Teaching Design of Two Fables "Encouraging the Seedling, Waiting for the Rabbit"

As a teacher, it is inevitable to prepare teaching design, which should follow the basic laws of the teaching process and choose teaching objectives to solve the problem of what to teach. How to focus on teaching design? The following are two fables I compiled for you, the teaching design of "Let the seedlings grow stronger and wait for the rabbits", for reference only. Welcome to read them. Two Fables Teaching Design Part 1

Perspective before class

This lesson consists of two fables, namely, Encouraging Seedlings and Waiting for Rabbits. The text outlines two ridiculous characters in ancient times. One is eager for success, contrary to common sense, and makes things worse as a result; One is to be lucky with unexpected gains, not to do things seriously, and the result is nothing. These two fables are well-known works, with concise and lively language and vivid and interesting content.

Fable is often a short story to illustrate a profound truth, which is a genre that students like to see and hear. In teaching, we should grasp the characteristics of short text and lively and interesting content. Guide students to combine the illustrations of the text, grasp the key words, analyze the characters' manners and psychological activities, and understand the text content. At the same time, combined with the actual life of students, guide students to understand their feelings. Grasp the internal connection of the text, analyze the cause and effect and reveal the meaning, so that students can be educated and influenced.

Teaching objectives

1. Know 1 new words and write 9 words.

2. Read the text correctly and fluently, and read the text silently, so as to realize the moral of the story in reading:

Don't be hasty in doing things; Don't be lucky about unexpected gains.

3. Be able to tell stories to others.

teaching focus

read the text emotionally and understand the meaning.

information materials

new word cards, courseware or text illustrations, and audio or video recording of text contents.

Teaching process

Cut in and give examples

1. Observe the conversation:

Show the illustration of "Encouraging the Seedling" to inspire the conversation: Do you know this story? Who can tell this story to everyone? What truth can we understand from these two fables? In this lesson, let's learn first, (which leads to the topic), "Promoting Seedling Growth".

2. Introduction to solving problems:

Students, have you heard fables? (student exchange). Teacher's introduction: Fable, like fairy tales and narratives, is an article genre, and it often illustrates a profound truth through a fictional short story. "Yu" reposes the meaning contained, and the fable means that speech contains some meaning. "Ze" is a quantifier here, indicating the number of articles. "Two rules" are two rules.

According to students' actual situation, arouse students' exchange and discussion. Naturally lead to the teaching content, introduce the common sense knowledge of fables to students, enrich students' understanding and stimulate students' interest in reading.

dialogue platform

learning "Miao Miao Fu Yang"

First, reading for the first time

1. Thinking about reading the topic:

What did you think of after reading the topic? The camera teaches the pronunciation and meaning of the word "zhang", and "Chang" reads "Zhang" here.

2. Show courseware or video materials, change "words" into "pictures", guide students to watch and understand the story in detail.

Introduce the topic, change the words into pictures, stimulate students' enthusiasm, understand the content of the story, and lay the foundation for learning the text.

3. Read the text by yourself:

Read the text softly, find out and read the new words. Use reference books to understand the words you don't understand, and discuss them with each other at the same table.

4. The whole class exchanges the memorization of new words:

Teachers fully encourage students to exchange the methods of literacy and memorization. Emphasize key words in a timely manner.

5. Consolidate literacy through games:

Guide students to memorize new words by means of "word turntable" and "picking fruits".

emphasize self-study and self-study, and grasp the basic knowledge in a down-to-earth manner. Improve students' autonomous literacy ability by exchanging rich literacy experience.

Second, read aloud

1. Guide students to read their favorite paragraphs and practice reading aloud in their favorite way.

2. Read by name. The teacher's camera guides the students to tell their reading experience:

Why do you read like this? Combine key words to guide students to understand the language and mood of the characters, and the teacher inspires and guides students to read aloud with emotion. For example,

guide reading the first paragraph: inspire students to think:

Why should farmers help the seedlings grow? The farmer is eager for his seedlings to grow faster, but they grow so slowly. What's his mood? On the basis of students' exchange experience, understand the word "longing", and the teacher guides the students to read the anxious and soliloquical tone.

