1. Learn the new words and phrases in this lesson.

2. Understand the content of the text and realize Song Wu's stubborn, bold, witty and brave character.

3. Stimulate and cultivate students' interest in reading famous books.

Teaching emphases and difficulties:

Key points: Understand part of the content of fighting tigers in Song Wu.

Difficulty: Perception of character characteristics.

Teaching aid preparation:

Small blackboard, DVD, TV.

Teaching time:

One class hour

Teaching process:

First of all, an exciting introduction.

Students, have you seen the TV series "Water Margin"? Talk about your understanding of Water Margin.

Today, let's learn about Jingyanggang and learn about Song Wu, a hero who fights tigers.

Writing on the blackboard: Jingyanggang (solving problems)

Please refer to the "Reading Tips" to clarify the learning requirements:

(1) Find out the specific description of the tiger part and read it several times.

(2) Besides killing tigers, what else is written in the article, and does it have anything to do with killing tigers?

(3) What impression did Song Wu leave on you?

Second, read the text for the first time and feel it as a whole.

1. Reading the text freely requires reading the text smoothly, reading the pronunciation accurately, and referring to the reference book to solve the words you don't understand.

2. Check the students' self-study.

⑴ Display on the blackboard: words such as scare, trick, tripping, waist and buttocks.

(2) Read the name aloud.

(3) Pay attention to guiding the sound, form and meaning of individual words.

Tell me what the text says. What is the point? (blackboard writing: drinking, going up the mountain, killing tigers, going down the mountain)

Third, read the text again, focusing on the segment of "playing the tiger".

1 Read the content of tiger hunting carefully and tell me what impression the tiger and Song Wu left on you.

What did you feel from the text? Draw a horizontal line and analyze it.

3 Show communication

Fighting tigers:

(1) Guide students to learn by mastering the three strokes of tiger wounding and the three flashes of Song Wu's dealing with tiger.

Tiger: A jump, a lift and a cut.

Song Wu: flash beside the bluestone, flash behind the blade)

(2) Song's "Flash" series was replaced by "Animal Skin"? Tell me why.

(3) Find out the description of Song Wu's tiger-beating (kicking) action and feel Song Wu's bravery.

(4) Let the students try to perform the wonderful process of fighting tigers with Song Wu, and the teachers and students will comment together.

5] Please enjoy the wonderful clip of Song Wu's killing tigers in the TV series "Water Margin" and feel the witty, brave and thrilling scene when Song Wu killed tigers again.

[6] Read aloud with emotion. Read the tiger's ferocity and Song Wu's wit and courage.

(7) Students read aloud.

Drinking:

(1) Guide students to learn by mastering the language and action description when Song Wu drinks.

What kind of personality characteristics do you think Song Wu has? (stubborn and bold)

4. Teachers summarize the transition:

Just now, we focused on two parts: shooting tigers and drinking, and deeply realized Song Wu's stubbornness, boldness and fearlessness. Besides these, what else is written in the article (going up and down the mountain), and does it have anything to do with expressing the article center?

Fourth, summary.

Students, through the study of Jingyanggang, what kind of Song Wu have we learned?

Stubborn and bold, witty and brave

Fifth, explore extension.

After learning this lesson, the heroism of Song Wu's killing tigers left an indelible impression on us, but some students said, "Now we should protect tigers, so don't watch the content of Song Wu's killing tigers." Do you agree? Tell me your opinion.

1. Student discussion

2. When the students talk, the teacher nudges the camera.

Attachment: blackboard design

20 Jingyanggang

Fighting tigers

Wisdom and courage

Shanggang Xiagang

drink

Stubborn and unruly

Jingyanggang teaching plan, fifth grade Chinese volume 2, 2 1. Teaching requirements

1. Understand the content of the text and the process of killing tigers by Song Wu.

2. Distinguish the cause and effect of things on the basis of understanding the content.

3. Read the passage of Song Wu's beating the tiger with emotion.

Second, the focus of teaching

Distinguish the cause and effect of things on the basis of understanding the content of the text.

