1单元精读感悟2
第一章阅读感想
第一章阅读感想
摘要：
一、引言
二、对文本内容的理解和感悟
三、文本的优点分析
四、文本的不足与改进建议
五、总结与个人收获
正文：
首先，我们要明确这篇文章的主题是关于第一章的阅读感想。
在这一部分，我将简要介绍文本的内容，并分享我对这一章节的理解和感悟。
在阅读第一章后，我对文本的主题有了更深入的了解。
作者通过生动的描绘和细腻的情感，展示了人物在面对挑战时的勇敢和坚定。
这一章节情节紧凑，让人一口气读下来，意犹未尽。
接下来，我想分析一下文本的优点。
首先，作者的文字功底深厚，行文流畅，使读者能够轻松地沉浸在故事中。
其次，人物形象丰满鲜活，让读者产生共鸣。
最后，故事情节紧张悬疑，让人忍不住想要继续阅读。
然而，任何事物都有不足之处。
在谈到文本的不足时，我认为作者在某些地方的描述过于繁琐，略显拖沓。
建议作者在日后的写作中，可以更加注重详略得当，让故事更加紧凑。
总之，阅读第一章给我带来了很多收获。
它不仅让我领略到了作者的文学才华，还让我学会了如何在面对困难时保持坚定信念。
这篇文章让我明白，阅
读的过程就是一个与作者思想交流的过程，我们可以从中学到很多东西。
最后，我希望作者在今后的写作中能够发扬优点，改进不足，为广大读者带来更多优秀的作品。
现代大学英语(第二版) 精读2 第1单元知识点
Unit 1Text A Another School Year—What For?Part 1 BackgroundⅠ. About the author: John Ciardi (1916-1986)A. His life:◆a child of Italian immigrants, Boston◆Began his career teaching English at the University of Kansas City◆Joined the US Air Force in 1942, served as a gunner in fighter planes◆went on to teach at Harvard University in 1946◆in 1953 accepted a position at Rutgers University◆in 1961, gave up teaching and devoted himself to his own literary endeavorsB. His influence:◆Poet, translator, etymologist◆Major works:➢First book of poems, Homeward to America, 1940➢Other Skies, focusing on his war-time experience, 1947➢How Does a Poem Mean, a standard textbook for high school and college poetry courses ➢Translation of Dante’s Divine Comedy (The Inferno, 1954; The Purgatorio, 1961; The Paradiso, 1970)◆Influence:➢ A very popular poet➢Poetry editor of Saturday Review from 1956 to 1972➢Fellow of the National Academy of Arts and Sciences and a member and former president of the National Institute of Arts and LettersII. Genre◆Orientation speechperiod of time at the beginning of the academic year at a university during which a variety of events are held to orient and welcome new students. The orientation helps new students to organize their classes, acclimate to student life, and introduce themselves to other new students. Speeches are often given at orientation by presidents or acclaimed professors of the university.◆Audience: College freshmen◆Style: colloquial, familiar; first humorous, mildly sarcastic; later serious and earnestPart 2 Word Study1．accomplishment n.①achievement 成就；成绩Books are man’s peculiar accomplishment. (para.12) 书本是人类特有的成就。
2024年七年级语文下册教学设计第1单元第1单元 单元体例
单元体例单元备课说明一、单元课标要求基于《义务教育语文课程标准(2022年版)》阐述,此单元是“文学阅读与创意表达”这一发展型学习任务群的“文学阅读”单元,结合2022年版课标要求,学生将通过此单元的学习,把握文章脉络,理解文章内涵;通过细节描写,深入把握人物特征,理解人物的思想感情;字斟句酌,揣摩关键语句或段落的含义和表达的妙处;体会语言恰当、贴切的运用;精读细读,让学生深切体会语言艺术的魅力。
二、单元教材分析这个单元主要讲述名人的故事,引导学生感受名人的风采。
课文中所选择的名人,都是在历史上做出过杰出贡献的人物。
他们所做的贡献,崇高的品格,良好的习惯和治学方法对中学生是非常有益的。
这些文章人文内涵丰富,各有侧重地写出了名人的品格、气质,值得细细揣摩。
在篇章结构、语言形式等方面,也各有特色,可以细读、积累。
此单元教学,可以结合“语文主题学习”设计理念来组织教学,通过多篇文本的学习,让学生深度感知人物思想感情,揣摩关键语句和段落的含义。
三、单元学情分析我们面对的是七年级学生,他们正处于世界观、人生观、价值观塑造的关键阶段。
对于他们来说,了解这些杰出人物的经历,认识他们所做的贡献,感受他们的崇高品格,学习他们良好的习惯和治学方法是非常有益的。
此单元的四篇名人故事涵盖古今,可以让学生从不同侧面感受伟大人物的崇高品格,更好地引领自己的成长。
学习此单元还要注意结合人物生平及其所处时代,必要时联系其他相关作品,以帮助学生加深理解。
四、单元学习目标1.抓住关键语句和段落,厘清作者的思路、全文的脉络,理解文章内涵。
2.字斟句酌,揣摩关键语句、段落的含义和表达的妙处。
3.透过细节描写,把握人物特征,理解人物的思想感情。
4.引导学生运用此单元所学方法,写自己熟悉的人,力求做到形神兼备。
现代大学英语精读1第三单元课文读后感
现代大学英语精读1第三单元课文读后感全文共6篇示例，供读者参考篇1My Reading Reflections on Unit 3Wow, Unit 3 was really interesting! I learned a lot of cool new words and ideas. At first some of the readings seemed a little hard, but once I paid close attention, I could understand most of it. Let me tell you about some of the things I found most fascinating!The first reading was called "The Blind Men and the Elephant" and it was a super funny story from India. It was about these blind men who had never seen an elephant before. Each one touched a different part like the trunk, tusk or tail, and they all thought the elephant was a totally different thing based on what little bit they felt! They got into a big argument about it until someone who could see the whole elephant set them straight. I thought it was hilarious how stubborn they were about their wrong ideas. The moral was that you have to look at the whole picture and not just make assumptions based on a small part. That's really good advice!After that amusing little tale, we read a longer piece called "Two Ways to Belong in America." It talked about different ways that immigrants adapt to living in a new country. Some try to fully assimilate and blend into the mainstream culture, while others want to maintain their ethnic identity and traditions from their homeland. The author made a good point that there's no single right way, and immigrants can pick and choose what works best for them.