"Two Fables" Texts and Teaching Plans in Lesson 25, Volume 2, Grade 3, Jiangsu Education Press.

# 3 # Introduction Fable is a literary genre that entrusts meaningful truth with concrete stories and inspires people. There are probably two types of fables: one is to outline the characteristics and thoughts of a certain kind of people by exaggeration; The other is to personify animals, plants or non-living things other than people by anthropomorphic methods, so that they have people's thoughts and feelings or some people's characteristics. The following is the relevant information, I hope it will help you.

"Meng (Meng)' s son pays tribute to his grandson for business" is encouraged by the text.

In the Song Dynasty, there was a man who pitied the growth of his seedlings, but he came back and said (wèi) that he said, "I am sick today (yǐ), so please help the seedlings grow!"

His son is inclined to (qū), and Miao is (g m 40).

【 General idea 】 A Song countryman was worried that his seedlings would not grow long, so he pulled them up. He hurried home and said to his family, "I'm exhausted today." I helped He Miao grow taller! " "

His children ran to see that the seedlings had dried up.

People who would rather believe their size than their feet when buying shoes.

A man in Zheng wants to buy a new pair of shoes. He measured his feet first and then hurried to the market.

He picked out a pair of shoes in the market, only to find that he forgot to take a good size, so he said to the shoe seller, "Please wait a moment." When he got home and got the size, he hurried back, but the market had already dispersed.

Someone asked him, "Why don't you try on your shoes with your own feet?" The man replied plausibly, "I'd rather believe in size than my own feet!" " "

teaching program

Teaching objective: 1. Learn the new words "Yu, Jiao, Bitter, Weak, Bo, Boring, Song, Ze and Tired" in this course, and use them skillfully.

2. Be able to read and recite the text correctly, fluently and emotionally, and know how to repeat the text.

3. Create a situation to understand the new words in the text.

4. Understand the moral contained in the fable: You should know that everything has its own law of development. If we violate the laws of natural development and force external forces to push it, it will only make things worse. Combining historical stories with my own experience, I can understand the meaning of the book "The Rivalry of the mussels".

Teaching emphases and difficulties:

1. Understand the genre of fables, master the basic characteristics of fables, and basically repeat the text.

2. Understand the moral contained in the fable: You should know that everything has its own law of development. If we violate the laws of natural development and force external forces to push it, it will only make things worse. Combining historical stories with my own experience, I can understand the meaning of the book "The Rivalry of the mussels".

Teaching preparation:

(teacher) 1. Prepare cartoons or books related to the fables in this lesson. 2. Add more fable books and recommend them to students. Collect fables after class and share them with everyone in class.

Teaching time: two class hours

Teaching process:

first kind

First, the introduction of conversation, revealing topics

1. Teacher: Do students like reading fables? What moral stories have you read yourself?

2. Expose the topic: Today, the teacher introduced a new fable to everyone. (blackboard writing: two fables for students to read together)

3. Learn the word "Yu". Learning with literate knowledge, teacher's guidance: hijab is related to the house and is a standard pictophonetic character. Let the students speak freely and tell their own ways of memorizing glyphs.

4. Explain the topic: What is a "fable"? (Fable: use an interesting story to illustrate a profound truth) "Ze" means "an article", and the other is to tell us that there are two stories in this class.

5. Look at the topics and questions: What questions do you ask when you see the topic of "encouraging seedlings"? (Students are free to speak and ask questions)

Second, read the text for the first time and understand the main idea of the text.

1. Please read the text freely, read it in your favorite way, and pay attention to correct pronunciation.

2. Read the new words together, by name, in groups and in the whole class, and get a preliminary understanding of the new words in this lesson: eagerness, fatigue, enthusiasm, anxiety and confusion.

3. Communicate questions and feel the general idea.

(1) Teacher: Who encouraged Xiaomiao? Why "encourage young people"?

