Chapter 906 Waiting for the rabbit

Reading aloud has "degree", accumulating "material" and analyzing "method"

-The teaching design of the fifth lesson "Waiting for the Rabbit" in the third grade of the Chinese textbook.

Textbook analysis

The fifth lesson "Waiting for the Rabbit" in the second volume of the third grade of the Chinese textbook is selected from "Han Feizi Wu Zhu", which mainly describes the absurd behavior of a farmer in the Song Dynasty who accidentally got a rabbit that died after hitting a stump, and then waited for the rabbit to hit a tree. This tells people that you can't get something for nothing, don't take chances, and rely on your own labor to create a better life. It also warns people not to regard accidental events in life as inevitable events. The full text of Waiting for the Rabbit is 39 words, which is not long, but the plot is complete, the composition is wonderful, the details are vivid and the meaning is profound.

The humanistic theme of the second unit of the third grade Chinese book is "fable story", and the language element to be emphasized is "reading fable story and understanding truth" Waiting for the Rabbit is the opening text of this unit and the first fable in the textbook in the form of classical Chinese. It can be seen that the editor aims to mobilize students' life experience and stimulate students' interest in learning classical Chinese with familiar fables. For example, the sentence "Read the text thoroughly, pay attention to reading well" in the after-class questions requires students to punctuate sentences correctly and read through it to gain a sense of language initially; "Reading Notes" aims to guide students to migrate and use notes to learn ancient poems and understand the general idea of classical Chinese.

Based on the above objectives and unit objectives, the teaching focus of this course is to let students correctly grasp the pause and rhythm in classical Chinese sentences through reading training; By understanding the meaning of words and sentences with annotations, we can grasp the main contents of fables and master the learning methods of classical Chinese. The difficulty in teaching is to understand the content of the story, the truth contained in the fable and the unique charm of classical Chinese through cross talk and translation of the text.

Analysis of learning situation

The language element of this unit is "reading fables and understanding truth". Before that, the students had learned some fables, had a perceptual understanding of fables, and were no strangers to the story of "waiting for the rabbit". Teachers can use their existing reading experience to guide students to tell the story of Waiting for the Rabbit in their own words. At the same time, in the first text, students have learned the classical Chinese "Sima Guang" and got a preliminary understanding of the learning methods of classical Chinese. They can understand the meaning of words with the help of annotations, and then understand the general idea of the story. It is worth noting that students still have difficulties in reading long and difficult sentences in classical Chinese, understanding uncommon words and analyzing words, and they need the guidance and solid training of teachers. For example, the rhythm and pause in reading aloud are the key instructions that teachers need, especially the sentence "Stand by and explain it, hoping to get back the rabbit", and students will encounter difficulties in punctuating sentences. In addition, it is difficult for students to understand "contingency and necessity" and express their views on farmers' psychological activities and "why farmers are laughed at by Song people". Teachers should guide students to talk about their own ideas in real life.

design concept

In classroom teaching, revealing hints is fable teaching. In the teaching of this fable, the teacher tried to make a breakthrough in the following aspects: first, read aloud at different levels: first read the correct pronunciation, then read the rhythm and pause, and finally read the charm of ancient Chinese; Second, teaching words by classification, giving classified hints to words that are difficult to understand and write, and giving solid writing guidance, focusing on teaching ancient and modern synonyms, improving the learning efficiency of words and infiltrating the learning methods and language characteristics of classical Chinese; Third, through the methods of "matching pictures and texts" and "translating stories", students can understand the content of the story, extract the meaning in the specific story situation and avoid stiffly instilling the meaning; The fourth is to read the text in the way of "analyzing beauty", so that students can clearly understand the level of the story. Although the length is short, it is clear and coherent, which makes them understand the characteristics of "concise" in classical Chinese and stimulates their interest in reading other fables.

