Design ideas:
[The little tits in the text have noble hearts and beautiful qualities. They are hardworking, smart, witty, united, helpful and friendly. And the "I" in the article, through patient observation and rich imagination, turned the little tit into a cute elf that can talk and communicate. This is a very educational article.
The teaching design of this course is guided by the new curriculum standards, and optimization, beautification and harmony are brought into every aspect of the Chinese class through appreciating pictures
Let students’ Chinese class learning reach a level of one lesson One gain; use independent, cooperative and exploratory learning methods to let students learn to be kind and cooperative with others; take students as the main body and teachers as the leader
With "read (text) - circle (new words) ) - draw (new words) - Kuang (three or four-character words) - spell (new words) - write (new words) - group (two words) - listen (dictate new words)" eight-step method to complete the self-study text, fully mobilize The consciousness of each student's preview can clear the obstacles to learning new words in the text; encourage students to learn independently, understand and comprehend in various forms of reading, and cultivate students' learning ability, imagination ability and writing ability. ]
Teaching objectives:
1. Understand the content of the text, appreciate the noble qualities of the little tits such as diligence, intelligence, wit, unity, mutual help, and friendship, and receive the education of caring for others.
2. Read the text correctly, fluently and emotionally. Use the context to understand the meaning of the words "quietly, around, secretly".
3. Can write 12 new words such as "que, fetch, willing, rot, tile, resist, wrap around, lie down, guess, chase, escape, attach"; can recognize "saw, tile, spot, palm, guess, police, arrest" etc. 7 new words.
[4. Learn the author's observation method to observe your favorite small animals. Based on their calls and movements, guess what they are thinking and what they say? Write down your conjectures. ]
Analysis of important and difficult points:
Teaching focus: grasp what the tit said, connect it with the context, and understand the basis for the "I" guess.
[Teaching difficulty: Learn the author's observation method to observe your favorite small animals, and guess what they are thinking and saying based on their calls and movements. Write down your conjectures. ]
Preparation before class:
Pictures of tits and recordings of various animal sounds.
Teaching process:
Lesson 1
1. Introduction to tits and appreciation of picture import
1. There are many types of tits. Look at the screen (screens three to seven are shown). The tits are very capable of catching pests! It can catch more than 400 pests in a day! Chickadees often live in groups in mountain forests and plains. In addition to tits, there are many other beautiful birds!
2. Transition conversation: After admiring the pictures, you must think that you will never tire of these little tits, right? I believe that today’s lesson will definitely let you discover the cute side of tits. Teacher: This is the animal friend we are going to get to know today - the tit. It was obvious that everyone was deeply attracted. After observing the tit, the Russian writer Prishvin wrote a fascinating article, and the title was named after this small animal - (blackboard: tit)
[Teacher: You see Have you ever lived like a sparrow? Can you tell me what they look like?
(Guide students to talk about the sparrows they saw)]
2. Check the preview situation
The teacher arranges for everyone to "read (text)" before class - Circle (new words) - Draw (new words) - Kuang (three or four-character words) - Spell (new words) - Write (new words) - Group (two words) - Listen (dictate new words)" eight-step method to complete self-study text. The teacher doesn’t know whether everyone has met these requirements. So please look at the screen and say hello to the new words and words on it!
[1. (Show the eighth screen step 1) Read the new words together with pinyin.
2. (Show step 2 of the eighth screen) Remove the pinyin and let the boy read the new words.
3. (Show the ninth screen) The girl reads a single new word.
4. Ask students to read the text themselves and circle the new words in the text. ]
3. Perception of the text, communication and presentation
1. Show the study guide: self-read - read again - highlight your new discoveries in terms of words, words, sentences, punctuation, insights, experiences, etc. - communicate and learn from each other, correct each other - speak freely and report boldly. (Show the tenth screen)
2. Read the text quickly.
3. Read the text again and mark your findings.
4. Share your findings with your deskmates.
5. Students report and the teacher guides with camera.
[Teacher: Is it enjoyable? It’s so enjoyable to read! Did you encounter any difficulties? For example: sentences that are a bit difficult to read, words that are not clear or questions that cause confusion]
4. Grasp the key sentences and comprehend them
[Which paragraphs of this article do you think Is it particularly wonderful?
