How to turn the art of waiting for rabbits into a language with the same goal?

1, understand the words "wait for the rabbit, escape and be happy".

2. Read the text with emotion.

3. Guide students to understand the lucky psychology of farmers because of an unexpected harvest, and understand the truth contained in fables.

Teaching emphases and difficulties

Guide students to understand the lucky psychology of farmers who get something for nothing because of unexpected gains, and understand the truth contained in fables.

teaching process

Analyze the meaning of the question first. If you have any questions, get a general understanding of the text.

Teacher: Dear children, the teacher has brought you an interesting story. do you want to hear it ?

Teacher: This story is hidden in our lesson 27. Before opening the text, the children must listen to the teacher's request: read and think, and try to tell stories in their own words.

Ok, now open it and read quickly!

Health: Reading.

Teacher: The children read very carefully. Who can tell me the story we are going to learn today is called-(Sheng Qi said)

Good. Now please take out your right hands and write the word "Shou" with the teacher. The top is a hijab, which means a house, and the bottom is an inch. Looking at this small house and guarding this square inch is "guarding".

What he wrote in the text message is.

By the way, it's a stump, which is the "plant" mentioned in the title. (Painting: Stump stick figure)

Teacher: Waiting for a rabbit means waiting for a rabbit with a stump.

Second, explore doubts together, know the meaning of the text, and understand "why should we keep it?"

Teacher: Children have a good memory. Let's test everyone again. Who's guarding? (Health: Farmers) What have farmers raised? Can you find relevant sentences in the article? (painting: farmer's stick figure)

(Segment 1: As the days passed, no rabbits came again. His field was full of weeds, and all the crops were ruined. )

Ask the students to evaluate what they read, and then read after the evaluation.

Teacher A: The teacher heard that you read slowly day by day, and felt a lot of innocence passed. Now let's read with our own feelings!

Teacher B: The teacher heard that you read fast day by day, and the teacher thought that the days passed quickly. Now let's read with our own feelings!

Teacher: What do you understand from this sentence? (Board: All the crops have been harvested)

Teacher: Why have all the crops been harvested? Can you find the answer from the text? Please underline the sentences with "".

(ppt fragment 2: From then on, he dropped his hoe and sat by the stump all day to see if there were any rabbits coming, and then killed the stump. )

Teacher: OK, now let's talk about it.

Health: From then on, he dropped his hoe and sat by the stump all day to see if any rabbits came and then killed the stump. Teacher, here are two sentences. (PPT shows the sentence 1: The farmer dropped his hoe and sat by the stump and waited. Sentence 2: The farmer put down his hoe and sat by the stump all day. ) I let the male students read the first sentence and the female students read the second sentence.

Health: Read the sentence.

Teacher: What did you find?

Health: I found that there is no "all day" in the first sentence and "all day" in the second sentence.

Teacher: This student observes very carefully. (blackboard writing: all day) Do the sentences with "all day" and without "all day" have the same meaning?

Health: It's different.

Teacher: Who can tell me the difference?

Health: There is no "all day" in the first sentence. I wonder when he is waiting. The second sentence has "all day", that is, whether it is windy or rainy, he is waiting there.

Teacher: Think about how to pronounce the second sentence.

Health: Read the second sentence.

Teacher: You read aloud "all day", which makes me feel that the farmer is waiting there day and night and refuses to leave.

Teacher: Let's read this sentence together.

Health (anger): Read sentences.

Teacher: A farmer, what should he do?

Health: pulling weeds, fertilizing, catching insects and farming.

Teacher: But he has lost what he should do (look! The farmer left his hoe, and he waited for him all day while others were in the field. When others are in other places, he waits for him all day; When someone else's, he's still here? (Click on the icon to show that farmers imagine rabbits hitting stumps on the basis of PPT7.)

Teacher: Seeing others' efforts, he is indifferent. In this day-to-day waiting, the crops are all barren. Teacher Li believes that you will be more moved if you read this sentence again now. Let's read it. (PPT: From then on, he put down his hoe ...)

Student: One reading.

Student: Read together.

Teacher: This farmer has nothing to do all day. No wonder all his crops are gone. He stayed here because-(the students answered together).

