Two fables "Pluck the seedlings to encourage them to grow, wait for the rabbits" teaching design

As a teacher, it is inevitable to prepare teaching design. The teaching design should follow the basic rules of the teaching process and choose teaching goals to solve the problem of what to teach. How to highlight the key points in teaching design? The following is the teaching design of two fables "Pluck the seedlings to help them grow, wait for the rabbit" that I compiled for you. They are for reference only. You are welcome to read them. Two fables: "Pull out the seedlings to help them grow, and wait for the rabbit." Teaching design part 1

Perspective before class

This lesson consists of two fables: "Pull out the seedlings to help them grow," and "Sit back and wait for the rabbit." The text outlines two ridiculous characters in ancient times. One is eager for success and goes against common sense, and ends up making things worse; the other is taking chances with unexpected gains and not doing things seriously, and achieves nothing. Both of these fables are well-known works, with concise and lively language and lively and interesting content.

Fables often use a short story to illustrate a profound truth, which is a genre that students love to hear. In teaching, the characteristics of short text length and vivid and interesting content should be grasped. Guide students to use the illustrations in the text to understand the key words and sentences, analyze the characters' speech, behavior and psychological activities, and understand the content of the text. At the same time, it guides students to understand and understand based on their actual life. Grasp the inner connection of the text, analyze the cause and effect to reveal the meaning, so that students can be educated and influenced by it.

Teaching objectives

1. Be able to recognize 10 new words and write 9.

2. Read the text aloud correctly and fluently, read the text silently, and realize the moral of the story while reading:

Don’t rush for success; don’t take chances with unexpected gains. .

3. Able to tell stories to others.

Teaching focus

Read the text emotionally and understand the meaning.

Information materials

New word cards, courseware or text illustrations, and audio or video recordings of text content.

Teaching process

Cut to the puppet show

1. Observe the conversation:

Show the illustration of "Pull the seedlings to encourage growth" to inspire the conversation: You know this Story? Who can tell this story to everyone? Through these two fables, what truth will we understand? In this lesson, we will first study, (introducing the topic) "Pluck seedlings to encourage growth".

2. Introduction to problem solving:

Students, have you heard of fables? (Student Exchange). Teacher introduction: Fables, like fairy tales and narratives, are an article genre that often uses a fictional story to illustrate a profound truth. "Fu" expresses the meaning of inclusion, and fable means speaking with a certain meaning. "Ze" here is a quantifier, indicating the number of items. "Two rules" means two points.

Based on the actual situation of students, trigger exchanges and discussions among students. It naturally leads to teaching content, introduces common sense knowledge of fables to students, enriches students' understanding, and stimulates students' interest in reading.

Dialogue platform

Study "Pluck the seedlings to encourage growth"

1. First reading

1. Thinking about the reading questions:

What did you think of after reading the topic? The camera teaches the pronunciation and meaning of the word "揠", and "长" is pronounced as "zhang" here.

2. Show courseware or video materials, change "words" into "pictures", and guide students to watch and understand the content of the story in detail.

Introduced from the title, the words are transformed into pictures, stimulating students' enthusiasm, understanding the content of the story, and laying the foundation for learning the article.

3. Self-read the text:

Read the text aloud, find and read the new words and new words. Use reference books to understand words you don’t understand and discuss with classmates.

4. The whole class exchanges knowledge and memorization of new words and words:

Teachers fully encourage students to exchange methods of literacy and memorization. Emphasize key words when appropriate.

5. Games to consolidate literacy:

Use various methods such as "word carousel" and "fruit picking" to guide students to learn and memorize new words.

Emphasize self-reading and self-study, and master basic knowledge in a down-to-earth manner. Enrich literacy experiences through exchanges and improve students’ independent literacy abilities.

2. Reading aloud

1. Guide students to read aloud their favorite paragraphs and practice reading aloud in their favorite way.

2. Name the students to read aloud, and the teacher will take the camera to guide the students to express their reading experience:

Why do you read like this? Combining key words and sentences, students are guided to understand the language and mood of the characters. The teacher uses the camera to inspire and guide students to read emotionally. For example:

Guide reading of the first natural paragraph: inspire students to think:

Why do farmers want to help the seedlings grow? The farmer hopes that his seedlings will grow faster, but the seedlings grow so slowly. How does he feel? Based on the students' communication experience and understanding of the word "desire", the teacher guides the students to read the tone of anxiety and talking to themselves.

