2016教师资格证考试《鳄鱼的争斗》模拟题练习题(3)

For example, words such as "smiling", "lazy", "gulu", "diyolu", "" and so on can be performed by students in body language, or they can be understood in combination with the specific context of the text.

For other words, teachers and students can work together.

4、Check the reading situation:

The teacher designates the students to read the text according to the natural paragraphs, and the listeners can make habitual evaluations.

三、Listen to the text and clarify the context.

1、 The teacher guides the students to read the text again, thinking while reading, what story does the text tell? What is written around it? What impressions or opinions do you have.

2、 guide students to exchange their feelings, impressions or opinions after reading.

3、 guide students to grasp the supporting point of their own point of view, that is, the taste and understanding of the language in the text.

四、品读Understanding, questioning and comprehension

1、小House did not open it, what did you understand? (Teacher guide, what kind of aspirations and ideals do they have? Who do you agree with most? Why?) Grasp the fifth little pea point of view, let Students focus on experiencing 5 natural segments. Especially the last sentence, let the students fully understand the quality of small peas. (Guided reading aloud on the basis of comprehension, grasping the modal auxiliary words such as "splendid", "speaking lazily", "thinking to say" and so on, so that students can read aloud with emotion while experiencing it).

2、Little house, what did you understand after opening it? (The teacher guided the students to understand how the little girl got better because of the serious illness? The 13th natural paragraph to grasp the key points-finally let the students figure it out "Little pea grows up-blooms---the little girl recovers--healed

(1)Guide students to experience those places in the text that reflect the girl’s love for Little Pea?

(Through key phrases such as: Ah! It's a small pea, and small leaves have grown. He said with a smile, screaming with joy, etc. to inspire students to imagine the mood of the little girl at the time, such as: "surprise" "I have "Hope of life", "I will get better from my illness", "Happiness" and so on. When reading aloud, surprises of "Ah" and "Ah", smiling joy, guide students to read from the heart their deep love for Little Pea.

(2)Guide students to realize that those places in the text reflect Xiao Wandou's love for the little girl?

(Grasp the key words such as: Grow small leaves—Grow bean vines—-Strongly grow———-Bloom pink flowers)

(3)How do you understand her holding the stage, slowly, slowly, she actually stood up... This paragraph? What is the mood of the little girl at this time? (Communication in the group) (for students Experience: The growth of Xiao Wandou satisfied the girl’s wishes and encouraged her to overcome her illness. Reading aloud and instructing students to read out their surprise feelings)

(4)Overall review of the full text, the emotions always implied by taste in beautiful reading.

五、Memory font, guide writing

1、Recognize and read the vocabulary cards of this lesson, group words, and speak sentences.

2、 The group discussed how to memorize the shape of the font and how to write the words to look good.

3、Guide the writing of key words.

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