Instruct students to read the second paragraph: inspire students to think:

What methods did the planter come up with to help the seedlings grow? How did he do it? Understand the meaning of "finally, exhausted" Instruct students to read the feeling of "anxious and tired".

Reading aloud is the best way to understand the text. Combining with key words, we can experience the characters' language and psychology, enrich students' emotional experience and deeply understand the text content. By reading aloud with emotion, the scene at that time was reproduced and the characters were understood. In the deep understanding of the plot, read the understanding, read the personality and interpret the text.

3. Guide students to understand the mood and performance of the characters at that time from the farmer's confident language and the final result. On the basis of emotional reading, focus on guiding students to find out why the result is like this. A preliminary understanding of the meaning.

grasp the final result of the development of things and make a sharp contrast with the performance of farmers. From the strong contrast, understanding the truth to be revealed by fables cultivates students' reading comprehension and thinking ability.

III. Discussion

Inspire students to think: What do you understand after reading this fable? Is there anything similar in life? What should we do in the future? Arouse students' discussion, and teachers' camera nudge to abstract the meaning.

Sublimate the understanding of moral, promote students' individual interpretation of the text, cultivate students' language expression ability and profundity and generality of thinking in communication, cultivate students' correct treatment of things in life and promote the healthy and harmonious development of personality in the understanding of moral.

Fourth, expand

1. Inspire students to think: If you were asked to give this farmer a name, what do you think he should be called? Give your reasons.

2. What other fables do you know? Tell it to everyone and tell me what you have gained from the fable.

Broaden students' thinking and promote the improvement of students' comprehensive Chinese literacy. The problem setting originates from the textbook, which is higher than the textbook, and integrates students' personalized opinions, which enriches the accumulation of Chinese and promotes the improvement of students' imagination, thinking level and expression ability.

V. Writing

1. Show the words "focus, expense, hope and calculation" in "I can write". Guide the students to observe the characteristics of these words in structure and strokes, exchange the gains of observation, and the teacher should emphasize them appropriately. For example:

Above the "Jiao", there are four horizontal lines on the right, so don't write "Live"; The middle of the word "calculation" is "eye" instead of "day"; The word "fee" is "fu", so you should write the word "bow" first; The last stroke of the word "Wu" in the left half of the word "Wang" has changed.

2. Teachers should write difficult words and emphasize the writing of key strokes while writing.

3. Students practice writing independently, and comment on each other after writing. Write more if you don't write well.

Grasp the characteristics of new words, strengthen the guidance of model writing, and make independent writing comments to improve students' writing ability. Teaching design of two fables, "Let the seedlings grow stronger and wait for the rabbits" 2

Teaching objectives:

1. Learn the 13 new words in this lesson. Can correctly read and write the bell, bell, waiting for the rabbit, stump, happy, hoe.

2. Read and recite the text. Copy the last paragraph of Waiting for the Rabbit.

3. Understand the contents of fables, know not to be lucky about unexpected gains, do things honestly, and success depends on honest labor.

Teaching process:

First class

1. Revealing topics and solving problems

1. What fables have we learned before?

2. What does the second fable mean? What are the characteristics of fables? Explain a truth or satirize someone with a short story. Containment: the meaning of sustenance and inclusion. Say: Be reasonable. )

3. In this lesson, let's learn the fable of stealing the bell from the ear. Teacher's blackboard writing: cover one's ears and steal the bell.

4. through preview, who knows what is the meaning of cover-up and theft in cover-up? What do you mean by stealing the bell? Cover your ears and steal the bell. )

Second, make clear the learning goal

Show the learning goal by projection:

1. Master the new words and phrases in the fable of covering one's ears and stealing bells by self-study.

2. Understand the story with illustrations and cartoons, and understand the moral of this fable.

3. You can use your own words to express the meaning of the idiom.

4. Read and recite this fable with emotion.

(Let the students know the learning objectives of this lesson and know what they have learned. )

Third, classroom self-study, overall perception of the text

1. Projection presentation self-study requirements:

(l) Read the text smoothly with the help of Pinyin.

(2) Tick out the new words and phrases in this lesson and read them several times.

