Talk before class:
Teacher: Do you know my name?
Health: Xue Fagen.
Teacher: How do you know?
Health: Your name is on the front slogan.
Teacher: Each of us has a pair of eyes for observation.
First teaching time
Teacher: Let's learn a text and watch the teacher write a topic. (The word "must" is written in red)
(Students and teachers write topics together)
Teacher: Who will read it? What is the difference between (students' reading topics) and the texts we have learned before?
Student: The theme of the text is what one person said to another. There is a double quotation mark on it.
Teacher: You have made an important discovery.
Health: The word must is written in red ink.
Teacher: Guess why the teacher writes with a red pen?
Health: It is to emphasize a person's tone of voice.
Teacher: Yes, this is what one person said, usually followed by a colon. (writing on the blackboard:) Who said this? (Dad) (Blackboard: Dad)
Teacher: What did Dad say? Under what circumstances did you say this? Read the text aloud. When you meet new words, look at the glossary at the back of the text and underline the words with new words. Read the text aloud so that the teacher can hear you.
(Students teach themselves the text)
Show me the new words: Tom must carve a fishing rod that has never seen a hook before, obey the rules, and be careful and firm at the beginning of the night.
Teacher: Who will read it?
I read it all my life, and I got it right. )
Teacher: The teacher can read even if he can't teach you. You have a good preview. It's amazing.
I have read books all my life, and my voice is loud and my speech is clear. )
Teacher: You not only read correctly, but also read every word clearly and accurately. When reading, read like him. Let's read these new words together. Be neat and loud.
Read all the new words. )
Teacher: Let's write these new words. A few words are prone to mistakes. Let's have a look. I wrote the word fishing on the blackboard, and the teacher emphasized it when I wrote it. Look, children, this point means bait. (Also write the word "hook", which is emphasized when writing folds and points.) Folds indicate hooks, and points also indicate bait. (Students write these two words in the book)
Teacher: What new words are easily confused with the words we have learned? Can we talk about these words in this way of observation and comparison?
Health: Not the last.
Health: Allow and charge.
Teacher: Please write these two groups of words on the blackboard.
Teacher: Who can say in "Dad _ _ _": "You must let this fish go." Add a word to the line of this sentence. What did dad say?
Health: Dad whispered, "You must let this fish go."
Health: Dad said categorically, "You must release this fish."
Health: Dad said earnestly, "You must let this fish go."
Health: Dad said meaningfully, "You must guard against this fish."
Health: Dad insisted on his suggestion and said, "You must guard against this fish."
Teacher: Your own words are called opinions. You should put a comma after the opinions. Please say this sentence again.
Health: Dad insisted on his opinion and said, "You must release this fish."
Health: Dad said helplessly, "You must let this fish go."
Teacher: If you are helpless, you should say: If you don't let go, don't let go. (Laughter)
Teacher: Under what circumstances did Dad say: You must guard against this fish. What did Tom do after he said it? Please _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Dad _ _ _ said, "You must let this fish go."
_________________________
Add a sentence before and after the horizontal line. Read the text quickly and silently.
(Students read the text silently. )
Teacher: Who wants to exchange views? Health: bass fishing was not allowed before. Tom caught a big fish. Dad said sincerely, you must let this fish go. Later, Tom released the fish reluctantly. The student stutters and speaks incoherently. )
Teacher: Remove the words "in case" and "in case", and then connect these three sentences. This will make the expression clearer. The students removed these words and spoke more coherently. )
Health: Just when Tom wanted to make an exception and drag the big bass ashore, his father said categorically that you must let this fish go. Tom heard from his father's tone that there was no room for redemption and had to let the fish go.
Teacher: You have a good memory. The teacher doesn't remember as much as you do. Is there another way to put it?
Health: Just as Tom happily caught the big bass, his father said firmly, "You must let this fish go." Tom had to let the fish go helplessly.
Teacher: Helpless is a good word.
Health: When Tom caught a fish, his father said seriously, You must let the fish go. Tom had to put the fish back into the sea.
Teacher: Children, these three sentences together are the main content of the text. The first sentence is the reason, the second sentence is the process and the third sentence is the result. After reading a text, we must think about the main content of the article. If it is true, when talking about the main content, make clear the cause, process and result of the article.
Teacher: Judging from the students' answers, I think two words are particularly important. (Blackboard: Fishing) Let's first study how Tom fishes. What part of the text says Tom fishing?
Health: One to four bars.
