Teacher: Students, last Chinese class, everyone read the text-the story of argument for the first time. Think back, who had an argument with whom?
Health: Brother and younger brother. (blackboard writing: brother)
Teacher: What are they arguing about?
Health: They quarreled about the goose. (Fairchild Education www.frjy.cn Friendly Tip: For more information about this lesson, please search for the theme of the text in the station. )
Teacher: The argument about geese is not accurate enough. Think about it. What should I say?
Health: arguing about how to eat geese.
Teacher: Your thinking is really fast. (writing on the blackboard: eating geese) How does my brother think geese should be eaten? Where's the younger brother? (writing on the blackboard: cooking)
The two brothers eat differently, which is why they-
Health: Argument.
Teacher: After reading this story, all the students showed a knowing smile, which was rich in connotation and meaningful, indicating that everyone saw the taste of the story in the text.
Teacher: Now the teacher will check the effect of students' learning words. Please dictate several groups of words. The teacher will report them in pairs. Please write while taking notes.
(The teacher reported the following four words: ① Hunting for a living, shooting geese to satisfy hunger; ② Disagree and argue loudly; (3) The old man's reasoning has the best of both worlds; (4) looked up and disappeared. After reporting to the first group, I interrupted: What a good posture this classmate has and his back is straight; After reporting to the second group, I interrupted: This classmate not only has a correct posture, but also writes very correctly and is very powerful; After reporting to the third group, I interrupted: This classmate has correct posture, correct words and beautiful handwriting. He is really a little calligrapher. Interrupt ④ after signing up for the tour: Some students have already written it, so you can check it back. Carelessness is a terrible enemy. Students who don't write well don't worry, they write beautifully and correctly. )
Teacher: (showing the above four groups of words) Please check the big screen and correct yourself. Write all the words correctly and draw one for yourself. If there is any typo, please circle it and correct it twice beside it.
Student: (self-correction, self-correction. )
Teacher: Please raise your hand if any students are ☆! Let all our classmates applaud for themselves. Students who write incorrectly should not be discouraged. Applause is our motivation. Students who write correctly should make persistent efforts. Applause is the clarion call for us to continue striding forward.
Let's read these groups of words together.
Student: (Read the words together. )
Teacher: Students, these groups of words are all selected by the teacher from the stories in the text. Now listen to the teacher tell the story again. Everyone should listen carefully and remember the content of the story by heart. Please tell it later.
Student: (Listen carefully to the teacher's story and recite it. )
Second, read the text and practice telling stories.
Teacher: (After telling the story) The students all listened carefully, and some students were still mumbling. Are you confident to tell this story well? Confidence is half the battle. But in order to tell the story better, the teacher also has a suggestion-please read the story in the article carefully again. After reading it, practice telling it by yourself, either using the sentences in the book or using your own words, and try to speak fluently. It will be better if you pay attention to your expression and demeanor and add some actions when telling stories. When telling a story, you can look at these words. They are like an outline of a story, which can help you tell a story well.
Student: (Read the text freely and practice telling stories. ) teacher.
Teacher (making a tour to communicate with students to make them fully prepared): Who is the story king in our class?
Health: (talking about me one after another)
Teacher: (walking towards a student) Would you please say something?
Health: Good!
Teacher: (hug the students' shoulders) Are you the story king in your class?
Health: Yes!
Teacher: This is what you call yourself. (Laughter) Whether you can be recognized as the king of stories depends on how you tell them. Let's clap together. (Students applaud)
Teacher: Don't you want to say something?
Health: Thank you for your encouragement!
Teacher: What a clever boy. Are you nervous about telling stories on stage?
Health: A little nervous.
Teacher: It's normal to be a little nervous. This is the best state to do a good job. It's unusual if you're not nervous at all. Students, do you have any suggestions for our story king to tell stories better?
Health: Pay attention to your expression when telling a story.
Health: Pay attention to the scene of the story.
Teacher: This is very demanding and professional, which is to make our audience feel immersive. However, I want to ask you, how can you show the sense of the scene of the story?
Health: It means the tone of the argument between the two brothers.
Teacher: What a clever move! (Turning to the storyteller) What about his suggestion? Say something.
Health: Good! (All beings laugh, and some students shout that these are three words. )
Teacher: His three words are in brackets. Three words represent one word. (Life and laughter. ) Any other suggestions?
Health: When you can't remember the story, you can tell it in your own words.
Teacher: You are really something. That's a good idea. I can't remember the words in the book, so I'll say them in my own words. Looks like you can be a screenwriter. You must also be the story king in your class.