(3) Read the text again and tick the words and sentences that you don't understand.

(4) Read the text skillfully.

2. Students teach themselves.

3. Check the self-study situation.

(1) Read the word cards with new words and correct the pronunciation.

(2) Try reading the text by name.

4. Thinking: What is the main point of the text?

Fourth, understand the content of the text

1. Read the text freely.

2. Discuss in groups: What is the cause of the story? What happened? What was the result? Name the results of the discussion.

3. Focus on understanding the second paragraph.

(1) What does it mean to know clearly? What does the bell thief know? After the students answer, the teacher writes on the blackboard:

clearly know as long as you want

(2) Tick the sentences containing as long as you want in the book and read them together.

(3) Make sentences orally as long as you name them.

(4) The man clearly knew the consequences of touching the bell with his hand. Instead of giving up the idea of stealing the bell, he came up with a way.

① Projection shows the first question of thinking exercises after class (1) Subtle: What do people who cover their ears and reach out to steal bells think? Is his idea right? Why? Students tick the sentences in the book that write what the bell thief thinks and read them.

② A related word is used in this sentence. Which related word is it? What do you mean, cover up? How else can you say this sentence? If you cover your ears, you can't hear the noise. )

The man put his hand over his ear so that he couldn't hear the bell. But can he cover other people's ears? Can anyone else hear the bell?

(5) He thought his idea was good and he was smart, so he acted on it. What was the result? (After the students answer, the teacher writes on the blackboard: Still do this. Just now, the illustration in the text depicts this result. Name the picture. )

(6) The man clearly knew the consequences of stealing the bell from the beginning, and in order to achieve his goal, he thought of a good way. But as it turns out, he is just smart, and his behavior is very stupid in the eyes of others. The key is that he covers his ears, but he can't cover others' ears. )

(7) Guide reading.

① read the second paragraph by name, and pay attention to the tone of being smart.

② Read the full text together, and pay attention to show the stupidity of the bell thief when reading aloud.

5. Reveal the moral, summarize and expand

1. Show the thinking questions by projection:

(1) Where is the stupidity of the person who steals the bell?

(2) What lessons should you learn from him?

(3) What does this fable tell people?

after the students discuss in groups, answer by name.

2. Summarize at the same table, and say the meaning of the idiom in your own words.

3. Summarize the extension.

think about it, is there anything similar to stealing the bell in our real life? Talk about feelings in connection with study and life. Students can speak freely after discussion.

6. Assign homework

1. Copy and memorize the new words formed by the new words in this lesson.

2. Make sentences as long as you use them.

3. Tell the fable of stealing the bell from the ear to parents.

4. Recite the fable "Stealing the Bell from the Ear".

In the second class

1. Revealing the topic

Last class, we learned the fable "Stealing the Bell from the Ear", and the students liked it very much. Who can tell us what this fable tells us? (Student says) Can you recite the text? (recite by name)

In this lesson, we will learn the second fable, Waiting for the Rabbit.

(blackboard writing topic. The word "Zhu" and "Dai" are pinyin)

What does Zhu mean? What do you mean by waiting? What does this fable tell us? The teacher believes that students can solve these problems through their own study.

Second, according to the study in the last class, establish the learning goal

(or show the projection of the learning goal in the last class, and let the students set the learning goal in this class by themselves. )

Third, classroom self-study, overall perception of the full text

1. Put forward self-study requirements and arrange self-study.

(Projection shows self-study requirements. )

① read the text fluently with the help of pinyin.

② Tick the birth words and read them several times.

③ Mark the words or sentences you don't understand.

④ thinking about the meaning of waiting for a rabbit.

⑤ communicate with the group after completing the learning task.

2. check the self-study situation.

① show the word slides to check the pronunciation and understanding of words.

② refers to reading the text. (Pronunciation through sentences)

③ Name the meaning of the topic. (plant: root or stump. Wait: wait. The meaning of the title is: wait by the stump, hoping to get the rabbit that hit death again. )

3. Stimulate students' interest. Let the students watch the cartoon "Waiting for the Rabbit" and think: What is the main point of the text?