Joke Collection Website - Mood Talk - Excellent teaching plan design of the Chinese version of the fifth grade book "Hidden Treasure in the Tiger's Mouth"
Excellent teaching plan design of the Chinese version of the fifth grade book "Hidden Treasure in the Tiger's Mouth"
Tisch
Teaching objectives:
1. Guide students to read the text carefully, ask questions they don't understand, grasp the content of the text, and understand why Uncle William praised Natalie as a clever child. Learn from Natalie's smart, witty and brave enterprising spirit.
2. Understand the author's writing method of expressing the characters' characteristics by depicting their psychological activities and behaviors.
Main points of the text:
The second part (Natalie put the movie ... well, you're done)
Emotional reading training point:
This paper describes Natalie's language and psychological activities.
The combination of reading, speaking and writing;
1. According to the illustration, what would you think if you were Natalie?
2. Write a short paragraph describing psychological activities or behaviors.
Teaching emphases and difficulties:
1, the key point: guide students to read the text, understand that Natalie can skillfully switch films, the treasure hidden in the mouth of a ceramic tiger, avoid the search of gangsters in a very critical situation, protect the story of the film, and realize Natalie's cleverness, wit and courage.
2. Difficulty: Understand the author's writing method of expressing characters' characteristics by depicting their psychological activities and actions.
Teaching preparation:
1, student: preview the text.
2. Teachers: multimedia courseware
Teaching content:
First, check the import.
1. In this lesson, we will continue to learn lesson 18, "Hidden treasure in the tiger's mouth". Through the study of last class, we got a preliminary understanding of the text and asked: Who are the main characters in the text? What does the story between them revolve around? What happened around the film? (blackboard writing)
Uncle William, two gangsters
Send a film and grab it.
protect
Natalie (female name)
2. (Multimedia Demo) Who can look at the full description on the screen?
3. What impression did Natalie leave on you?
Writing on the blackboard: smart, witty, brave and decisive.
4. How did Uncle William praise Natalie? Find this sentence quickly from the text.
Show it: Uncle William was so shocked that he shook his head again and again and said happily, "You are such a clever boy!" " "
(Read by name-read together)
Second, intensive reading and emotional reading.
1, read the text silently, draw a sentence about Natalie with "-",pay attention to the description of (), and write down your feelings.
2. Report and communicate within the group.
3. Collective reporting and communication.
Default value:
(1) movie! Natalie is a little guilty in her pocket ... I have to hide the film quickly! (psychological description)
First, what is a "guilty conscience"?
B.why is Natalie "guilty"?
C Do you like this clever little girl? Read your feelings?
Natalie closed the door, her eyes searched around in despair ... and then stuffed her film into her pocket. (Expression and action description)
First, Natalie's eyes lit up. What is she thinking? B, can the word "despair" be removed? Why?
C. guide reading aloud.
(3) Natalie has her back to the tall man, holding the film in her hand and pressing it on the protruding place of the right eye socket of the ceramic tiger. The tiger's mouth slowly opened, and Natalie let go and quickly put the film into the tiger's mouth.
Draw the verbs in this article and say what you have learned.
B, look at the illustrations on page 19 1. If you were Natalie at this moment, what would you think at this critical moment?
C. guide reading aloud.
4. Transition: What did Uncle William do after learning the truth in the dark?
Show it: Uncle William was so shocked that he shook his head again and again and said happily, "You are such a clever boy!" " "
A. William praised Natalie happily, but why did he "shake his head again and again"?
Where did you see it?
C. reading guide (happy, unexpected).
D, role reading (group-group)
Natalie protected the film with wisdom and courage. Uncle William was not only stunned, but also very proud.
A. read the last paragraph together.
B, guide reading (reading pride and sense of accomplishment).
C, combining reading and speaking.
Praise Natalie in your own words: "Good for you, Natalie!" " "You are such a good boy!
Third, summarize and sublimate, expand and extend.
1. What have you gained after learning this article?
A. ideologically.
B, from the writing method (through psychological and action description to express the characteristics of the characters).
