Chinese courseware for the third grade of primary school: "Li Guang shoots the tiger"

Chinese courseware for the third grade of primary school Part 1: "Li Guang shoots the tiger"

Teaching objectives:

1. Learn the words in this lesson and understand "Yingyingchuochao" The meaning of words such as "picking up a bow and setting up an arrow", "extraordinarily brave", etc.

2. Understand the lesson types of poems in the literary package, be able to recite the poems, and tell the main idea of ??the poems.

3. Be able to express General Li Guang’s immense strength and bravery through reading.

Teaching is important and difficult:

Learn and understand the ancient poem "Song Xiaqu" to enrich students' accumulation.

The first lesson

Teaching process:

1. Leading from the questions to the lesson type

1. "Wake up the ears" Routine training: "Suddenly... the hard bow was drawn"; "The white feather arrow... could not be pulled out".

2. In today’s lesson, we will study the article "Li Guang Shoots the Tiger". What kind of person is Li Guang? Classmates, tell us what you know. Let's open the book, quickly read the second section, and search for information about Li Guang.

3. Through preview, do students know what type of text this is? (Poetry in Wenbao) What have we learned before? With these previous accumulations, I believe you will be able to learn this article It will be more convenient!

4. Come on, first ask the cooperation group to check with each other on your preview status. I'll give you time to read it through. You can read it in your own group's original way.

5. Let a small group report on the preview - read the text aloud and students will evaluate it.

2. Clarify the context from poetry to prose

Since it is a literary poem, how do the articles and ancient poems correspond one to one? Ask the students to read the article silently and carefully Think, then let’s communicate.

Three stanzas - the grass in the forest is frightened by the wind, and the general draws his bow at night

Four stanzas - looking for white feathers during the day, but missing in the stone edges

Three. Correspondence between poems and essays, inspiration for bravery

1. Let us get closer to feel the subtlety of ancient poems and the wonderful description of articles. Just now the students mentioned that the first line of the ancient poem corresponds to the third section. Now I ask the students to pick up the pen and draw a stroke. Which sentences are written "The forest is dark and the grass is shaking with the wind"? Use horizontal lines to indicate it. Which sentences say "The general draws his bow at night"? It is represented by wavy lines. (Students self-study)

2. Practice reading the first line aloud and read out the scene of the dark and windy night.

3. Who will read the sentences corresponding to the second line of the poem? From these sentences, do you understand Li Guang better? From which words do you understand?

< p>　4. A generation of famous generals truly deserves their reputation. It is not difficult to see his bravery from his one-stop tiger shooting action. Who can sum it up in one word. Practice reading the second line aloud to reveal Li Guang's alertness, bravery and decisiveness.

5. Return to ancient poetry. It’s a great read. Can you still read such momentum when you go back to ancient poetry? Who will try to read the first sentence?

IV. Correspondence between poems and prose, great insight

1. Use the learning method we just used, please study the fourth section by yourself. Scratch it first, then read it.

2. Let the teacher understand the results of your self-study. What does "pingming" mean? Yes, early in the morning, Li Guang's entourage went out to look for the white feather that shot out, but what kind of scene did they see?

3. Please pay attention. Punctuate and talk about how these two exclamation marks make you feel. Can you read it?

4. Let’s imagine the scene at that time. How much of the white feather arrow is still exposed? Find the basis between the lines, or you can find the corresponding words from ancient poems, which can also be explained.

5. Practice reading the last sentence and feel Li Guang’s great strength.

6. At this moment, if you were asked to praise him as "a good Li Guang", how would you express it?

7. Return to ancient poetry again and read you The admiration in my heart.

5. Recollect poems and practice telling them

1. Let us memorize ancient poems as quickly as possible.

2. Come, learn to be a storyteller by comparing ancient poems, and tell us the story of Li Guang.

6. Expand ancient poetry and improve reading

1. Li Guang is so brave. No wonder Wang Changling, another frontier fortress poet in the Tang Dynasty, wrote this poem: But if the flying generals of Dragon City are there, Don't teach Huma to cross the Yin Mountains.

