studious also embodied in where? Love of fantasy and embodied in where? Let's continue to study the text.

2, students read the text freely.

3. Discuss and exchange.

Show sentence 1: "Like eyes, the eyes of the sky." "It is bright eyes. It likes to look at our earth so much that every time it closes, it can't help but sneak open again, and every month it rounds up and opens wide once ......"

4, continue to read the text, and focus on reading the sentences describing the action and look of the little nephew when he speaks.

Produce sentences:

(1) Suddenly, the little nephew came up with another question ......

(2) He stared wide-eyed and waited for me to answer, the two black pupils, a and a bright little moon glittering.

(3) ...... little nephew answered almost without thinking.

(4) He spoke colorfully, as if telling a ready-made fairy tale.

(5) The little nephew yawned and staggered back into the cabin.

Circle the words you think should be reread, read them aloud with feeling, and savor them.

Students share their feelings. Lead the students to say: the little nephew is lively and lovely, innocent and curious, loves to fantasize, and is good at fantasizing, and his mind is full of marvelous and interesting things.

5, read the paragraph in character.

3. Assign homework

1, excerpt the poem describing the moon.

2, memorize the text.

3. Collect poems about landscapes and hold a poetry contest.

Lesson 3

Teaching Objectives:

1. Study the fourth paragraph of the text.

2. To guide the recitation of the text.

3. To hold a poetry recital of landscape.

Teaching process:

I. Review and introduction:

Through the study of the first two lessons, what kind of child do you think the little nephew is?

His love of fantasy features y affected me, at this time I stood on the deck also spread the wings of imagination, let's read the fourth paragraph.

Second, study the fourth paragraph

1, read the text together.

2, inspired by the conversation: in the nephew's infection, the author can not help but spread the wings of fantasy. Do you want to go with the author to fantasize? First, please close your eyes.

Fourth, play the recording, imagine

1, play the complete recording of the text, the students closed their eyes and listen to the article to feel the beauty of the overall rhyme.

2. Inspire students to fantasize.

Now, you are the author, and you are left alone on the deck. You gazed longingly at the place where the moon disappeared. You think of the stars, think of the sun, think of the rainbow, think of the wind and rain ...... Please spread the wings of fantasy, in the vast sky to fly ah, fly ......

(Students close their eyes reverie, fantasy.)

3, guide students to put the fantasy out. (Show "discussion forum")

3, guide to memorize the text.

1, according to the ideas of the text to clarify the narrative order.

2, paragraph by paragraph to guide the recitation, students choose to recite their favorite passages.

4. Hold a landscape poetry contest.

1, recite first in a group of four, and recommend one to compete in the class.

2, a representative of each group to recite on stage.

(Recommended four student representatives as judges.)

3. Summarize the situation of the poetry competition and announce the outstanding players.

V. Homework (see "test area")

After the lesson note:

This article in the teaching process should focus on cultivating students' ability to imagine. The moon is like a poem, it is necessary for students to expand their endless reverie in the musical sound of "Moonlit Night of Spring River Flowers". At the same time, let the students open the door of memory, recall the past learning about the moon of the ancient poems, as well as to carry on about the landscape of the poem to read aloud, recite, increase the accumulation of students in ancient poetry.

"Looking at the Moon" Teaching Design No. 2 [Teaching Objectives]:

1, can correctly, fluently and emotionally read aloud the text in character.

2, learn new words.

3, can link the content of the text, understand the meaning of the sentences in the text describing the moonlight and the little nephew's imagination of the moon.

4. Through reading aloud training, inspire students to take the initiative to accumulate the interest of the poem, inspire students to spread the wings of fantasy, feel and reflect the world with a child's heart.

[Teaching Key Difficulties]:

1, can correctly, fluently and emotionally read aloud the text in character.

2, can relate to the content of the text, understand the meaning of the text describes the moonlight and the little nephew's imagination of the moon sentences.

3. Through the training of reading aloud, students are inspired to take the initiative to accumulate the interest of the poem, inspire students to spread the wings of fantasy and feel and reflect the world with a child's heart.

[Preparation of teaching aids and supporting activities]: Poetry contest

[Main board plan]:

16 Looking at the moon

The river scene under the moon is beautiful and picturesque

More than memorizing verses, being smart and studious

Imagining the moon, loving fantasy

Sitting alone on the deck, unfolding fantasies

[Homework design and arrangement]

[Homework design, arrangement]

[Homework design, arrangement]. p> In-class: copying words, writing near-synonyms, memorizing the text, part of the exercise book

Outside the classroom: memorizing the text, poetry contest

Teaching process:

The first lesson time

Teaching Objectives:

1. To read the text aloud correctly and fluently.

2, learn the 9 vocabulary words in this lesson, the two words in the two green lines only know not to write. Understand the words composed of vocabulary.