2. Where else have you seen or heard stories of cleverness, wit and courage?
Fourth, assign homework.
1. Cooperate with parents to perform stories.
2. Practice writing: learn to express the characteristics of characters by depicting their psychological activities and behaviors, and write about a person.
What happens when the gangster takes the film from the bag? Use your imagination and continue to write.
Fifth, blackboard design.
Hidden treasure in tiger's mouth
Uncle William, two gangsters
Send a film and grab it.
protect
Natalie (smart, witty, brave mind, action)
extreme
Teaching requirements
1. Knowledge and ability
(1) Learn to master the new words in this lesson and accumulate words such as "glance".
⑵ Understand the content of the text, ask questions that you don't understand and discuss them, and understand why Uncle William praised Natalie as a clever boy.
⑶ Understand how the author describes the psychological activities and actions of the characters to express his writing methods.
⑷ Read the text correctly, fluently and emotionally, and divide the roles. If you are interested, play different roles.
2. Process and method
Adhere to the principle of long writing and short teaching, boldly deal with teaching materials, guide students to be independent, cooperative and inquiry, carefully read sentences describing characters' words and deeds and psychological activities under the guidance of teachers, and experience the characteristics of characters in reading, so as to understand the thoughts and feelings expressed by the author.
3. Emotions, attitudes and values
(1) arouses students' admiration and love for Natalie, who is smart, witty and brave.
(2) Enlighten students to be calm when they encounter something.
Key points, difficulties and key points
Length Focus: Experience Natalie's intelligence, wit and courage.
2. Difficulties: Understand how the author expresses the characteristics of the characters by depicting their psychological activities and behaviors.
3. Focus: Read the sentences describing the psychological activities and actions of the characters in the text, grasp the key words to understand the meaning of the sentences, and break through the difficulties and difficulties of this article.
Course arrangement: two class hours
first kind
Teaching objectives
1. Read through the text, learn and master the new words in this lesson, and accumulate words.
2. Cooperate to explore, grasp the content of the text as a whole, and clarify the organization of the article.
3. Have a preliminary understanding of the protagonist's characters, and guide students to read and explore by themselves.
4. Read the text with emotion and read the text in different roles.
Important and difficult
1. key: learn and master the new words and phrases in this lesson and accumulate words; Grasp the content of the text as a whole and sort out the organization of the article.
2. Difficulties: Grasp the content of the text as a whole and make clear the organization of the article. A preliminary understanding of the protagonist's image.
Teaching aid preparation: new word card.
teaching process
First, check the preview and introduce the new lesson.
1. The teacher writes on the blackboard and the whole class reads the questions together.
2. Teacher: Students, do you know what the treasure in this tiger's mouth is through preview? A movie that can prove that two guys are spies.
3. Teachers set suspense, guidance: What does the text tell about the film? Please read the text by yourselves in groups.
Second, the outline guide, cooperative learning
1. Learn and master the new words in this lesson. Talk to your classmates about the precautions in reading and writing new words.
2. Find the following words from the text and explain their meanings in the context or reference books.
Vivid thinking, overjoyed, exhausted, worried, puzzled, clenched fists
3. Tell what the text tells about the film, and divide the text into three parts in the order of development.
4. Draw the characters in the text, read the sentences about them, and talk about their impressions.
Third, check the feedback and clean it up.
1. Check the new words.
(1) The teacher shows the new word card and reads it by name.
Read it in class.
(3) Teacher: There are many new words in this class, and some words are difficult to write. Can you remind your classmates? (Named feedback, emphasized by the teacher)
The key points are: "cut, track, cover, comparable, apprentice" and other words.
(4) Read the text by name and role. Check the reading of the text.
2. Feedback the position and meaning of words such as "lifelike" through names.
Vivid: refers to the artistic image is very realistic, as if there is life.
Thinking: Cutting is polishing jade to make jade. Thinking is thinking carefully, thinking carefully.
Overjoyed: very happy because of unexpected good things.
Exhausted: describes being very tired, and the body is unable to support because of overwork.
Worried: describes being preoccupied and very sad.
Confusion: refers to being very confused about something and not understanding it.