Teacher: The students have given you so many good suggestions. What are you going to say?
Health: Thank you. I will try my best to tell a good story.
Teacher: I say you're welcome on behalf of the students. If you really can't remember the plot, you can also look at the words on the big screen. Let's talk!
Health: Once upon a time, at the foot of the mountain, there was a small house where two brothers lived.
Teacher: Not a brother, it should be-
Health: There are two brothers.
Teacher: A classmate laughed at him just now. Actually, I want to praise him. He said there was a hut at the foot of the mountain. Is that what the story in the text says? (sentient beings: no, yes, this is his creation. He is telling the story of his creation. How amazing! Give him a hand! (Applause. (You speak very well. You are very close to the story king. Please continue.
Health: One day, two brothers went out hunting and heard the cry of wild geese-
Teacher: There is nothing written in the text about the cry of geese. This is your creation again. How nice!
Health: I saw a flock of geese flying by.
Teacher: Did you fly over?
Health: Just fly overhead.
Teacher: Great. Flying overhead, this is the best time to shoot down the geese. If I were you, I would shoot down a wild goose without saying anything. But how did these two brothers do it? Please continue to tell the story.
Health: (The argument between the two brothers is omitted here in the original text) The elder brother said to the old man: If I shoot the goose, I will cook it and he will roast it. How bad it is. The old man listened and said, don't you cut the goose open, boil it in half and roast it in half? Brother said, well, that's a good idea.
Teacher: What did my brother say?
Student: Brother said: Do it!
Teacher: I said, you speak very well! (laughs. what do you think? (Students applaud warmly. ) Applause has said it all. Someone told me, what is good?
(student comments are omitted. )
Health: (loudly) I want to evaluate it in one word-good!
Teacher: You evaluate him with one word, and I evaluate you with six words-brilliant! The teachers and students who attended the class all laughed. )
Teacher: Is he the king of stories?
Health: (loudly) Yes.
Teacher: (holding out his right hand) What do you see in my hand?
Strangely, they shook their heads one after another, and some said they couldn't see it. )
Teacher: (thumbs up his left hand) A crown of the story king.
Health: (They all laughed and said they were not lying. )
Teacher: The wise are invisible. (laughs. ) I'll put it on you. You never have to take it off. It doesn't matter whether you sleep or not. (laughs. ) Applause sent the king back to the throne.
Third, read the dialogue and feel the debate.
Teacher: The story of the story king is well told. But in order to tell the story better, the scene of the quarrel between the two brothers should be more realistic and the tone should be more like a quarrel. Let's read the arguments of the two brothers again and see if we can better interpret this passage. Please practice by yourself first.
Students practice the tone of reading arguments. It is not good for teachers to let students read. Other students raised their hands and shouted, I'll do it. )
Teacher: (shaking hands) Don't raise your hand. We just practiced, which is much better, but we haven't achieved the best results yet. Please practice reading with your deskmate again. I believe you will read better than before.
Students at the same table practice reading dialogues hard. The teacher called the roll and read well. )
Teacher: Everyone reads well, and I want to read, but I still need a companion. Who wants to cooperate with me?
Student: (Raise your hands one after another, and some have stood up and shouted at me! )
Teacher: (gently pulling a girl to his side) If you want to be a younger brother so much, come on. However, reading with me is more difficult.
Student: (One after another, the girls on stage stick out their tongues. )
Teacher: Afraid? You can go down if you are afraid.
Health: (shaking his head)
Teacher: I am confident. Well done. Please note that I may have read it according to the sentences in the book or my own words. Your clever little brain must follow me. I'll be a brother, and we'll start-
(Teachers and students cooperate to read the dialogue between the two brothers in the text and finish reading the original text)
Teacher: Goose should be cooked, but not roasted.
Health: Goose should be roasted. The skin is fragrant and tender, but it tastes tasteless when cooked.
Teacher: The goose is cooked and delicious.
Health: The goose is very delicious.
Teacher: Cook well and eat well.
Health: It's delicious.
Teacher: Cook and eat.
Health: Bake and eat.
Teacher: Cooking.
Health: Roast.
Teacher: Cooking.
Health: Roast.
Teacher: Stop it, or we will fight. (Students laugh. How's it going? (The students say yes loudly. ) This is called-
Health: Argument!
Fourth, talk about feelings and deepen the story.
Teacher: Did the two brothers win the argument? They argue with each other endlessly. Arguing all the time, that's-
Health: There are endless arguments.