Please read 1-2 to see the scene of picking rabbits at that time!

Health: Free reading.

Teacher: Tell me, how did the rabbit die? Please tell me.

Health:

Teacher: How did the rabbit come out? Look, it's coming! (PPT demonstration: animation of rabbits coming out of the Woods)

Who can tell me how you noticed the rabbit running out of the Woods?

Health: The rabbit quickly ran out of the Woods.

Health: The hare ran out of the forest like lightning.

Health: The rabbit ran out of the Woods in a panic.

Teacher: Little friend, as everyone said just now, running fast, flustered and disoriented is what we call "running" in our text. (Pay attention to guide students to find the usage of "suddenly" and return to the text)

Teacher: Why did the rabbit run out of the Woods in such a hurry and hit the stump? Can you guess? (PPT: One day, the rabbit jumped out of the forest and hit a stump and died. )

Health: One day, the rabbit found a tiger chasing it, so it ran out of the forest and crashed into a stump and died.

Health: One day, the rabbit found a hunter, so it ran out of the forest and crashed into a stump and died.

Teacher: Children's imagination is really rich. We can guess that maybe it was an accident that happened to hit a stump. Does such a good thing happen every day?

Health: No!

Teacher: Maybe it will happen again in a few days, maybe it will happen again in decades, maybe it will never happen again. Can you describe such an unusual and rare thing in one word?

Health: Occasionally.

Health: by accident.

Teacher: These two students speak very well! We use "chance" and "chance" to describe things that don't happen often and rarely. Today we learned a new word. Read with the teacher. (blackboard writing: accidental)

Teacher: But the farmer still thinks beautifully. He walked home happily, thinking: If only he could find a hare every day. )

Student: Read.

Teacher: How do the farmers feel in the face of this unexpected harvest? Who can use a word in the text to describe it?

Health: Happy.

Teacher: Did you have a good time?

Teacher: Who will learn to be a farmer, think happily and read this sentence?

Teacher: Yes, work is very tiring. Just pick up rabbits!

Who else wants to see it?

Student: Read alone-read together.

Teacher: Think about it, under the scorching sun, by the bare stump, the happy farmers are waiting there, waiting for the second rabbit, but has it arrived? (pointing to the blackboard)

Health: No. ...

Teacher: The next day, he still sat there waiting and thinking. What does he think?

Health: Even if he doesn't come today, he will come one day.

Teacher: As the days passed, he didn't even see the rabbit's shadow, but he still thought so.

Health: I'm coming.

Health: I wait here every day, so don't wait. There will definitely be rabbits today.

Teacher: Did he finally meet the rabbit?

Health: No. ...

Teacher: What do you think of this farmer?

Health: I think this farmer is so stupid. ...

Teacher: What do you understand after reading the text here? (PPT: Life depends on it, not on it. You can send your classmates to write on the stage, and you can also ask others to speak. )

Teacher: The fable goes like this. A story is used to illustrate a truth (side board: fable).

Teacher: Look at this stupid farmer still waiting there. If you are his friend, please advise him! Write what you want to say in the grid. You can say it to the farmer or to yourself.

Third, expand synchronously and deepen understanding.

Teacher: The children speak very well. What you just advised the farmer to say is also what the author Han Feizi (side board: Han Feizi) wants to advise future generations, and it is also the moral of his fable. Han Feizi also wrote many interesting fables, such as Contradictions, Old Horses Know the Way, Mantis Catching Cicada, Medical Taboos and Making Up Several Things. Interested children can go and have a look and tell us a lot of truth. The text in the book is adapted from ancient Chinese. Let's take a look at the ancient Chinese version of Waiting for the Rabbit (PPT click to show the ancient Chinese):

Song people have cultivators. There was a plant in the field. When the rabbit touched the plant, its neck broke and it died. Stand by and watch because you released this plant, hoping to get the rabbit back. Rabbits can't be recovered, but as a small fruit of a song. -from "Everything is Wrong". Five major failures (dU) "

Finally, come to the music, and the children who want to read follow the teacher.

Fourth, blessing and hope.

Many times in life, we will meet the situation of waiting for the rabbit. I hope that every student will not lose the whole field for a rabbit when facing this situation.