Read these descriptions with your deskmate. You can read them together, or you can read them one by one, or you can choose any other way you like to read them and see where they go. Reading to my deskmate is the most immersive and vivid. (Student cooperative reading text)]
1. (Display the eleventh screen) Look at the sentences displayed on the screen below: These two small tits are both grey, with bulging white cheeks. There are several spots.
(1) Read the sentence in various ways
Tell us about your insights or new discoveries during the reading. That is: use the colors to describe the appearance of the tits
Such as gray, white, and black; this is a sentence describing the appearance; this tit is so beautiful! This is a static description etc.
2. (Show screen 12) Sentence: I observed them patiently with a telescope until later, only the tail of a tit was exposed. At this time, I quietly went around from behind, sneaked to the place where the little tail was exposed, and blocked the hole with my palm.
(1) Read the sentence in various forms.
(2) Tell us what insights or new discoveries you have after reading the article, and understand the meaning of words such as "quietly", "around" and "secretly" in conjunction with the context.
[①The author’s observation point changes from “looking in the distance” (observing patiently with a telescope) to “nearly” (walking to the place where the little tail is exposed). It can be seen that the author follows the order of observation. To narrate;
② The words "quietly", "around" and "secretly" all express that the author gently avoids the chickadees in the cave from noticing his arrival, so that he can more carefully Observe the little tit. Without these words, there would not be the little tit not far outside the cave to convey the message to it, because the little tit in the cave may have discovered him and flew out; the author observes things So patient and careful! It’s really worth learning! This is also the basis for the author's guess that the two tits' calls from time to time are like conveying messages! ]
Evaluate the performance of your deskmate, affirm his strengths, sincerely point out his shortcomings, and help him correct them. (Student exchange)
Name a pair of deskmates to evaluate each other, and the teacher and students will take photos.
[3. After reading the dialogue between two tits in different roles, they can communicate and report freely, and experience the intelligence, wit, solidarity and mutual help of the tits. Teachers carry out education about caring for others and about loving and protecting birds. ]
5. Expand Feedback
Teacher: I am infected by your serious and enthusiastic learning atmosphere and want to meet you again. Then we will use friendly gazes and silence. Think quietly and welcome them!
"Show the first screen" will show pictures related to tits again
1. (Show screens 13 to 16) Watch the screen to learn about bird love.
2. (Display screen 17) Supplementary sentence exercises. Example: The stream in the mountain flows happily down the mountain, making a "ding-dong-ding-dong" sound, as if telling me: "Come on, come on, my home is so beautiful."
[(1) The faucet in the school was not tightened, and the water flowed gurglingly, making a "____________" sound, as if urging me: "_____________"
(2) The phone in the living room rang "_____________" Come, it seems to be calling me: "____________"
(3) The wind chimes on the balcony make a "____________" sound, as if to say to me: "____________"
(4) Autumn is here , the leaves outside the window made a "____________" sound, as if they were telling me: "_____________" (5) The heavy rain was pouring down, making a "____________" sound, as if they were telling people: "_____________" 6. After the division summary Assign follow-up homework to observe a small animal you like, pay attention to their movements and sounds, and guess what they think? say something? ]
Lesson 2
Teacher: Whether it is a person or an animal, cuteness is particularly popular. So from which words did you feel the cuteness of small tits? Read the text carefully and silently, mark the corresponding words, sentences, and paragraphs, and understand it carefully.
Read the text you marked aloud to everyone emotionally and talk about your experience.
〖Default:
1. "These two chickadees are gray in color, with bulging white cheeks and a few black spots on them."
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(1) Have students read aloud and talk about their experiences.
