Combined with the text, analyze why the monkey "feels dizzy" in the third paragraph.

This is a traditional intensive reading text, which tells a thrilling story that happened on a sailboat returning from a global trip. This paper takes the occurrence and development of the incident as the context, and takes people teasing monkeys for fun and monkeys being presumptuous as the cause of the incident; Then he wrote about the development process: the monkey took the captain's son's hat and in turn teased the child. Enraged by the monkey's teasing and the sailor's laughter, the child climbed the mast to grab the hat; The child lost his mind under the provocation of the monkey, went to the crossbar at the top of the mast to get his hat, and was in a desperate situation. Finally, he wrote that the captain was quick-witted and decisive at the critical moment when the sailors and children were frightened, and forced the children to jump into the sea with a gun to save the day. This story tells people that in the development and change of things, we should take corresponding decisive actions according to the changes of the situation.

The purpose of writing this text is: first, on the basis of reading the text, learn the captain's calm, witty and decisive methods to deal with problems in times of crisis; The second is to understand the author's method of telling stories.

Determine the goal:

1. Learn new words and phrases in this lesson and accumulate good words and sentences.

2. Read the text correctly, fluently and emotionally.

3. Learn the text and realize the danger when the child walks to the crossbar.

4. By understanding the content of the text, learn how the captain can deal with the problem decisively at the critical moment. Understand that when things happen, you should consider the consequences, not the impulse.

Teaching emphases and difficulties:

1, learn how the child stepped onto the crossbar at the top of the mast step by step and the process of being rescued.

2. Understand the different behaviors of children, sailors and captains in the development of the same thing.

3 ... this is a traditional intensive reading text, telling a thrilling story that happened on a sailboat returning from traveling around the world. This paper takes the occurrence and development of the incident as the context, and takes people teasing monkeys for fun and monkeys being presumptuous as the cause of the incident; Then he wrote about the development process: the monkey took the captain's son's hat and in turn teased the child. Enraged by the monkey's teasing and the sailor's laughter, the child climbed the mast to grab the hat; The child lost his mind under the provocation of the monkey, went to the crossbar at the top of the mast to get his hat, and was in a desperate situation. Finally, he wrote that the captain was quick-witted and decisive at the critical moment when the sailors and children were frightened, and forced the children to jump into the sea with a gun to save the day. This story tells people that in the development and change of things, we should take corresponding decisive actions according to the changes of the situation.

The purpose of writing this text is: first, on the basis of reading the text, learn the captain's calm, witty and decisive methods to deal with problems in times of crisis; The second is to understand the author's method of telling stories.

Determine the goal:

1. Learn new words and phrases in this lesson and accumulate good words and sentences.

2. Read the text correctly, fluently and emotionally.

3. Learn the text and realize the danger when the child walks to the crossbar.

4. By understanding the content of the text, learn how the captain can deal with the problem decisively at the critical moment. Understand that when things happen, you should consider the consequences, not the impulse.

Teaching emphases and difficulties:

1, learn how the child stepped onto the crossbar at the top of the mast step by step and the process of being rescued.

2. Understand the different behaviors of children, sailors and captains in the development of the same thing.

3. Understand the captain's methods to deal with problems.

Teaching philosophy:

1, reading type.

Reject the tendency that public classes focus on reading, family classes focus on asking questions, and senior classes focus on analysis. Read aloud at different levels. Every time you read, you must have the purpose of every reading, and there are various forms.

In the first class of this class, I designed four readings for different purposes, which were good and smooth. Read the second time with questions, clarify the structure in the third time, and grasp the main content in the fourth time. In form, there are many forms such as free reading, silent reading, named reading, quoted reading and competition reading.

2, student-oriented, focusing on generation.

Reading is not considered as the process of dismembering a work. Pay attention to the essence of the work, let the children's mind collide with the work, and the teacher's task is to guide and help the students to read. The teacher's interpretation of the work can't replace the students' reading and understanding, and the teacher who can make the students feel it will never intervene, and can be randomly generated, not sticking to the preset details.

3. The treatment of the first class is the focus of this teaching and research. Try to grasp the whole, but extract the text fragments in advance for paragraph summary, follow the students' cognitive rules, and don't jump to conclusions too early.

Teaching process:

First, introduce the new course:

Have you ever had an adventure in your life? Talk to us.

Today, the teacher is going to study Diving, a masterpiece of the famous Russian writer lev tolstoy, with his classmates. I believe the students will be attracted by the ups and downs of the story. (Look at the topic together)

Reading texts in normal schools

Who can briefly talk about their feelings?

Do you want to know the author of the article?

(If students have information or know, you can introduce yourself; If not, the teacher will introduce it. )

Second, self-study the text, the overall perception.

1, read freely, pronounce correctly, read sentences with new words, or repeat them several times where you have difficulty reading.

Read it again and read the text fluently. Complete the following.

A: Words or sentences that you don't understand are understood in the context.

B: Discuss in groups. Tell me what words you know and how you understand them. If you don't understand them, let's see if you can help them. What can't be solved in the group, record it.

C: The whole class calls the roll to exchange reading, teachers and students exchange comments, and focus on solving what the group didn't understand.