篇2My Reading Response for Unit 3Hi everyone! My name is Emma and I'm 10 years old. I love reading and my favorite subject in school is English class. We just finished reading Unit 3 in our Contemporary College English Reading 1 book and I wanted to share my thoughts about it.This unit was all about different cultures and traditions around the world. I found it really fascinating to learn about how people live in other countries. The first reading was called "Living with Traditions" and it talked about some unique traditions in places like Bhutan, Indonesia, and Peru.In Bhutan, they have this really cool tradition called Tsechu where they do mask dances and dress up in bright costumes. Thedances tell stories from Buddhism and folklore. I would love to see one of those festivals in person someday! The article said the dances can last all day and night. That sounds like a lot of fun but also very tiring.The part about Indonesia talked about these little puppet shows called Wayang Kulit. The puppets are made out of buffalo hide and they put on performances telling epic stories and legends. I collect puppets at home so I thought that was really neat. Maybe I could try making my own shadow puppets!Then we learned about this village in Peru called Taquile where everyone has to wear the same traditional clothing with bright colors and patterns. The men actually spend years knitting their clothes! I can barely knit a scarf so I can't even imagine knitting an entire outfit. The island sounded beautiful though with its rolling hills and views of Lake Titicaca.The second reading was called "Cultural Adaption" and it was about different cultures adapting and changing over time. It talked about how people's values, beliefs, and ways of living get influenced when they move to new places or get exposed to other cultures.One example they gave was about young people in Bali, Indonesia starting to adopt more Western-style clothes, music,and hobbies. Their grandparents' generation would have all dressed traditionally and participated in long-standing Balinese customs. But the article said the younger people were blending the old and new in their lifestyle.It made me think about some of the cultural traditions in my own family. My grandparents emigrated here from Mexico, so we celebrate Mexican holidays like Dia De Los Muertos and make traditional foods. But my parents and I were born in this country, so we also do things like Halloween and Thanksgiving that aren't Mexican traditions. I think it's cool to have a mixed cultural identity.The last big reading was "To Conserve a Culture" which talked about the importance of preserving cultures and making sure traditions don't disappear. It used examples like efforts to revive the Welsh language in Wales and keep the Ainu culture alive in Japan.In Wales, the government is funding more Welsh language education and media so that people don't lose that part of their heritage. Only around 20% of people in Wales speak Welsh fluently now. The article said if a language dies out, you lose a whole way of understanding and expressing the world.The part about the Ainu people in Japan was really sad. Their ancestral lands and ways of life were almost completely destroyed when settlers from the mainland came. Now there are museums and cultural centers trying to educate people about the Ainu traditions of wood carving, oral storytelling, and living in harmony with nature.After reading this unit, I have a new appreciation for all the diverse cultures around the world. It made me want to learn about and experience more cultural traditions beyond my own little part of the world. Preserving these unique ways of life is so important for keeping humanity's rich heritage alive.I hope I can take a trip someday to see things like the Tsechu festival in Bhutan or a Wayang puppet show in Indonesia. For now, I'll have to be content learning about other cultures through my reading. Thank you Contemporary College English Reading 1 for opening my eyes to all these amazing cultural traditions! I can't wait to read the next unit.篇3My Thoughts on the Stories in Unit 3Hi everyone! I'm going to tell you about the cool stories we read in our English textbook recently. Unit 3 had three longer readings that were pretty interesting.The first one was called "The Most Dangerous Game" by Richard Connell. It was kind of a scary story about a hunter named Sanger Rainsford who fell off a boat and ended up on this crazy island owned by another hunter named General Zaroff. Zaroff was totally nuts - he got bored of just hunting animals so he started hunting humans instead! He would trap people on the island and then hunt them like animals for his entertainment. How messed up is that?Rainsford thought Zaroff was insane when he learned about the human hunting game. But Zaroff insisted it was a super good sport because the humans had a chance to try and outwit him and escape if they were clever enough. Of course, Rainsford ended up being hunted himself after arguing with the general. He had to use all his outdoors skills and wits to try and survive in the island jungle while Zaroff was stalking him.There was this really intense part where Rainsford made a bunch of traps for Zaroff using his knife and stuff he found in the jungle. Zaroff kept