(2) Evaluation by teachers and students.
[(3) Teacher's advice: This description of appearance is indeed good, the color words are used accurately, and "gugu" makes us feel the cuteness of the little tit, especially the "black spots" "This characteristic - people often say, "That little girl has a few little freckles on her face, she's so cute." The "freckles" may be the dark spots on the face of the little tit! Suddenly I felt that they were a little more naughty. Let’s read out their cuteness together. ]
(4) Students read the sentences.
2. "I observed them patiently with a telescope until later...I touched its back with my fingers, and it was still lying there as if dead." "Show the third screen ”
(1) Student report.
[(2) The teacher guides the learning of the observation sequence: at first the author used (telescope) to observe the little tit, (written on the blackboard: far) and later came to him (touch, touch), (written on the blackboard) : near) The order of observation is - from far to near. (Writing on the blackboard: From far to near) In the same way, first observe the near place, and then observe the far place, that is, from near to far. (Supplementary blackboard writing)]
(3). Many of the words used in this part to describe the actions of the author and the little tit are wonderful. Mark them out and savor them.
[Understand - quietly (go around), secretly (walk), bump, touch, motionless and other words, understand the author's cautiousness and fear of disturbing the tit, feel the wit and cuteness of the little tit, Understand the "static" observation method of learning to observe things. ]
(4) Guide reading.
3. The conversation between two little tits.
Teacher: The most exciting scene has happened! Do you want to play the role of a little tit and experience the tense and friendly atmosphere at that time?
(1) Collaboration with deskmates to read and perform in different roles.
(2) Name one or two pairs of deskmates to read and perform respectively, and ask other students to serve as narrators. Teachers and students engage in discussion and communication on reading aloud during the evaluation.
[(3) Emphasize the difference between "advice" and "warning", experience the escalation of Free Tit's nervousness, and provide guidance on practicing reading aloud. ]
Small pen practice
1. Tell me about the observation methods and writing knowledge you learned in the last class.
2. (Display screens 18 to 22) Enjoy various animal pictures and sounds.
3. Observe a small animal that you like, pay attention to their movements and sounds, and guess what they think and say. Write down your guess. ]
4. Read what you wrote to your friends.
Blackboard design:
5. Titmouse
Observation from a distance
Observation up close
Closer Observation
Free tits
Birds in detention
"I" thought
[Teaching reflection]
The purpose of learning this lesson is to understand the content of the text, to appreciate the noble qualities of the little tits: hard work, intelligence, wit, unity, mutual help and friendship, and to be educated in caring for others. During teaching, I guide students to grasp the key sentences and comprehend the text, understand the key points of teaching and break through teaching difficulties. The reading is detailed and non-repetitive, and it breaks through the teaching difficulties just right. Learn the author's observation method to observe your favorite small animals. Based on their calls and movements, guess what they are thinking and what they say? Write down your conjectures. Combining reading and writing to cultivate students' writing ability.
6 Snails
Design ideas:
[This text is an intensive reading text. The writer hears a ballad and recalls observing snails as a child. The teaching of this course starts from drawing a snail, bringing optimization, beautification, and harmony into all aspects of the Chinese classroom; through the combination of observation and exercises, learning can achieve one lesson and one gain; use independent, cooperative, and exploratory learning methods; With students as the main body and teachers as the leader, the method is "read (text) - circle (new words) - draw (new words) - Kuang (three or four-character words) - spell (new words) - write (new words) - group (two words) - Listen (dictate new words)" eight steps to complete the self-study text, fully mobilize each student's consciousness in previewing, clear the obstacles to learning new words in the text; encourage students to learn independently, read texts in various forms, read Inspire students to develop the habit of careful observation and experience the joy of discovery. ]
Teaching objectives:
1. Understand the text content. Understand the meanings and thoughts and feelings expressed by key words such as "explore, look around, patrol, slowly, stretch out", etc.
