What did the fox tell us about sharing cheese?

First of all, what did the fox tell us about cheese? The article "Fox" tells us that companions should be humble to each other and not haggle over every ounce, otherwise it will give people with ulterior motives an opportunity. If you only fight for that person's interests and let others intervene, then your own interests will be in danger of being occupied.

Second, the fox divides the cheese. Brother Bear and Brother Bear found a piece of cheese on the road and were very happy. However, they didn't know how to divide the cheese, so the little brothers began to quarrel.

Then a fox came running.

"Children, what are you arguing about?" Asked the fox.

"We have a piece of cheese and don't know how to divide it." Brother Bear said to the fox.

"Very simple, let me help you divide it!" The fox smiled and picked up the cheese and broke it in half.

"You are equally divided!" The little brothers shouted, "That half is bigger."

The fox looked at the broken cheese carefully and said, "Really, this half is a little big." Don't worry, look at me-"he said with a bite.

"But the half that hasn't been bitten now is a little big!" The two little bears cried again.

So the fox took a bite on that half, and the first half was a little bigger. So the fox kept biting two halves of cheese. Bite and bite, he ate all the cheese, and there was nothing left.

"You really know how to divide!" Two little bears are angry. "You ate the whole cheese!" "

"Bear, my share is fair!" The fox smiled and said, "None of you ate more and none of you ate less."

Third, the excellent teaching plan of Fox Cheese+classroom exercises (including answers) "Fox Cheese" teaching design

Teaching objectives:

Know 12 new words such as "cheese" and "pick", and write 8 words such as "milk" and "start".

Read the story, use various methods, understand the meaning of words, and express your thoughts initially.

Can imagine different roles and read the text.

Expand and accumulate words such as "start".

Teaching emphasis: memorizing words and writing words. Read the text.

Teaching difficulties: read the text in various forms such as roles, understand the content of the text, and know how to get along with people without haggling. If you care too much, you will lose more truth.

Teaching process:

Communication before class:

Before class, let's play a game and listen carefully to the rules of the game: raise your right hand when I say the name of an animal and raise your left hand when I say the name of food. Are you ready? Let's get ready to start: monkey bread noodles, dogs, hot dogs and fox cheese (everyone reacts quickly). Have you ever seen cheese? This is cheese. Have you eaten? What is that smell? (2 students say) It tastes sweet and delicious. Come on, let's call it beautiful:-Raw cheese. Today we are going to learn a story-"The Fox Divides the Cheese". Are you ready? Let's go to class

First, import

1. Come and look at the topic together.

2. "Milk" is a new word in this class. It is a left-right structure. Pay attention-the left is high and the right is low (the color block of the courseware indicates the courseware display). To write high on the left, which one should I write high? The student said, Yes, put the pen higher (show the courseware). Which pen should I use to write low on the right? Students say, cross your head (courseware). Pay attention to the order of strokes. Write the cross hook first, then the apostrophe on the right. Hold out your little hand and write with the teacher.

(Show the writing posture map) Compare the screen, adjust the posture, and write 1 word in the harvest column of your self-study card according to the correct pen holding posture. Students with correct writing posture will be patted by the teacher. Random evaluation: Everyone can write carefully. The children in our class have really good study habits! The student noticed that the left side was high and the right side was low, and got 1 star. The student rushed and got 1 star.

3. There is another word beside the female word in the text, which says-Shi (courseware demonstration). Read the name casually. How do you remember it? The student said: Is there anything else that needs to be added again and again? (can form a word) start, start, always. (The courseware shows the words) Read the words together. It's also next to the word female. What's the difference between them? (Courseware: the beginning of milk is indicated by a color block) Health: the left side of milk is high, the right side is low and the beginning is almost high. Comments: You are really observant. The right side of the word next to the female character is mainly horizontal strokes, with the left high and the right low, such as: sister, mother; If there are particularly tall and straight strokes on the right, they should generally be written at the same height as the left and right. For example: sister, aunt. By mastering these writing rules, you can write the words next to the female characters well.

Second, study the text.

Transition: Whose story is this? (Brother Fox and Brother Bear) What stories did they tell? Can you say it with the help of hints? (Show story tips)

Brother Bear and Brother Bear are on the road (picking up a piece of cheese), but they don't know how to divide it, so they start (bickering). So the fox helped them (divide the cheese) and finally ate the cheese himself. The naming teacher concluded: You see, for such a long story, we use "Who did what?" What is the result? "These words will make it very clear.

1, let's go into the cause of the story first. (showing the first paragraph) Who will read it? Read raw.

Brother Bear and Brother Bear picked up a piece of cheese. Card recognition: two. Read the name at will, how to remember it? Student: One order+two orders. Well, two people make two. That brother bear and brother bear are brothers (see the cards), and that sister and sister are sisters. Father and son are father and son, and mother and daughter are mother and daughter.