Guided reading of the second natural paragraph: Inspire students to think:

What method did the farmers come up with to help the seedlings grow? How did he do it? Understand what "finally, exhausted" means. Instruct students to read the feeling of "anxiety and exhaustion."

Reading aloud is the best way to understand the text. It combines key words and sentences to understand the language and psychology of the characters, enrich students' emotional experience, and deeply understand the text content. Through emotional reading, the scene at that time was reproduced and the characters were understood. In the deep understanding of the plot, understanding, personality and text can be read.

3. Guide students to understand the mood and performance of the characters at that time from the farmer’s confident words and final results. On the basis of emotional reading, focus on guiding students to figure out why the result is like this? Initial understanding of the meaning.

Seize the final result of the development of the matter and make a sharp comparison with the farmer's performance. From the strong contrast, understanding the truth revealed by the fable cultivates students' reading comprehension and thinking abilities.

3. Discussion

Inspire students to think: What did they understand after reading this fable? Have you ever had something similar happen in your life? What should we do in the future? It triggers discussion among the students, and the teacher uses the camera to point out the meaning.

Sublimate the understanding of the moral, promote students’ personalized interpretation of the text, cultivate students’ language expression ability and profound and general thinking in communication, and cultivate students’ correct understanding of the moral. Treat things in life and promote the healthy and harmonious development of personality.

IV. Expansion

1. Inspire students to think: If you were asked to give this farmer a name, what do you think he should be called? Give your reasons.

2. What other fables do you know? Tell it to everyone and tell us what you gained from the fables?

Broaden students’ ideas and promote the improvement of students’ comprehensive Chinese literacy. The problem setting originates from the teaching materials and is higher than the teaching materials. It integrates students' personalized opinions, enriches their language accumulation, and promotes the improvement of students' imagination, thinking level and expression ability.

5. Writing

1. Show the words "focus, fee, hope, and calculation" in "I can write". Guide students to observe the structural and stroke characteristics of these characters, communicate the results of their observations, and give appropriate emphasis to the teacher. For example:

Above "Jiao", there are four horizontal lines on the right, do not write "Zhu"; in the middle of the word "Suan" is "MU" instead of "日"; above the word "FEI" is "FU" , the word "Gong" should be written first; the last stroke of the word "Death" on the left half of the word "Wang" has changed.

2. Teachers write difficult Braille characters and emphasize key strokes while writing.

3. Students practice writing independently and review each other after writing. If the writing is not good, write more.

Seize the characteristics of new characters, strengthen model writing guidance, independent writing evaluation, and improve students' writing ability. Two fables "Pluck the seedlings to help them grow, wait for the rabbits" Teaching Design Part 2

Teaching objectives:

1. Learn the 13 new words in this lesson. Can read and write correctly the bell, the bell, the stump, the stump, the lezizi, and the hoe.

2． Read and recite the text. Copy the last natural paragraph of "Waiting for the Rabbit".

3. Understand the content of the fable, know not to take chances with unexpected gains, do things honestly, and success depends on honest labor.

Teaching process:

First lesson

1. Revealing the topic and solving the problem

1. What fables have we learned before?

2． What do the two fables mean? What are the characteristics of fables? (Use a short story to illustrate a truth or to satirize a certain person. Fable: meaning of sustenance and inclusion. Yan: to make sense.)

3. In this lesson we will learn the fable of hiding one’s ears and stealing one’s bell. The teacher writes on the blackboard: Cover your ears and steal your bell.

4． Through the preview, who knows what "hiding" and "stealing" in "hiding one's ears and stealing the bell" mean? What does it mean to hide one's ears and steal the bell? (Cover your ears and steal the bell.)

2. Clarify the learning goals

Project the learning goals:

1. Through self-study, master the new words and new words in the fable.

2． Use illustrations and cartoons to understand the content of the story and understand the moral of this fable.

3. Can express the meaning of the idiom in your own words.

4． Read and recite this fable emotionally.

(Let students know the learning objectives of this lesson and be aware of the content they have learned.)

3. Self-study in class and overall perception of the text

1. The projection shows the self-study requirements:

(l) Use pinyin to read the text smoothly.

(2) Check out the new words and new words in this lesson and read them several times.

(3) Read the text again and highlight the words and sentences you don’t understand.

(4) Read the text skillfully.

2． Students study on their own.

3. Check the status of self-study.

(1) Read the word cards with new words and correct the pronunciation.

(2) Nominate and try to read the text.

4． Thinking: What is the main thing about the text?

