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师:作者描绘瀑布般的紫藤萝,用了非常诗意的笔触。读读这些描写文字,会发现在作者眼中,紫藤萝其实已经是人了。从哪些词可以看出?生:“挑逗”“欢笑”“不停地生长”。师:“挑逗”一词写出了紫藤萝什么样的情态?生:充满情趣、非常活泼。生:可爱、生动、顽皮。师:所以,我们要读出它的那种活泼可爱来。这位同学你来读读“挑逗”这句话。(先个别读,后全体读)师:接下来,作者就具体写挑逗的场景。请你先来读读。(生读“花朵儿一串挨着一串……好不活泼热闹”)师:你觉得最能体现它挑逗味的词是哪个?生:“推着挤着”。
Teacher: The author portrays a wisteria-like waterfall with a very poetic brushwork. Read these descriptions, you will find in the author’s eyes, Wisteria radish is already human. What words can be seen? Students: “tease ” “laugh ” “keep growing ”. Teacher: “Tease” Wording wisteria what kind of situation? Health: full of fun, very lively. Health: cute, vivid, naughty. Teacher: So, we want to read out the kind of lively and lovely to it. The classmate you read “tease” this sentence. (First individual reading, after reading all) Division: Next, the author specifically to tease the scene. Please read it first (Students read a series of flowers next to a bunch of ... ... very lively and lively “) Teacher: Which do you think most tease it is the expression of words: Health: ” pushing crowded ".