Third, the preparation of teaching AIDS.

A new word card, a small blackboard with "Think, Practice" 2 written on it, and a wall chart with the scene of Song Wu fighting tigers.

Fourth, teaching time: two class hours.

first kind

Teaching content:

Understand the content of the text initially; Clean up the text; Focus on understanding the part of Song Wu's killing tigers.

Teaching process:

First, dictation words

Resist and refuse. Insult, rejection, and blocking, never mentioned.

After the dictation, the students checked and corrected each other. )

Second, stimulate dialogue and guide people to learn new lessons.

The two texts we learned earlier are all about ancient China, and the Jingyanggang we are going to learn today is also about ancient China. The text is rewritten according to the fragments in the famous novel Water Margin in Ming Dynasty. (Blackboard: Jingyanggang)

Question: Which classmate can give you a brief introduction of Water Margin? Who is Jing Yanggang talking about?

Third, get a preliminary understanding of the content of the text and clarify the organization of the text.

1. Ask for self-study: read the text silently at a faster speed, divide the text into four paragraphs according to the events, and then fill in the blanks with "thinking and practice" 1.

2. Students learn by themselves as required.

3. Discuss and communicate.

(1) Ask the students to talk about how it is segmented and what each paragraph is about.

(2) Ask students how to fill in "Thinking Practice" 1.

Fourth, grasp the key points and further understand the text.

1. Read the part where Song Wu killed the tiger with his bare hands and imagine how Song Wu killed the tiger.

2. Grasp the key sentences and understand the process of killing tigers.

(1), it turns out that the blade can only catch people who jump, lift and chop, but it can't catch all three, which consumes half of the power.

Guide the students to understand: What does "like" mean? What are the only' three things' that big bugs catch people? Why can't "three things" catch Song Wu?

On the basis of students' understanding of the meaning of the sentence, (demonstrate appropriately and deepen their understanding. )

(2), Song Wu threw the half whistle stick aside, grabbed the flower skin at the top of the blade with both hands and pressed it to the ground. Guide students to understand: What does "On Situation" mean? What "potential" blade did Song Wu seize?

Tell me how Song Wu killed the tiger in your own words.

Distribution of intransitive verbs

Practice reading aloud the part where Song Wu killed the tiger with emotion.

Second lesson

Teaching content:

Talk about the central idea of each paragraph of the text; Distinguish the consequences before and after things; Practice reading the text with emotion.

Teaching process:

First, read the text by name according to the natural paragraph. Everyone reads a natural paragraph.

Second, say the central idea of each paragraph.

Third, practice distinguishing the cause and effect of things.

1. Hang a small blackboard that says "Thinking and Practice 2".

2. Discuss the cause and effect of the things listed in the topic.

3. Discuss and communicate with the whole class.

(1) The reason and result of "the store only screened three bowls of wine for Song Wu".

(Reason: "Three bowls are not enough." )

(2) The reasons and results of Song Wu not listening to advice.

(Reason: "This Jingyanggang has experienced at least one or twenty times. When did you hear that there was a big bug! " -Don't trust Blade.

"There is really a tiger, and I am not afraid." -Not afraid of tigers.

Result: The tiger was killed. )

(3) Song Wu couldn't lift the tiger he killed, the reason and the result.

(Reason: It turns out that Song Wu tried his best and his hands and feet were tender. "-when playing tiger, I exhausted my strength.

Result: "Get laid off first and come back tomorrow morning." )

Fourth, guide emotional reading.

1. Hang a wall chart with a picture of Song Wu killing a tiger and tell me how to read this part. Read about the tiger's fierceness and dying, and Song Wu's courage, wit and composure, and speak a little faster, reflecting the tense atmosphere at that time. )

2. Students practice by themselves.

3. Encourage students to read aloud in public and praise those who read well.

Verb (abbreviation for verb) assigns homework.