Teacher: Read one to four paragraphs of the text freely and read well. A good standard is to read Tom's fishing scene, which makes people feel that Tom is fishing at once. Read the text aloud.
Read the first paragraph by name.
Teacher: He reads correctly and fluently. Look, when are Tom and Dad going fishing?
Health: In the evening.
Teacher: When do we in China like to go fishing?
Health: In the morning.
Teacher: Foreigners like fishing, but it's at night. It's called romance. We should read the romantic mood of the night arrival, the bright moon rising and Tom and his father boating on the lake. Read it again to remind you to pay special attention to the words "bright moon" and "slowly"
Under the guidance of the teacher, the students read enthusiastically and made great progress. )
Teacher: You read really well. What should the teacher reward you? Reward you for watching another section.
Read the second section word for word with a smile. )
Teacher: I can see that you are a novice fisherman. Who will read this section again?
I have been studying all my life and made remarkable progress. )
Teacher: Now that you are an expert in fishing, what are ripples?
Health: The bait is thrown into the water and swings outwards in circles. (Everyone is amazed. )
Teacher: There is a saying that the drunkard's intention is not wine, and the fisherman's intention is not fish. This is called interest, and the important thing is to enjoy the beautiful scenery. Who can let everyone know that you are a good fisherman by reading aloud?
I have been studying all my life, and I read better. )
Teacher: He is a fishing expert, but he is not a fishing expert. He can't see silver ripples nearby. He wants to read that there are ripples in his heart.
I have been studying all my life, and I read better. )
Teacher: There must be ripples in your heart when you read it, so you can read it so well. There are ripples in your heart that you can't see. It's called emotional ripple. Who can carry on reading with ripples?
When you read it, there will be ripples in your heart.
(Students read the third section. )
Teacher: There is a word that must be read well. Which word is it? What's that mood? Who will read this section again?
I have watched the third section all my life. I read very emotionally. )
Teacher: (asking students) Who gave an admiring look? (Dad) Please look at your side again. Who gave you an admiring look? The teacher is smiling at the students. )
Student: (suddenly realized) It was the teacher's admiring eyes. (Laughter)
Teacher: This is the meaning of reading. You have to look at the admiring eyes of the teacher and everyone, so please look at the teacher and everyone after reading it.
Continue to study in this life, and the more you read, the more you devote yourself to it. )
The student has read the fourth part.
Teacher: after listening to your reading, people feel that this fish is very big, but it is not big enough, not the biggest. Who will read it again?
Ask two students to read aloud and guide them to read the word "wow" in different tones. Students' reading volume is different, some are short, some are rising, but teachers all affirm students' reading methods. )
Teacher: "Wow" has different pronunciations. Just read the fish aloud. All right, just read one to four bars.
Students take the initiative to read the text of one to four bars.
Teacher: Everyone reads very well. Now I want to test whether you can speak.
Show four groups of words in groups: put on the hook, throw the fishing rod and throw it far away.
Cut through the water and sink into the water.
Restore calm, detect movement, be surprised
Carefully pull out the bass.
Teacher: Read these groups of words, see if there is any connection, and remember them quickly.
Students actively memorize these groups of words. )
Teacher: Who can tell me how I fish with these words?
I have used these words all my life, basically explaining how I fish, but the words are not flexible enough and my speech is incoherent. Finally said: I caught a big bass. )
Teacher: This classmate's fishing action is a bit stiff, a bit like a puppet. Finally, it is better to change to big bass, because it is difficult to catch wild bass. Who will say, this time, the teacher will take these groups of words away.
(Two other students said that one spoke better than the other. Finally, they said: herring and carp have been caught. )
Teacher: If the teacher gave a topic: I fish, would you write it? What should I pay attention to?
Health: Pay attention to using accurate verbs.
Health: also pay attention to the surrounding environment.
Teacher: Yes, to write something, you must write clearly the action, but also have the changes around you and your own mood. Only in this way can you write the article concretely and vividly.
Second lesson
Teacher: Last class, we learned how Tom fished. In this section, we focus on how Tom puts fish. I asked one of my classmates to read paragraphs 6 to 12 of the text, and other students should pay attention to the sentences describing Tom, manners and movements. For example, look at this sentence: Wow! A big bass he had never seen before! Can you see Tom's mood?
Health: I'm surprised.
Health: I am ecstatic.
Teacher: You saw Tom's heart. It's really something.
I began to read the text all my life, and when I read my father's words, my tone was weak. )
Teacher: This is a gentle father. (Laughter) Can you read it again?
