新人教版五年级上册语文全册导学案资料讲解.doc

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第一单元
1 &nbsp;窃读记
第1课时 &nbsp;
学校 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 班级 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;姓名 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
【学习目标】
1．认识7个生字，会写14个生字。正确读写“窃读、炒菜、锅勺、踮起脚、饥饿、惧怕、充足、屋檐、一碗、真酸、支撑、书柜、哎哟”等词语。
2．抓住主要内容,体会窃读的复杂滋味,感悟作者对读书的热爱,对求知的渴望,受到感染。
3．学习作者通过细致入微的动作描写和心理描写来表达感情的方法,体会作者遣词造句的精妙。
【预习导航】
一、读读下面的小资料，相信会给你不少收获。
林海音及作品
林海音，原名林含英，小名英子，原籍台湾省苗栗县，父母曾东渡日本经商，林海音于1918年3月18日生于日本大版，不久即返台，当时台湾已被日本帝国主义侵占，其父林焕父不甘在日寇铁蹄下生活，举家迁居北京，小英子即在北京长大。曾先后就读于北京城南厂甸小学、北京新闻专科学校，毕业后任《世界日报》记者。
林海音的创作是丰厚的。本篇课文选自她的《城南旧事》。《城南旧事》是她1960年出版的以其七岁到十三岁的生活为背景的一部自传体短篇小说集，也可视作她的代表作。 它描写二十世纪二十年代，北京城南一座四合院里，住着英子温暖和乐的一家。它透过主角英子童稚的双眼，向世人展现了大人世界的悲欢离合，有一种说不出来的天真，却道尽人世复杂的情感。
&nbsp;《城南旧事》曾被评选为亚洲周刊 “二十世纪中文小说一百强”。八十年代还被搬上银幕，还获得了“中国电影金鸡奖”等多项大奖，感动了一代人。它满含着怀旧的基调，将其自身包含的多层次的情绪色彩，以一种自然的、不着痕迹的手段精细地表现出来。书中的一切都是那样有条不紊，缓缓的流水、缓缓的驼队、缓缓而过的人群、缓缓而逝的岁月……景、物、人、事、情完美结合，似一首淡雅而含蓄的诗。
二、给下面加点的字注音。
目的地（ &nbsp; ） 踮起脚尖（ &nbsp; ） 暂时（ &nbsp; ） 饥饿（ &nbsp; ） 惧怕( &nbsp; )
腋下( &nbsp; ) &nbsp; &nbsp; 腿酸( &nbsp; &nbsp;) &nbsp; &nbsp; 支撑( &nbsp; &nbsp; )贪婪（ &nbsp; ） 饥肠辘辘（ &nbsp; ）
三、预习课文，按要求做题。
1．读了课题，让你想到了什么？
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2．你解决的问题： &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
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3．你的疑问： &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
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4．这篇课文以 &nbsp; &nbsp; &nbsp; &nbsp; 为线索，描写了 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;和 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;这两个场景，通过描写人物“窃读”的 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;、 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; ，表现了“我” &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 。
可以联系上下文或查字典哟。
5．通过预习，你理解了哪些词语，赶快写下来吧。
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【课堂探究】
一、动作描写。
1．“我跨进店门……踮起脚尖，从大人的腋下钻过去.哟，把短发弄乱了，没关系，我总算挤到里边来了。”
（1）用“ &nbsp; ”画出句中表示动作的词。
（2）这一系列的动作，写出了书店 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;，更表现了“我”对读书的 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;。
2．“急忙打开书，一页，两页，我像一匹饿狼，贪婪地读着。”
（1）这句话把 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 比作 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 。
（2）“饿狼”给我们留下的是不太美好的形象，可“我”却把自己比作“饿狼”，那样“贪婪地读着”，这样写好处是 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 。 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
（3）朗读时，应用 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 语气读。
二、心理描写。
1．“我有时还要装着皱起眉头，不时望着街心，好像说：‘这雨，害得我回不去了。’其实，我的心里却高兴地喊着：‘大些!再大些!’”
（1）读了这句话，你体会到什么? &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
（2）这样写有什么好处? &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
2． “我很快乐，也很惧怕——这种窃读的滋味!”
