Teaching design of leakage

Text analysis The Leak is a folk story, which is very interesting and attractive because of its twists and turns. The story revolves around "leakage". Tigers and thieves are extremely afraid of "leakage", which leads them to run away blindly, and the ending is very ridiculous. The story satirizes the stupidity and greed of tigers and thieves, and tells people that having a guilty conscience and doing bad things will not end well.

This semester, students have entered the second semester of grade three, and now they are about to enter the fourth grade near the end of the term. Students have the ability of autonomous learning and cooperative learning. In the study of new words, students not only have the ability to read independently, but also can write some words with simple glyphs correctly on the basis of careful observation of the glyph structure. Students can read different articles independently and know the general content of the articles after reading. Based on this learning situation, we can learn basic knowledge such as new words and master the content of the text in the preview before class. The main concern in class is the improvement of students' ability.

Teaching objectives

1. Know 8 new words such as "woman" and "ridge" and write 13 new words such as "leakage", "back room" and "Murphy".

2. Read the text silently and say what you find most interesting. Read important sentences about the psychological activities of tigers and thieves in different roles, feel their fear and panic when they escape, and appreciate the fun of the story.

3. Retell the story in the order of things with the help of hints.

Feel the interesting parts of the text when teaching, and retell the whole story in the order of things with the help of hints.

Pre-class basic preview list, in-class advanced ability learning list, courseware in teaching preparation and extended reading after class.

Class arrangement 1 class hour

teaching process

First, the groups check each other and preview.

1. Each group checks each other's previews, removes the obstacles of the text, and understands the general content of the text.

2. According to students' mutual investigation and learning, focus on guiding the writing of "leakage" and "thief"

(Design intention: The design of this link is mainly to check students' completion of the "pre-class basic learning list", to test students' autonomous learning ability, so that students can master the words that can be recognized and written through autonomous learning, mutual checking and mutual correction, and clear the obstacles of the text: perceive the content of the text as a whole, and probably know what the story is about. )

Second, read the text aloud, draw an escape route map, and clarify the idea of the text. Read the text freely after class and combine with the third question, complete the first question of "advanced ability task list in class" and draw the escape route map of tigers and thieves.

(Design intention: The design of this link is mainly to enable students to understand the sequence and process of story development in the process of silently reading the text and completing the escape route map, and deeply understand the story content to prepare for the later retelling. )

Read the text silently. Which part do you think is the most interesting? Tell me how you feel.

1. Read the full text silently and feel the most interesting part.

2. Communicate what you find most interesting (mainly to guide students to feel the sentences about the psychological activities of tigers and thieves in 3-9 natural paragraphs, their embarrassing appearance when they escape, and understand their fears and panic. )

3. Read this part in roles.

4. Thinking: Do you think these contents (sentences about the psychological activities of tigers and thieves, embarrassing appearance when running away) need to be told when repeating? Why? In later stories, there are many languages that express the psychological activities and realization of the tiger thief like this, which is an important part of the story and promotes the development of the story, and can not be omitted when retelling.

5. Retell this part (design intent: The design of this part is mainly to guide students to focus on reading sentences about tiger thief's psychological activities and performance, to feel the panic and embarrassment when tiger thief fled, to appreciate the fun of the text, and to understand that tiger thief's psychological activities and performance are important contents to promote the development of the story and an important part of the whole story. It can not be omitted when retelling, but can be retelled in detail. In addition, interesting and distinctive language in the text can also be retained when retelling. At the same time, it lays the foundation for retelling the whole story later. )

Fourth, retell the whole story with hints. Try to retell the whole story according to the escape diagram.

Form of cooperation: (choose one of the forms for cooperative learning) According to the order of the story, each member retells a part, and four people retell the whole story together. In the mutual evaluation group, everyone retells the story and evaluates each other.

(Design intention: Retelling is the internalization of language and the expression of thinking. Retell the whole story according to the development process with the help of pictures and words in the escape route map. This link can exercise and improve students' information extraction and integration ability, language expression ability and thinking ability. At the same time, the design of this link takes into account students of different levels, and students can choose to repeat some or all of them according to their own level. )

Display and evaluation

Verb (abbreviation of verb) sublimates the theme Tiger thief doesn't even know what "leak" is. Why are they so afraid? What do you want to say to them?

(Design intention: The design of this link makes students further clear that the greed, stupidity and blindness of tiger thieves have led to such a ridiculous ending, and understand that guilt and doing bad things have no good end. We can't be like this. Sublimate the theme, implement the requirements of humanistic quality and realize the goals of moral education and curriculum education. )

6. Please read "A Mouse's Heart" carefully, draw a sequence diagram of mouse changes, and repeat the story in this order.

note:

1. What impresses you or you find interesting can be repeated in detail. ?

2. The wonderful language in the article can be kept.

(Design intention: The design of this link is mainly to let students transfer and use the retelling methods learned in this lesson, so that students' retelling ability and expression ability can be further exercised and improved, and at the same time let them know that the real strength is not the change of appearance, but the inner strength. )

Seven. Consolidate reading stories after class;

1. Retell the story of Bao Gong Shen Shi to Mom and Dad.

2. Say: Do you like Bao Gong in this story? Why? If you met the thief in the story, what would you say to him?

There are many interesting stories like this at home and abroad. Interested students can look at "China Folk Tales" and "Arabian Nights", and the stories will certainly bring you a lot of thoughts and enlightenment.

(Design intention: further implement the requirements of humanistic quality. "Interesting stories leave not only happy laughter, but also many thoughts." Read a text with a group of articles or even a whole book, so that students can appreciate the interest of stories, think about the truth told by each story, and experience the humanistic spirit and feelings, so as to get spiritual growth. )