五上习作六（Five on assignments six）.docVIP

五上习作六（Five on assignments six） Jiangsu on the fifth grade primary school language 6 project is the practice of a picture writing. The textbook provides two pictures to the students, a picture of the content is a little girl saw a little swallow fell from the birds nest, another piece of content is a cat set attack posture, eyes glued to the little swallow. The workbook asks the students to imagine on the basis of what they mean and think about what will happen next and what will happen. Then write down the story. I first guide students to understand the meaning of the map, this is not difficult, students suddenly understand the meaning of the map. When it comes to the meaning of the picture, I write the names of the three characters -- the little girl, the swallow and the cat -- on the blackboard. When writing the cat, the students have different opinions, some students said to write cat, a student said in cat, students also have to say in the cat, some students said as wildcat. From the students different opinions, I suddenly thought that giving the cat a precise qualitative would help the student to imagine the next and help students define the subject of the article. So I had the following dialogue with the students: Teacher: just now some students think that the cat in the picture can be regarded as kitten. Please explain the reason. Student: because the kitten is lovely. T: Oh, you think so. It can be seen as a cat that the students to talk about their own views. Student: the cat can replace all cats, can refer to the cat, can also refer to the cat, you can also refer to the cat. Teacher: that thought can be regarded as the cat for that reason to see. Student: the cat in the picture like a cat. Teacher: what do you think of the Wildcats? Student: a wild cat eats a swallow. Student: I dont agree. Generally, cats should eat swallows. From the above dialogue, I heard that the students did not link the cat to the next story when they gave the cat qualitative, but t