“我”为何快乐，又惧怕什么? &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
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三、体会情感。
1.我合上书，咽了一口唾沫，好像把所有的智慧都吞下去了，然后才依依不舍地把书放回书架。体会到 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
2.这时，我总会想起国文老师鼓励我们的话：“记住，你们是吃饭长大的，也是读书长大的！”体会到 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
1 &nbsp;窃读记
第2课时
学校 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 班级 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;姓名 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
【达标训练】
一、词语练习。
1．根据拼音的不同声调在括号里写上恰当的字。
you &nbsp; &nbsp; &nbsp;（ &nbsp; ）愁 &nbsp; &nbsp; &nbsp;（ &nbsp; ）票 &nbsp; &nbsp; &nbsp;（ &nbsp; ）谊 &nbsp; &nbsp; （ &nbsp; ）苗
qie &nbsp; &nbsp; &nbsp; （ &nbsp; ）开 &nbsp; &nbsp; &nbsp; 番（ &nbsp; ） &nbsp; &nbsp; &nbsp;而（ &nbsp; ） &nbsp; &nbsp; 偷（ &nbsp; ）
2．模仿词语写词语。
急匆匆（ABB） &nbsp;_______ &nbsp; &nbsp; &nbsp;_________ &nbsp; &nbsp; __________
花花绿绿（AABB） _________ &nbsp; &nbsp;_________ &nbsp; &nbsp; ___________
饥肠辘辘（ABCC）__________ &nbsp; &nbsp; __________ &nbsp; &nbsp;___________
二、多音字组词。 　 　 　 　
转：zhuǎn &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 的：dí &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 咽： &nbsp;yàn &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 　　
zhuàn &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 　dì &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 　　 yān &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 　　
zhuǎi（转文） &nbsp; 　　de &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 　　 yè &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
舍：shě &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;&nbsp; &nbsp; 藏：cáng &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 　　
shè&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 　　 &nbsp;zàng &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
三、把下列句子改变说法，不改变句子的意思。
1．就像在屋檐下躲雨，你总不好意思赶走我吧？（改成陈述句）
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2．我的腿真酸哪，不得不交替着用一条腿支撑着。（改成肯定句）
吗？
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3．“你们是吃饭长大的，也是读书长大的！”这句话难道不是正确的吗？（改成陈述句）
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四、阅读课文片段，并作答。
我____进店门，暗喜没人注意。我____起脚尖，从大人的腋下____进去。哟，把短发弄乱了，没关系，我总算____到里边来了。在一排排花花绿绿地书里，我的眼睛急切地寻找，却找不到那本书。从头来，（ &nbsp; &nbsp; &nbsp; ）找一遍。啊，它（ &nbsp; &nbsp; ）这里，原来不（ &nbsp; &nbsp; ）昨天的地方了。
急忙打开书，一页，两夜，我像一匹饿狼，贪婪的读着。我很快乐，也很惧怕——这种窃读的滋味！
1．在括号里填上表示动作的词。
2．在片段的括号里填上读音是“zài”的字。
3．选择恰当的理解，将序号填入括号。
（1）“急忙打开书，一页，两夜，我像一匹饿狼，贪婪的读着。”这一句话运用（ &nbsp; ）A拟人 &nbsp; &nbsp; &nbsp; &nbsp;B比喻 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;C夸张
（2）文中一系列的动作描写，表现了“我”读书的（ &nbsp; ）。
A．辛苦 &nbsp; &nbsp; &nbsp; &nbsp;B．无奈 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;C．如饥似渴
五、阅读短文，完成练习。
读书是世界上最快乐的事情。孔子是古代的大教育家，一生喜欢读书，用功的时候，甚至忘记吃饭睡觉，有所领悟，则快乐的忘掉了一切忧虑。这就是一个有力的证据。
书是知识的宝库。储藏着无穷的精神食粮。读书就是打开这宝库的钥匙，是人类最高的享受。新的知识、有趣的故事、美丽的诗歌，都能给我们快乐、安详。