(Focus on the meaning of "unbridled" guided by the context, the writing of four words, and the writing of masts)

3. Read the full text silently and clarify the structure.

Find some characters in the text in the book and talk about their relationship. Can you tell the story in the order of things in a few words?

Sailors tease monkeys, and monkeys tease children. It is the child who chases the monkey (develops), loses his mind and is in danger (climax). The captain forced the child to dive with a gun, and the sailor saved the child from danger.

4. Read the text with emotion and summarize the main content of the story.

Homework:

Write new words after class

Read the text with emotion.

Second lesson

First, import

Let's continue to learn the lesson "Diving" and read it by name and section. Some students think: What attracts you most in the article?

Second, read the sentiment and understand the key parts.

Why did the child run to the crossbar at the top of the mast? Where can I see that the child's condition is dangerous?

Requirements: (1) Students should read books and take notes by themselves. (2) exchange personal interests with each other in the group. (3) report and exchange in class.

2, group cooperative learning, teachers patrol guidance.

Let's share the gains of reading together.

Students read the paragraphs in the text, and the teacher uses the camera to guide the reading, focusing on guiding the students to read the following paragraphs.

(1), why did the child run to the crossbar at the top of the mast?

Monkeys tease children, sailors "all laugh" and children "laugh and laugh", which is embarrassing. . The monkey took off the child's hat and put it on his head, climbed the mast, sat on the first crossbar, took off his hat and tore it with his teeth and claws. Here, the teacher should guide the students to master several verbs describing monkeys and describe their appearance, precisely because the monkey's appearance angered the children. )

At this time, the child's self-esteem was hurt and he was very angry, so he climbed the mast to chase the monkey and tried to subdue it. The monkey was not afraid of the threats and shouts of the children, and tore it even more fiercely. On the contrary, the sailors "laughed louder." My face is red with childishness. He took off his coat and climbed up the mast to chase the monkey. )

Guidance: What is the child thinking at this moment?

If I can't get my hat back, I'll lose face. I must catch up with this damned monkey and get my hat back. I can never get it cheap easily. )

Monkeys are getting more and more presumptuous, and even hang their children's hats at the end of the highest bar. The child couldn't bear it, so he climbed to the highest bar to get his hat. The monkey kept crawling and turned to tease the child. Climb to the top of the mast, … hang your hat on the top of the highest crossbar, and then … twist your body and grin. It's childish ... get the hat from the crossbar. )

Guidance: distinguish between "shortness of breath" and "extreme anger" and understand the child's "extreme anger" mood, which is the reason why the child walks onto the crossbar at the top of the mast.

(2) Where can I see that the child's condition is very dangerous?

The child's condition is very dangerous;

(1) can be seen from the expression of the sailors-"all stunned"; A man uttered a cry of fear.

(2) It is more than one meter from the mast to the end of the crossbar with a hat, and it is "wobbly" and "as long as the child slips, it will fall to the deck and break into pieces. Even if he doesn't trip, it's hard to turn around and walk back when he gets his hat. The description of words such as "shaking under your feet" shows that the child's condition is very dangerous.

Guide students to understand the dangerous situation at that time from the language of the article: look at the distance between the highest crossbar and the deck and the width of the crossbar to understand the dangerous situation of children-turning around is difficult and intuitively feel the tense atmosphere at that time.

Guidance: Can you use one word to describe the danger that children are in? (Extremely critical, close call, life hanging by a thread ...)

Instruct reading aloud: read out the anger of the child and the danger of his situation.

Do you get nervous when you see this? Do you want to save him? What do you want to do to save the child? Do something, time waits for no one! Let the students express their opinions. Perhaps the children recalled many ways, such as finding a sponge pad, letting the sailors form a circle and follow hand in hand, finding a helicopter and letting the sailors go up to save the children.

Use the method of group discussion, analyze one by one, and see which method can win time, and be sure.

(4) None of these methods actually work, so what about the captain, the father of the child, in an emergency?

Read paragraph 7 by name. Think about why the captain did it.

(5) Research: If the child doesn't dive, will the father shoot?

The group started a debate. )

Find out the basis from the text, indicating that my father won't shoot. What is the captain going to do with the gun? )

(6), "Forty seconds later-everyone already thinks it's too long" Is there a contradiction here?

Forty seconds is very short, but time is precious, and people are eager to save lives. They already think forty seconds is too long. )

Sailors dived to save lives (20 brave sailors jumped into the sea from the ship)

Third, summarize the full text.

1, teachers and students combine blackboard writing to summarize the full text.

2. How do you feel after learning the text?

The author of this article tries to tell us that when something happens, don't panic or be helpless, but find a way to solve it in the best way. )

What do you think the captain will say to his son when the child wakes up slowly? What do you want to say to the captain's son?

If you do something wrong, you should dare to look back, and don't be afraid of others' jokes. You almost slipped and fell on the deck for a hat, which is not brave, but reckless. Have you ever thought about how much pain you will bring to your relatives and friends if you slip?

You almost won back some face at the cost of your life. You must think of the consequences when you do things in the future ...)