(2) What is the result of "encouraging seedling growth"? Let the students connect these questions completely and say. (Practice speaking at the same table first)

Second, understand the text and read the text with music.

1. Let the students watch the video "Encouraging Children" and pay attention to the expressions of the characters.

2. Let the students grasp the key words of the article to reproduce the situation of the text content, and pay attention to highlighting the words that describe the characters' expressions just now.

3. Proposal: Do each of our classmates want to accompany this fable with their own reading? Try it yourself.

4. Read the first paragraph by roll call, and the students make comments to guide the understanding of the text. Thinking: What does "desire" mean? What do you understand from the word "everyday"? What do farmers "worry about"? What will he think in his heart?

5. Guide reading aloud and read out the anxiety of farmers.

6. Understand the second and third paragraphs. Q: What did the farmer think of? (Let the students use their own words)

(1) Q: What do you mean by "exhausted"? Why is he "exhausted" Find the corresponding sentences from the text and read them.

(2) Let students watch the illustrations. Look! What's his expression at this time? Can you sum it up in one word?

(3) Read aloud with emotion: Can you read the farmer's tired and happy mood at that time? (Read by name, read together)

"He came home and said happily,' I'm really exhausted! But the efforts finally paid off, and all the seedlings in our family have grown a lot! ”"

(4) Q: How do you feel after reading this passage? Bring your own feelings to the article to read and experience the happiness of farmers.

(5) What does "wonder" mean? What does his son want to know?

(6) If you were the son of a farmer, what would you say when you saw a dead seedling? If you were his neighbor, what would you say? If you were his wife, what would you say? If you were the most respected old man in the village, what advice would you give him? Please practice your spoken English.

Third, summarize and understand, expand and extend.

1. Teacher: What have you learned through today's study?

2. Expansion: Are there such people around us? What advice would you give them if you met them? Please summarize it in the simplest sentence.

Second lesson

First, reveal the topic.

1. Today, we continue to learn Lesson 24 "Two Fables" and the title of the blackboard writing "The snipe and the clam contend".

2. Let the students read the questions together and ask them to read the pronunciation correctly.

3. The teacher shows the words "snipe" and "clam" and asks the students to put them under the corresponding pictures.

Second, the beginner fable, understand the content

1. The teacher asked: What happened between these two small animals? Please read the text aloud and communicate collectively later.

Let the students tell the main idea of the story.

3. The teacher showed the oral training questions: mussels just opened their shells to bask in the sun, snipe (), mussels (), two sides (), and the result ().

4. Practice speaking at the same table and express it by name.

Third, read the fable carefully and understand it deeply.

1. Read the text again and think about it: Why don't snipes and mussels give way to each other?

2. Students read aloud in different roles, and teachers patrol for guidance.

3. Read the name aloud and the teacher gives instructions.

4. Contact the text and understand the characters

(1) Guide the students to catch: The snipe is so fierce that it has exhausted its strength-the threat is exhausted.

The clams arrived in a hurry with victory-without showing weakness.

These words and languages describing actions and demeanor show their uncompromising attitude.

(2) Q: Just then, the fisherman saw it. What did he do? (roll call, read aloud)

(3) The whole class reads aloud in roles.

(4) Empathy: What do the three protagonists think of this result?

(Guide students to understand: snipe: regret not eating mussels easily, and get into trouble and threaten mussels. Mussel: You shouldn't let the snipe go in a fit of pique, and both sides will lose. Fisherman: Laughing at the intransigence of snipe and clam, making him easy to make a profit)

Fourth, expand and extend.

1. Use your imagination: how tragic the ending of snipe and clam is! If God gives them another chance, how will they solve this contradiction? Let students expand their imagination and practice writing or live speech after class.

2. Guiding thinking: What do you understand after reading this story? (roll call answer: guide students to understand in their own way)

3. Assignment: Tell this story to mom and dad, listen to their comments and opinions, and read other fables by yourself.