2, but the two little brothers began to bicker. Card: mix (read the original) into the word: bicker (read the original). The two brothers didn't know how to divide the cheese and began to quarrel. What is bickering? (Students say: Just noisy, noisy, noisy) Imagine how noisy they might be. I will be brother bear, who will be brother bear? We had a fight.

{I saw this first, it's mine; I'm my brother. I should eat more. }

How happy the two brothers are to find cheese, and they don't know how to make a living. Who can read this change? Read by name.

Three. Learn paragraphs 5 and 6.

Transition: Just then, a fox came running to help them divide the cheese. See how he divides it. (Read paragraphs 2-6 silently, the words of the fox are underlined with "-",and the words of the two brothers are underlined with "") Read by name. Comment: You read fluently. I commend you.

1. How does the fox divide the cheese? Call the roll and read the sentence: "it's easy to do, I'll help you divide it!" " The fox smiled and picked up the cheese and broke it in half.

The fox smiled. Who can read this sentence with a smile? Smile turns red before reading the name.

What is the fox laughing at? (Two classmates say) Evaluation: What a sly fox, what a sly fox. It turns out that there is a bad idea hidden in this smile.

Conclusion: After watching the fox's expression, we can walk into its heart. Who can learn the expression of the fox and read this sentence again?

We can also read this sentence like this, the teacher's example reading, plus action reading.

1. The fox broke the cheese in half, so the two brothers didn't share it equally. (Word card: even) This word reads: health. Random reading. What is injustice? The student said: Not so much. Yes, more than half and less than half; Half big and half small, uneven. Who will read it? This student reads very well. Teacher's evaluation: You see he noticed the exclamation mark at the back, and read the tone sandhi! Students can't read well. Comment: Son, here is an exclamation point. Study hard. Try again! If it is better, just listen to the teacher and look at the model. Who will read it again! )

2. Uneven distribution, the two younger brothers don't want to eat less, so they shout, and the word (card: shout) is read. Boys study. You see, Jean has three mouths. Why is it ringing? (Health: Loudly) Read the words of the two brothers aloud. (no, guidance: you have to shout loudly to have a strong tone. Comment: This is a roar! )

3. Why are the two little brothers yelling? (foxes are unevenly distributed; Comment: Yes, they are in a hurry. ) Who will watch it? When you are in a hurry, speak quickly. Who will read it again? (read by 2 children)

You see, we pay attention to punctuation and hints, pay attention to the expressions and movements of characters, and see who looks like who!

Read paragraphs 3-6 for different roles.

Fourth, study paragraphs 7 and 8.

What will the fox do next? (Show paragraphs 7 and 8) Read the original text. There are dashes here, so you should stretch your voice when reading. {It reads like a little fox} Listen to the teacher's reading aloud (model reading), imitate the teacher and practice by yourself. Who will read it again? Read by name. You see, when dashes are read, the sound is lengthened, and the fox's cunning comes out. Who is reading again! Comment: I seem to have seen that sly fox. The fox took another bite on the big half, and the two bears cried again. Students read together.

Verb (abbreviation of verb) study paragraph 9

So the fox took another bite on that half (animation demonstration), and the first half was a little bigger. Imagine what would happen to two bears? Courseware shows that: half a piece is a bit big (roll call)-the fox takes another bite (animation demonstration) and two bears cry: half a piece is a bit big (roll call)-the fox takes another bite and two bears cry-half a piece is a bit big (roll call). The fox just kept biting two halves of cheese. (Animated demonstration) Bite, bite, bite, bite, bite, bite, bite, bite, bite, bite, bite, bite, bite, bite, bite, bite, bite, bite.

All the cheese has been eaten. What will the two cubs think at this time? (the student said: fooled; The cheese was eaten up by the fox; If they don't quarrel, they won't be eaten by foxes. )

Students, look: (Finger screen) A little bigger, a little bigger, a little bigger. In fact, every time it's just-students say: bigger. The little brothers haggle over this every time, which gives the fox an opportunity.

Intransitive verb learning paragraphs 10, 1 1.

No wonder the bear gets angry after eating all the cheese. Show me the paragraph 10 and read it by name. Knowing "all" means reading-reading. Students, look at the first half. The "beam" on the left indicates constraint, and the "opponent" on the right indicates knocking. Restrain and overcome it, and put him on the right path. This is the original meaning of the whole, which can be combined into rectification (indicating the word: rectification), and then it means neatness and integrity. Read these words together.

Introduction: After eating all the cheese, the two brothers looked at the fox's empty hands and said angrily:

The two brothers pointed to the fox's nose and said angrily

The whole piece of cheese was eaten by the fox, but he smiled and said, show me the paragraph 1 1 and read it by name. What is the fox laughing at? Two students said: He ate all the cheese-his trick succeeded. Secretly proud!