4. Understand the text content

1. Read the text freely.

2． Discuss in small groups: What is the origin of the story? How did it go? So what? Name them and share the results of the discussion.

3. Focus on understanding the second natural paragraph.

(1) What does it mean to know clearly? What does the bell thief know? After the students answer, the teacher writes on the blackboard:

I know clearly that as long as I do

(2) Check out the sentences in the book that contain as long as I read them together.

(3) Make sentences orally as long as you name them.

(4) The man clearly knew the consequences of touching the bell with his hand. Instead of giving up the idea of ??stealing the bell, he came up with a way.

① Project the first question (1) of the after-school thinking exercise: What do the people who cover their ears and reach out to steal the bell think? Is he right? Why? Students check out the sentences in the book that describe what the bell thief thinks and read them.

②A related word is used in this sentence. Which related word is it? What does cover up mean? How else can I say this? (If you cover your ears, the ringing will not be heard.)

③The man covers his ears with his hands, and he will not hear the ringing. But can he cover other people's ears? Can others still hear the ringtone?

(5) He thought his idea was good and he was very smart, so he acted on it. What was the result? (After the students answered, the teacher wrote on the blackboard: If you still do this, the illustration in the text just depicted this is the result, name the picture and tell the intention.)

(6) The person knew clearly about stealing the bell from the beginning. As a result, in order to achieve his goal, he came up with a method that he thought was very good. But it turned out that he was just being smart, and his approach was very stupid in the eyes of others. (Writing on the blackboard: Being smart is very stupid) (The key is that he covered his own ears, but could not cover the ears of others.)

(7) Guide reading.

① Read the second natural paragraph by name, and pay attention to the smart tone.

② Read the full text together, and be careful to show the stupidity of the bell thief who thinks he is smart when reading aloud.

5. Reveal the meaning, summarize and expand

1. Projection questions to think about:

(1) What is so stupid and funny about people who hide their lies?

(2) What lessons should you learn from him?

(3) What does this fable tell people?

After students discuss in groups, they will answer the questions by name.

2． The tablemate summarized and explained the meaning of the idiom in his own words.

3. Summary extension.

Think about it, is there anything like deception in our real life? Connect with learning and life reality, talk about your feelings, students can speak freely after discussion.

6. Assign homework

1. Copy and memorize new words composed of new words in this lesson.

2． Make a sentence using as long as you want.

3. Tell the parents the fable of hiding one’s ears and stealing one’s bell.

4． Recite the fable "Bhiding Your Ears and Stealing Your Bells".

Second Lesson

1. Revealing the Topic

In the last lesson, we learned the fable "Hidden Ears and Stealing Bells". The students liked it very much. Who can say What does this fable tell us? (Student said) Can you memorize the text? (Memorize names)

In this lesson we study the second fable, "Waiting for the Rabbit."

(Top question for writing on the blackboard. The words "Zhu" and "Dai" have pinyin)

What does "Zhu" mean? What does waiting mean? What does this fable tell us? The teacher believes that students can solve these problems through their own study.

2. Establish learning goals based on the learning of the previous class

(Or show the projection of the learning goals of the previous class and let the students set their own learning goals for this class.)

3. Self-study in class, overall perception of the full text

1. Put forward self-study requirements and arrange self-study.

(The projection shows the self-study requirements.)

① Use Pinyin to read the text smoothly.

② Check out the new words and read them several times.

③ Mark the words or sentences you don’t understand.

④Think about the meaning of waiting for the answer.

⑤Communicate with the group after completing the learning tasks.

2． Check the status of self-study.

①Show the word slide to check the pronunciation and word understanding of the word.

②Refer to reading the text. (Correct Pronunciation Sentences)

③ Name the person and tell the meaning of the question. (Strain: tree root or stump. Wait: wait. The meaning of the question is: wait by the tree stump, hoping to get the rabbit that was hit and killed again.)

　3. Stimulate students' interest. Let students watch the cartoon "Waiting for the Rabbit" and think: What is the main thing about the text?

4. Understand the text content

1. The first and second natural paragraphs.

(1) Transition: How did the rabbit die?

(Catch the rabbit bumping head-on somehow, and understand that the rabbit hit the pile and died completely by accident.) Can you read this meaning? (Student trial reading) Why is he so happy? (Picked it up without any effort) What else would he be thinking about? (Inspire imagination) Can you read the mood of this farmer at this time? (Trial reading)

2. The third natural paragraph.

(1) What should you think and do if you encounter this kind of thing?

(It happened completely by chance. You don’t have to wait for it to happen again. Just do what you should do.)