2. The author of this poem "Fortress Song" is Lu Lun, a famous frontier fortress poet. There are six songs in his "Song Xia Song". The teacher is here to read another song to you. The wild geese fly high in the moonlight, and the Chanyu escapes in the night. When I want to chase Qingqi away, heavy snow covers my bow and sword. Interested students can imitate writing a literary poem just like the ancient poetry research we conducted last semester. The teacher believes that as long as you have the will, everything is possible.

Second lesson

Teaching process:

1. Introduce poems and ask questions

1. The story of "Wu Song defeated the tiger" The students were very impressed. Today we continue to study Li Guang Shehu (writing topics on the blackboard and providing guidance on reading good topics)

2. Students, the title is the eye of an article, it will tell us the writing scope and content of the article. Now that you have read this topic, what do you hope this text can tell you? (Guide students to question around the topic)

(Who is Li Guang? What kind of person is he? When and what Shooting a tiger somewhere? Why shoot a tiger? Did you hit it in the end? What was the result?...)

Teacher’s comment: Students, questioning is a good way to learn. Asking questions around the topic can help When we read with more purpose, we will gain greater rewards after reading.

2. Understanding the text

1. In fact, the story of Li Guang shooting the tiger is adapted by the author from the plot of the ancient poem "Song of Saixia" written by Lu Lun, a poet of the Tang Dynasty. of. Let's read this poem first.

2. Read the second paragraph of the text carefully

(1) Read by name, who is the "general" who "draws his bow at night" in the poem?

　(2) What kind of general is he? (Incomparably brave)

Understanding: Incomparably brave

(3) Read the second section together

3 .Learn the natural paragraphs 3 and 4

(1) Transition: Please read the natural paragraphs 3 and 4 of the text softly. Which sentences in the text describe Li Guang’s incomparable bravery? Use ~~ to underline< /p>

　(2) Communication

　A presentation

　(1) The text states that when the general hears the sound of wind and grass, he thinks of tigers, searches for tigers, finds tigers, and shoots tigers. What does the process say about Li Guang? (Alert, agile, good at shooting, brave and calm, bold and talented)

(2) What do you think is the most exciting part of this series of processes? (Shooting Tiger)

(3) Let us all read this wonderful part together

(4) Students look for what verbs the author uses to describe Li Guangshehu’s? is circled in the text.

(5) Communication (picking, taking, transporting, pulling)

(6) Talk about the meaning of these verbs in the text

(7) Watch multimedia: Teachers and students appreciate the image of Li Guang shooting a tiger together.

(8) Let’s talk about Li Guang’s ability to shoot tigers. Do you want to learn from Li Guang? The teacher made a simple bow and arrow. Who will perform it?

(9) Comments: Tell me how his performance was?

(10) Tell me your experience. (Archery is not easy, every action must be done properly.)

(11) Guide reading.

① The first sentence uses a narrative tone, with a gentle tone; the second, third, and fourth sentences have a slightly heavier tone, emphasizing "blast", "rustling", "thinking of", "vigilance", and | searching around" , pay attention to the tone of voice to exaggerate the fearful and tense atmosphere at that time; the 5th and 6th sentences should be spoken slightly faster to read out the tense atmosphere at that time.

B. Yeah. !Everyone was shocked. It turned out that what General Li shot was not a tiger, but a huge stone!

　(1) Did the followers marvel that General Li Guang’s arrow hit the huge stone? If not, What is that amazing thing? (Infinite power)

(2) Guided reading: Read the surprise of the followers

C. The white feather plunged deeply. From the stone, no matter how hard the soldiers pulled it out, they could not pull it out.

(1) What does "It can't be pulled out no matter how hard it is pulled out" mean?

(2) The multimedia shows pictures of arrows without stone edges. At this time, the soldiers present will say something What?

　(3) This seems to be a joke, but we will not laugh at Li Guang’s eyesight, but admire his superb martial arts, because before him and after him, no general can shoot an arrow. Shooting deep into the stone, having such a superb martial arts general guarding the border is enough to scare the enemy.

(4) Guided reading: Read out your surprise and admiration for Li Guang’s superb martial arts.

