[The little tits in this article are noble in heart and good in quality. They are hardworking, smart, witty, United, helpful and friendly. The "I" in the article is a lovely elf. Through patient observation and rich imagination, we can have dialogues and exchanges. This is a very instructive article.

The teaching design of this course is guided by the new curriculum standards, and optimization, beautification and harmony are brought into all aspects of Chinese classroom through painting appreciation.

Let students learn Chinese to achieve a lesson; Use independent, cooperative and inquiry learning methods to let students learn to be kind and cooperate with others; Students are the main body and teachers are the leading factor.

Use the eight-step method of "reading (text)-circling (new words)-drawing (new words)-spelling (new words)-writing (new words)-group (two words)-listening (new words)" to complete the self-study text, fully mobilize each student's awareness of preview and clarify the learning of new words in the text. Encourage students to learn independently, understand in various forms of reading, and cultivate students' learning ability, imagination ability and writing ability. ]

Teaching objectives:

1. Understand the content of the text, realize the noble qualities of diligence, cleverness, wit, unity, mutual assistance and friendliness of the little tits, and care for others through education.

2. Read the text correctly, fluently and emotionally. Understand the meaning of the word "quietly, around and secretly" in the context.

3. Be able to write 12 new words such as "sparrow, take, ken, rotten, tile, forbearance, detour, lie down, guess, chase, escape and attach"; I can recognize seven new words such as "saw, tile, spot, palm, guess, police and arrest".

[4] Learn from the author's observation method to observe his favorite small animals, and guess what they are thinking and saying according to their calls and actions. Write down your guess. ]

Difficult analysis:

Teaching emphasis: grasp what tits say, connect with the context and understand the basis of "I" conjecture.

[Teaching difficulty: Learn from the author's observation method to observe his favorite small animals, and guess what they are thinking and saying according to their cries and vocal movements. Write down your guess. ]

Preparation before class:

Photos of tits, recordings of various animal calls.

Teaching process:

Lesson 65438

First, introduce tits and enjoy importing pictures.

1. There are many kinds of tits. Look at the screen (the third to seventh screens are displayed). Tits are really good at catching pests! It can prey on more than 400 pests a day! Tits often live in mountains and plains. Besides tits, there are many birds that are also beautiful!

2. Interlanguage: After enjoying the pictures, you must feel that these little tits are never tired of seeing them, right? I believe today's class will definitely let you find the lovely other side of breasts. Teacher: This is our animal friend today-tits. I can see that everyone is deeply attracted. Russian writer Prishven wrote a fascinating article after observing tits, and the title was named after this small animal-(blackboard writing: tits)

Teacher: Have you ever seen a sparrow? Can you tell me what they look like?

(Guide students to talk about the sparrows they see)]

Second, check the preview.

Before class, the teacher arranged for everyone to complete the self-study text in eight steps: reading (text), circling (new words), drawing (new words), spelling (new words), writing (new words), grouping (two words) and listening (new words). The teacher doesn't know whether everyone has fulfilled these requirements. So please look at the screen and greet the new words and phrases on the screen!

[1. (Show the first step of the eighth screen) Read the new words in pinyin.

2. (Show the eighth screen, step 2) Remove the pinyin and the boys read the new words.

3. (Show the ninth screen) Girls read a word.

Please read the text by yourself and circle the new words in the text. ]

Third, perceive the communication and display of the text.

1. Show your study guide: read by yourself-reread-circle your new findings from words, words, sentences, punctuation, feelings and experiences-exchange and learn from each other, correct each other-speak freely and report boldly. (Show tenth screen)

2. Read the text by yourself quickly.

Read the text again and mark your findings.

Communicate your findings with your deskmate.

5. Students reported that the teacher took the camera to guide.

Teacher: Did you have a good time? Well, it's really interesting to read! Did you encounter any difficulties? For example: difficult sentences, words that you don't understand very well, or questions that ask questions]

Fourth, grasp the key sentences and appreciate them.

What paragraphs of this article do you think are particularly exciting?

Read these descriptions with your deskmate. You can read them together, paragraph by paragraph, or in any other way you like, and see which deskmate reads most enthusiastically and vividly. (Students cooperative reading)]

1. (Showing the 11th screen) Look at the sentence displayed on the screen: These two little tits are both tile-gray, with bulging white cheeks and a few spots on them.

(1) Read this sentence in various forms.

Talk about the feeling or new discovery of reading. Namely: grab color and write tits.

Such as gray, white and black tiles; This is a sentence describing the shape; What a beautiful titmouse! This is a static description and so on.

2. (Showing the twelfth screen) Sentence: I observed them patiently with a telescope, until later, only the tail of a titmouse was exposed. At this time, I sneaked around the back, slipped to the place where the little tail was exposed, and blocked the hole with my palm.

Read this sentence in various forms.

(2) Talk about what you have learned or found after reading the product, and understand the meanings of words such as "quietly", "around" and "secretly" in the context.

[1] The author's observation point is from "seeing from a distance" (patiently observing with a telescope) to "near" (walking to the place where the small tail is exposed), which shows that the author describes it in the order of observation;

(2) The words "quietly", "around" and "secretly" are euphemistically used by the author to avoid letting the tits in the cave discover their arrival, so as to observe the expression of the little tits more carefully. Without these words, there would be no small tits not far away to convey information for it, because the small tits in the cave might have found him and flew out; How patient and careful the author is in observing things! It's really worth learning! This is also the basis for the author to guess that the cries of two tits from time to time seem to convey information! ]

Evaluate the performance of the deskmate, affirm his advantages, sincerely point out his shortcomings and help him correct them. (student exchange)

Name a pair of deskmates and evaluate each other. Teachers and students will be instructed by the camera.