narrowly avoiding them though because he was such an experienced hunter. In the end, Rainsford turned thetables by jumping Zaroff when he wasn't expecting it and tying him up instead! I won't ruin how it finishes but it's a pretty wild and unpredictable story.The next reading was a pretty famous short story called "The Lottery" by Shirley Jackson. This one was weird - it took place in a small village that had this crazy tradition of doing a lottery drawing once a year. At first it seemed like it would be something fun, but then you slowly realize that the "winner" of the lottery actually gets stoned to death by the rest of the villagers! How disturbing is that?The story describes the whole ritual and buildup to the lottery in lots of detail, making it seem like just a normal part of life for the villagers. But the more you read, the more you think "Wait, why are they doing this?" Nobody questions it though, they just keep doing it because it's always been that way. At the end when you find out they're going to brutally kill the "winner" with rocks, it's really shocking.I felt bad for the poor woman who got picked because she just seemed like a normal wife and mom. You don't really find out much about why the villagers do the lottery or where the tradition came from originally. I think that's what makes it so creepy and confusing. The story makes you wonder about howpeople can just go along with customs or rituals without questioning if they're ethical or not. Definitely gave me the chills!The last big story in the unit was "The Cask of Amontillado" by Edgar Allan Poe. I've read some other creepy tales by Poe before, and this one was no exception! It's a classic story of revenge and being "immured" (which I learned means being locked up inside a wall or something to die).The narrator is this guy named Montresor who has a major grudge against another nobleman named Fortunato. Montresor decides he's going to get back at Fortunato by luring him into the catacombs beneath his palace during a festival and then chaining him up and burying him alive inside the catacomb walls! So messed up.Montresor comes up with an elaborate trick, pretending he has a rare cask of amontillado sherry that he wants Fortunato's expert opinion on so he can lure him into the catacombs. Fortunato is such a wine snob that he can't resist. Once they're deep inside the catacombs, Montresor gets Fortunato drunk on the amontillado, chains him to the granite wall, and then uses stone and mortar to seal him up alive! You can hear Fortunato's screams and jingling of chains as Montresor is immuring him, which gives me the creeps just thinking about it.At the end, after Montresor has finished closing up the last stone over the little vault, he says something like "For the half of a century no mortal has disturbed them." That means he left Fortunato entombed in there all alone for 50 years until he died! Why was Montresor so unforgivably angry at Fortunato that he would do something so evil like that? The story never really says, which makes it even creepier. Poe was definitely a master of dark, disturbing tales.Well, those were the three main readings from Unit 3. They were all suspenseful and spooky stories about revenge, human evil, weird traditions, and stuff like that. I have to admit, some parts did give me the chills or make me feel uneasy! But I like reading different genres as long as the stories are well-written and make you think a little. These classics definitely accomplished that. I'm curious what you all thought of them too!篇4A Really Amazing Story About the Past!Wow, Unit 3 of our English reading book was so cool! It was all about history and learning from the past. I didn't think I would like reading about old stuff that happened a long time ago, but the stories were actually really interesting.The first story was about this famous philosopher named Socrates who lived in ancient Greece. He didn't write any books himself, but his student Plato wrote down everything Socrates said and did. Socrates was always asking people questions to get them to think deeper about things. He didn't just tell people the answers, but made them figure it out themselves.One time, Socrates met this man who thought he was really smart. But when Socrates started asking him questions, the man realized he didn't know as much as he thought! That must have been embarrassing. Socrates showed that just because someone acts like they know everything, doesn't mean they actually do. I don't want to be like that guy - I want to stay humble and keep learning.The story said Socrates got in big trouble for making people question things too much. The leaders in Athens actually made him drink poison! That's so messed up. Socrates didn't do anything wrong, he just wanted people to think critically. If you ask me, the Athenian leaders were the ones in the wrong for executing someone