The fox said to the tiger, "I was sent by God to be the king of beasts. If you eat me, you will violate God's command and will be punished. "
I don't believe what the tiger said to the fox.
The fox said, "If you don't believe me, you can go to the forest with me. You see that all kinds of wild animals will be afraid when they see me. "
The tiger agreed.
So, the fox walked in front, followed by the tiger, and a person walked deep into the forest.
When the wild animals in the forest saw it, they all ran for their lives. The fox proudly said to the tiger, "What's the matter? You see, all kinds of wild animals are afraid of me, right? "
The tiger didn't know that these wild animals ran away because they were afraid of themselves, and thought they were really afraid of foxes!
Teaching requirements of fox, tiger and tiger teaching design
1, there are 10 new words in this lesson, and 10 words in the two green lines are only known not to write. Know 1 polyphonic characters. Understand the words made up of new words.
2. Be able to read the text correctly, fluently and emotionally, and practice reading the text in different roles.
3. Understand the content of the text, the meaning of "Smith" and the implication, so that students can be inspired and educated.
Teaching emphasis: reading and writing. Instruct students to read the text aloud and understand the meaning of "Smith".
Teaching difficulty: revealing meaning.
Preparation of teaching AIDS: text recording, new word cards, animal headdress.
Teaching time: two class hours
Instructional design:
first kind
Content: Read the text for the first time. Understand this article as a whole. Read and write.
Requirements: Correct pronunciation with the help of Pinyin, and read through the text. Can write words correctly and symmetrically according to their structures.
Focus: read and write.
First, guess riddles to stimulate interest.
1, class, let's play a guessing game first:
(1) yellow robe, black and full of spots, grinning and glaring; The forest is called the king, and he has a strong ability to hunt wild animals. (Tiger)
(2) It looks like a wolf with a long face and a yellow cat with triangular ears. It catches meat at night, so fur is good for ladies. (Fox) What kind of story will happen between them?
2. blackboard writing topic: "Smith" reading topic.
Q: How many pronunciations does "false" have? (two pronunciations: Ji m \u, jià) You should read Ji m \u here. Why do you read it like this? What does this mean? This requires everyone to find the answer from the text. Come on!
Design intention: The introduction of riddles will stimulate students' interest in learning and lead to the key "characters" in the text. Say "false" but not the cause of pronunciation, guide students to explore, and cultivate students' ability to understand the meaning of words in reading and in a specific language environment.
Second, the combination of music reading and listening. (Students gently open the book and listen to the tape while reading. )
Design intention: Listening to music reading aloud, one is to play a demonstration role, and the other is to cultivate students' study habit of thinking while listening.
Third, read the text and recite the words.
Teacher: What is the main point of the story "Smith"? Do you want to read it yourself?
1, reading the text for the first time, requirements: read the correct pronunciation, read sentences. Draw words from new words. Try to understand the meaning of words in context or real life.
2. learn words.
(1) displays the new word. These new words are obstacles to our reading. If we want to read texts correctly, fluently and emotionally, we must first remove them.
Please read the new words by yourself. You can read the words you find difficult to read several times by looking at Pinyin.
② Check: Which word do you think is difficult to read? Do you understand? (Read by name) Focus on reminding students that "pull, beast and claw" is tongue-spitting, "stuffy, scurrying and daring" is front nasal vowel, "stumbling and resisting" is rear nasal vowel, and "Meng" is mēng instead of mē ng.
③ Remove pinyin and read aloud. Read and listen at the same table. Read by train.
(2) Show the new words: Smith, Mi, Pu, with a grain of salt, monkey, wild boar, sika deer, scared, scared to borrow claws, bone, disobedient, jumping over, once, cunning, all animals.
(3) Can new words be read? Practice reading freely and catch word cards.
(4) Summary: It only takes a short time to pronounce the pronunciation so accurately. Students are not easy! Praise yourself!
Design intention: reading in reading, reading in language environment, reading in repetition, following students' literacy rules and age characteristics. After literacy, self-praise gives students a sense of accomplishment and encourages students to take the initiative to read.
3. Read the text.
(1) Now let's read the text again. If you find any sentence difficult to read, put a ""in front of it, read it several times until you understand it, and then continue reading.
(2) Report the effect of reading practice by roll call.
(3) Practice reading aloud by old teachers, students' demonstrations, personal exercises, etc., until the sentences that are difficult to read in the text are read through.
(4) Summary: It is not easy for everyone. It's great that such a long sentence can be read smoothly!
4. Read the text again.
(1) Students choose a section that they can read well and practice it carefully. Ask them to read fluently. Please read it to everyone later.
(2) Read the text in sections in various forms.
(3) After reading the full text, read the full text in sections by name.
(4) Overall perception, what story does the text tell?
Design intention: Return the reading time to students, from reading difficult sentences to reading paragraphs smoothly, and finally reading the full text smoothly. This hierarchical teaching lays a gradient for students to read the full text smoothly, reduces the difficulty, and subtly permeates the method of reading articles.
Fourth, guide writing.
1, displaying new words.
2. Students observe the structure of new words and exchange views on how to remember them.
3. Writing instruction:
Note: the right side of "fox" is not "claw", and there is no vertical in the middle of monkey. Don't forget to put a cross in the middle of Wei. Instruct the writing of "Tiger, Mao, Wei, Fake and Deer".
4. Students distinguish and imitate. (Pay attention to the writing posture and the aesthetic feeling of the words)
Design intention: Respect students' literacy methods, guide students to read individually, let students master the structure of words and various literacy methods in observation and communication, and the teacher's demonstration and guidance focus on cultivating students' good writing habits.
Second lesson
Teaching purpose:
1, read the text by roles and understand the content of the text.
2. Understand the meaning and implication of "Smith".
Key point: Understand the meaning of "Smith".
Difficulty: revealing meaning.
First, review the text and review and consolidate.
1, draw the inappropriate pinyin in brackets.
Go to (zháo cháo) south of Xia Chao (zháo cháo).
Forest depth
2. What story does this text tell?
Second, read the text intensively and understand it.
1, learn the first natural paragraph and experience the power of "tiger tiger"
(1) Performance exercise: Through the study in the last class, you think that the fox is a () fox and the tiger is a () tiger. Then who's good? Read the first paragraph by name.
(2) Think about the first paragraph: Fox or Tiger? Tell me your opinion. (escape, escape; Fight, fight; Running away means that the fox is afraid of tigers and wants to run away quickly. The "jump" time is short and the action is fast, indicating that the tiger is very powerful. )
(3) Guide the reading of the first paragraph. Read tiger prestige.
Design intention: By understanding and reading keywords and keywords, the "tiger power" can be realized.
2. Learn the second to fifth paragraphs. Experience "Fox's Cunning"
Transition: Facing the hungry and fierce tiger, the fox's life is at stake. What happened after it was caught by a tiger? Let's study paragraphs 2 to 5.
(1) Read the second to fifth paragraphs quietly and think: How many times has this part of the fox been told? (Three times) How should I read it?