The original text of Waiting for the Rabbit in the third grade of a primary school
Song people have cultivators. There is a factory in Tanaka. The rabbit walked, touched the plant, broke its neck and died. Because (4) release Χ Χ Χ Χ Χ Χ Χ Χ Χ Χ Χ Χ Χ Χ Χ Χ Χ Χ Χ Χ. Rabbits can't be recovered, but as a small fruit of a song. Precautions:
(1) This article is selected from Everything is Wrong, Five Reasons.
(2) Stump.
(3) [Walk] and run.
4 [because] then.
⑤ [Release] Put it down.
Agricultural tools used to plow fields in ancient times.
Teaching plan of "waiting for the rabbit" in grade two or three
The teaching plan is to read the ancient Chinese correctly, fluently and with charm, and try to recite it. Combine notes, illustrations and imagination to understand fables, and know not to take chances, not to get something for nothing, but to create a better life by your own labor. And try to use it.
teaching process
Import the picture first, and solve the problem:
1. In this lesson, we learn another fable, show pictures and point out the theme that students read.
2. Write on the blackboard and understand the meaning of plants and topics.
(1) Reach out and write the topic together.
(2) Understanding the meaning and topic: What does a plant mean? Pointing at the picture, this is a stump, and the part of the tree left on the ground has been cut off.
What do you mean by waiting for him? Read the topic aloud.
3. Know the author:
Who wrote Waiting for the Rabbit? (Han Feizi, surnamed Han, is a respectful name for him by later generations. Philosophers and politicians at the end of the Warring States Period. )
4. Understand the students' mastery of the story.
Who has heard or seen this story before? how do you know Can you tell us the story?
Second, read the text for the first time and read the charm.
1, read error-prone sentences
Teacher: It is the key to read the pronunciation well and break the sentences well. Can you read well? Test everyone.
(1) When you break your neck and die, call the roll and read the scarlet letter. Read and say the meaning.
(2) release the thunder and reward a rabbit.
Read the broken sentences well
Read sentences by name.
Show me the sentence marked with a broken sentence: this sentence should be read like this. Try it yourself.
Read by roll, everyone: Why do you read like this? We'll understand after a while.
Learn new words:
Learn "thunder": talk about understanding, show the photographer's introduction, and remember words with thunder.
Learn "Ji": find the word "Yi" that is easy to mix with Ji and tell the difference.
The teacher introduced the etymology of these two words.
(3) Rabbits can't recover, but they are Song Xiaoguo. (read by name, read by everyone)
Transition: put these three sentences in the text and read them well.
Step 2 read the spell
Practice reading freely
Read by name (to the front)
Third, understand the meaning of the sentence and feel the truth.
Transition: After reading the text, let's have a good understanding of this short story.
1. Use comments to understand the meaning of sentences.
Step 2 exchange understanding
The first sentence of communication
(1) name names: read the original sentence first, then say the meaning.
(2) Students ask questions about words they don't understand.
(3) Consolidate the meaning of walking
Show: The rabbit touched the plant, broke its neck and died.
Life means walking, and memory contains walking sentences.
In ancient Chinese, walking means running, so which word means walking?
Let me see: if there are three people, there must be my teacher.
The boat can, but not the sword.
(4) Imagine the picture
Transition: A rabbit ran very fast, bang, hit a stump, broke its neck and died. Who saw it? What do farmers think and do when they see a rabbit playing dead? Combine pictures and tips to see who can speak vividly.
The theory of free practice of life
Name theory
Transition: I got a rabbit for nothing and had a good meal. What did the farmer do the next day after he got this unexpected harvest? Who can answer with the words in the book?
The second sentence of communication
Say the meaning of a sentence
Think about the meaning of this sentence: Why do farmers release mines and plants?
Summary: a word "because" not only tells the reason for boredom, but also naturally connects a sentence or two. So pause after the reason. In ancient times, a word often expressed a meaning. Read this sentence again and pay attention to the pause.
The introduction of this sentence:
He picked up a rabbit for nothing, so he ...
Because he got a rabbit as easy as blowing off dust, he ...