over philosophical ideas. It makes me really appreciate how in modern times, we have freedom of speech and thought.After the story about Socrates, we read about this other philosopher from ancient China named Confucius. He lived around the same time as Socrates, but on the total opposite side of the world! It's crazy to think that two of the most influential thinkers in human history were alive at basically the same time without even knowing about each other.Confucius had some interesting ideas too. He believed that every person had certain roles and duties based on their identities and relationships. Like children were supposed to obey their parents, wives had to obey their husbands, and everyone had to obey the emperor. I don't fully agree with that - it seems kind of sexist and like it gives too much power to authorities. But I can respect Confucius' idea that we all have responsibilities to the people in our lives.Probably my favorite part about Confucius was his philosophy about rituals and traditions. He said following proper rituals wasn't just meaningless routine, but helped create a harmonious society. Having customs and routines brings people together. I can totally see what he means! Like in my family, we have traditions around holidays and special occasions that make me feel connected to my parents, grandparents, and ancestors. Doing certain rituals reminds me of my roots and culturalheritage. Confucius was really wise about realizing how important traditions are for a culture.The third story in the unit was about the ancient Greek historian Herodotus, known as the "Father of History." He literally invented the entire study of history as we know it! Before Herodotus, people just told made-up stories and myths to explain the past. But Herodotus traveled all around collecting evidence, interviewing people, and trying to record accurate accounts of real events and civilizations. That's exactly what historians still do today when learning about history.I thought it was really cool how curious and adventurous Herodotus was. He went on all these crazy journeys just to learn more about different cultures. Can you imagine traveling across Greece, Egypt, Persia and more back in those times? It must have been incredibly dangerous, but his desire to understand the world drove him to take those risks. Herodotus taught me that if you want to learn, you have to be bold and maybe get out of your comfort zone.My biggest takeaway from reading about Herodotus was why learning history even matters. The passage said he believed understanding the past could help people make sense of the present and future. That's a really deep point! If we know how wegot to where we are today, it lets us understand our current situation and reality so much better. And if we understand our current reality, we can make better decisions for the future. History is kind of like a guide that gives us wisdom to navigate life.Overall, Unit 3 was packed with insight from brilliant ancient thinkers. Reading about the origins of philosophy, the importance of cultural traditions, and the birth of the study of history was a fun way to learn some valuable life lessons from over 2,000 years ago! These ideas might be ancient, but they can still apply to our modern lives. I'm really glad we got to explore how civilizations like Greece and China have shaped how we think about and understand the world today. I'll definitely try to be more like Socrates, Confucius, and Herodotus by keeping an open mind, respecting my heritage, and always being curious to learn more about the past and present. What an amazing unit!篇5My Thoughts on the Readings in Unit 3Wow, Unit 3 was super interesting! There were so many cool stories and articles that really got me thinking. Let me tell you all about what I learned.The first story was called "The Night Face Up" by JulioCortázar. It was kind of spooky at first with the guy traveling alone on the motorcycle in the middle of nowhere. I was on the edge of my seat when he fell asleep and then woke up unable to move! That would be so scary. I liked how the story showed his thoughts going back and forth between being brave and panicking. When the truck drivers found him in the morning, I was relieved he was okay. I think the main lesson is that you shouldn't let your fears take over, even in really difficult situations. Just stay calm and things will work out.Next was a article about night birds like owls and nighthawks.I thought it was fascinating how their eyes are so big to see better at night. And how many of them hunt mice and other little critters when we're all asleep! My favorite was learning about the nightjar bird. How cool is it that they hiccup instead of making other noises? I'll have to listen carefully next time I'm outside at night to see if I can hear them. Nature is just so amazing.The poem "Daddy Fell Into the