(2) How did this person do it? (Sitting all day, waiting to see if there is anything)

What would he have thought at that time? (Afraid, hopeful, frustrated.) Students imagine. If you saw it, how would you advise him?

3. What was the outcome? How do you feel about this outcome? (Laughable) Can you read the meaning? (Students read)

5. Reveal the meaning, summarize and expand

1. Discussion: What does the story "Waiting for the Rabbit" tell us? (Don’t take chances, hope for unexpected gains, and work hard proactively.)

2. Waiting for a rabbit is an idiom that comes from the fable we have learned. Who can explain the meaning of this idiom in their own words?

3. Have similar phenomena occurred in daily life? How did you do it? What should I do next?

6. Assign homework

1. Memorize new words.

2． Read the text thoroughly and recite the text.

Attachment: Blackboard writing design

Comments on the lesson plan:

Teaching is divided into four steps:

(1) Introduction to the conversation, revealing the topic, Provide guidance on understanding the meaning of the question.

(2) Organize students’ self-study, group discussions, and collective communication.

(3) Use the media to depict vividly.

(4) Instruct students to read and recite two fables. Through learning, we understand that in daily study and life, we must have a correct attitude towards doing things: we must do things honestly; we must correct mistakes in time.

Exploration activities

Students can combine freely, give full play to their imagination, write, direct and act in textbook plays. Let students connect with their own life experiences and understand the meaning again through expansion. Two Fables "Pull out the seedlings to help them grow, wait for the rabbit to grow" teaching design part 3

Pre-class preparation

Multimedia teaching software: "Two Fables" full demonstration, the process of the farmer pulling up the seedlings.

New words and new words cards.

Find knowledge about fables from outside the classroom and collect other fables.

Teaching process

(Learning "Pluck the Seedlings to Help It Grow")

1. Reveal the topic and clarify the meaning of the topic

Present the topic "Two Fables" "Principles", students explain the topic based on the information they find. ("Fable" is to use a story to illustrate a profound truth or lesson, "Yu" means "sustenance". "Ze" means "piece")

2. Teaching "Pluck the seedlings to encourage growth"

①Play the courseware to understand the topic and the story.

a. Students explain the meaning of the question: "揠" means to pull out. "Zhu" means help. "Long" means growth.

b. Study in the order of “understanding the meaning of the question, understanding the story, understanding the content, and understanding the principle”.

c. Play the courseware and ask students to talk about what the text says?

②Learn new words.

a. Read the text carefully and listen to the pronunciation of the new words.

b. Use Pinyin to read the text to yourself.

Read the text to yourself, draw the words you don’t recognize, and read them correctly with the help of pinyin.

The classmates listen to each other read the text and read the correct pronunciation of the words. The teacher pays attention to guide the pronunciation of the wrong words.

Students at the same table can read new words and exchange word-remembering methods.

c. Consolidate new words.

Read the vocabulary cards.

(Reading together, reading by pointing, and reading by train)

The group takes turns reading the text and consolidating the new words during the reading. The teacher patrols and corrects mistakes promptly if found.

③Understand the text and read the text emotionally.

Show four questions:

a. How did the farmer feel when he saw that the seedlings had barely grown taller? Draw the words that describe his mood. Can you understand his mood?

Randomly understand key words: desire, anxiety.

Show the key sentences and understand the mood of the farmers. The seedlings seemed not to have grown at all. He walked anxiously around the field.

Read the key words and sentences emotionally to read the anxious mood of the farmers.

b. What did the farmers do in this situation? How did you say that? What was the result?

Use software to demonstrate the process of a farmer pulling out seedlings. Read the second paragraph aloud, and read the scene of the person working hard to pull out seedlings.

Read paragraphs 3 and 4 to understand the farmer’s pride after returning home, and his disappointment when he later found out that all the seedlings were dead.

c. What inspiration does this fable give you? Please talk about it based on actual life.

d. We already know that the farmer’s wishes are good. If you are a neighbor or relative of the farmer, how can you help him realize his wish?

④Read the full text and retell the text. Two Fables "Pluck the seedlings to help them grow, wait for the rabbits" Teaching Design Part 4

Teaching objectives:

1. Read the text for the first time and learn new words.

2． Study the article "Plucking Seedlings to Help They Grow" and understand the meaning by reading the words and sentences.

Teaching process:

1. Introduction of new lessons

Question: What is a fable? Have you ever read fables? Can you give me an example?