Preview the reading and writing example "distinguish the cause and effect of things"

Blackboard writing:

First, enter the store (detailed) to drink and talk about tigers-expression

Second, the psychological activities of Ueoka (omitted)

Hupujian personality

Third, Guo Gang (detailed) Song Wu is sparkling and unrestrained

Jump up and be fearless

Pressing and kicking

IV. Shimokada (omitted)

The third teaching goal of Jingyanggang, the second volume of the fifth grade Chinese.

1, understand the content of the text and the process of killing tigers in Song Wu.

2. Distinguish the cause and effect of things on the basis of understanding the content.

3. Read the part where Song Wu fights the tiger with emotion, from which you can learn about the characters.

teaching process

First, stimulate dialogue and guide people to learn new lessons.

The two texts we learned earlier are all about ancient China, and the Jingyanggang we are going to learn today is also about ancient China. The text is rewritten according to the fragments in the famous novel Water Margin in Ming Dynasty.

(Blackboard: Jingyanggang)

Question: Which classmate can give you a brief introduction of Water Margin? Who is Jing Yanggang talking about?

Second, get a preliminary understanding of the content of the text and clarify the organization of the text.

1. Ask for self-study: read the text silently at a faster speed and divide the text into four paragraphs according to the events.

2. Let the students talk about how it is segmented and what each paragraph is about.

Third, catch drinking before killing tigers, and look at the characteristics of written language.

1. Read this part silently quickly and draw the language of Song Wu. Through the language of Song Wu, we can understand its characteristics.

2. Guide and write on the blackboard

Bold, stubborn, brave,

Amazing capacity for liquor and extraordinary courage.

3. Which sentences make you realize that Song Wu has these characteristics?

(1) bold

This wine is really powerful.

(2) Stubborn

"So. I ate three bowls, how can I not get drunk? "

"Don't talk nonsense! Don't pay you! Sift three more bowls. "

(3) Brave

I am not afraid of big bugs.

"This is the trick of the store to scare those timid people to go to his house to rest. What am I afraid of! " .

(4) the amount of alcohol is amazing.

"Song Wu ate eighteen bowls before and after."

"Whenever a guest comes to our store to eat three bowls, he is drunk and can't cross the mountain breeze in front."

(5) extraordinary courage.

"Song Wu laughed:' ... don't say such things to scare me. There is a big bug, I'm not afraid. " "

"Song Wu looked at it and smiled ..." What am I afraid of! " "

"I thought for a moment and said,' What are you afraid of? "Go up and see what happens." "

"Song Wu said to himself,' ... people are afraid to go up the mountain. "

4. Summarize the methods of understanding the characteristics of characters through language.

Fourth, Jingyanggang hits the tiger, grasping the action to see the characteristics.

1, Song Wu killed the tiger with his bare hands. What did he write? (action)

2. Guide the blackboard writing

Strength is superior to intelligence and conquers others.

(1) Power Superman.

Song Wu waved his whistle with both hands, ... and knocked down the branches and leaves of the tree. "

"... fold the sentry in two ..."

"... pull ... press ... mention ... play ..."

(2) cleverness is better than others.

Guide Song Wu's three "flashes" to highlight Song Wu's "wit" or "agility".

Experience the benefits of "flash" in expressing the image of Song Wu.

Guidance on writing methods. When writing, through the characterization of characters' language and movements, your characters will be more vivid and your articles will be more infectious.

Five, the tiger fell quickly, to master the psychological characteristics.

1, read the text repeatedly to understand the author's intention to ask questions:

If Song Wu meets a tiger on the way down the mountain, will it be "subdued" by Song Wu or "subdued" by Song Wu?

2. Guide students to read books, find relevant information, put forward their own views and explain the reasons.

Sixth, extracurricular discussion.

Ask a controversial question: Some students said, "Now we should protect tigers. Don't read the story of Song Wu killing tigers any more. Do you agree? "