Pond" by Alfred Noyes was hilarious! I could totally picture the little kids watching their clumsy dad fall into the water over and over again. The rhymes and flow of the words made it fun to read out loud. It reminded me of silly times with my own dad being a goofball. The partabout the nurse laughing at the end was an unexpected twist. I love how the poem captures that mix of a kid's perspective shifting between thinking something is terrible one minute, then laughing about it the next. That's so true to life!I have to admit, I had a hard time understanding the deeper meanings in the story "The Oval Portrait" at first. All theold-fashioned language about the painter's "passionate" work on his art felt a bit over my head. But I think I get the main idea - that he got SO obsessed with painting the perfect portrait of his wife, he kind of forgot about taking care of her as a person. By the time it was finished, she had literally died from being ignored so much! It's an extreme example, but it reminded me how my parents are always telling me not to get too wrapped up in video games and to nurture real relationships too. I definitely don't want my future spouse turning into a creepy painting!The next few chapters were all about stars, planets, and astronomy stuff. I'm basically a space expert now after learning about all the cool phenomena out there like pulsars, quasars, and black holes. My mind was completely blown by the fact that there could be entire other universes out there beyond our own! That's something I'll probably spend a lot of time daydreaming about. The histories of how we discovered and learned aboutouter space across different cultures was super interesting too. I didn't realize how much ancient peoples like the Chinese, Arabs, and Greeks knew about the heavens just from looking up at the night sky.I have to say, my favorite reading of the whole unit was David Sedaris' essay called "Dress Rehearsal." He's hilarious! I loved his sarcastic sense of humor as he described the goth couple Lisa and Seth preparing their Halloween costumes. Some of the details like Lisa braiding her armpit hair and putting eggs under her armpits had me cracking up. But he also made some deeper points about how sometimes young people do weird things just to rebel and define their identity. By the end when they almost got arrested, I realized they had gone a bit too far with their costumes and makeup. It was just such a cleverly written story that caught my attention the whole way through.Overall, Unit 3 really opened my eyes to so many fascinating areas of life, literature, science, and culture. The readings prompted me to think about big philosophical questions as well as appreciate the humor and beauty found in everyday moments. I'm already excited to see what thought-provoking works are coming up next!篇6My Reading Response for Unit 3Hi everyone! I'm going to share my thoughts about the readings we did in Unit 3 of our textbook Contemporary College English 1. The unit was all about environmental issues and I learned so much cool stuff!The first reading was called "The Environmental Movement" and it talked about how people started caring more about protecting the environment in the 1960s and 1970s. Before that, most people didn't really think about pollution or saving animals and forests. But then some brave people spoke up and made others realize we need to take better care of the earth.My favorite part was learning about some of the pioneers of the environmental movement, like Rachel Carson. She wrote a famous book called Silent Spring that warned everyone about the dangers of pesticides killing birds and other wildlife. After people read her book, they finally understood that humans were messing up nature with chemicals and trash. The reading said Carson's work kicked off a "green wave" of environmental activism across America and other countries too.Another really neat person I read about was Greenpeace founder Bob Hunter. He and his friends protested nuclear weapons testing by sailing right into the test zone in an oldfishing boat! That was super brave of them. Thanks to Greenpeace, a lot of people learned how nuclear bombs could spread radiation that's bad for every living creature. Greenpeace also brought attention to whaling and deforestation issues.It's amazing how regular people like Carson and Hunter were able to start such huge movements just by speaking out about important causes they cared about. The reading inspired me to want to be an environmental activist when I grow up too! We all need to do our part to reduce pollution, protect ecosystems, and take climate change seriously before it's too late.The next reading was called "The Environmental Footprint" and it explained how scientists can measure the impact humans have on the planet. I thought the concept of an "ecological footprint" was really interesting. It