Teaching objectives

1. By changing the classification of radicals and adding an equal method, you can remember nine new words such as Shou and Zhu in this lesson, know how to distinguish the pronunciation of polyphonic words in combination with the context, and learn to write nine new words such as "Geng, Touch and Strength" through observation and comparison.

2. Read the text correctly, fluently and rhythmically through various ways, and recite the text.

3. Confirm new words in reading and writing. You can read the text by telling annotated stories and connecting with real life, tell the reason why farmers are laughed at by Song people and feel the moral of the story.

3. Analyze the words and writing methods of the text, stimulate the interest in reading fables, and master the learning methods of classical Chinese.

Teaching preparation

Before class, students can have a general understanding of the text with the help of pinyin, notes and illustrations, and try to read the text by themselves, so as to basically read the pronunciation and sentences correctly.

According to the teaching objectives and difficulties of this course, teachers design the teaching content and activities of this course and make teaching courseware. The teaching AIDS mainly reflect the learning methods of classical Chinese according to the needs of blackboard writing.

Teaching focus

Read and recite the text correctly, fluently and rhythmically, and feel the charm of classical Chinese.

Teaching difficulties

With the help of notes and illustrations, we can tell stories accurately and creatively, analyze words and phrases, and appreciate profound meanings.

Teaching time

class

teaching process

First, reveal the topic and read the story for the first time.

Students, stand up. Hello, students and teachers. Sit down. Thank you.

Before class, the teacher wants to ask everyone, we have learned fables, please see.

1. Look at the picture and guess, revealing the topic.

(1) Show the picture of "Smith, better late than never, better late than never". Guess the fable and name the story.

(2) Reveal the theme

Let's walk into today's fable "Waiting for the Rabbit" and learn to wait for the rabbit. The students read the questions together. The teacher guides the students to understand the topic: "Waiting for a rabbit" means waiting for a rabbit with a stump.

Careful observation shows that there are three new words in the title. When you write with the teacher, please pay attention to remember these three new words in your way. Keep it, cover it with treasure, and the next inch is kept, not an inch.

Zhu, next to the wooden character on the left, Zhu, Dai, what is left and right, meaning wait, wait.

Draw and write these three words.

Let's go into this class and read the topic together: Waiting for the rabbit.

Next, let's turn to the Chinese book 16. It's very quiet. It's really good.

Second, read through the text.

1. Read the text freely. If you can't stand it, read it several times.

Who will challenge and what do you think? Girls are really nice. Where are the boys?

These words

Song people, cultivators, touching plants, breaking their necks, releasing thunder, and dying.

That's great. I can read the rhyme accurately.

Here it is. Can you still read? Let's go to school by train.

Song, Ji,

Thunder, ploughing, releasing, neck

for

Clear pronunciation and mellow voice, the teacher praised you. Look at these three lines carefully. What did you find?

The student said.

Why put the thunder in the left and right structure?

Explain, ray.

Show me the photos. This is ray. What is this? Agricultural tools used to cultivate land in ancient times.

The upper part is the place for holding hands, the middle part is the place for stepping on feet, and the lower part represents a sharp plow. Thunder is usually a farm tool used for farming.

On the center line, careful children will find the relationship between thunder and ploughing. With the development of time, Lei has become the radical of some words, such as ploughing, where people work with tools. What else do you know about an extreme character like this? (Pictograph showing farming)

Trained? Continue to observe, what changes did it have when it was coining words and when it was making radicals?

Answer. Why change? Modesty, praise, you are really good at saying.

There are three words in our scripture that will be humble like this. Let's take a look. They are Zhu, Geng, Shi and Dai Pinyin. Courseware.

Read it together. The last stroke of the root on the left is a dot. They avoided each other. Take out your Tian Zige and write one by one.

Learning is.

Show sentence: the rabbit can't be recovered, but it is a small fruit as a song.

Read it several times and read it alone.

Not only do you pronounce it correctly, but you also read it rhythmically.

How to determine the rhythm and pause? Students say methods.