我们寂寞时，可以从书中得到安慰;有疑难时，它会给我们解答。它好像是我们最好的导师和朋友，一直跟随我们，鼓励我们，并引导我们向光明的前途迈进。
总之，读书是生活的一部分，我们由读书可以获得更多的宝贵知识，是生活更丰富，因此我们要勤于读书。
1．解释短文中加点的词。
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2．写出第二段的段意。
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3．写出你读了这篇短文的感受。
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六、写法学习指导与运用。
课文写了“我”藏身众多顾客、借雨天读书的两个场面。你也仿照课文描写一个场面。
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自评： &nbsp; &nbsp; &nbsp; &nbsp; 师评： &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;日期 &nbsp; &nbsp;月 &nbsp; &nbsp; &nbsp;日

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2 &nbsp;小苗与大树的对话
学校 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 班级 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;姓名 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
第1课时
【学习目标】
1.认识三个生字，能借助字典，能联系上下文和生活实际读懂词句的意思。
2.正确、流利、分角色朗读课文，把我谈话的主要内容。
3.能从对话中得到怎样读书和学习的启示，进一步开展有关阅读的综合性学习活动。一、会认5个生字，会写12个生字。
【预习导航】
一、我能在带点字正确读音下标上我喜欢的记号。
绿林好汉（lǜ &nbsp; lù） 《水浒传》（chuán &nbsp;zhuàn） &nbsp;倒下（dǎo &nbsp; &nbsp;dào）
盛白面（chéng &nbsp;shàng） &nbsp;散文集（sǎn &nbsp; sàn） &nbsp; 宝藏（cáng &nbsp;zàng）
二、预习课文内容，填空。
这篇课文主要讲 &nbsp; &nbsp; &nbsp; 和 &nbsp; &nbsp; &nbsp; &nbsp;的对话，小苗是指 &nbsp; &nbsp; &nbsp;，她的名字是 &nbsp; &nbsp; &nbsp; ，大树是指 &nbsp; &nbsp; &nbsp; &nbsp; ，他是 &nbsp; &nbsp; &nbsp; &nbsp;家，他的主要作品有 &nbsp; &nbsp; &nbsp; &nbsp;
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 、 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 、 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 。
要用心读，用心想。
【课堂探究】
&nbsp; 读课文，理解句子。
1．我小时候，跟我一个妹妹一块儿看，家里的桌子底下有个盛白面的大缸，叔父一来，我们就赶紧把闲书藏到缸里头，桌上摆的，都是正课。
“闲书”指的是 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 、 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;等课外书，“正课”指的是 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 。 这句话说明季老 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 。
2．三贯通，这才是21世纪的青年。
“贯通”，即 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;， “三贯通”是指 &nbsp; &nbsp; &nbsp; &nbsp; 贯通、 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 贯通、 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 贯通。这句话是季老针对苗苗偏科而说的。意思是 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
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3.　我觉得，一个小孩起码要背两百首诗，五十篇古文，这是最起码的要求。“起码”即 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 。说明季老对下一代的 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
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第2课时
【达标训练】
一、读拼音，写词语。
cǎi fǎng &nbsp; &nbsp;shuǐ hǔ zhuàn &nbsp; &nbsp; piān &nbsp;kē &nbsp; &nbsp; &nbsp;wén lǐ guàn tōng
&nbsp; ( &nbsp; &nbsp; &nbsp; ) &nbsp; &nbsp;( &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; ) &nbsp; &nbsp;( &nbsp; &nbsp; &nbsp; &nbsp;) &nbsp; &nbsp;( &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; )
&nbsp; &nbsp;gǔ &nbsp;lì &nbsp; &nbsp; &nbsp;lü lín hǎo hàn &nbsp; &nbsp;céng &nbsp;jīng &nbsp; &nbsp;gǔn guā làn shú