Teacher: Who's here at this time? (The student said: the old man. This is a clever old man. What good idea does he have? The teacher answers the questions according to the students. The lens reads on the blackboard: old man.
Half-baked), brother satisfied? (The student said: Satisfied. ) Half-baked, is your brother satisfied? (The student said: Satisfied. ) This is really a-
Health: Good idea to kill two birds with one stone.
Teacher: Now, is this idea of killing two birds with one stone still beautiful?
Health: Not beautiful. Because the geese have already flown without a trace.
Teacher: Yes, no matter how good the method is, there is no place for heroes now. The geese have already flown without a trace. Is this what the brothers want? Where are they wrong?
Health: They should shoot down the goose before arguing.
Teacher: Yes, it's not time to argue before shooting down the goose.
Health: It's no use arguing about how to eat geese, because they haven't thought through the problem thoroughly, and there are no geese yet.
Teacher: That's good. I believe that if it were you, you would shoot down the goose.
Health: The mistake of the two brothers is that they didn't seize the opportunity-
Teacher: What time should we seize?
Health: The best time to shoot geese.
Teacher: When is the best time to shoot geese?
Health: It is when the geese fly over the heads of the two brothers.
Teacher: Yes, if we seize this best opportunity, we should shoot down the goose first. No matter what you do, you should seize the opportunity and do it well first, and you should not miss the opportunity because of the argument. (camera blackboard writing: seize the opportunity
Do it first)
Students, if you were these two brothers, what would you think and say at this time?
Health: If I had known this, I would have shot down the goose first.
Teacher: Yes, I regret it. It is never too late to mend.
Health: Alas, just thinking about how to eat, I let the geese fly for nothing.
Health: We argued blindly and missed the best opportunity to shoot geese.
Teacher: Yes, if we seize the opportunity, shoot down the goose first and then argue with our brother about how to eat it, we won't be hungry now.
Health: My brother argued with me, and I missed the opportunity.
Teacher: My brother is wrong, but I advise him that you should wake up, too. After all, you and your brother made the same mistake.
Health: Alas, there are no geese to eat now. It's good to bake as my brother said.
Teacher: You regret it, don't you?
Health: Yes, I really regret it.
Teacher: You know you are wrong, don't you?
Health: Yes, I shouldn't argue with my brother first.
Teacher: OK, you can correct your mistakes only when you know them. If you encounter similar things again, you will certainly seize the opportunity.
Health: If there is a next time, I will seize the opportunity to kill the goose first and never argue with my brother again.
Teacher: Yes, it's not just shooting geese. No matter what you do in the future, you should seize the opportunity and do it well first.
Teacher: The students have said so much, but they are actually expressing your feelings after reading this story. Teacher Sheng in the article finished the story, and her students also expressed many feelings. Who will read it?
Health: These two brothers are so stupid that they let the geese fly away for nothing.
Teacher: Yes, it's not enough to talk without doing.
Health: It's not that they are stupid, but that they didn't seize the opportunity.
Teacher: It's now or never.
Health: It is a waste of time for the two brothers to argue like this.
Teacher: This is the time that never comes back.
Health: Whatever you do, the key is to do it first.
Teacher: It's called the Garden Fairy House. It's better to retreat and form a net. Many students also expressed many feelings, which are omitted here.
Teacher Sheng listened attentively to the students' ideas, and the students expressed their opinions, which was not only reasonable, but also had a certain depth. So, she voted for the students-
Health: an approving look.
Teacher: What do you mean by praise? Who will show your approval?
(The students show their approving eyes, supplemented by thumbs, nods and other actions, and the teacher affirms them. )
Teacher: Students, what kind of story do you think it is after reading this story?
(Fill in the blank: This is a good story! )
Teacher: Yes, this is really a ridiculous story, an interesting story, a meaningful story, and a story full of philosophy. Here are two sentences, which are my real feelings after reading the story. I gave them to my classmates, so let's encourage them.
(Show it, teachers and students read it together: ① It's now or never. When the opportunity comes, it is as short as lightning, so you can use it without thinking. -Balzac
)
Teacher: I hope students can remember these two sentences firmly in their future lives. No matter what you do, you should seize the opportunity, do things well first, and don't argue unnecessarily. Let the two brothers in the argument story become the mirrors of our lives.
5. Homework after class.
Teacher: Please finish the following homework after class: 1. Tell the story to your partner and test whether they can hear the truth contained in the story. 2. Collect famous sayings and aphorisms related to the stories in the text and communicate with classmates. 3. Recall the scene where you quarreled with others and copy the fragment: quarrel.