Helpless: no need for strength; Not capable or capable of reaching.
Grip: To grasp or hold tightly with the hand.
3. Name feedback: What does this article say to a servant? In a very critical situation, Natalie cleverly switched the film, a treasure hidden in the mouth of a ceramic tiger, avoiding the search of gangsters and protecting the film. )
4. Teacher: How do you divide the text into three parts according to the sequence of events? (roll call feedback, teacher guidance. )
The first part (from the beginning to "Why does he want me to hide again?" ): Natalie found a film from the mouth of a ceramic tiger.
The second part (from "Natalie puts the film in her pocket ..." to "OK, you're done!" ): a stranger came to the house to search for the film, and Natalie cleverly switched the bag to protect the film.
The third part (from "Those two guys left like lightning ..."): Uncle William was shocked when he learned that Natalie skillfully kept the film and happily praised her as a clever child.
Fourth, talk about people at the beginning and encourage in-depth exploration.
1. Teacher named feedback: What characters did the author portray for us in this story close to the readers' heartstrings? Who is the protagonist of this article? Characters depicted in the article: Natalie, Uncle William and two spies; Leading role: Natalie)
2. Tell me the impression Natalie left on you. Students express their feelings according to the freedom of reading, and teachers make appropriate induction and summary. )
Natalie: witty, brave and smart.
3. Teacher: Characters' personality characteristics and quality characteristics are all expressed through the detailed description of characters' language, demeanor, movements and psychological activities. Now, please continue to find out the sentences that describe Natalie's words and deeds in groups, read them again, and communicate with your classmates how the author describes Natalie's image.
Students are divided into groups and explored in depth according to the requirements of teachers.
Verb (abbreviation of verb) course summary
Teacher's summary: Students, we read the text for the first time in this class. We not only learned the main content of the story, but also preliminarily exchanged our understanding of Natalie, the protagonist of the story. Next class, we will continue to discuss how the author highlights Natalie's wit, courage and intelligence through the description of movements and psychological activities.
Distribution of intransitive verbs
1. Copy the words in class.
2. Read the text with emotion and read the text in different roles.
3. Delete the wrong pronunciation of words with dots.
To be (dāi dài) exposed (lòu lù) plugged (sāi sè) (ju m: n jià n) like (j and n j and n).
4. Add words and say the meaning of the first three words.
Tired, incompetent () () () If life is bright, if () the value is even ()
Rejoice () Worry () (Confused) No () () Rummaging ()
5. Look at Pinyin and write words.
Sh ē n ɡ Di Di Tu
( ) ( ) ( ) ( )
kuànɡ
( ) ( ) ( ) ( )
6. Compare and compare word formation.
Glue () only () cuts () and sweeps () the eyes ().
Drop () steep () peck () restrain () box () spread ()
Second lesson
Teaching objectives
1, feedback and exchange the situation of self-reading in the last class, and experience the characteristics of the characters from the reading of sentences.
2. Learn the author's methods to highlight the characteristics of characters through their words and deeds, actions and psychology.
3. Summarize the full text and read the text with emotion.
Important and difficult
Length Focus: Experience Natalie's intelligence, wit and courage.
2. Difficulties: Understand how the author expresses the characteristics of the characters by depicting their psychological activities and behaviors.
Teaching preparation: copy slides with key sentences in the text.
teaching process
First of all, review and consolidate, and introduce new lessons.
Dictate the following words.
A glimpse of ceramics, pondering eyes, covering films, strange gangs
Lifelike, exhausted, priceless, rummaging through everything, powerless.
2. Dialogue: Students, through last class, we got to know a witty, brave and clever little sister-in-law Natalie. How does the author show the image of Natalie to our readers? We will discuss this problem together in this class.
Second, read the words and feel the grammar.
1. Teacher: Last class, the students in the group and their study partners have found sentences that can reflect Natalie's wit, weakness and intelligence. Then ask the representatives of each group to read the sentences they find. Students read the relevant sentences and the teacher shows them. )
"Natalie pondered the meaning of these words while touching the eyes of the ceramic tiger with her fingers."