Health: read more books,

Life, according to its meaning, pauses.

Then you know what this sentence means. You read it again.

Read the whole class.

Learn, because it released Lei He, hoping to get the rabbit back.

The meaning of this sentence. Students say what they mean. Reading pauses according to understanding.

The students read this sentence many times.

Small, but noisy. Boys study and girls study.

It can be understood with the help of notes, illustrations and context.

Students tell us what the story is about in these three ways.

Tell each other stories at the same table.

Then everyone knows what the story is, and it is more important to read the understanding of the story.

You try. Read it. Do boys have challenges? I haven't invited you. Just try it.

Boys are showing off. Let's try it together.

Who knows who is the hero who writes stories?

Health, farmers. What does the article call it?

Tiller. What do you mean?

Old people, authors, readers,

Teacher: How should farmers work in their daily life? Think about it.

Health said: farming. Work hard. Show mercy to the peasants.

Plant a millet in spring.

Teacher: How did the farmers in the article do it?

What did the article say? The whole class told me.

The teacher showed me: I explained a sentence because of it.

Read it together. What was the result?

Health: the rabbit can't recover, but as a song, it's a small fruit.

Then why was this farmer laughed at by the Song people?

Teacher, read the text silently, find out the sentences from the text and draw them with horizontal lines.

Students can not only draw, but also speak and read.

Teacher: Do you know the answer?

Farmer, how to get rabbits.

The rabbit was accidentally killed. Why did the rabbit die?

The rabbit was chased and killed. Therefore, the rabbit was killed by accident. Say a few more.

But he regarded the accident as inevitable. In the end, the rabbit could not be saved. So I was laughed at by the Song people.

Students, when you see this farmer, do you think of a word to describe him?

Getting something for nothing means he is stupid and whimsical.

The farmer got a rabbit, so he explained it and learned this sentence.

Read repeatedly and guide reading.

Get something for nothing, but how?

Let's perfect this morality.

Is there such a person in life?

Draw a lottery and get a hundred points.

Students, it is also a way for us to learn fables by understanding the meaning in the light of real life.

Now let's review the text and tell us what the story is. It tells us that we get something for nothing.

Let's read the text together, get rid of punctuation marks, and try to read the text vertically like the ancients, from right to left.

Can you try to make up for it?

This story is selected from Han Feizi, introducing Han Feizi, and some fables are selected from Han Feizi.

(A) accurate pronunciation of new words.

1. Show the new words and check the reading.

Upper and lower structure: life and song.

Left and right structures: touching, planting, waiting, neck, ploughing and releasing.

Ask the students to answer the structural types of new words by name, and the teacher will lead the question: What changes have taken place in the strokes of "Geng, Shi and Zhu"?

The teacher revealed that the last stroke in the left part of the words "plow, release and plant" was originally "Si". In order to make room for the right part, "Si" became a "point".

Wéi means "yes".

Plow: an agricultural tool used to cultivate land in ancient times.

Show the courseware and read it together. The teacher gently touched the word "hope".

1. Show the seal script of "Geng" and explain the shape and meaning of "Geng".

On the left is "thunder", which stands for "farm tools", and on the right is the ancient "minefield". Together, the two parts are turning the soil in Song Tian with farm tools, which means "farming".

2. Students write a video book in the order of strokes, and practice writing the word "Geng".

(Design intention: Classified literacy can not only help students learn to sort out the knowledge points in the text by the method of "classification", but also cultivate students' thinking habits of discovering Chinese learning rules and improve learning efficiency. Vocabulary theory teaching is an effective "booster" for students to master difficult writing. )

Show: the stroke change of "class" from single word to radical. This reflects the "beauty of avoidance" of Chinese characters in China, and makes the components of Chinese characters look more harmonious and beautiful. Plow embodies a writing method of "avoiding left and right".

2. Students can read the text freely. Requirements: accurate pronunciation and fluent sentence reading.

2. Read short messages at the same table. If your deskmate reads it correctly, please give him a thumbs up. If your deskmate makes a mistake, please help him circle it and correct it.