&nbsp; ( &nbsp; &nbsp; &nbsp; ) &nbsp; &nbsp;( &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; ) &nbsp; &nbsp;( &nbsp; &nbsp; &nbsp; &nbsp;) &nbsp; &nbsp; ( &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;)
二、写出句子中加点的字的意思。
１．文学家鲁迅曾经讲过，要把文章写好，最可靠的还是要多看书。（　　　 &nbsp;　）
2．这个地方戒备森严，有许多看守。（　　　　　）　　　　　　　　　　 &nbsp; &nbsp;
3．我帮王奶奶照看她的小孙子。（　　　　　）　　　　　　　　　　　 &nbsp; &nbsp; &nbsp;
三、读句子，先写出加点词语的意思，再写一写对句子的理解。
1．小时候，跟我妹妹一块看，家里的桌子底下有个盛白面的大缸，叔父一来，我们就赶紧把书藏在缸里头，桌子摆的，都是正课。
“正课”是指 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;，我跟妹妹看的是 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;这句话的意思是 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
2．三贯通，这才是21世纪的青年。
“三贯通”是 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;、 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;、 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
这句话的意思是 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;。
&nbsp;四、阅读。
书是知识的宝库，人们常说：“开卷有益。”当你打开五彩缤纷的图书，你便在知识的海洋中遨游。动人的小说，美丽的诗歌，感人的童话……让你爱不释手，给你带来无穷的快乐。书不仅是知识的宝库，而且是是我们的良师益友。一位大文豪说过：“读一本好书就仿佛和一位高尚的人谈话。”寂寞时，它会给我们以安慰；有疑难时，它会给我们解答；遇到挫折时，它会给我们鼓舞和力量；迷失方向时，它会指引我们向光明的前程迈进。
1．联系上下文解释词语。
爱不释手： &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
良师益友： &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
2．找出这段话中起承上启下作用的句了，画上“﹏”
3．找出文中的一处排比句，用“﹏”画出来。
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;自评： &nbsp; &nbsp; &nbsp; &nbsp; 师评： &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;日期 &nbsp; &nbsp;月 &nbsp; &nbsp; &nbsp;日

&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;

3 &nbsp;走遍天下书为侣
第1课时 &nbsp;
学校 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 班级 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;姓名 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
【学习目标】
1.认识4个生字，会写9个生字。正确读写“伴侣、娱乐、百音盒、毫不犹豫、一趟、背诵、零次、编写、某种”等词语。
2.把握主要内容，体会作者选择一本书陪伴自己旅行的理由及反复读书的方法，并受到启示。
3.感受作者对阅读的热爱，领悟作者的观点，体会假设、设问反问、比喻等的表达效果，增加语言积累，继续开展关于阅读的综合性学习，逐步培养阅读的习惯。
【预习导航】
一、给多音字注音。
背：背负（ &nbsp; &nbsp; &nbsp; &nbsp; ）供：供应（ &nbsp; &nbsp; &nbsp; &nbsp; ） &nbsp;角：角落（ &nbsp; &nbsp; &nbsp; &nbsp; ）
　　背诵（ &nbsp; &nbsp; &nbsp; &nbsp; ） &nbsp;供词（ &nbsp; &nbsp; &nbsp; &nbsp; ） &nbsp; &nbsp;角色（ &nbsp; &nbsp; &nbsp; &nbsp; ）
二、写同音字。
　侣： &nbsp; &nbsp;、 &nbsp; &nbsp;、 &nbsp; &nbsp;、 &nbsp; &nbsp;。　娱 &nbsp; &nbsp;、 &nbsp; &nbsp;、 &nbsp; &nbsp;、 &nbsp; &nbsp;。　　　
　诵： &nbsp; &nbsp;、 &nbsp; &nbsp;、 &nbsp; &nbsp;、 &nbsp; &nbsp;。　盒 &nbsp; &nbsp;、 &nbsp; &nbsp;、 &nbsp; &nbsp;、 &nbsp; &nbsp;。
　豫： &nbsp; &nbsp;、 &nbsp; &nbsp;、 &nbsp; &nbsp;、 &nbsp; &nbsp;。　 编： &nbsp; &nbsp;、 &nbsp; &nbsp;、 &nbsp; &nbsp;、 &nbsp; &nbsp;。
三、预习课文内容，填空。
（1）如果有这样一个机会，让你独自驾舟环绕世界旅行，如果你只能带一样东西供自己娱乐，你会选择什么呢？并说说你的理由。 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
（2）读了课题，你心中有什么疑问？你猜猜作者会在文中告诉我们什么？
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
