《白鹅》和《白公鹅》均入选人教版四年级上册。《白鹅》是精读课文,《白公鹅》紧随其后,则为略读课文。“让学生感受两位作家笔下白鹅的不同特点,习得作者的观察与表达方法”是教材编者的意图所在。教学《白公鹅》时,笔者利用学生对《白鹅》的印象,进行写法上的对比,并从具体描写中积累语言,尝试运用,效果颇佳。一、对比阅读,领悟表达两位作家对白鹅的描写有着明显的异同之处。相同点有三:一是行文结构相同。都先总体介绍了白鹅的特点,再进行具体细致的描写。二是描写方法相同。都运用拟人、夸张的修 “White Goose” and “White Goose” were selected PEP fourth grade. “White Goose” is the intensive reading of the text, “White Goose” followed by a brief reading of the text. “Let students feel the different characteristics of the two writers pen and goose, learning the author’s observation and expression ” is the intent of the textbook editor. When teaching “White Panda”, the author makes use of the students’ impression of “White Goose” to compare the ways of writing and accumulate language from specific descriptions to try and use it quite well. First, compare reading, comprehension expression The two writers have a clear description of the similarities and differences between the white goose. The same point there are three: First, the same structure of the language. The first general introduction of the characteristics of white goose, and then detailed and detailed description. The second is the same description method. Use anthropomorphic, exaggerated repair