Encouraged by the teacher, Sheng firmly read his father's words. Read "Why?" Tom cried reluctantly. As soon as this sentence was said, the teacher cut in. )
Teacher: This is the first time to write about Tom's mood. Think about it, what is Tom's mood at the moment?
The teacher interrupted the student when he read "slow". )
Teacher: What is this about Tom? (action)
When the student read "Tom sighs", he unconsciously added "Ah". The teacher interrupts)
Teacher: Why are you?
Health: I feel that I am Tom. I am very sad, very sad.
Health: I should add that Tom feels very sorry.
Teacher: How many places did you write about Tom's mood in the text?
Health: Three places.
Teacher: These three sentences describing Tom's mood are practiced after class. Let's read these sentences to understand the change of Tom's mood. "Why?" Tom cried reluctantly. This sentence shows Tom's feelings.
Health: Barely. (The teacher took the opportunity to write on the blackboard: Reluctant)
Teacher "He had to slowly remove the hook from the big bass' lips and put the fish back into the water. "You can see how Tom feels.
Health: Helpless (teacher blackboard: Helpless)
Teacher: "Tom sighed and thought: I will never catch such a big fish in my life." You can see how Tom feels.
Health: Regret
Teacher: You know the word regret. It's really amazing. (Blackboard: I'm very sorry)
Health: Very disappointed.
Teacher: That's a good word, too. I'll write it down. (blackboard writing: disappointment)
Health: Tom is very sorry.
Health: Sorry.
Health: Bad luck.
Teacher: Why do you think Tom is unlucky?
Health: Because Tom thinks that if he is two hours late, he can take the bass home. Now, he must put down his airs. I can use an idiom to describe Tom's mood at the moment: despair (everyone is amazed).
Teacher: If I were Tom, I wouldn't let the fish go. Ok, let's play a dialogue between Tom and his father. This time, I'll make you cheaper. I play the son and you play Tom. Read what dad said first, and whoever remembers first will play dad.
The students actively read and recite what their father said. The teacher let a student compete with the teacher. )
Teacher: (Play the son) Take out a piece of paper as a fish and drag it up on airs.
Health: (Play the father) Son, you must release this fish.
Teacher: Why?
Health: It's evening 10, and there are still two hours before the closed fishing season for perch.
Teacher: Don't worry, Dad, no one has seen us, and no one knows that we have caught bass at this time.
Health: No matter whether others look at it or not, we must abide by the rules.
Teacher: Only two hours. Rules are dead, people are alive. Dad, don't be so stubborn. (Laughter)
Health: Not even two hours. Everyone must carry out the correct rules.
Teacher: Dad, I'm your son. I will listen to your strict requirements for my study, but it's fishing now. Don't be so strict!
Student: Children, we should be strict with ourselves both in study and in life. Good moral quality is cultivated from small things. (Everyone marvels)
Teacher: Dad, if you don't let me take the fish home today, I'll break up with you. (Laughter)
Student: It is not good to sever the relationship between father and son. The reason has been explained to you. If you don't listen, just go home. (Laughter)
Teacher: (pretending to be afraid) Dad, you are right. I'll listen to you. Let the bass go.
Student: (touching the teacher's head) Yes, this is Dad's good boy. (Laughter)
Teacher: My son said so many reasons. Why did dad have to let his son go? Let's read dad's words together.
All the students read dad's words: No matter whether others look at us or not, we must abide by the rules. )
Teacher: Do you like such a father? Why?
Health: I like such a father. He is very caring and taught me to care for wild animals. Under the influence of my father, I will also become a caring person.
Health: I like such a father because he strictly abides by the rules at all times.
Health: I don't like such a father because he is a foreign father. (Laughter)
Read the last part of the text together. )
Teacher: Does Tom regret it? Does he regret it? (No) Which is more important, fish or life? Which sentence will be engraved in Tom's memory? (blackboard writing: inscription)
Health: No matter whether others look at it or not, we must abide by the rules. (Blackboard: No matter ...)
Teacher: Please use "whatever"
Health: When crossing the street, no matter whether the police see it or not, you can't run a red light.
Health: On campus, no matter whether the teacher sees it or not, you can't litter casually.
Health: In the park, no matter whether anyone sees it or not, you can't just pick flowers.
Health: You can't drive after drinking, whether the police find out or not, otherwise you will be at your own risk. (Laughter)
Teacher: There are many rules in life. No matter whether anyone sees them or not, they should consciously abide by them. (blackboard writing: consciously abide by the regulations)