The allegory in fables means sustenance, words, and reasoning. A fable is to tell an interesting story using metaphors to illustrate a profound truth and educate and inspire people.

Today, the text we study is "Two Fables", and "Two Fables" means two. Now we study the first one, "Pluck the Seedlings to Help It Grow". Writing on the blackboard: pulling out seedlings to encourage growth

2. Students read the text to themselves and underline new words in the text.

1. Students are asked to look up words in the dictionary for themselves.

In this lesson, you need to master the following aspects: (for example)

New words

Jiao

Phonetic sequence

Radical

灬

In addition to the radical, there are a few pictures left

In the dictionary Number of pages

232

Group words

Anxiety

2. Read the text by name and correct the pronunciation.

The word "长" in "揠seedlings to encourage growth" is a polyphonic character. It should be read as "zh3ng" here, not as "ch2ng".

The word "jin" in "exhausted" should be pronounced "j9n", not "j9ng".

3. Analyze the structure and memorize the glyphs.

The upper and lower structure of "jin" is "month" on the left and "force" on the right. Do not write "handle".

4． Understand words.

Longing: the meaning of hope.

Anxious: I feel very anxious.

Wasted: wasted in vain, this article refers to wasted effort.

A large section: a large section.

Exhausted: Describing being very tired and having no strength at all.

3. Read the text carefully and understand the meaning.

1. Who is the text about? What to do? What was the result?

(The text is about a farmer in ancient times. In order to make the seedlings in the field grow taller and faster, he pulled them up one by one. As a result, all the seedlings withered.)

2． Why did this farmer do this? Did you figure it out from those words?

(This farmer was eager to make the seedlings in his field grow faster, so he went to see them every day. Due to his anxious mood, he felt that the seedlings "seemed" not growing at all. So he looked at the seedlings in his field. While anxiously turning around to think of a solution. It can be seen from the words "desire" and "anxiety")

3. Is the method used by this farmer good? Why?

(The method used by this person was not good. Not only was he exhausted and out of breath, but the seedlings were withered. In the end, he did not achieve the result he wanted. If I use an idiom to summarize it, It’s called “Haste makes waste.” Understanding: Being too impatient will not achieve the goal.)

4. Why do good intentions and hard work lead to such results? Group discussions and reports.

(Grain seedlings can only grow slowly and little by little according to their own growth rules. If you pull up a grain seedling, its roots will leave the soil that nourishes it, and it will lose its Moisture and nutrients are like a baby that cannot survive without breast milk)

5. What is the problem with this person?

(He did not understand that the growth of wheat seedlings cannot be uplifted by people, but can only rely on their own strength. People want it to grow faster, so they can only adopt reasonable fertilization and watering, timely weeding, and eradication of weeds. If the seedlings are forced to be raised up, their roots are damaged or their sources of nutrients are cut off, how can the seedlings not wither? This is a violation of the law of the development of things, and they want to use external forces. If you insist on quick success, you will make things worse and end up doing bad things with good intentions)

IV. Summary

1. Summarize and clarify the meaning.

This fable tells us that we must follow the rules when doing things, and we must not violate the rules and rush for success.

2． Let students connect with reality and talk about their experiences.

(1) In real life, have you ever done anything that violated the rules and was eager for success?

(2) Group discussion and class communication.

5. Homework

1. Copy new words.

2． Read the text aloud. Two fables "Pluck the seedlings to encourage them to grow, wait for the rabbit to grow" Teaching Design Chapter 5

1. Introducing new lessons

1. Use the radical search method to find allusions:

⑴ Recognize and read the pronunciation of characters.

⑵ Accumulate the fables and morals of new words.

⑶ Use Pinyin to recognize and read new words and understand the meaning of new words.

Fable: A literary work that uses fictional stories or personification of natural objects to illustrate a certain truth or lesson, often with a satirical or persuasive nature. When helping students understand the meaning of words, it can be simplified as follows: a fable is a kind of article that uses stories to illustrate principles.

Meaning: sustenance or implicit meaning.

2. What stories are the two fables in this lesson telling? What principles do these two stories illustrate? Read the text with questions.

2. Self-reading insights

1. Self-reading text.

2. Understand the questions prompted above.

3. Choose one to read carefully and experience.

3. Group discussion

1. Choose a group of fables to share your reading experience.

2. Learn to be a teacher and tell the fables you learned to the students in another group.

3. The group representatives synthesized the opinions of classmates and compiled the speech notes.

4. Large groups tell each other, learn fables from each other, and understand the meaning

1. Tell the fables by looking at the pictures.