3. Sort out the vein of the article.

I. Memorize the poem introduction, the board unveiled:

1, students know what poems about the moon? Please memorize, one person a sentence.

2, unveil the question

Second, the first reading of the text, clear word obstacles

1, clear: read through the whole text, scratch out the words and phrases that do not understand, and want to clear the solution.

2, the students read the text, self-study words

3, named segmented read aloud.

4. Questioning the meaning of words:

Qinghui: light and pure light.

Gaze: to look out of attention

Elegant and colorful: to describe the narration and description as vivid and realistic. (link to the text)

Cloudy: flocculent, like cotton wool to the east. Pale clouds.

Silhouette: according to the human face or the outline of the human body paper cut and shaped. Here refers to the outline of things.

Without thinking: fake, borrow. It is not necessary to think, describes the speech, do things quickly.

Crystalline: bright and transparent

Vaguely: does not look very clear

5, doubtful:

"Poetry, along with the moonlight, bathed ...... in ...... clear and secluded remote"

Third, re-read the text, clear the article vein

1, silent reading of the text, think: the text is not alone write the moon? In addition to write the moon also wrote what?

2, the name of the answer: the board: the scene match imagination

3, we should be how to subparagraphs? Summarize the meaning of the paragraph?

The first paragraph (1-2) late at night, "I" on the deck to enjoy the moonlit river

The second paragraph (3-13) nephew and "I" race. Recite poems about the moon.

The third paragraph (14-20) shows my nephew's unique and childlike imagination of the moon.

The fourth paragraph (21) "I" alone on the deck spread the wings of fantasy.

Third, classroom exercises

Fourth, 1, for writing guidance nephew pupil lock flocculation pylorus owed

2, pen tracing, pro writing.

3, write near-synonyms

light spot () gaze () surprise () closed ()

4, copy words:

clear glow flow sealing pin unthinking light spot pupil

flashing challenge silhouette colorful bathing metaphor

clouds flocculation yawning

The second lesson

Teaching Objectives:

I. Dictate words

II. Study the first paragraph

1. Teacher reads the text, let the students close their eyes and listen attentively, think carefully about how you feel?

3, students, do you want to draw this picture?

4, the students read the text, think about what the author depicted "picture" on the scene and what these scenes are like?

Communication.

Scenery: moonlight on the surface of the river, the reedbed Meilin peaks

river ---- floating light jump

reedbed Meilin peaks ---- plated with lace

5, the students opened the paintbrush on the spot to paint, other students according to the content of the text to comment on.

6, play the first paragraph of the recording (recitation), and then look at the picture drawn by the students to feel the mood.

6. Look at the picture and try to recite.

3, study the second paragraph

1, students read the text freely

2, show the sentence: "It was the moon that woke me up." The little nephew mischievously blinked at me and tilted his head back to gaze at the moon in the sky.

The teacher questioned: How can the moon wake up?

3. Show the sentence: the little nephew is clever and studious, loves to fantasize, and it is a pleasure to talk to him.

Where does being smart and studious come in?

Role reading 5 - 11 stanzas.

4. Understand the meaning of the verses.

5. Guide to read and memorize the poem.

6, the teacher orally, to introduce the situation, the poem is wonderful, the moonlight is wonderful, these two wonderful things together to moisturize

"our" heart, so that we Tianbi Shuyi, beautiful and quiet, empty and far away in the atmosphere.

Produce the sentence: Poetry, together with the moonlight, bathes us in an atmosphere that makes us secluded and remote.

Read it aloud repeatedly to experience the mood.

7. Summarize the conversation and stimulate students' interest in actively accumulating poems.

After studying the second paragraph of the text, what impressed you? (The little nephew is smart and good at learning and loves fantasy)

V. Homework: Practice Book P54, II, III)

Collect ancient poems about landscapes and memorize them in preparation for the Poetry Contest.

Lesson 3

I. Review:

What kind of a small child is the little nephew in the text?

Where does the love of fantasy come in?

Let's continue to learn. (The board book: love of fantasy)

Second, the study of the third paragraph

1, the students read aloud the text freely.