calculates the amount of productive land and water areas needed to supply all the resources a person or country consumes. The bigger your footprint, the more you're damaging the environment.For example, the footprint of someone living in America or another rich nation is way bigger than the footprint of people in developing countries. That's because we use and waste way more energy, food, and goods made from natural resources liketrees, oil, and minerals. We're lucky to have lots of TVs, toys, clothes, and other neat products but making all that stuff takes a major toll on the earth.The reading also broke down the different components of an ecological footprint, like the cropland footprint which measures the farm area needed to grow a person's food and cotton for clothing. There's also the carbon footprint that shows how much greenhouse gas pollution is being created by using fossil fuels for heating, transportation, and manufacturing. I never knew there were so many ways to calculate our environmental impact! From now on, I'm going to be way more conscious of my water, energy, and waste footprints at home.The last reading was all about simple lifestyle changes people can make to "go green" and live more eco-friendly lives. I really liked this one because it gave realistic tips that kids like me could follow too. Some of the easiest things are things I'm already doing like turning off lights, taking shorter showers, recycling, and refusing to litter. The reading reminded me to pack litterless lunches using reusable containers instead of plastic baggies and bottles.But I also learned about some new "green" habits I want to start like eating less meat since farm animals require lots of land,water and crop feeds. It said cutting out meat for even one day per week makes a big difference. I'm going to try out the "Meatless Mondays" idea! The reading also suggested buying more secondhand clothes and donating old toys and books instead of throwing them out. Reusing and recycling as much as possible is definitely one of the best ways to reduce waste.My favorite new eco-tip was about "precycling" which means being mindful of garbage before you create it. So like, use both sides of a piece of paper, avoid buying items with excessive packaging, and invest in durable, long-lasting products instead of disposable junk. Precycling is such a smart way to cut down on unnecessary waste from the start!Overall, I'm really grateful we studied this unit on the environment because it opened my eyes to so many important issues facing our beautiful planet. I feel inspired to make more of an effort to conserve resources, lower my carbon footprint, protect wildlife habitats, and stand up for environmental justice. Climate change is going to be one of the biggest challenges my generation faces, but I'm hopeful we can find solutions if everyone does their part, even through small actions. Thanks for reading my thoughts, and let's all be eco-warriors together!。
五年级下册科学第1单元预习读后感500字
五年级下册科学第1单元预习读后感500字
在预习五年级下册科学第一单元的过程中，我深受启发，对生命的起源与演化、生物的多样性以及生态环境保护等方面有了更深入的理解和感悟。
首先，这个单元主要讲述了“生物的生命周期”，从卵、幼虫、蛹到成虫等不同阶段的生命变化过程，让我明白了生命的奇妙与伟大。
每一个生命体都有其独特的生长规律和生命周期，这是大自然赋予的奥秘，让我更加尊重并珍爱生命。
其次，学习了生物多样性后，我对地球上的各种生物形态有了更全面的认识。
每一种生物都在生态系统中占据着不可或缺的位置，共同维护着生态平衡。
这使我认识到保护生物多样性的重要性，我们应该尽力减少人类活动对自然环境的破坏，让各种生物得以和谐共生。
最后，单元中关于生态环境保护的内容也给我留下了深刻的印象。
了解了人类活动对环境的影响，特别是对生态系统可能产生的破坏性后果，我深感责任重大。
作为学生，我们要从小树立环保意识，积极参与环保活动，倡导绿色生活，为保护我们共同的家园尽一份力。
总的来说，通过对五年级下册科学第一单元的预习，我不仅增长了知识，开阔了视野，也增强了环境保护的意识和社会责任感，对未来的学习和生活充满了期待与信心。
习作单元“精读课文”的教学价值与策略
习作单元“精读课文”的教学价值与策略习作单元中“精读课文”，对学生而言具有“阅读价值”“样本价值”和“例文价值”。
对于这些价值提出了相应的教学策略：要发挥其“阅读价值”，需要有选择地学；要发挥其“样本价值”，需要有重点地教；要发挥其“例文价值”，需要有针对地用。
一、应然价值：习作单元“精读课文”教什么从三年级上册开始到六年级下册，统编教材一共编排了八个习作单元，关注其中的“精读课文”，八个单元共计16篇，均指向单元主题精心选文，课后一般设计2~3题练习，紧扣语文要素的落实。
细读之，还会有更多的发现：从出处看，出自名家之手的就占据了一半之多，即便非名家名篇，也都文质兼美；从文章内容看，几乎篇篇都贴近学生的生活实际，浅显易懂；从文章写法看，每个单元内的两篇,往往从不同角度体现单元语文要素，给学生提供了更多可借鉴的习作方法和技巧。
这些精读课文，对学生而言到底具有哪些学习的价值？教师如果对其没有清晰的认识，那么恐怕就要辜负编者的良苦用心了，教学目标的达成也必然大打折扣。
笔者在系统梳理深入研读的基础上，认为精读课文至少应该具有以下几方面的教学价值：（一）“阅读”价值：在了解“写什么”中培养阅读能力习作单元的精读课文，虽然有别于常规单元，但作为学生的阅读材料，首先是以“课文”的身份存在的。
作为教科书的主体存在，每一篇课文都是学生学习语文的载体。
即便是指向习作的精读课文，也首先承载着培养学生阅读能力的功能。
如五年级下册习作单元的阅读要素是“学习课文中描写人物的基本方法”，习作要素是“初步运用描写人物的基本方法，尝试具体写出一个人的特点”，学生首先必须知道课文运用了哪些描写人物的方法，能体会这些描写人物的方法有什么表达效果，然后才可能学以致用，迁移到自己的习作中。
（二）“样本”价值：在体会“怎么写”中领悟习作方法习作单元的精读课文是作为样本供学生学习的，它是落实单元语文要素的凭借，既为学生体会“怎么写”提供素材，又为学生完成单元习作提供学习的样本。
部编版六年级上册语文第一单元精读课文梳理
部编版六年级上册语文第一单元精读课文梳理1.草原班级姓名学号一、课文概述《草原》这篇课文以细腻清新的语言记叙了初入草原的所见、所闻、所感，向我们描绘了三个画面：草原风光图、喜迎远客图、主客联欢图，赞美了美丽的草原风光，深请讴歌了蒙汉同胞深厚的民族情谊。
二、作者简介老舍，原名舒庆春，中国现代小说家、文学家、戏剧家，曾获北京市人民政府授予的“人民艺术家”的称号。
我们学过他写的许多课文，有《猫》《母鸡》等，他还有许多脍炙人口的作品，如《骆驼祥子》《四世同堂》《茶馆》等。
他的语言很有特色，被称为语言大师。
三、重点语段1.这次，我看到了草原。
那里的天比别处的天更可爱，空气是那么清鲜，天空是那么明朗，使我总想高歌一曲，表示我满心的愉快。
在天底下，一碧千里，而并不茫茫。
四面都有小丘，平地是绿的，小丘也是绿的。
羊群一会儿上了小丘，一会儿又下来，走在哪里都像给无边的绿毯绣上了白色的大花。
那些小丘的线条是那么柔美，就像只用绿色渲染，不用墨线勾勒的中国画那样，到处翠色欲流，轻轻流入云际。
这种境界，既使人惊叹，又叫人舒服;既愿久立四望，又想坐下低吟一首奇丽的小诗。
在这境界里，连骏马和大牛都有时候静立不动，好像回味着草原的无限乐趣。