2. There is an emotional read the text.
3. Can write 14 new words such as "neighbor, ju, hard, touch, courage, continue, continue, brain, bag, end, lie, avoid, familiar, familiar"; can recognize "neighbour, touch, fan, danger, neck, fear" There are 10 new words including ", fear, journey, avoidance, and knowledge".
4. Learn how the author observes both static and dynamic aspects.
Analysis of key and difficult points:
[Teaching focus: Understand the content of the text, understand the author’s change in views on snails, and guide students to feel the author’s meticulous observation of things.
]
Teaching difficulties: taste the words, understand the "timidity" of the snail, and experience the spirit of defying difficulties and perseverance. Feel the author's psychological change from ridicule to "admiration".
Preparation before class:
1. Word and word cards. 2., songs "Snail and Oriole", "Snail Nursery Rhymes", snail pictures.
Teaching process:
Lesson 1
1. (Show the third screen) Listen to nursery rhymes to introduce the topic.
Have you ever seen a snail? What does it look like? (Student description) That’s it – “Show the first screen” (play a short video or picture about snails for students to watch)
Teacher: This is the animal friend we are going to get to know today – snails. (Blackboard writing topic)
2. Check the preview situation:
1. (Show the fourth screen step 1) Read the new words together with pinyin.
2. (Show step 2 of the fourth screen) Remove the pinyin words for boys to read.
3. (Show the fifth screen) The girl reads a single new word.
[Choose your favorite way to read these descriptions and enjoy the spiritual feast that beautiful words bring to you. ]
Which passages in this article particularly appeal to you?
3. Study the text and perceive the text.
1. Check the literacy status:
(1) Collaborate with deskmates for trial lectures.
(2) Students should teach new words in order of their seats, one for each person, and other students can add.
[2. Show the study guide: self-read - re-read - highlight your new discoveries in terms of characters, words, sentences, punctuation, insights, experiences, etc. - communicate and learn from each other, Correction - Speak freely and report boldly. (Show the sixth screen)]
3. Read the text quickly to yourself.
4. Read the text again and mark your findings.
5. Share your findings with your deskmates.
4. Communication Display
1. (Display the seventh screen) Read the sentence: After a while, a pair of tentacles with small black eyes poked out from the hard shell, looking around. After some "inspection", he slowly stretched his head out until he felt that there was no danger at all.
[(1) Read in various forms.
(2) Talk about your insights or new discoveries in reading. That is: the action of catching the snail is used to write that it is timid
Such as "exploring", "looking around", "inspecting", "slowly" and "stretching out". This is a dynamic description. It can be seen that the author feels Snails are timid and so on. ]
2. (Show the eighth screen) Read the sentence: Finally, after dozens of minutes of trekking, it reached the top of the wall.
(1) Various forms of reading
[(2) Talk about any insights or new discoveries after reading, and understand the meaning of words such as "finally" and "long journey" in context . ]
(3) The teacher summarizes the author’s admiration for snails.
5. Expand feedback
[1. (Show screens 9 to 11) Understand the living habits of snails.
Snail - Living Habits
Optimum environment: temperature 16~30℃ (the fastest growth occurs at 23~30℃);
4 of snails Periods: hatching period, juvenile snail stage, adult snail stage, and snail seed stage]
2. (Display the twelfth and thirteenth screens) The teacher introduces knowledge related to snails.
2. Say one or more words to the snail.
6. Assign homework
1. Copy new words.
2. Excerpt good words and phrases.
Lesson 2
1. Review and check word mastery
[1. Read the cards to consolidate the pronunciation and glyphs and emphasize the common mistakes. ]
2. Dictate words.
3. Students check each other and correct mistakes.
1. Introduction of new lessons
[A wonderful life will always leave an unforgettable memory. In the beautiful childhood, the happiness and luck of having close contact with snails under the damp wall is not available to everyone. Nowadays, when snails are more often served as delicacies on the table, the memories of catching and watching snails under the wall become even more precious. Let’s walk into Zheng Xiaodong’s memories together. (Blackboard writing topic)]
2. Summarize the writing method of this article.
2. New Course Teaching
1. The author’s true feelings are everywhere in the text. Please read the first, second and fifth paragraphs of the text gently, and think about it after reading. Think: What do you feel?