（3）这篇课文主要写 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
【课堂探究】
一、反复读一本书的原因和方法。
原因：（用上“首先、然后、还、最后”） &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
方法： &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
给你的启发式 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
二、体会作者对书的感情。
1.如果你问到我，我会毫不犹豫地回答：“我会选择一本书。”
（1）理解“毫不犹豫”的意思： &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
（2）请读读这句话，你读出了什么？ &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;。（3）朗读体会。读出 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
2.你喜爱的书就像一个朋友，就像你的家。
作者将 &nbsp; &nbsp; &nbsp;比喻为 &nbsp; &nbsp; &nbsp; &nbsp;和 &nbsp; &nbsp; &nbsp; ，的确是一种妙喻。朋友和家，人人皆有，而且感情深挚，充分表达出了 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 。
仿写句子：一本你喜爱的书是 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;也是 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
3.　这真像与另一个人同船而行。
这句话是作者在列举了“一遍遍地读一本书”的方式方法后的由衷感叹。这句话也与题目《走遍天下书为侣》 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 。
4.一本你喜爱的书就是一位朋友，也是一处你想去就去的故地。　　　　　
“故地”，指 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; ；“想去就去”，是 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;，想读就读。表达出了作者 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;。　　　 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;5.从某种意义上说，它是你自己的东西，因为世上没有两个人会用同一种方式读同一本书。这句话说明 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;

3 &nbsp;走遍天下书为侣
第2课时
学校 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 班级 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;姓名 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
【达标训练】
一、组词。
娱（ &nbsp; &nbsp;） 趟（ &nbsp; &nbsp;） &nbsp;诵（ &nbsp; &nbsp;） &nbsp;侣（ &nbsp; &nbsp;） &nbsp;编（ &nbsp; ） &nbsp;篇（ &nbsp; ）
误（ &nbsp; &nbsp;） 躺（ &nbsp; &nbsp;） &nbsp;涌（ &nbsp; &nbsp;） &nbsp;吕（ &nbsp; &nbsp;） &nbsp;遍（ &nbsp; &nbsp;） &nbsp;扁( &nbsp; )
二、写出下列词语的近义词。
犹豫——（ &nbsp; &nbsp; &nbsp; ） &nbsp; &nbsp;环绕——（ &nbsp; &nbsp; &nbsp; ） &nbsp;品味——（ &nbsp; &nbsp; &nbsp;）
熟悉——（ &nbsp; &nbsp; &nbsp; ） &nbsp; &nbsp;忽略——（ &nbsp; &nbsp; &nbsp; ） &nbsp;欣赏——（ &nbsp; &nbsp; &nbsp;）
三、照样子，写词语。
例：一（幅）（美丽）的图画
一（ &nbsp;）（ &nbsp; &nbsp; &nbsp; &nbsp; ）的书 &nbsp; &nbsp; &nbsp; &nbsp; 一（ &nbsp;）（ &nbsp; &nbsp; &nbsp; &nbsp;）的百音盒 &nbsp;
&nbsp; &nbsp;一（ &nbsp;）（ &nbsp; &nbsp; &nbsp; &nbsp; ）的战舰 &nbsp; &nbsp; &nbsp; 一（ &nbsp;）（ &nbsp; &nbsp; &nbsp; &nbsp;）的扑克牌 &nbsp; &nbsp;
四、课外阅读。
忆读书 &nbsp; &nbsp; 冰心
&nbsp; &nbsp;一谈到读书，我的话就多了！
&nbsp; &nbsp;我自从会认字后不到几年，就开始读书。倒不是四岁时读母亲教给我的商务印书馆出版的国文教科书第一册的“天、地、日、月、山、水、土、木”以后的那几册，而是七岁时开始自己读的“话说天下大势，分久必合，合久必分……”的《三国演义》。
&nbsp; &nbsp;此后，我决定咬了牙，拿起一本《三国演义》来，自己一知半解地读了下去，居然越看越懂，虽然字音都读得不对，比如把“凯”念作“岂”，把“诸”念作“者”之类，因为我只学过那个字的一半部分。
&nbsp; &nbsp;谈到《三国演义》，我第一次读到关羽死了，哭了一场，把书丢下了。第二次再读时，到诸葛亮死了，又哭了一场，又把书丢下了。最后忘了是什么时候才把全书读到“分久必合”的结局。
&nbsp; &nbsp;这时我同时还看了母亲针线筐箩里常放着的那几本《聊斋志异》。聊斋故事是短篇的，可以随时拿起放下，又是文言的，这对于我的作文课很有帮助，因为我的作文老师曾在我的作文本上批着“柳州风骨，长吉清才”的句子。其实我那时还没有读过柳宗元，和李贺的文章，只因那时的作文都是用文言写的。