2. Question: What is written in this paragraph? (The board book: imagine the moon)

How did the little nephew imagine the moon? Draw out the relevant sentences and say them together.

Show the sentences: "Like eyes, the eyes of the sky" "It is bright eyes. It likes to look at our earth so much that every time it closes it, it can't help but sneak open it again, round and round once a month ......"

What do you think of your little nephew's imagination? Please relate it to your life experience to feel it.

Read the sentences freely and name them.

3. Discuss and exchange. （

4. Continue to read the text and find out the sentences describing the nephew's movements and looks when he talks.

Produce sentences:

Suddenly, the little nephew came up with another question to ......

He stared at us wide-eyed waiting for us to answer, the two black pupils, each with a small moon of this crystal shining.

...... The little nephew answered almost without thinking.

He spoke colorfully, as if telling a ready-made fairy tale.

Circle the words you think should be reread, read, and savor.

Students share their feelings.

5. Read the paragraph in roles.

4, study the fourth paragraph.

1, read the text

2, Question: What is written in this paragraph?

(board book: sitting alone on the deck, unfolding fantasy)

3, inspired by the conversation: in the little nephew's infection, the author can not help but spread the wings of fantasy. Do you want to go with the author to fantasize? Closed eyes.

V. Listen to the recording, unfolding fantasy.

Close your eyes, now, you become the author, the deck is left only you ......

Guide to say what is in the fantasy.

Six, homework

1, memorize the text

2, the poetry contest (outside the classroom)

The fourth lesson

Teaching Objectives:

⒈ Through the activities, let the students to further appreciate the beauty of the moonscape and the ideological feelings of people borrowing the moon to send their thoughts and express their feelings.

🙂 Cultivate students' imagination, independent creativity and comprehensive language expression ability.

Teaching Preparation:

⒈ ⒈ collection and recite ancient poems describing the moon, learn to sing songs about the moon.

⒉ Rehearse the small chorus "Moonlight".

Teaching process:

I. Create a situation to stimulate interest.

⒈ ⒈ night sky, the moon gazed fondly at the earth, quietly pouring its bright light. From ancient times to the present, the moon in traditional Chinese culture has been a symbol of the sacred, it is far and mysterious with its faraway and endless thoughts and reveries, like this picture teacher also collected a number of students want to take a look?

⒉ Multimedia presentation of the moonscape.

[By watching a few beautiful moonscape pictures, the students were brought into the picturesque moonlit night, such an emotional creation, stimulated the students' interest in learning, awakened the students' desire for knowledge.]

　　　From the students' uncontrollable exclamations, the teacher realized that the students were fascinated by the beautiful moonscape, who will describe the picture they saw?

sunglasses how many writers and artists over the centuries, for the moon was overwhelmed by the moon scene intoxicated, leaving a lot of popular and beautiful poems, the teacher has a favorite write the words of the moon, students want to hear it?

Be careful who to read your favorite poem about the moon to everyone to listen to it?

Select the students seem to have accumulated a lot of ancient poems written about the moon, then let's do a game, okay?

Second, the game to assist, deepen understanding.

⒈ first activity: look at the title, memorize the poem.

(1) Each of the six words represents an ancient poem, and the players are asked to choose.

(2) In turn, look at the title to memorize the poem, can not memorize can read aloud.

[By looking at the titles and memorizing the ancient poems, the students checked their accumulation of poems about writing the moon.]

(3) Summing up: just now all the groups of students are doing well, especially when they read aloud with great devotion and emotion.

⒉However, the game just now is just a warm-up, and the next game is more difficult, but also more interesting!

　　　　The second game: match the pictures with ancient poems.

(1) Each word is followed by a picture, the teacher has matched a poem to the picture, also ask the students to match an ancient poem according to the content of the picture, and see if we match the same ancient poem.

(2) Look at the pictures in turn to match the ancient poems, and read the ancient poems aloud.

[Having students draw pictures according to their own understanding of the content of the pictures and match them with appropriate ancient poems actually checked students' understanding of writing moon poems.]

(3) Summary: Being able to match the pictures with appropriate ancient poems, it seems that the students not only know how to memorize ancient poems, but also have some understanding of them.

⒋同学们有没有发现我们刚才朗读的这些诗除了都写月亮之外，还有什么****同的特点呢？ (Board: distant thoughts)

[Through Tendang's summary, the traditional literature of the moon is revealed, and the teaching objectives are also reached.]

Be careful with the third game: sing songs about the moon.