The fox said the share was fair. Do you agree with the fox? The student said-disagree. Why? (Two children say) Evaluation: divided into two evaluations. It is obviously sophistry and well-founded. Playing innocent is a cunning fox.

Seven, perform a program

This story is really interesting. Let's perform. Divide into groups and roles, add facial expressions when performing, and practice in groups first. Who will perform? Note: when performing, you should add expressions and actions, and pay attention to your tone. Evaluation: The performance is so good that you can be an actor. Applause!

Eight, expand

What would you do if you were brother bear or brother bear?

I'm brother bear, and I will-Sheng said.

I'm brother bear. I can.

Conclusion: If they meet each other halfway and don't haggle so much, the fox will have no chance. (blackboard writing: give and take) In our life and study, we should also give and take, so that our life will be better.

Nine, the literature class is over, do you know all the new words? Read children's songs

X. tasks:

Go home and tell this story to mom and dad.

Lesson 22 "Fox Divides Cheese" Synchronous Practice

First look at pinyin and write words.

Don't you know what you're talking about?

( ) ( ) ( )

Zhu Yidai ? n?

( ) ( ) ( )

Second, compare the combined words.

Start () arguing () bite () the first ()

Governing () sand () is better than () brother ()

Third, write words according to appearance. Happily (including antonyms) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Noisy (AABB) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Fourth, the order.

() Then, she turned on the tap like her mother.

She washed every bowl and plate inside and out.

() Wash chopsticks first, then wash the dishes.

() After dinner, Xiao Fang tidied up the bowls and plates and put them in the kitchen sink.

Finally, she put the water and plates in the bowl into the cupboard.

5. Fill in the blanks with a few strokes.

"Bite" painting, the second painting is, group words.

"Zi" * * * painting, the fourth painting is, group words.

"Milk" painting, the second painting is, group words.

"Zhe" * * * painted, and finally 1 painted, combined words.

Answer the questions according to the text.

What does the text "Foxes Divide Cheese" tell us?

____________________________________________________________________________

Seven, I will find antonyms.

At first-() more-() happy-()

Ok-() Really-() Carefully-()

Eight, reading.

_____________________________

I like rain. Spring rain makes seeds germinate, and the earth is full of green. Summer rain bathes the earth and makes people feel cool. Autumn rain changed the earth into a golden coat, and the earth was harvested.

However, yesterday's rain was terrible, just like someone dropped pots of water from the sky and washed away roads and crops.

Rain has brought people many benefits and sometimes disasters.

1. Use "_ _" to draw words representing colors in the text.

2. Draw a sentence with ""that can summarize the meaning of the full text.

3. What season does it rain in the first section of the article?

___________、___________、___________。

4. Choose a topic for the article and tick √:

I like rain.

(2) Advantages and disadvantages of rain ()

(3) Four Seasons Rain ()

Reference answer

First look at pinyin and write words.

Grandma began to quarrel.

The first rooster with anxiety

Analysis: pay attention to the writing of "first".

Second, compare the combined words.

Start (start) quarrel (quarrel) bite (bite) first (first)

Governing (governing) sand (sandy land) is better than (comparing) brothers (brothers)

Analysis: Investigate the mastery and understanding of modifiers.

Third, write words according to appearance.

Fourth, the order.

2 4 3 1 5

Analysis: Investigate the relationship between students' understanding of sentences and plots.

5. Fill in the blanks with a few strokes.

"Bite" *** 9 painting, the second painting is anyway, the combination of words and teeth.

"Zi" *** 5 painting, the fourth painting is a vertical hook, combining the word chicken.

"Milk" *** 5 pictures, the second picture is skimming, composing the word grandma.

"Zhe" *** 1 1 draw, and finally 1 draw horizontally, and the word composition is urgent.

Analysis: Test students' mastery of words.

Answer the questions according to the text.

Companions should unite and be friendly, help each other, and be humble to each other, or they will be stolen by malicious people.

Analysis: To investigate the students' understanding and mastery of the content of this article: The text "Fox Divides Cheese" tells that two bears found a piece of cheese, quarreled because they could not divide it equally, and were finally eaten up by the fox who came to help divide the cheese. This essay satirizes the fox's cunning and tells people: don't haggle over every ounce between companions, be humble to each other, or you will lose more. Property in copyright

Seven, I will find antonyms.

Finally sad

Bad fake carelessness

Eight, reading.

Analysis: This essay talks about the advantages and disadvantages of rain. As long as students can see the damage caused by the rainstorm in the second quarter, it is easy for them to understand what this short passage is about. So questions 2 and 4 are easy to answer.

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