[2. What changes has the author’s feelings towards snails experienced? Please read the text carefully and silently to find the answer
3. Choose your favorite way to read these two paragraphs and think: Why did "I" start to laugh at the snail as a coward, and then admire it? Mark the relevant words, sentences, and paragraphs and understand them carefully.
]
3. Communication display (display screen 14) Play the song "Snail and Oriole".
Combining reading and writing to cultivate students’ writing ability. (Show the fifteenth screen) Looking at the animal pictures, what did you learn by studying the text?
4. Feedback practice:
1. There is an emotional read the text. Diary "I'm a snail".
2. Observe an animal carefully and write a paragraph based on the text.
Blackboard design:
6. Snail
Listen to and sing snail songs and remember snails
When you were a child: timid
A discovery: Bravely miss the snail
Full of love and admiration for the snail
[Teaching reflection]
Listen to the nursery rhyme at the beginning of the new lesson and combine it with the first lesson Natural paragraphs are introduced naturally to stimulate students' interest in learning and arouse students' desire to explore the knowledge of the text. Grasp the key sentences and words to comprehend the text, understand the key points of teaching and break through the teaching difficulties. The reading is detailed and non-repetitive, and it breaks through the teaching difficulties just right. Understanding the living habits of snails not only expands extracurricular knowledge, but also deepens ideological education.
7 Two Fables
Design ideas:
[This text is an intensive reading text. They are two fables: "The Fox Is Pretending to Be a Tiger" and "The Snipe and the Clam Struggle". When teaching, we first introduce optimization, beautification, and harmony into all aspects of the Chinese class by watching cartoons, and then read the performance text; complete the self-study text with the "eight-step method" to fully mobilize each student's awareness of previewing nature, clearing the obstacles to learning new words in the text; the key parts encourage students to learn independently, understand and comprehend while reading, and inspire students to understand the meaning of the fable. ]
Teaching objectives:
1. Understand the content of the text and the meaning of the two idioms, so that students can be inspired and educated.
2. Read the text correctly and fluently, and read the text by role.
3. Recognize and read the 10 new words "fox, wei, mao, raccoon, beast, defiance, resistance, scatter, dun, meat" in the article and new words composed of the new words, and be able to write "fox, false" , tiger, power, mao, xun, raccoon, pounce, doubt, monkey, pig, deer, harm, meat, noisy" 15 new words.
Analysis of key and difficult points:
Teaching focus: Understand the content and meaning of fables; practice reading texts emotionally and by role.
[Teaching difficulty: understand the meaning of "The Fox Pretends to Pretend the Tiger" and "The Snipe and the Clam Struggle". ]
Preparation before class:
1. Teaching 2. Headwear
Teaching process:
Lesson 1
1. Introduction to watching cartoons:
1. Ask students to recall what fables they have learned.
2. (Show the third screen) Watch the cartoon "Fox Fake Tiger Power" and talk about your feelings after watching it.
[Post pictures of tigers and foxes: Students, what kind of animals are these?
Writing on the blackboard: Fox and Tiger
Who can tell you what you think of these two animals?
Writing on the blackboard: Cunning and mighty
Today we are going to learn a language story about foxes and tigers:
Writing on the blackboard: False power
Read the topic together; question: Are there any questions? (What does "fake" mean?)
Introduction: Let's take a look at what the text is about? ]
2. Check the preview situation:
1. Read the text by yourself, circle the unknown words, and use your favorite method to solve these unknown words.
2. Mark the natural segments.
3. Read the text into natural paragraphs by name, correct the pronunciation of the characters, and think at the same time: What is the text about?