Tip: "Song" is a flat tongue, and "Geng" should be pronounced with an accurate nasal sound. Read "interpretation" correctly and "for" read the second sound.

Plate 2? Read the story and understand its meaning.

1. Method guidance, understanding the text

Lead: If you want to read classical Chinese fluently and clearly, where should you stop when reading?

(1) The teacher demonstrated reading the first sentence: Song people/farmers.

(2) Why do students pause in communication?

Only by guiding students to understand the meaning of Song Dynasty's "Land to the Tiller" and letting them understand the meaning of words and sentences can we find a correct pause in reading.

Health: the tiller. (The first sentence is displayed on the big screen: there are cultivators in the Song Dynasty and plants in the field)

Teacher: Call farmers cultivators.

So very old people are called old men. (Students answer together)

The teacher called the teacher. (Students answer together)

(3) Show the skills of how to understand words: understand words and sentences with the help of explanatory illustrations and context. Discuss at the same table, underline the places where you need to pause in the text and practice reading independently.

(4) How do you communicate with others in reading? I understand _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ (words or sentences), meaning _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Secret: The pig said that only when a tree is long enough to be cut down can the remaining roots be cut down to form roots or stumps, and it can be called a pig. The pig here refers to the stump.

In ancient Chinese, walking means running and spreading words, browsing flowers, birds and animals.

Jing in this paper refers to the rabbit running at high speed and hitting a stump and breaking its neck and dying.

It means to let go of a favorite object, reluctant to let go, called let go. It seems that you are under great pressure to move forward with heavy things on your shoulders. After putting it down, you feel extremely relaxed and relieved.

Ray: This is a kind of digging tool. The words next to the word Lei are mostly related to farm tools.

Ji expressed hope that the body refers to the body and itself.

(B) with the help of notes, understand the meaning of words.

1. Teacher's question: If you want to tell the story of Waiting for the Rabbit in your own words, what should I do if the classical Chinese is somewhat difficult to understand? It turns out that "reading notes" can help us understand the meaning of classical Chinese. (Write "Read Notes" on the blackboard)

2. Read the instructions aloud and read the rhythm correctly.

The voice read by the island class is the best. Who wants to read the text to us? Other students pay attention and listen to his reading rhythm. What's the difference with you?

(2) Teachers demonstrate reading.

Song people/farmers. Tanaka/Tomoshi. The rabbit walked past/touched the plant and broke its neck/died. Catch the plant for letting it go, hoping to get the rabbit back. Rabbit/can't get it back, but as/Song Xiaoguo.

(3) Students practice reading.

(4) Teachers and students read aloud, emphasizing pause.

2. Read the notes in the text together and think while reading: which words deserve our special attention.

Show:

Plant: Stump. Body: myself. Go: Run.

A: Here we go again. Reason: So. ?

Release: put down. Touch: hit.

In this idiom, "walking" means "running", which refers to what you see when you browse quickly. )

Understand and pause to read the second sentence.

Read the name first, then the name.

Teacher: The farmer found a rabbit as easy as blowing off dust. Q: What will farmers think? How come?

Answer by roll call.

Q: Look at how the words are written. The third sentence is displayed on the big screen: I will stand by and watch the plant, because I will release it and I will get a rabbit. )

Read by name and talk about your understanding with your notes. Give students time to think and wait for their answers. )

The students said their own understanding, read the sentence, and then read the sentence.

Read the name first, then the name.

Teacher: One day has passed, ... farmers-(students read sentences together)

Two days passed, and then ... farmers-(students read sentences together)

A month passed, and ... farmers-(students read sentences together)

Months passed ... farmers-(students read sentences together)

Read the third sentence together, then read the third sentence together.

Teacher: Several months have passed. What about the crops in his field?

Teachers and students: They are all dead.

