Changchun Edition Liuxia "The Elephant in the Snake's Belly" Teaching Design

Teaching objectives

1. Recognize 2 new words and learn 3 new words.

2. Read the text emotionally and understand the role of several contrasting descriptions in the text.

3. Know how to think about problems from different perspectives.

4. Introduction to "The Little Prince", enter into the famous book, and gain insights from it.

Teaching focus

1. Understand the author’s inner emotions.

2. Understand why children and adults think differently.

Teaching preparation

Slides

Class schedule

2 class hours

Teaching process

< p>The first lesson

1. Introduction to the author, initial solution to the problem

1. Students, do you know the book "The Little Prince"? Can you tell me about it? Do you understand?

2. "The Little Prince" is a miracle in the world of books. Its author is Saint-Exupery of France. He is not a professional writer, but an air force pilot. However, in the Western world, this book is second only to the Bible in terms of print runs, with hundreds of millions of copies sold to date. This achievement is indeed well-deserved. There are only a handful of works in the world that are so exquisite yet so simple, so profound yet so approachable. They are almost perfect from content to form, but do not leave any trace of chiseling, just like a piece of natural jade.

"The Little Prince" is called a philosophical fairy tale. Indeed, this book is not only very suitable for children to read, but it is also written for some adults. In the words of the author, it is dedicated to adults who were once children and remember this.

3. In this lesson, let us read a short story from the book. Ask the students to read the topic "The Elephant in the Snake's Belly" gently together.

4. When you read the topic, did any questions pop up in your mind?

(For example: How can there be an elephant in the belly of a snake? What is going on? ?)

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

⒈We ask a classmate to read the text to everyone. The other students listen carefully and write down the words that need to be reminded. Mark the pronunciation of the words and draw the words you don’t understand.

⒉Correct errors in the reading and comment on the reading.

⒊Create new words from students and communicate:

⑴Students emphasize the pronunciation of words that need attention:

python (mǎnɡ) snake catch (bǔ )囫(h?)囵(l?n)repeatedly(f?)dissection(pōu)view

中文字幕(chu?)contact(ch?)always(zhōnɡ) knot(ji?)intersection< /p>

⑵ Emphasis on the glyphs of new characters:

Chew: The lower right corner is the character Gen with one less left corner, then change the n into a dot, and add inches

Hat: scarf +risk

⑶Look up the dictionary to solve new words:

Chew: chew food into pieces.

囫囵: Whole, complete.

Masterpiece: an outstanding work.

Cross-section: in-depth analysis and careful observation.

Stop: stop midway.

Disheartened: feeling depressed and demoralized.

Accommodate: accommodate, cater to others.

3. Read the text again to understand the main idea

1. Now ask the students to read the text aloud with their own questions and think about: What is the main story of this text? What?

2. Summarize the main content of the text in your own words.

(This article mainly writes that I drew two works of elephants in the belly of snakes, but they could not be understood by adults. And when I stopped studying the pictures with them, When talking about topics that adults are interested in, they are very happy)

3. The text is narrated around the production of the two works and the related stories. You can use this as a clue to divide the article into parts. Two parts?

Students try to divide the text into two parts like this to feel the author’s clear and orderly expression:

Write the first part (paragraphs 1 to 4)? I drew two pictures of elephants in the belly of snakes, but the adults couldn't understand them.

In the second part (paragraph 5), I cater to the world of adults and think about issues from their perspective, so that they can accept it.

4. Ask students to read the text again in groups.

4. Homework

1. Read the text thoroughly;

2. Read relevant articles.

Second Lesson

1. Consolidate the review and review the content

Ask two students to read the two parts of the article respectively, and we will recall the article together Main content.

(Ask students to summarize the main content of the text.)

2. Read the text intensively and understand the theme

1. Do you still remember what came into your mind when reading the topic and text? Is there a problem? Please raise it and let us all think about it together and see what problems we can solve. If we can’t solve it right away, let’s try to solve it through reading and in-depth thinking, okay?

(Students ask questions and solve them on camera. The teacher writes the more difficult questions on the blackboard.)

2. Please read the text silently with questions and see if you can find the answer in the text. Draw the relevant sentences and write concise comments next to them.

(Students read the text silently, and the teacher inspects.)

3. Students exchange their reading feelings.

4. There are several sentences like this in the text. I wonder if you have noticed it. Let us read it together.

Slide show:

a. I showed my masterpieces to the adults and asked them if they were afraid after seeing my paintings.

?What’s so scary about a hat?

b. In order for adults to understand, I repainted the inside of the snake.

The adults advised me not to draw any diagrams of pythons, with or without them, and to focus on geography, history, arithmetic and grammar.

c. Do I have to choose another career?

I always keep Work No. 1. When I meet someone who seems to me to be slightly clear-headed, I will test him with pictures. . I want to know if he is really sensible. But not once did they reply: "This is a hat." ?

d. I talked to him about bridge, golf, politics and ties.

The adults are very happy, thinking that they have made acquaintance with such a sensible person.

⑴ Can you understand these sentences? You can relate it to your daily life experience and talk about what you understand.

　(a. I drew a picture, a snake swallowed an elephant into its belly. But the adults couldn’t see it, thinking it was just a hat, and they didn’t feel scared.

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b. I wanted to make the adults understand what I drew and how I felt, so I drew a second work, but I received opposition. They thought I didn’t put my mind on the things that should be used. .

c. Although my interests and works are not understood and recognized by adults, I still do not give up and persist in my world full of childlike innocence and imagination.

d. I adapt to the world of adults, and adults can accept me like this. )

⑵ The teacher guides the students to summarize: The author’s works cannot be recognized and understood by adults. Children and adults think about problems from different perspectives. When faced with the same problem, adults and children often have different views.

⑶ Let’s read these sentences together again.

5. Have you had similar experiences in your life?

After studying the text, what new feelings have you had and what new revelations have you gained

< p>3. Introduction to famous books, extracurricular extension

Do you like this story? Let us read "The Little Prince" together and feel the different excitement brought to us by the miracles in the world of this book.

4. Homework

1. Read "The Little Prince";

2. Make reading cards.

Blackboard writing design

Snake in the belly of a snake

One’s own perspective is not understood

Adult’s perspective is accepted