（1）这一自然段的中心句是在天底下，一碧千里，而并不茫茫。
“碧”形容青草很绿，“千里”指草原的范围辽阔无边。
“一”是“全”的意思。
这句话写出了草原辽阔、碧绿的特点。
“并不茫茫”的原因联系下文理解，是因为“四面都有小丘，平地是绿的，小丘也是绿的。
”（2）请在这一自然段中用“——”画出表示作者感受的句子，在写景中融入感受有什么好处？在写景中融入感受可以使情与景融为一体，所写的景融入情，所抒发的感情寄托在景物中，从而达到情由景生、景因情美的艺术效果。
抒发了作者对草原的喜爱和赞美之情。
（3）“羊群一会儿上了小丘，一会儿又下来，走在哪里都像给无边的绿毯绣上了白色的大花。
”请分析这句话的写作特点。
这句话用了比喻的修辞手法，把“草原”比作“无边的绿毯”，把羊群比作“白色的大花”。
习作单元精读课文的教学策略——以《那个星期天》为例
初步尝 试运用 片段练 笔提升
借助旁 批字读 深层体 悟方法
写文评 文改文 形成单 元成果
（一）着眼语文要素，明确单元任务
图 1 习作单元各部分内容的功能 以《那个星期天》为例，其自身训练价值
单元导语页明晰本单元训练目标：一是体 可从三道课后练习中得以体现。第一个问题：
会文章是怎样表达情感的；二是选择合适的内 “默读课文 , 说说在这一天里‘我’的心情经历了
1. 通过预习单自主学习生 字新词，理解词语意思。 2. 抓住关键词句感受“我”心情变化的过程，概括 词语填写学习单，并体会作者真实自然表达情感的 描写方法。( 教学重点 ) 3. 借助《初试身手》，运用“融情于事”“融情于景” 的方法进行仿写训练。( 教学难点 ) 4. 比较本课与《匆匆》在情感表达方式上的异同。
1. 融情于事 原则 : 由浅入深 层层感悟
第一层: 抓住事例，体会“这段时光不好挨”，明确“融情于事”的写法。 第二层: 缩减事例，对比阅读，感受罗列多个事例表达同一情感的方法。
第三层: 更换事例，详略对比，体会“融情于事”重在“情”。 第四层: 创境朗读，体会“我”焦急心情的延续和程度的加深。
例：“我迫不及待拿出绘画工具，一会儿工笔细 描，一会儿挥笔速写，把观察到的云彩的变化
2. 融情于景
【第三段】那是个春天的早晨，阳光明媚。
各异以及蚂蚁的勤劳团结画得惟妙惟肖”，让学 生跟文本事例进行对比，学生朗读后发现这个
【第六段】看着盆里揉动的衣服和绽开的泡沫，我感觉到周围的光 线渐渐暗下去，渐渐地凉下去沉郁下去，越来越远越来越缥缈，我 一声不吭，忽然有点儿明白了。
两篇文章在表达情感方式上的异同
相同点
不同点
《匆匆》
(部编人教版)初中七年级语文上册第1单元《2
（部编人教版）初中七年级语文上册讲解教学课件
3.“最妙的是下点儿小雪呀”，雪后山景“妙” 在何处？ ①妙在雪光、雪色 看吧，山上的矮松越发的青黑，树尖儿上顶着一髻儿 白花，好像日本看护妇。
松的翠与雪的白相映生色；运用比喻 的修辞方法，生动形象地写出了披雪 的矮松的美丽风姿。
（部编人教版）初中七年级语文上册讲解教学课件
统编版·语文·七年级上册
2 济南的冬天
第1课时
（部编人教版）初中七年级语文上册讲解教学课件
CONTENTS 教学目录
01 学习目标 02 必备知识 03 必记字词
04 初读课文 05 精读课文
（部编人教版）初中七年级语文上册讲解教学课件
学习目标
1.识记作者作品，有感情地朗读课文，感受济 南的冬天之美。 2.学习情景交融的写作方法，及比喻、拟人等 修辞方法的运用。 3.把握作者情感，培养热爱祖国大好河山的感 情。
体会作者的感情，思考这篇文章应该用什么样
的基调朗读。
1.划分文章层次。 2.画出文中语言美、意境美、情感美的语句。 3.标记出有疑问的地方，在旁边批注问题。
（部编人教版）初中七年级语文上册讲解教学课件
初读课文
划分层次
第一部分(1): 总写济南冬天“温晴”的特点。
第二部分(2-6): 具体写济南冬天的山水景物。
（部编人教版）初中七年级语文上册讲解教学课件
精读课文
分析讨论
品味第二部分
1.读第6段，说一说济南冬天的水有什么
特点。
反倒在绿萍上冒着点儿热气
暖
把终年贮蓄的绿色全拿出来
绿
整个的是块空灵的蓝水晶
清
（部编人教版）初中七年级语文上册讲解教学课件
2.第6段运用了什么修辞手法？
习作单元精读课文的精准施教——以统编教材六年级上册《盼》的教学为例
68新教师iTeachers Today习作单元精读课文的精准施教----以统编教材六年级上册《盼》的教学为例◎李素芳编教材习作单元是一个全新的单元，体现了阅读与表达并重的理念，它改变了多年来小学语文教学重阅读轻习作的状况，不仅重视培养学生的阅读理解能力，同时还关注学生语言表达能力的形成，让阅 读与习作并驾齐驱。
习作单元建构了一个系统有序、内容丰富的教学体系，总共安排了"精读课文”"交 流平台”"初试身手”"习作例文”"习作”五个板块的内容，每个板块都承载着不同的功能。
那么，习作单元精读课文的主要功能是什么？它与阅读单元中的精读课文有什么不同？如何精准施教，最大限度地发挥精读课文的功用，达成习作单元的教学目标呢？下面笔者结合统编教材六年级上册《盼》的教学，谈 几点看法。
一、 精准定位习作单元精读课文的独特功用习作单元每一个板块的安排，目的性非常明确，都是指向强化习作能力的培养。
习作单元精读课文板块的核心功能就是从阅读中习得表达的方法，它紧扣 书面语言表达这一关键能力，指向学生的核心素养，重在提升学生习作的思维水平。
阅读单元的精读课文承载着阅读的任务，注重在品文析句的阅读中，教会 学生阅读的路径和方法；而习作单元的精读课文更注重学生语言表达能力，特别是写作能力的提升。
教师 在备课时要精准定位习作单元精读课文的独特功用，把握习作单元精读课文与阅读单元精读课文教学不同的侧重点。
二、 精准解读单元导读页的导向功能习作单元的导读页提示了本单元的语文要素，教 学时应精准解读单元导读页的导向功能。
在教学《盼》时，有的教师对该单元导读页中的"体会文章是怎样围绕中心意思来写的”理解不到位，误以为围绕中心意思写仅仅就是抓住人物的动作、语言、内心独白等细节具体描写，因此在教学时就出现了偏差。
该教师在教学这篇课文时，把重点聚焦在作者如何抓住蕾蕾"盼”的心理活动上。
部编版语文五年级上册一单元教案2《落花生》精读
给学生充分的预习交流时间，为学习课文打好基础。
本环节意在自己动脑获取知识的能力。为课堂合作探究提供坚实的基础。
回顾全文，让学生熟知课文的主要内容。
培养学生抓住关键词句，理解花生内在品质的能力。
通过自主合作探究，让学生归纳总结做人的道理。
本环节意在让学生学习借物喻人的写作手法。
板书课题
二、检查生词。
出示词语：吩咐、常常、便宜、石榴、
收获、榨油、爱慕、分辨、体面、茅亭、半亩、可贵
三、初读课文，整体感知。
1、自由朗读全文，读准字音，读通句子,同时思考：这篇课文围绕“落花生”写了哪几件事
2、指名回答。
3、教师提问：
（1）这四件事情分别在文中的哪些段落？
（2）种花生、收花生、尝花生都是寥寥几笔，而议花生却使用大量笔墨，作者为什么要这样写呢？
（1）“议花生”这部分让作者明白了做人的道理。
（2）这是本文的重点部分，所以详写
种花生、收花生、尝花生、议花生
学生带着问题，自读课文
用笔划出相关语句
学生汇报
学生边读边想，汇报交流
学生小组讨论，交流：
通过对比，让我们体会到花生虽然不好看，但朴实无华，默默无闻，人们带来了好处。
学生自主思考，汇报交流：
课
标
要
求
1.掌握本课的生词，能正确抄写课文。
2.理解文中含义深刻的句子，学习花生的品质，懂得做人的道理。
3.能按要求朗读课文，概括课文的主要内容,初步了解作者的写作手法。
教
材
分
析
精读课文《落花生》是一篇叙事散文。真实的记录了作者小时候的一次家庭活动和所受的教育。课文着重讲了一家人过花生收获节的情况。通过谈论花生的好处，借物喻人，揭示了学习花生不图虚名，默默奉献的品格的主旨。说明人要做有用的人，不要做只讲体面而对别人没有好处的人，表达了作者不为名利，只求有利于社会的人生理想和价值观。
浅谈习作单元精读课文的教学策略——以统编版小学语文六上课文《夏天里的成长》为例
教育界/ JIAOYUJIE2024年第9期（总第557期）▲课例研究浅谈习作单元精读课文的教学策略—以统编版小学语文六上课文《夏天里的成长》为例吴宇桥【摘要】学习如何表达是习作单元教学的出发点和落脚点。
文章从语文核心素养的培养出发，挖掘习作单元中精读课文的价值，以统编版小学语文六上课文《夏天里的成长》为例，在深入解读课文的基础上，从三个方面提出针对习作单元精读课文的教学策略。
【关键词】习作单元；精读课文；策略；《夏天里的成长》作者简介：吴宇桥（1991—），女，江苏省宜兴市南漕小学。
统编版小学语文教材从三年级上册开始，在每一册教材的每一个单元中都安排了一个“习作”板块。
与一、二年级相比，这些习作单元的选文文质兼美，从开篇到结束都紧紧围绕在提高学生的习作能力上。
那么，如何发挥习作单元中精读课文的价值，引导学生在阅读中学习表达方法，实现读写融合呢？笔者以六年级上册第五单元的课文《夏天里的成长》为例，尝试从目标、内容、方法三个维度浅谈习作单元精读课文的教学策略。
一、靶向要素，理性解读，确定教学目标（一）立足意图明定位六年级上册的第五单元是一个习作单元，单元导语是“以立意为宗，不以能文为本”。
该单元要求学生掌握“围绕中心意思写”的方法。
该单元的阅读要素是“体会文章是怎样围绕中心意思来写的”，习作要素是“从不同方面或选取不同事例，表达中心意思”。
单元导语和语文要素是单元的风向标，它为教师的教学指明了方向。
教学时，教师要先以单元课文为例，引导学生在阅读中学习表达方法；“交流平台”板块是对表达方法的梳理、归纳和总结；“初试身手”板块安排了习作练习，旨在引导学生初步掌握表达方法，学会围绕中心意思进行写作；“习作例文”旨在引导学生对所学知识进行迁移运用，巩固学习方法；最后，学生要在“习作”板块中开展写作练习，形成单元学习成果。
这五个板块均是在单元目标和语文要素的指引下展开的，蕴含了达成习作目标的内在学习逻辑，从读到写，从扶到放，最后形成闭环。
现代大学英语精读1(带译文)
现代大学英语精读1(带译文)一、课文背景本单元选自美国作家埃德加·爱伦·坡的短篇小说《黑猫》。
故事讲述了一位酗酒成性的男子，因虐待并杀害自己收养的黑猫，最终被黑猫的鬼魂复仇，自己也在精神崩溃中走向毁灭。
这篇小说通过恐怖、悬疑的情节，揭示了人性的黑暗面和道德的沦丧。
二、课文概要1. 故事发生在美国一个偏远的农场，主人公是一位酗酒成性的男子。
他收养了一只黑猫，取名普卢托。
随着时间的推移，他对黑猫产生了强烈的依赖，甚至将它视为自己的朋友。
2. 有一天，男子在醉酒后用刀划伤了普卢托的左眼。
酒醒后，他为自己的行为感到愧疚，但为了掩盖罪行，他决定将黑猫埋在院子里。
3. 在黑猫被埋葬的当晚，男子听到了黑猫的哀嚎声。
他开始怀疑自己的行为，精神状态逐渐恶化。
4. 为了摆脱黑猫的纠缠，男子决定离开农场，搬到城里居住。
然而，他发现黑猫的鬼魂无处不在，甚至出现在他的新家中。
5. 最终，男子在精神崩溃中走向毁灭，被黑猫的鬼魂复仇。
三、课文难点解析1. 生词短语(1)酗酒成性：drunkard，意为“酒鬼”。
(2)虐待：torture，意为“折磨”。
(3)复仇：revenge，意为“报复”。
