1. Create situations and introduce model reading
1. Teacher: After a busy day, we dragged our tired bodies back home and each took off our own shoes. Look: there are dad’s leather shoes, my brother and I’s sneakers, mom’s high heels... The leather shoes said: "My leather." "The best"; sneakers say: "I am the most comfortable when walking"; high heels say: "You are not as fashionable as me." What are they talking about, do you want to know? Come, let us walk into Lesson 13: Shoes.
2. With music, the teacher reads it sincerely.
2. Natural poetry, read accurately and smoothly
1. Read the poem freely, paying attention to the correct pronunciation of the characters.
2. Make friends with new words: The teacher shows the new words and word cards in this lesson and reads them in various ways.
3. New word friends are back in the text. Do you still recognize them? Ask students to try to read the text fluently, read difficult sentences several times, and then count the number of stanzas in the poem.
4． Seatmates read the text together. Students are free to choose their preferred method of cooperation: reading together, reading in turns, reading once each, etc., and provide each other with feedback.
3. Self-reading and self-enlightenment, stimulating imagination
1. Students read poems freely and choose their favorite verses to read several times.
2. Students choose which section they like and then read it to everyone; the teacher guides the students to comment on "I think: His reading just now..."; then asks students who also like that section to talk about their feelings and read it read. (Give students a platform for independent learning)
3. Study Section 1.
(1) CAI shows "The scene of a family coming home and taking off their shoes when entering the door.
(2) How do you feel when you see so many pairs of shoes?
(3) Who will read this scene? (Instruct students to pause when reading.)
4. Study Section 2
(1) The shoes, big and small, are like a family. They talk about their experiences of the day.
(2) CAI plays the scene of each pair of shoes talking: I went with the owner today...
< p> (3) They work so hard. They go to so many places in one day. No wonder they cuddle up together when they get home... Do you know what "snuggle" is?Can people in the same position perform it with actions? (Movement understanding)
Let’s take a look at how the shoe family “cuddles” together in the article (CAI courseware display screen understanding)
(4) Read the second section of the article with your curiosity and emotion.
5. Study Section 3.
(1) Take a look. What do the big and small shoes look like?
(2) They have returned to the quiet harbor and are enjoying the warmth of home.
(3) Read the third section of the article with music (pay attention to instructing students to read in a warm and peaceful tone.)
4. Role play, enter the country
1. Big and small shoes are a family. Please choose any pair of shoes to play and talk about your experiences and feelings during the day. (Encourage students to do the actions while talking.)
< p> 2. In free combination, ask students to wear leather shoes, sneakers, high-heeled shoes and other headgear to read and perform to the whole class. (Guide students to feel the affection of family and experience the warmth of family.)3. Read aloud to the music with emotion, further appreciate the family affection and the warmth of the family, and know that the warmth of the family needs to be created by everyone.
5. Use language, expand and extend
Students talk freely. My favorite shoes and why I like them!
For example: skates, they make me feel the joy of sports; dance shoes, they give me the lightness of dancing; rubber shoes, they make me feel good in rainy days. "Do whatever you want"...
6. Independent exploration, literacy and writing
1. Show the word card for shoe, read a word correctly, and put the card in the shoe cabinet. Use the method of “counting shoes” to review new words.
2. Which words did you remember and how did you remember them? (Exchange the memorization method with the whole class.)
3. Teacher writes "off" and "shou"
4. Students draw red on the book. Writing on the grid notebook reminds students to pay attention to the correct posture when writing.