(5) Read the fourth stanza together

4. Read this poem again. It will be very simple to understand the meaning of this poem. Which natural paragraph writes the content of the first two sentences of "Song Xiaqu"? Which natural paragraph writes the content of the last two sentences of "Song Xiaqu".

3. Expansion and extension

1. Students freely click on "Li Guang" and read the text freely based on the questions just raised. After reading, a group of four people will discuss the results of reading around the questions just raised. harvest, and finally sent representatives to exchange and discuss the results.

2. Students click on the "Ancient Poetry "Out of the Fortress"" with the mouse, combining poetry and prose, and feel people's admiration and memory for Li Guang while reading, watching and thinking about it. Then speak freely, and you can also recite the poem "Out of the Fortress".

Blackboard writing design:

Bold and highly skilled

Infinitely powerful and brave

Article source

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Chinese courseware for the third grade of primary school Part 2: "Li Guang shoots the tiger"

Teaching content:

Learn how to write one thing in the order of story development.

Student learning process:

1. Dictate new words

2. Read the text carefully

1. Read the first natural language carefully Paragraph

(1) Read by name.

(2) Post-reading discussion: What does this paragraph mainly explain?

(3) Introduce Lu Lun and his Saixiaqu.

(4) Read the next song by name. Read the next song together.

2. Read the second natural paragraph of the text carefully.

Read the discussion.

(1)Who is the general who "draws his bow at night" in the poem?

(2)What kind of general is he?

(3 ) Read the second natural paragraph together.

3. Read the third natural paragraph of the text carefully.

(1) Read the text silently, think and discuss: What is written in this natural paragraph? (Discussion, camera blackboard: When there is a commotion at night, I think a tiger is drawing his bow and shooting fiercely)

In what order is this natural paragraph written? What to write first? What to write next? What to write last?

(2) Practice reading aloud, compare with the wall chart, and talk about Li Guang's experience of shooting the tiger.

(3) Continue the discussion. The text says that the general heard the sound of wind and grass and thought of tigers. What does the process of searching for tigers, finding tigers, and shooting tigers say about Li Guang? (Alert, agile, good at shooting, brave and calm)

(4) Guidance Read aloud.

(5) Comparatively explain the first two sentences of the song with poems and essays.

4. Read the 4th paragraph of the text carefully.

(1) Read the text lightly.

(2) Discussion.

When does "Meng Meng Liang" refer to?

Li Guang's entourage went to the tiger shooting site to look for prey. Why were they all stunned? (Camera blackboard writing: Looking for prey early in the morning and piercing the stone)

What does "deeply penetrated" and "can't pull it out" mean? (Excellent martial arts, infinite strength)

(3) Refer to the text.

(4) Comparatively explain the last two sentences of the song with poetry and prose.

(5) Connect the poetic meaning of the whole poem and talk about it.

3. Animation setting, emotional reading

1. Transition: Just now we read ancient poems following the text, savored the story, and deeply felt Li Guang's incomparable bravery. Yes, General Li Guang is really brave! How wonderful it is to have such a "brave" general stationed at the border! After studying the text, you will feel more profound when you read the poem "Song of the Sea" again.

(Poetry displayed on the screen: read by name)

2. It can be seen that the students were fascinated by this gripping story. I believe you will also like this poem more. Come and read it again. (Practice reciting ancient poems.)

3. Do you want to appreciate General Li’s amazing courage in shooting the tiger? (Appreciate the animation)

4. Let’s read the text emotionally together.

4. Expansion and extracurricular assignments

Li Guang is a famous general in the history of our country. It is not only Lu Lun who praises him, but also the great poets of the Tang Dynasty, such as Wang Changling and Gao Shi. Everyone wrote poems in praise of him. Let's take a look at Wang Changling's "Out of the Wall". (Show the courseware) Read with the teacher.

Assignment design:

1. Tell others the story of "Li Guang Shoots the Tiger", so that more people can understand Li Guang, the tiger-shooting hero.

2. Read the novel "Li Guang Shoots the Tiger" outside class. Once again, I felt people’s admiration and memory for Li Guang.

3. Practice writing:

Blackboard writing design:

Li Guang shoots the tiger

Bold and highly skilled, brave and powerful Big infinity