&nbsp; &nbsp;因为看《三国演义》引起我对章回小说的兴趣，对于那部述说“官迫民反”的《水浒传》尤其欣赏。那部书里着力描写的人物，如林冲——林教头风雪山神庙一回，看了使我气愤填胸！——武松、鲁智深等人，都有其自己极其生动的风格，虽然因为作者要凑成二十六天罡七十二地煞勉勉强强地写满了一百零八人的数目，但我觉得也比没有人物个性的《荡寇志》强多了。
&nbsp; &nbsp;《精忠说岳》并没有给我留下太深的印象，虽然岳飞是我从小就崇拜的最伟大的爱国英雄。在此顺便说一句，我酷爱古典诗词，但能够从头背到底的，只有岳武穆的《满江红》“怒发冲冠”那一首，还有就是李易安的《声声慢》，她的那几个叠字——“寻寻觅觅……凄凄惨惨戚戚……”写得十分动人，尤其是以“寻寻觅觅”起头，描写尽了“如有所失”的无聊情绪。
&nbsp; &nbsp;到我十一岁时，回到故乡的福州，在我祖父的书桌上看到了林琴南老先生送给他的《茶花女遗事》，使我对于林译外国小说引起了广泛的兴趣，那时只要我手里有几角钱，就请人去买林译小说来看，这又使我知道了许多外国的人情世故。
&nbsp; &nbsp;《虹楼梦》是在我十二三岁时候看的，起初我对它的兴趣并不大，贾宝玉的女声女气，林黛玉的哭哭啼啼，都使我厌烦。还是到了中年以后再拿起这部书，才尝到了“满纸荒唐言，一把辛酸泪”，一个朝代和家庭的兴亡盛衰的滋味。
&nbsp; &nbsp;总而言之，统而言之，我这一辈子读到的中外的文艺作品，不能算太少。我永远感到读书是我生命中最大的快乐！从读书中我还得到了做人处世的“独立思考”的大道理，这都是从《修身》课本中所得不到的。
因此，某年的六•一国际儿童节，有个儿童刊物要我给儿童写几句指导读书的话，我只写了九个字，就是：读书好，多读书，读好书。
1．“一谈到读书，我的话就多了！”这句话在全文中起到怎样的作用？
2．第二段中“不是……而是……”一句突出表现了什么？
3.解释加点词语在句子中的表达作用。
（1）我只好带着对故事下文的无限悬念……
_________________________________
（2）我决定咬了牙……
_________________________________
4．“……一知半解地读下去，居然越看越懂……”“越看越懂”的含义是什么？请用自己的话加以说明。
5．根据文意进行归纳整理：作者喜欢读哪些作品？不喜欢读哪些作品？喜欢和不喜欢的理由是什么？
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
自评： &nbsp; &nbsp; &nbsp; &nbsp; 师评： &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;日期 &nbsp; &nbsp;月 &nbsp; &nbsp; &nbsp;日

&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;

4 我的“长生果”
第1课时 &nbsp;
学校 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 班级 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;姓名 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
【学习目标】
1.认识12个生字。
2.有感情地朗读课文；把握主要内容，体会作者悟出的道理。
3.学习一些读书和习作的方法。一、会认5个生字，会写12个生字。
【预习导航】
一、请在正确读音下边打“√”。
（1）我每忆及少年时代，就禁（jīn &nbsp;jìn）不住涌起愉悦之情。
（2）我读得很快，大有囫（hú &nbsp;wù）囵吞枣的味道。
这些可都是好词哟！
（3）我是对阅读如饥似(sì &nbsp;shì)渴的少年。
（4）学校图书馆里的图书像磁（cí &nbsp;chí）石一样吸引我。
二、读读下面的词语，查查字典了解它们的意思。
流光溢彩 &nbsp;津津有味 &nbsp;如醉如痴 &nbsp;浮想联翩 &nbsp;悲欢离合 &nbsp;牵肠挂肚
如饥似渴 &nbsp;不言而喻 &nbsp;黯然神伤 &nbsp;千篇一律 &nbsp;大显身手 &nbsp;心安理得
三、预习收获。
1.课题中我的“长生果”指 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 。
&nbsp;2.课文写了作者童年时代的 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;、 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;的几件事。
【课堂探究】
读句子，谈体会。
１．书，被称为人类文明的“长生果”。
　　长生果，即吃了可以使人长生不老的果子，在这里指 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 。这句话将 &nbsp; &nbsp; &nbsp;比喻为 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;，意思是书是人类的精神食粮，是人类文明延续的营养。充分表达了 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;。
2.　我读得很快，囫囵吞枣，大有“不求甚解”味道。
囫囵吞枣，比喻 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;。“不求甚解”引用于晋代诗人陶渊明在《五柳先生传》中的“好读书，不求甚解，每有会意，便欣然忘食”，意思是 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 。这里是指作者水平有限，因读不懂而放过去，不得已而为之。
3.　作文，首先构思要别出心裁，落笔也要有点与众不同的“鲜味”才好。
　　体会到 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;

第2课时
【达标训练】
一、仿写词语。
津津有味： &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
饥肠辘辘： &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
二、把词语补充完整。
