Teaching requirements:
Learn the 6 new characters in this lesson and the words they consist of, and understand the "hand" part (the bottom of the word "hand")
Understand the extracurricular content , can read, recite, and retell the text correctly and fluently.
By observing pictures and telling stories, students can understand the principle of humility and cultivate students' virtue of humility to others.
Teaching focus:
Read the pronunciation of new characters, master the glyphs, understand the meaning of new characters and new words, and understand the text content.
Let students understand why Kong Rong took the pear, and educate students to learn Kong Rong’s virtue of humility to others.
Cultivate students’ observation skills and train their ability to retell stories orally.
Teaching hours:
Two classes.
First lesson
Teaching points:
Learn the pronunciation of new words and understand the meaning of the words; understand the content of the text and let students know the principle of humility.
Teaching process:
Inspire conversations and introduce new lessons.
Students, do you still remember the family etiquette requirements that the teacher put forward to you? (Speak by name) (Be filial to your parents at home and give delicious food to your elders) Yes, this is the traditional virtue of the Chinese people. In ancient times, there was a man who set a good example for us in this regard. Do you know who he was? Today we will study a text about his story.
Blackboard writing topic:
18. Kong Rong Rangli (reading the topic together)
Question: After reading the topic, do you know who the text is mainly about? (Kong Rong) What did you write about him? (Write about him letting the pear go).
Guide to look at the pictures and understand the main idea of ??the text.
Which one is Kong Rong in the picture? Who is in his family? What are they doing?
How did Xiao Kongrong do it? How do you know what Kong Rong is holding is a small pear?
Learn new words.
Show the new character card and read the new characters (free reading, named reading, reading together, driving train reading)
Correct pronunciation: rang (rang): read the oblique and posterior nasal sounds accurately vowels.
Sui (sui): pronounced with a flat tongue.
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Take (na): read Quasi-nasal "n"
Show the word card to read the new words.
Study the text and understand the content.
Read the text freely and think: How many sentences does the text have?
After the students answered, the teacher summarized: There are five sentences in the text ***, four sentences with "." (period), and one sentence with "?" (question mark). The full text is divided into two natural paragraphs. Sentences 1 and 2 are the first natural paragraph, and sentences 3-5 are the second natural paragraph. The beginning of each natural paragraph is written two boxes below. (Understanding natural paragraphs)
Read the text by name (check whether it is read correctly and smoothly).
Read the first paragraph:
The first group reads the first sentence, students think about the answer:
When did the story take place? What's the little master's name? How do you tell from the picture that the story happened "once upon a time"? (The clothes of the characters in the picture are from ancient times, and their hair and makeup are also different from today, which shows that the time is very far away from now.)
If the text does not use "once upon a time", what word can be used instead? ("in ancient times", "long time ago").
Who can say a sentence using "once upon a time"?
Group 2 read the second sentence aloud and thought about the answer:
How old was Kong Rong at that time? Who did he do with whom during the day?
(“Four years old” indicates that Kong Rong was very young at that time, equivalent to a child in kindergarten, two or three years younger than we are now.)
Connect the two sentences Read. (Reading by name, group reading, and train reading).
Instruct students to look at the wall chart and recite the first natural paragraph of the text.
Read the second natural paragraph
When Kong Rong and his brother ate pears together, what did he do? Which sentence in the text tells us? (Read the first sentence of the second natural paragraph together)
Look at the picture and ask: What does "take it" mean? Ask the students to do the "take" action. Did someone else ask Kong Rong to take the pear? (No, he took it voluntarily).
Who saw it at this time? How does he look? (Feeling weird).
Kong Rong was the youngest in the family. He took the pears first, but he didn’t take the big ones, but the small ones. At this time, his father saw it and felt very strange. What did he say? (Read the second sentence by name)
Guide to read aloud what dad said (slideshow) (Fan reading, read together, free reading, read by name, read out the tone of question).
Teacher prompts: “Ask”: If you don’t understand anything, ask the other party. So the sentence should use "?" (question mark).
Where in the picture can you tell that Dad is asking Kong Rong? (Because dad was facing Kong Rong).
If you were Kong Rong, how would you answer? (Let students talk about their ideas).
(9) How did Kong Rong answer? Instruct you to read the last sentence aloud.
(10) Kong Rong and his brother were eating pears together. Why was he eating small pears? From his Dharma and speech,
Can we tell what kind of child Kong Rong was?
(11) Do you now know what the word "let" in the topic means? (Let students talk).
The teacher concluded: "Let" means to give benefits to others. The text refers to Kong Rong leaving the big pear to others and eating the smaller one himself. This is a virtue of humility to others.
(12) Connect and read the three sentences in the second natural paragraph. (13) Instruct students to look at the wall chart and recite the second natural paragraph.
Read the full text.
Question: What did you understand after learning the story of Kong Rong letting the pear fall? What should be done in the future? (Name the names after discussion in a group of four).
Homework: recite the text.
Second Lesson
Key points:
Retell the text and guide the writing of new characters.
Process:
Review: recite the text.
Perform the text content in different roles. (One reads the narration, one is a father, one plays the role of brother, and one plays Kong Rong)
Retell the text.
Requirements: Tell this story in your own words, vividly and completely, focusing on the key points
You must capture what Kong Rong said when he and his brother were eating pears, How to do it. (Free lecture,
Four-person group lecture, named lecture, teacher-student review)
Guide to write new words:
Show the new word card and read the new words.
Tell me how you remember these new words?
Rang: Left-right structure, the left side is "讠" (next to the word), and the right side is "上". Together they are "Rang".
Qian: upper and lower structure, the upper part is "丷" (eight characters), the middle is "一", the lower left is "月",
The lower right is "刂", together they are "Qian" .
Sui: upper and lower structure, the upper part is "山" (山 character part), and the lower part is "西" (half of "many")
Together they are "Sui".
Taking: up-and-down structure, with "person, one, mouth" at the top and "hand" (hand) at the bottom. Pick up
It means "take".
Question: It is a semi-enclosed structure. The outside is the "door" and the inside is the "mouth". Together they are "question".
The teacher demonstrates writing on the blackboard, and the students write the prefixes in their exercise books.
Use the above new words to form sentences orally (driving a train).
Students practice writing (teacher inspects).
Homework: (1) Copy the words after class.
(2) Tell the parents the story of "Kong Rong Lets the Pear".