Teacher: Did he find the rabbit again? The fourth sentence is displayed on the big screen: the rabbit can't be recovered, but it is a small fruit as a song. )

3. Tell a story and understand the meaning.

(1) A little painter drew five cartoons based on this story. Can you put these five pictures in the right order according to the text?

The teacher combed the background of the story.

A rabbit touched a plant-set off the thunder and left the plant-and there were no more rabbits.

(2) Say the sentences corresponding to the text with pictures.

(3) Tell the story of Waiting for the Rabbit in your own words, tell the story together at the same table, and indicate the individual story.

4. Understand the meaning according to the story

(1) Discuss communication. Why were farmers laughed at by Song people?

Tip: the rabbit was killed on the stump because of a very accidental event, but the farmer hoped that this accidental event would happen every day, without dreaming, and there was nothing as a result.

Writing on the blackboard: something for nothing

1. Topic discussion: Why was the farmer in the article laughed at by the Song people?

You can say this: Farmers are laughed at by Song people because ().

(After the students think, call the students to answer)

Conclusion: Students have different understandings of this story, which shows that this fable tells us a very rich truth.

Show:

If you don't work hard and expect to live by luck, there will be no good result.

It is very foolish to take what happens by accident as what is bound to happen.

-Don't just wait passively, keep fighting actively. Success belongs to you.

Students read the text together and copy a favorite text.

(2) After reading the fable of Waiting for the Rabbit, what do you know?

Tip: there is no good result if you want to get something for nothing. You have to work hard to get something, or you have to work hard to create a better life.

(3) Is anyone like a farmer in life?

Some people occasionally buy lottery tickets and hope to live by winning after winning.

(4) Read the story in the opposite direction in the link silently, and think about and communicate what the passengers in the story did wrong.

The bus driver wants to go to Chunan, but the bus keeps going north. At this rate, no matter what he does, he will never reach his destination. We must first make clear the direction. If the direction is wrong, no matter how favorable the conditions are, they will get farther and farther away from the goal.

(5) Summary: Fable is a mirror of life, which can reflect many truths and remind us how to do things and behave.

Third set? Set up a scaffold to recite the text.

(1) Read the text without punctuation.

Courseware shows words without punctuation marks and pause marks, and detects girls' reading aloud. The teacher commented on the students' reading aloud.

(2) Read the text vertically.

The courseware shows the content of the vertical text. After the students are named to demonstrate and read aloud, the whole class reads the text together.

Requirements: Read the text vertically and read the charm of ancient Chinese with music, just like the ancients.

Summary: Read the text repeatedly, so that the text can be read skillfully, smoothly and tastefully. It can be seen that "repeated reading" is a good way to learn classical Chinese. (blackboard writing: repeated reading)

Step 3 fill in the blanks and recite

Xiu: Song people _ _ _ _ _ _. Tanaka _ _ _ _ _ _. _ _ _ _ _ _ _ _, died of a neck fracture. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ The rabbit can't be found, _ _ _ _ _ _ _ _ _ _ _.

Look at the picture and recite it

Step 1: Students recite by themselves according to the pictures.

Step 2: Students recommend and recite according to the pictures.

Step 3: Students recite pictures according to the whole class.

3. Recite without prompting

Students recite all their personal challenges.

3. Students practice reading the full text again.

Roll call 1-2 students read and show, and test the learning effect.

Students can recite the text freely for 2 minutes. Try to fill in the blanks and recite the whole text.

(Design intent: "I can never get tired of reading good articles". Although the text is short, it is not easy to read it well. Designing gradient reading training and paying attention to pronunciation, rhythm and intonation can improve students' reading ability more efficiently. The accumulation of recitation in class can strengthen the cultivation of students' sense of language. )

The fourth part, observe and compare, write new words well.

Methods of creating new words by using communication opportunities

Zhu Fangsheng should pay attention to the interpenetration of strokes.

More horizontal painting, the ratio of length to distance, waiting, cultivation, its?