"What kind of treasure is a movie?" Natalie thought, "Is Uncle William kidding me? Why does he want me to hide again? "
Movies! Natalie felt in her pocket a little guiltily. "They are looking for this thing! Why? They are definitely not good people. I have to hide the film quickly! "
"Hiding in the ceramic tiger is the safest. Yes, you should put the film back there! "
"Natalie closed the door ... and stuffed her film into her pocket. "
Natalie tried to take her eyes off the camera ... she suddenly felt dizzy. "
"Natalie nodded and walked down the aisle with him."
"Natalie turned her back on the tall man ... and quickly put the film in the jaws. "
2. Students read these sentences together.
3. Name feedback: How do you feel Natalie's wit, courage and intelligence?
(1) Students can choose sentences freely and analyze the selected sentences.
(2) Tell your own different understanding or supplement your classmates' understanding.
⑶ Teachers should make appropriate evaluation and guidance to help students further understand and feel.
(4) Guide students to read the text with emotion.
4. Teacher's summary: Students, Natalie was so calm in the face of cruel enemies at an early age that she came up with such a good way to protect this important film in the crisis. Her intelligence is admirable!
5. Guide the students to read these sentences with emotion, and read them again to feel Natalie's intelligence, wit and courage.
6. Teacher's summary: Students, from the author's description of Natalie's movements and psychological activities, we deeply feel Natalie's intelligence, wit and courage.
7. roll call feedback: so that when uncle Qilian knew that his film had not been taken away, he was shocked! Why is he shocked? Because he thought it was incredible that Natalie could come up with such a clever way to save the movie at a young age. )
8. Teacher's summary: Therefore, Uncle William shook his head again and again and praised Natalie happily: You are such a clever boy!
9. Guide students to read Uncle William's surprise and admiration.
10. Expand your thinking: Students, give Quanatali a compliment! (Students speak freely)
Third, summarize the full text, role reading.
1. Teacher's summary: Students, Natalie's wit, courage and intelligence are really admirable. Let's read the texts of different characters again, hoping to read Natalie's image vividly this time.
2. Read the text emotionally with different roles.
Fourth, class summary.
The teacher concluded: Natalie is very clever. She can protect the film in the crisis, not only because of her wit, but also because of her courage and composure. The teacher wants you to keep calm and think calmly when you encounter problems.
Verb (abbreviation for verb) assigns homework.
1. Read the text by role.
2. Interested students can cooperate with others and act out stories in different roles.
3. Write words according to appearance.
Vivid and vivid.
4. Polysyllabic words.
Tibetan cánɡ () difference chā () tiáo () Volume ju m: n ()
zànɡ( ) chāi( ) diào( ) juàn()
5. make sentences.
During the period of ...: No ... but ...:
6. Write synonyms.
Cover up () search () try () stare ()
Calm () thinking () guilt () lifelike ()
7. Read the sentences and answer the questions.
"Pick you up at the airport. I can't go, I am in ear inflammation. " Natalie replied, feeling a little confused.
① Explain the added words.
Confusion—
② Contact the context and think about what Natalie would think at this time.
Suddenly, she saw her camera and her eyes lit up.
"Bright" in the sentence means:
Do you know what Natalie is thinking at this moment?
8. Why did Uncle William praise Natalie as a clever child?
9. Read the sentence, think about the questions in brackets, and carefully understand the meaning of the sentence in the context.
Natalie, where are your parents? Uncle William looks tired and worried. Why does Uncle William have such an expression? )
Suddenly, she saw her camera and her eyes lit up. What is Natalie thinking at the moment? )
Uncle William was shocked, shook his head again and again and said happily, "You are really a clever boy." William praises Natalie happily, but why does he "shake his head again and again"? )
Tisso
Teaching objectives:
1. Guide students to know the five new words "glance, sign, orbit, rush and butterfly", learn the new words "glance, porcelain, sign, send, cut, orbit, cover, glue, stranger, ratio, dizzy, evil and disciple" in 13, and master "glance".