[4. Read the text again and think: What might “fake” mean? ]
Before class, the teacher arranged for everyone to "read (text) - circle (new words) - draw (new words) - Kuang (three or four-character words) - spell (new words) - write (new words) )—Group (two words)—Listen (dictate new words)” eight-step method to complete the self-study text. The teacher doesn’t know whether everyone has met these requirements. So please look at the screen and say hello to the new words and words on it!
1. (Show the fourth screen step 1) Read the new words together with pinyin.
2. (Show step 2 of the fourth screen) Remove the pinyin words for boys to read.
3. (Show the fifth screen) The girl reads a single new word.
3. Study the text and perceive the text.
[ 1. After reading the text for the first time, how do you feel about the fox in the story?
2. Read the text silently and think as you read: From which sentences in the text do you feel the cunning of the fox? ]
3. Groups communicate, discuss, and study how to pronounce the tone of these sentences.
4. Group reports, language tasting, teacher guidance, research and reading.
[1. Show the study guide: self-read - read again - highlight your new discoveries in terms of words, words, sentences, punctuation, insights, experiences, etc. - communicate and learn from each other, correct each other - speak freely and report boldly. (Show the sixth screen)]
2. Read the text quickly to yourself.
3. Read the text again, mark your findings and share them with your classmates.
4. Report by name, and the teacher will provide guidance on camera.
4. Communication and display
(1) Comprehension of the second natural paragraph of the text:
["Gulu turns around" and "raises the throat": Performance: What Sample? What was the fox thinking at this time? How to pronounce "You dare to eat me?" ]
(2) Understanding the third natural paragraph:
Who is "God"? What tone does the fox use when speaking?
(3) Comprehend what the fox said in the fourth natural paragraph:
[Read by name: Think: What is the attitude of the fox at this time? (Hold your head high, shake your head and tail)
Read the game and understand the cunning of the fox. ]
1. (Show screen 7) Show the sentences. Read in various forms
Talk about your insights or new discoveries.
2. Seize the "Gululu twist", "Stretching the throat" and "How dare you eat me" to name and perform.
3. Imagine the scene and the psychology of foxes and tigers. Explore which reading is more appropriate? Practice reading and commenting.
4. Read it aloud again and talk about your thoughts.
5. The teacher's camera affirms and summarizes the meaning.
5. Feedback expansion
[Perform and understand the fox’s movements and expressions.
Nominated performance: Ask five students to play the roles of fox, tiger, monkey, white rabbit, wild boar and sika deer respectively. Other children act as directors to see if they perform correctly.
Understand through directors and actors: Who is in front, the fox or the tiger, and why? ]
What do these words mean, high-spirited, shaking one's head, half-believing, and looking around?
1. Read (perform) the text in different roles.
(1) Voluntary combination exercises.
(2) Wear headgear to perform.
2. Expand your thinking:
[What will happen next? Think about it and talk about it.
Summary: We feel the cunning of the fox not only through language, but also through actions and demeanor. It used the majesty of the tiger to scare away all the beasts. People use the term "fox pretends to be powerful" to describe a kind of person. What kind of person is it? (A person who has no ability but relies on the power of others to bully others.)]
6. Assign homework
1. Tell your parents about "The Fox Fake the Tiger's Power"; tell yourself Tell the fables you have read or heard
to your classmates.
[2. Continuation of the story of "The Fox Fake the Tiger's Power". ]
Lesson 2
1. Introduction to riddles
1. (Show screens 8 to 11) Guess what fable it is?
[2. Explain what is a fable? How to study fables? (The word "福" contains "principle", and the word "语" contains "story".)]
3. In this lesson, we will study "The Fight between the Sandpiper and the Clam".
(For the blackboard writing task, the two characters "snipe" and "clam" are written in the field grid.)