Think about how farmers let out thunder and stood beside plants with illustrations, hoping to get back rabbits.
Free answer
Like him, he did nothing but cling to the stump, and his mind was full of rabbits that killed him. Can you describe a farmer in one word? Try the usage of this word in the sentence. He is:
Teacher writes on the blackboard: The wishful thinking of daydreaming is to sit back and relax and get something for nothing.
The third sentence of communication
What will happen? Students can answer freely and guide them to read sentences.
Write on the blackboard in time: Song is nothing.
Look at the summary and transition on the blackboard: it seems that the farmer is guarding not only the stump, but also his own daydream ... He didn't find a rabbit, but smiled for Guo Song. Did you laugh at him? Why?
Step 3 feel real
Students talk about their understanding.
Show proverbs to guide understanding: Have you thought of the proverbs and allegorical sayings we usually accumulate? Show:
Students can read and understand freely.
If time can go back, you are the farmer's neighbor. How are you going to convince him? You can use these aphorisms. Pay attention to the address It is necessary for students to talk about how to call it first.
Write down the words of exhortation vividly
Communication and evaluation
Summary: Unconsciously, we have realized a truth, that is, don't daydream ... or you will ... (Look at the blackboard). A happy life is created by labor.
Fourth, recite the text and apply what you have learned.
1, guided reciting: Can such a short story be memorized? Free back, straight back (don't lose your charm)
2. Transition: The ancients used short stories to teach us to do things and be human. Today, we also show our wisdom in life and study. Can you live to learn this idiom? (it is estimated that it is difficult)
Couplet tip: Show: Laughter fills in the cross-examination of life and other idle students in the world.
Also, you can look at the materials after class, which may help broaden your mind.
Verb (abbreviation of verb) homework summary:
1, reading materials
Reflections on the teaching of Chinese "Waiting for the Rabbit" in the third grade of partial primary school
Waiting for the Rabbit tells a widely circulated story: A farmer in the State of Song saw a rabbit hit a stump and died, so he put down his farm tools and stayed by the stump all day, hoping to find the killed rabbit again. Of course, the farmer didn't pick up the killed rabbits again, but his fields were deserted and the farmer was laughed at by the Song people. This story reveals a truth: if you don't work hard, you will get lucky, and if you expect to live by luck, there will be no good result. The text is only 39 words, but the meaning is very profound. When teaching the classical Chinese "Waiting for the Rabbit", I take reading as the basis, withhold key reading, read well, strengthen feelings and experiences, and strive to take reading as an important means for students to learn and explore. Let students read stories, understand the meaning and receive education in independent inquiry.
In the classroom introduction, I put forward learning methods, and then through solving problems: "Plants stand by and wait for rabbits", let students quickly grasp the main content of this fable, and skillfully understand the paragraphs of the article according to the topics of "Plants stand by and wait for rabbits". This practice is not only simple, but also enables students to apply what they have learned. In the process of learning new knowledge, students also get new methods and get positive development. Then let the students read by themselves, read the sentences by expanding words, taking notes, using illustrations, contacting the context and so on, and finally summarize the meaning. This overcomes the tedious analysis and empty preaching in traditional teaching. In this way, students have experienced the process of acquiring new knowledge, not only firmly mastering new knowledge, but also mastering the methods of learning this kind of knowledge.
Word teaching is still the focus of teaching, and words can be mastered by reading various lines. When understanding the content of the text, guide students to understand the meaning by reading the text repeatedly, give students the autonomy of the classroom, and let students play their imagination. Students also connect with themselves through the actions of farmers, thinking about whether they have done similar things and what they should do in the future. In this way, teachers can teach well in class and students can solve problems easily.
Only when the autonomy of the classroom is truly returned to students in teaching can we achieve good teaching results. The stimulation of interest is directly related to the quality of teaching effect. In Chinese teaching, "learning from reading" is the basis of Chinese learning and a very good teaching method. Let students talk more and think more, which can improve the deepening and understanding of the content of the article. Let students play their imagination boldly in time, which can enliven the classroom atmosphere and ignite the "innovation spark" of students.