The moon is a favorite in the eyes of poets, and most beloved in the hearts of other artists, for example, the moon often appears in songs.

(1) Who will sing a few lines of a song with a reference to the moon?

(2) Our school choir once sang a song called "Moonlight", which is very nice, and we have several choristers in our class, let's enjoy their performance.

(3) Ask the students to say how they feel after listening to it.

(4) Why do I want to go to sleep while listening to it? Ask the chorus members to explain.

(5) Summary: No wonder listening, I seem to go back to childhood, lying in the cradle sleep, the original moon can indeed trigger endless reverie. (Board)

Third, group cooperation, the moon lyric.

⒈ In addition to poetry, songs and many other forms of art can borrow the moon to express their inner feelings, so, I will create an opportunity for everyone to learn to be an artist.

⒉ Multimedia presentation: "Now you are an artist, please use to make up songs, write poems, calligraphy, painting, reciting, writing and other forms of expression of your emotions through the moon."

3. Students report back and say what the work is? Why did you create this work?

[The accumulation of knowledge and the formation of ability depend on the subject's hands-on practice. In the practice of writing poems, drawing pictures, making up songs, etc., students transform the knowledge they perceive, understand and internalize into the ability to use.]

Singed to summarize the whole text.

Listening to the students' report, the teacher felt more y that the moon is a quiet poem, a gentle song, a subtle painting, a long period of love, let us in the beautiful melody of the "Little White Boat", once again appreciate the beautiful moon scene to bring us distant thoughts and endless reverie.

I. Brief Analysis of the Teaching Materials

The article is mainly about the clever and imaginative nephews who were enjoying the moon on the deck when they were competing with me to memorize the poems about the moon and the nephews' unique and childish imaginations about the moon. The moon is the most important thing in the world. The article is a uniquely conceived and heartfelt prose poem with meaningful language, beautiful mood and vivid interest.

II. Teaching Objectives

Let the students feel the beauty of the moon, recite some ancient poems about the moon, and stimulate their imagination.

Third, the design concept

Embodying the "discussion as a method, to the student development as a fundamental, comprehensively improve students' language literacy" concept, pay attention to knowledge and ability, process and methodology, affective attitude and values of the three-dimensional goals of the unity of the generation, to seize the text of the white space, to enrich more language teaching resources.

Fourth, the design features

Catch the text of the four "......" organization of the teaching process of the whole class, with appropriate audio and video, so that students in the reading of the text of the beauty of the increase in audio-visual sense of beauty and strive to put the text of the beauty of the beauty of the integration of the beauty of the audio-visual. The beauty of the text and audio-visual integration.

V. Teaching Preparation

The classroom materials, before the class arranged for students to collect the ancient poems written about the moon.

VI. Teaching Process

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(a) Introduction of the new lesson

1, people often say that the moon is the embodiment of beauty, and viewing the moon requires a peaceful heart. ......

2, read the whole text softly. Exchange feelings after reading.

(2) Ask questions

1. There are four places in the text where ellipses are used. Which four places?

2. Why does the author use ellipses in these four places?

(C) study the second natural paragraph

1, students read the second natural paragraph freely, explore the meaning of the first ellipsis?

(It may be that the author did not write out all the sights he saw; it may be that the author was mesmerized by the beauty of the moonlight)

2, let the students enjoy the "beauty of the moonlight". (Show the picture). Select music for the read-aloud text, and say the basis of the selected music.

3. Students read silently while enjoying the music.

4. Name the students to read aloud with music (pay attention to read "......" well).

5, read together.

(4) Study the third to twelfth natural paragraphs

1, the little nephew and the author memorized which verses?

2. Discuss what to pay attention to when reading aloud.

3. Name the characters to read aloud.

4. Instruct the students to memorize the poem.

5. The ellipsis under the 11th stanza is made up of two ellipses. Guide students to understand.

6. Students exchange the ancient poems collected about the moon. Prepare to memorize the poem competition.

7. Appreciate the song "Wish for a Long Time".

(5) Study the fourteenth to twentieth natural paragraphs of the text

1. Why does the little nephew compare the moon to the eyes of the sky? Explore the meaning of the third ellipsis in the text.

2. Read aloud in roles.

3. Guide students to meditate on what the moon looks like in their own eyes.

(6) Study the last natural paragraph

1, name and read aloud.

2, discuss the end of the text "......" can not be replaced by "."

3, let the students along with the author to spread the wings of fantasy! (show the moon fantasy map)

4, expand: write your own fantasy.