2. Guide students to read the text carefully, ask questions they don't understand, grasp the content of the text, understand why Uncle William praised Natalie as a smart child, and learn Natalie's spiritual qualities of intelligence, wit and courage.
3. Understand how the author describes the psychological activities and actions of the characters to express their writing methods.
Teaching focus:
Guide the students to read the text, understand that Natalie can skillfully switch films and treasures hidden in the tiger's mouth of ceramics in a very critical situation, so as to avoid the search of gangsters, protect the story of the film, and realize Natalie's cleverness, wit and courage.
Teaching difficulties:
Understand how the author expresses the characteristics of characters by describing their psychological activities and behaviors.
Teaching preparation:
Presentation.
first kind
Teaching objectives:
1. Guide students to know the five new words "glance, sign, orbit, rush and butterfly", learn the new words "glance, porcelain, sign, send, cut, orbit, cover, glue, stranger, ratio, dizzy, evil and disciple" in 13, and master "glance".
2. Guide students to read the text carefully, ask questions they don't understand and master the content of the text.
Teaching emphases and difficulties:
Guide students to read the text carefully, ask questions they don't understand and master the content of the text.
Teaching process:
First, import
Students, do you have any questions to ask when you see the topic of "Hidden treasure in the tiger's mouth"? What do you want to know about this topic?
Second, the first reading preview
1. Read the text by yourself and draw new words and questions that you don't understand in this lesson. Think about it: What story is the text telling?
2. Read the text by name and make a simple comment after reading it.
3. Organize communication.
(1) What's the story in the text?
(2) Ask yourself questions you don't understand.
Third, check the preview.
1. Read the word
Natalie William
(1) read by name
(2) Show: Exhausted
(3) Read by name
(4) What does it feel like to be exhausted?
(5) What should I say when I am exhausted?
(6) Show ppt (sentence):
Natalie, where are your parents?
2. What does "treasure" mean? (movie)
3. Who hid it? Why are you hiding? How did you hide it? Solve doubts by reading.
Fourth, make clear the level of the article.
1. How many parts of the full text are written around the word "Tibet"?
The first part (from the beginning to "Why does he want me to hide again?" ) Natalie found a roll of film from the mouth of a ceramic tiger.
The second part (from "Natalie puts the film in her pocket ..." to "OK, you're done!" This part describes the process of a stranger searching for a film, Natalie hiding the film, and a gangster grabbing the film with a gun.
In the third part (from "Those two guys left like a group ……" to the end), Uncle William was shocked to learn that Natalie skillfully kept the film and happily praised Natalie as "such a smart boy".
Verb (abbreviation for verb) assigns homework.
(omitted)
Second lesson
Teaching objectives:
1. Understand why Uncle William praised Natalie as a clever boy, and learn from Natalie's spiritual qualities of intelligence, wit and courage.
2. Understand how the author describes the psychological activities and actions of the characters to express their writing methods.
Teaching focus:
Guide the students to read the text, understand that Natalie can skillfully switch films and treasures hidden in the tiger's mouth of ceramics in a very critical situation, so as to avoid the search of gangsters, protect the story of the film, and realize Natalie's cleverness, wit and courage.
Teaching difficulties:
Understand how the author expresses the characteristics of characters by describing their psychological activities and behaviors.
Teaching process:
First, import
At the beginning of last class, we read the text. Who will tell us what this article is mainly about?
Second, in-depth study, perception and understanding.
(a) master words and deeds, psychology, understand the main content of the article.
1. Browse the full text. What impression did Talima leave on you? (Smart, witty ...)
2. From which sentences, draw the movements and psychology of Tarima with strokes, read them carefully and talk about your experience.
3. Read aloud in groups.
(2) Reading experience
1. Practice in groups with different roles.
2. Group report, who do you think read well in the class and why? (review)
3. Practice reading aloud according to the instructions
4. Teachers and students read
5. Read the full text in different roles
Third, expand activities.
According to the content of the text, carry out.
Fourth, consolidate practice.
1. Read the new words in class and say how you remember them.
2. Read the sentences and answer the questions in brackets. (Exercise 3 after class)
3. Read, write and write. (Exercise 4 after class)
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