2. 句子结构(1)It was in the early part of the evening that I first became aware of the symptoms of my little trouble.本句中，It wasthat为强调句型，强调时间状语“in the early part of the evening”。
symptoms意为“症状”，指男子开始意识到自己的精神状态出现问题。
(2)I resolved to get rid of the cat at once.本句中，resolve to do sth. 意为“决定做某事”，get rid of意为“摆脱”。
男子决定立刻摆脱黑猫。
语文主题精读引领课学会体会
语文主题精读引领课学会体会语文主题精读引领课学会体会「篇一」通过学习使我收获颇深，让我对小学语文教学过程有了新的理解。
传统的语文教学，老师在前面侃侃而谈，学生却无精打采听不进去，是老师讲得不好吗?不是，而是学生能够参与的活动太少，他们觉得无所事事。
一节课下来，老师很累，而学生却学到了很少的知识。
通过本次学习我发现这些老师在讲课中，把课堂交给了学生，让学生去主动地参与，放手给学生，这种教学方式，学生学习的速度很快，知识掌握也不错。
大大提高了自己的阅读能力和阅读水平，学生的主动性很高。
有句话说得好：“书读百遍，其义自现”，也给我们说明了应该让孩子们多读书。
因此，上语文课最主要的一点是让学生多读书，有感情地读书。
培养学生的阅读能力，加大了学生对语文知识的积累，更好地提高学生的语文素养。
语文是一门学科，也是一门艺术。
作为语文教师要想在教学中取得事半功倍的教学效果，就应该知道课堂教学要注意的关键是什么。
语文课堂形式多样化，学生的主动性、积极性都特别高，把自己所学的知识以各种各样的形式展现出来。
苏霍姆林斯基说：“不要靠补课，也不要没完没了的拉一把，而要靠阅读、阅读、再阅读。
”大量的阅读可以有效提高学生语文素质。
虽然是短短的学习，但是我的收获却很大，相信对我以后的语文教学会有很大帮助。
我打算将所学到的，今后应用到教学当中去，提高自己和学生的语文水平。
语文主题精读引领课学会体会「篇二」今天，手头上的工作多极了:完善创文材料、德育工作会议筹备、县朗诵比赛训练等。
尽管如此，我还是放下手头上一切事务，早早到xx县民族小学参加“xx.xx小学语文主题学习实验观摩研讨会”。
刚到会场就看到了北京新十一学校的蒋钢老师，心里很是高兴。
因为去年到山东学习考察时就认识蒋钢老师，也真切感悟到语文主题学习的魅力之所在。
之后就一直在网上关注语文主题学习，关注新十一学校的发展。
今天，语文主题学习精英团队送教到xx，得以近距离观摩结合本地实际的语文主题学习展示课例。
“1+X”精读引领课的实践与探究——以《太阳》一课的教学为例
“1+X”精读引领课的实践与探究——以《太阳》一课的教
学为例
范丰秋
【期刊名称】《河南教育(基教版)(上)》
【年(卷),期】2024()2
【摘要】“1+X”精读引领课是单元整合教学的第二个课型。
“1”指的是课
文,“X”指的是与单元语文要素关系密切的课外读物。
本文以统编语文教材五年级上册的《太阳》教学为例,谈一谈“1+X”精读引领课的构思与实践。
《太阳》是
一篇精读课文,本单元的语文要素是“阅读简单的说明性文章,了解基本的说明方法”。
基于此,结合学情和教情,笔者设计了四个学习任务。
任务一:复习回顾,引导质疑课堂伊始,先复习本课的重点字词,夯实学生的基础。
【总页数】1页(P52-52)
【作者】范丰秋
【作者单位】邓州市教研室
【正文语种】中文
【中图分类】G63
【相关文献】
1.浅谈导学法在语文主题学习精读引领课中的实践运用——以《阅读大地的徐霞客》一课为例
2.浅析精读课文第一课时教学十要点——以“部编版”三年级下册《剃
头大师》第一课时教学为例3.语言的复杂与创新:英语专业精读课思辨能力的融合
教学——以《大学思辨英语精读1》第一课Text A为例4.核心素养引领下高中政治课议题式教学的实践与思考——以《正确认识中华传统文化》一课为例5.一课一得因课施教——以精读引领课《颐和园》为例
因版权原因，仅展示原文概要，查看原文内容请购买。
人教语文五年级上册第一单元单元分析
板块
教学关注点
借助具体事物
抒发感情
白鹭
精读：文章生动地描写了白鹭的精巧，给人以美的享受，
表达了作者对白鹭的喜爱。
落花生
精读：借助花生的特点
作者对不图虚名、默默奉献品格的赞美及人生感悟。
桂花雨
精读：作者主要回忆了故乡童年时代的“摇花乐”和摇花时下的“桂花雨”
字里行间弥漫着作者的思乡之情和对童年美好生活的怀念。
书面表达
1.能把自己心爱之物的样子、来历写清楚，表达自己的喜爱之情。
2.乐于分享习作。
珍珠鸟
略读：借助珍珠鸟从害怕“我”到亲近“我”的过程
抒发出“信赖，往往创造出美好的境界”的感悟和体验。
口语交际：
制定班级公约
1.通过讨论交流，认识遵守规则的重要性。
2.运用已有经验制定班级公约，并养成自觉遵守的习惯。
语文园地
1.交流课文借助具体事物所抒发的感情或引发的思考。
2.体会部分语句在描写事物方法上的相似之处；学习联系语境理解一词多义的方法。
单元教学目标
字词句
认识26个生字（包括两个多音字），会写29个字和26个词语。
阅读
1.背诵《白鹭》和《蝉》。
2.有感情地朗读课文。把握课文主要内容，梳理文章脉络，体会作者表达的情感。
3.初步了解课文借助具体事物抒发感情的方法。
口语表达
1.发言时要控制时间。
2.讨论后作小结，既总结大家的共同意见，也说明不同意见。
3.正确朗读古诗，并熟读成诵；感受诗人借蝉自喻的写法。
写一种事物，表达自己的感情
要点
教学关注点明ຫໍສະໝຸດ 概念从自己喜欢的东西中选出钟爱的一件。
了解方法
1.能有目的地进行观察活动，多角度地观察自己的心爱之物，提高自己的观察能力。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
孔子不能决也，两小儿笑曰： “孰为汝多知乎？”
决：裁决，判断。 孰：谁，哪个。 汝：你。
1、我以日始出时去人近。 2、及其日中如探汤。 3、孰为汝多知乎？
★ 对比——突出时间一去不复返。表达作者对时间流 逝，无法挽回的无奈、惋惜及深深留恋之情。
燕子去了，有再来的时候；杨柳枯了，有再 青的时候；桃花谢了，有再开的时候。但是，聪 明的，你告诉我，我们的日子为什么一去不复返 呢？—— 是有人偷了他们罢：那是谁？又藏在 何处呢？是他们自己逃走了罢：现在又到了那 里呢？
写话练习： 过去的日子如___________, 被 _____________;如___________, 被__________。
★ 追问—— 表达感情更强烈。
过去的日子如轻烟，被微风吹散了，如薄雾， 被初阳蒸融了；我留着些什么痕迹呢？我何曾留 着像游丝样的痕迹呢？我赤裸裸来到这世界，转 眼间也将赤裸裸的回去罢？但不能平的，为什么 偏要白白走这一遭啊？
母亲用甜甜的嗓音深情地为我吟唱，轻轻的， 像三月的和风，小溪的流水。小院立即飘满她那 芳香的音韵。
——《月光启蒙》
点评：借用有形的溪水，也借用无形的和风、 芳香描写歌声的轻柔甜美，淌入心灵。
★ 将无形事物借用有形事物来描写。
过去的日子如轻烟，被微风吹散了，如薄雾， 被初阳蒸融了；我留着些什么痕迹呢？
将下面一段话改成追问来表达： 补习已几年了，可我还有许多题型不清楚。
一到考试时就许多题不会做，而同时学习的王之 栋奥数能力就很强，什么题都会，甚至考100分。 我的自信心全没了，别想考上君里中学了。
——张三
★ 问句结尾——紧扣主题抒情，引读者深思。
你聪明的，告诉我，我们的日子为什么一去 不复返呢？
第1单元 人生感悟
精读感悟2
学弈
弈：下棋
弈秋，通国之善弈者也。
弈秋：秋，人名，因他善于下棋，所 以称为弈秋。
通国：全国。
之：的。 善：善于，擅长。
使弈秋诲二人弈，其一人专心 致志，惟弈秋之为听；一人虽听之， 一心以为有鸿鹄将至，思援弓缴而 射之。
使：让。 诲：教导。 其：其中。 惟弈秋之为听：只听弈秋的教导。 虽：虽然。 之：指弈秋的教导。 鸿鹄：天鹅。 援：引，拉。 缴：本课指带有丝绳的箭。
去的尽管去了，来的尽管来着；去来的中间， 又怎样地匆匆呢？早上我起来的时候，小屋里射进 两三方斜斜的太阳。太阳他有脚啊，轻轻悄悄地挪 移了；我也茫茫然跟着旋转。于是-洗手的时候，日 子从水盆里过去；吃饭的时候，日子从饭碗里过去； 默默时，便从凝然的双眼前过去。我觉察他去的匆 匆了，伸出手遮挽时，他又从遮挽着的手边过去， 天黑时，我躺在床上，他便伶伶俐俐地从我身上跨 过，从我脚边飞去了。等我睁开眼和太阳再见，这 算又溜走了一日。我掩面叹息。但是新来的日子的 影儿又开始在叹息里闪过了。
• 不只是树，人也是一样，在不确定中生活 的人，能比较经得起生活的考验，会锻炼 出一颗独立自主的心。
• “不确定”是什么意思？联系生活实际， 你能想到哪些“不确定”？
• 种树的人不再来了，桃花心木也不会枯萎 了。
• 桃花心木为什么不会枯萎了？
同学们，通过学习这篇课文，你懂得了 什么道理呢？
学得差的人不是由于智力不及那个学得好 的人，而是没有专心学习的缘故的道理。
孔子东游，见两小儿辩斗，问时去人 近，而日中时远也。”一儿以日初 出远，而日中时近也。
以：以为，认为。
去：离。
日中：中午。
一儿曰：“日初出大如车盖， 及日中，则如盘盂，此不为远者小 而近者大乎？”
车盖：古时车上的篷盖，像雨伞一样， 呈圆形。
及：到了。 则：就。 盂：一种装酒食的敞口器具。 为：是。
一儿曰：“日初出沧沧凉凉， 及其日中如探汤，此不为近者热而 远者凉乎？”
沧沧凉凉：阴阴冷冷、天气凉爽的样子。
过去的日子如轻烟，被微风吹散了，如薄雾， 被初阳蒸融了；我留着些什么痕迹呢？我没有留 着像游丝样的痕迹。我赤裸裸来到这世界，转 眼间也将赤裸裸的回去。但我白白走这一遭心里 是不能平的。
★ 追问—— 表达的感情更强烈。
运用练习：
请用追问自己的方法，表达自己学习不努力 导致考试失败或做了错事，后悔的心情。
虽与之俱学，弗若之矣。
之：他，指前一个人。 俱：一起。 弗若：不如。 矣：了。
为是其智弗若与？曰：非然也。
为：谓，说。 其：他，指后一个人。 与：吗。 曰：说。 非：不是。 然：这样。
1.使弈秋诲二人弈。 2.思援弓缴而射之。 3.为是其智弗若与？
用自己的话，说说这篇课文的 内容。再联系实际，说说学习本课 的体会。
★ 将无形事物借用有形事物来描写。
★ 将无形事物借用有形事物来描写。
实践运用： 1、夏日的夜晚，茉莉花的清香如同轻柔的 薄纱，随着习习晚风在花园里飘荡、回转。
2、路边烤羊肉串的香味……
小练笔：风、柔美的歌声都是无形的事物， 请选择其中一个，借用有形事物来描写一段话。 自创情境描写，60字左右。
欣赏：
在默默里算着，八千多日子已经从我手中溜去； 像针尖上一滴水滴在大海里，我的日子滴在时间的 流里，没有声音，也没有影子。我不禁头涔涔而泪 潸潸了。
作者运用新奇巧妙的比喻，把____比______。 日子显得多么渺小，消逝得多么快，无声无息， 无影无踪。表现出作者十分无奈的_____。
★ 开头设问——牵引情感，点明、深化主题。 一系列的排比，增强气势。
★ 将无形的时间用太阳拟人化描写——具体生动 地描写出时光匆匆流逝的样子。
早上我起来的时候，小屋里射进两三方斜斜的 太阳。太阳他有脚啊，轻轻悄悄地挪移了；我也茫 茫然跟着旋转。……我觉察他去的匆匆了，伸出手 遮挽时，他又从遮挽着的手边过去，天黑时，我躺 在床上，他便伶伶俐俐地从我身上跨过，从我脚边 飞去了。等我睁开眼和太阳再见，这算又溜走了一 日。我掩面叹息。但是新来的日子的影儿又开始在 叹息里闪过了。