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15课《学习与巩固》参考答案

15课《学习与巩固》参考答案

15课《学习与巩固》参考答案

四、1、老实——实在的确——确实

2、要是、倘若、如果

3、渐渐

4、勇敢

五、1、白鹅那像张开的扇面一样的脚掌在湿地上留下了清晰的脚印。

2、小狗好像在说:“小主人,你的拖鞋真软和,给我做沙发怎么样?”

3、春姑娘迈着轻盈的步子来到小河边,柳树姑娘欢快地甩起长长的绿辫子,随着春风轻歌曼舞。真漂亮啊!

六、本文的作者是(老舍),文章前三个自然段是围绕着“(猫的性格实在有些古怪)”这句话来写的。具体表现在三个方面:一是猫既(老实)又(贪玩),既(贪玩)又(尽职);二是高兴时(温柔可亲),不高兴时(一声不出),三是既(胆

小),又(勇敢)。

七、1、自由自在、不紧不慢、不慌不忙

金光闪闪、小心翼翼、可怜巴巴

2、突出了小猫淘气的性格,也表达了作者对小猫的喜爱之情。

《落花生》公开课教案

15、落花生 【教学目标】: 1.掌握本课7个生字。能正确抄写第10自然段,会用“居然”造句。 2.理解课文中含义深刻的句子,学习花生不求虚名、默默奉献的品格,懂得“人要做有用的人,不要做只讲体面,而对别人没有好处的人”的道理。 3.能分角色朗读课文,背诵课文的重点句。能用自己的话说说课文哪些内容是详写的,哪些内容是略写的,并初步体会这样写的好处。 4.初步了解借物喻人的写作手法,能学习作者由落花生领悟到做人的道理的写法,试着选择一种事物写一写。 【教学重点】 由表及里地了解花生的可贵之处,理解父亲赞美花生的话的深刻含义,从中体会做人的道理;分清文章的主次,体会详略得当的写法。 【教学难点】 初步了解借物喻人的写作手法,能学习作者由落花生领悟到做人的道理的写法,试着选择一种事物写一写。 【设计意图】 本文语言浅显,但说明的道理深刻,富有教育意义。在引导学生理解课文所说的做人道理的问题上,教师要注意先把花生的品格(好处),特别是爸爸所指出的“最可贵”的那一点理解到位,然后再与做人的道理联系起来,由落花生的特点体会做人的道理。 【教学准备】 1、教师:制作课件。 2、学生:读熟课文,搜集作者和有关落花生的资料,向父母了解自己名字的含义。 【教学过程】 一、导入新课1.示PPT,出示落花生图,导入,并简介:花生又名“落花生”(板书),因为它是在地上开花,花落以后在地下结果的作物,所以叫“落花生”。(学生读题)。 3、引出作者,质疑:这篇课文的作者是我国现代著名的作家、学者——许

地山。他的笔名就叫“落华生”,在古文中“华”同“花”。他为什么要以“落花生”为笔名呢?咱们看看能不能通过这节课的学习了解许地山笔名的含义,同时还要看看,这篇著名的散文到底好在哪? 二、检查预习 1.PPT出示生字词语。指两生读词,注意指导学生读好第二行“吩咐、尝尝、便宜、石榴”四词中的轻声。再指导学生写易写错的字。 2.PPT出示课文第一自然段。 (1)指名读。注意指导学生读好“空、种”等多音字。 (2)理解“居然”,并造句。 三、重点感悟 1.抓重点。 这就是课文第一自然段,用了寥寥几笔就交代了种花生和收花生两件事。(板书:种、收。) 下面看看除了这两件事,课文还写了哪几件事儿?学生快速朗读课文,再汇报。(尝花生,板书:尝。)课文中那里是写尝花生的?(课文最后一句话)还写了哪件事?(议花生,板书:议。)种、收、尝都是几句话,而议花生用了10多个自然段,用了那么多笔墨,这是为什么?(议花生是课文重点)看来,我们今后作文的时候也应该怎么样?(把重点内容写得详细,不是重点的内容写得简略,板书:详写、略写) 2.学重点。 (1)学生默读第3-15自然段,思考:那天晚上父亲和我们在一起围绕花生都谈论了些什么?有疑问的地方做上标记。 (2)读后质疑。次要问题,学生自主解决。并引导学生提出重点问题:父亲说花生的什么最可贵?引导学生靠自己解决问题。 (3)解决问题。 如何解决这个问题呢?PPT友情提示: 问题——父亲说花生的什么最可贵? a.围绕问题读第10自然段,把自己的想法简要批注在旁边。 b.写完后与小组的同学交流,说说自己的看法,听听别人的意见。 (4)反馈学习情况:

口译教程部分答案

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商务英语口译教程Unite1_Unite4课后习题答案

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