如 &nbsp; &nbsp; 如痴 &nbsp; &nbsp; &nbsp; 浮想 &nbsp; &nbsp; 翩 &nbsp; &nbsp; &nbsp;不求 &nbsp; &nbsp; 解 &nbsp; &nbsp; &nbsp; &nbsp; 肠挂肚 &nbsp; 千篇一 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;流光溢 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 悲 &nbsp; &nbsp; 离合 &nbsp; &nbsp;不言而 &nbsp; &nbsp;
&nbsp; &nbsp;然神伤 &nbsp; &nbsp; &nbsp; &nbsp;大 &nbsp; &nbsp; 身手
三、根据意思写成语
1.悲伤、欢乐、离散、聚合。泛指生活中经历的各种境遇和由此产生的各种心情。（　　　　）
　　2.心情不愉快，无精打采的样子。 （　　　　）
　　3. 费尽心血苦想。　　（　　　　）
四、根据课文内容填空，再回答问题。
1.这时我养成了做读书笔记的习惯：记书中优美的 &nbsp; &nbsp; &nbsp; &nbsp; ，记描写的 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; ，做笔记锻炼了 &nbsp; &nbsp; &nbsp; &nbsp;，也增强了 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 。
2. 作者在读写的实践中，逐渐悟出了读写间的关系和写作方法：作文，首先构思要 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;，落笔也要有些“ &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; ”才好；作文，要写 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; ；作文练习，开始离不开借鉴和 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; ，但是真正打动人心的东西，应该是自己 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 的创造。重点回忆了 &nbsp; &nbsp; &nbsp; 次作文的构思与写作的经历。
五、扩展练习
&nbsp; &nbsp;书，被人们称为人类文明的“长生果”。请你也写出几个类似的句子。
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
六、写写自己读书的收获。
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
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自评： &nbsp; &nbsp; &nbsp; &nbsp; 师评： &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;日期 &nbsp; &nbsp;月 &nbsp; &nbsp; &nbsp;日
快乐双休（一）
学校 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 班级 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;姓名 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
一、填同义词（或同类词）。
如：天长地久
如__ 似__ 　__ 肠__ 肚　 呕__ 沥__ 　__ 光__ 彩　真__ &nbsp;实__ 　
二、改正下列成语中的错别字，先用“＿”画出，在改正确。
顷盆大雨（ &nbsp; &nbsp;） &nbsp; &nbsp; &nbsp;毫不犹如（ &nbsp; &nbsp;） &nbsp; &nbsp;千遍一律（ &nbsp; &nbsp;）
别出心载（ &nbsp; &nbsp;） &nbsp; &nbsp; &nbsp;浮想联篇（ &nbsp; &nbsp;） &nbsp; &nbsp;心安里得（ &nbsp; &nbsp;）
三、填一填这些关于读书的名言。
1．____________，百事荒芜。
2．读书百遍，______________。
3．____________，善读之可以医愚。
四、下面的句子运用了什么样的修辞手法？体会一下这样写的好处。
1．书，是人类文明的“长生果”。
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
2．烟台的海，是一幅画，是一道广阔的背景，是一座壮丽的舞台。
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
3．活跃了一天的太阳，依旧像一个快乐的孩子。她歪着红扑扑的脸蛋，毫无倦态……　

五、课内阅读。
后来，我又不满足于只看一般的故事书了，学校图书馆那丰富的图书又像磁石一样吸引着我。那些古今中外的大部头小说使我如醉如痴，我把所有课余时间都花在借阅图书上。这时我养成了做笔记的习惯：记描写的精彩段落。做笔记锻炼了我的记忆力，也增强了我的理解力。
1．联系上下文，理解“如醉如痴”的意思。
______________________________________________________
2．我会仿写词语。
如醉如痴： &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
3．在正确的答案后面打“√”。
“我又不满足于只看一般的故事书了。”句中“足”的意思是：①脚（ &nbsp;　）；②充分，够量（ &nbsp;　）；③值得（ &nbsp;　）。

4．作者养成了哪些做笔记的习惯？
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
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六、课外阅读。
沉睡的书
苏霍姆林斯基
书架上有许多描写遥远的国度和没有见过的动物的书，其中有一本大书非常有意思。这本书讲的是一个强壮的勇士。书里的字母热得就像烧红了的铁。它有一种神奇的本领：这些炽热得像火一样的话语，一旦触及了人的心灵，心里就会燃起火花。而胸中跳</p>