2. Passing new words and overall perception of the text content
1. Ask students to read the text by themselves and read the pronunciation of the characters correctly.
[2. Read: The snipe and the clam fight without showing any signs of weakness. What do peck, peck and pinch mean? ]
3. Read the text again and think: What happened between the snipe and the clam?
4. Reading words:
[What do you know from the glyph "蚌"? (Show screen 12) There is a clam here, have you seen it?
What does "peck" mean? Can you make a move? Peck.
What does "clip" mean? Can you make a move? Can you use these four words
and say one or two sentences based on the content of the text? (The snipe pecks the clam, and the clam pecks the snipe.)]
5. Transition: What do snipe and clam say and do between each other? What was the result?
3. Read the story
1. Read the text silently and think: (1) Why do snipe and clam fight?
(2) How do they fight?
(referring to reading the text)
2. Display: Text film of the dialogue between snipe and clam when they are fighting
3. Instruct students to read aloud
[4. Practice reading with classmates, and you can add expressions and movements; then read by name and evaluate; boys and girls compete in reading. ]
5. The two sides refuse to give in to each other, and no one can give in to the other. What is the result?
6. Read this fable again completely, paying attention to the tone.
7. Talk about your feelings or experiences after reading.
4. Communication and Display
[1. Question: Who still wants to read? Who is this snipe? You are the snipe, you are the clam. The teacher will narrate for you. Other students, we want to watch cartoons! ]
2. Question: Why are you laughing? (Name 3-4 people.)
3. The cartoon is very nice. Do you want to act out this story yourself? A group of four people write and perform themselves.
4. Refers to 1 group performance. Other students think: What do you want to say to them? Ability and ability to use language.
5. The teacher asked the snipe and the clam: After listening to their reminder, what do you want to say?
[4. Neither the snipe nor the clam wants to let go of the other, and neither wants to give in to the other. The two sides refuse to give in to each other. What is the result? (Caught by a fisherman.)]
5. Invite students to perform wearing snipe and clam headdresses.
6. Show the picture: If the snipe and the clam escaped from the fisherman, and one day the snipe and the clam met again, what would they say to each other? When the fishermen come again, what will they do?
[7. It seems that they also understand the principle of not giving in to each other and can only benefit others. Read this short story again and understand the truth behind it. ]
5. Feedback expansion
1. This fable comes from the ancient book "Warring States Policy". This is the original text. Read it! Show the original text and read it.
[2. "The snipe and the clam fight" has thus become an idiom. There are many idioms like this that come from fables, such as: contradicting oneself, deceiving others and stealing the bell. What else do you know? ]
1.． Shown: A complete cartoon of a snipe and a clam fighting.
[2. Read the full text aloud by naming the characters and ask students to think: Why were the snipe and the clam caught together by the fisherman? What do you think can be done to prevent snipe and clams from being caught by fishermen? ]
3. Discussion: What did you understand from this story?
6. Summary: A short story illustrates a profound truth. This is the charm of fables. If you are interested, you can read more fables after class and you will understand more.
7. Homework: Choose one to complete.
1. Continuation of "The Fight between Sandpipers and Clams";
2. Rewrite the text into a textbook drama.
[Collect some other fables, read them, and understand the truth they contain. ]
Blackboard design:
7 Two fables
The fox fakes the power of the tiger
The tiger, the fox and the beasts
The snipe and the clam Struggle
The snipe, the clam and the fisherman gain profit
[Teaching Reflection]
The teaching of the fable "The Fox Is Pretending to be Powerful" combines the above to understand the meaning of the sentence and develop imagination Power, and through performances and triggering debates, you can understand the psychology and tone of the fox. It not only pays attention to the comprehension of language, but also pays attention to the mastery of learning methods. The study of the fable "The Snipe and the Clam Struggles" naturally leads to the perception of the text content while teaching new words. Use reading instead of speaking to develop the ability to understand while reading. The form of performance deepens the understanding of the text and extends the content of the story, paving the way for the continuation of the story. I further understood the meaning of "Fox pretends to be powerful" and "Snipe and clam fight".