[3. Read the dialogue between two tits with different roles and then freely exchange reports, so as to realize the cleverness, wit, unity and mutual assistance of tits. Teachers should care about others and love birds. ]

Verb (abbreviation for verb) extends feedback.

Teacher: tits are infected by your earnest and enthusiastic learning atmosphere. If you want to see you again, let's meet them with friendly eyes and quiet thinking!

"Show Above the Fold" plays the picture of tits again.

1. (display screen 13 to 16) Watch the screen to learn about the love of birds.

2. (Display screen 17) Supplementary sentence exercises. Example: The stream in the mountain flows down the hill happily, making the sound of "Ding Dong Ding Dong", as if to tell me, "Come on, come on, my home is beautiful."

[( 1) The faucet in the school was not closed tightly, and the water was rushing, making a sound of "_ _ _ _ _ _ _ _ _ _ _ _", as if urging me: "_ _ _ _ _ _ _ _ _ _ _ _ _"

(2) The telephone in the living room "_ _ _ _ _ _ _ _ _" rang, as if calling me: "_ _ _ _ _ _"

(3) The wind chime on the balcony sounds "_ _ _ _ _ _ _ _ _", as if to say to me, "_ _ _ _ _ _ _ _ _ _ _"

(4) Autumn is coming, and the leaves outside the window make the sound of "_ _ _ _ _ _ _ _ _ _", as if to tell me: "_ _ _ _ _ _ _ _ _ _ _ _" (5) It is raining like a downpour, and it makes the sound of "_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ]

second kind

Teacher: Cuteness is especially popular whether it is human or animal. So from what words did you feel the cuteness of small tits? Read the text silently, mark the corresponding words, sentences and paragraphs, and experience it carefully.

Read the words you marked emotionally and tell us about your experience.

[Default value:

1, "These two little tits are both tile-gray, with bulging white cheeks and a few black spots on them."

(1), students read aloud and talk about their experiences.

(2) Teacher-student evaluation.

[(3) Teacher's suggestion: This appearance description is really good, and the color words are used accurately. The "bulging" makes us feel the innocence of small tits, especially the characteristics of "black spots"-people often say that "a little girl has a few freckles on her face, which is really cute". "Freckles" may be black spots on the little tits' faces! Suddenly I feel that they are a little more naughty. Let's read their lovely faces together. ]

(4) Students read sentences.

2. "I watched them patiently with a telescope until later, ... I touched its back with my finger, and it was still lying there as if it were dead." "Show the third screen"

(1), Health Report.

[(2) The order of observation is guided by the teacher: first, the author observes the little tit with (telescope), (blackboard writing: far), and then comes to him (touching), (blackboard writing: near). The order of this observation is-from far to near. (blackboard writing: from far to near) In the same way, observe the near first, and then observe the far, that is, from near to far. (Supplementary blackboard writing)]

(3) This part uses many words to describe the actions of the author and the little tits, which is wonderful. Mark it and have a taste.

[Understanding-quietly (around), secretly (walking), touching, touching, motionless and other words, understand the author's caution and fear of disturbing the tits, feel the wit and cuteness of the little tits, and learn to observe things "quietly". ]

(4) Guide reading aloud.

3. Dialogue between two little tits.

Teacher: The most wonderful scene is on! Do you want to play with little tits and experience the tense and friendly atmosphere at that time?

(1), read aloud and perform with different roles at the same table.

(2) Name one or two pairs of deskmates to read and perform respectively, and ask other students to be commentators. Teachers and students read aloud in the evaluation.

(3) Emphasize the difference between "advice" and "warning", experience the upgrade of free breasts, and guide the practice of reading aloud. ]

practise writing

Let's talk about what observation methods and writing knowledge you learned last class.

(Display screen 18 to 22) Enjoy pictures and sounds of various animals.

Third, observe a small animal you like, pay attention to their movements and sounds, and guess what they will think and say. Write down your guess. ]

Fourth, read what you wrote to your friends.

Blackboard design:

5. tits

Observe from a distance

observe carefully

Take a closer look

Free tits

Detained birds

I think.

[Teaching reflection]

The purpose of this lesson is to understand the content of the text, to experience the noble qualities of diligence, intelligence, wit, unity, mutual assistance and friendship of the little tits, and to be educated by caring for others. In teaching, I guide students to grasp key sentences, appreciate texts, understand teaching points and break through teaching difficulties. Reading is exquisite and not repetitive, which just breaks through the teaching difficulties. Learn from the author's observation method to observe his favorite small animals, and guess what they are thinking and saying according to their calls and actions. Write down your guess. Combining reading and writing to cultivate students' writing ability.

6 snail

Design concept:

[This text is an intensive reading text. The author heard a folk song and then recalled watching snails in his childhood. The teaching of this course begins with the introduction of snail painting, which brings optimization, beautification and harmony into all aspects of Chinese classroom; Through the combination of observation and exercise, learning can achieve one lesson and one harvest; Use independent, cooperative and inquiry learning methods; With students as the main body and teachers as the leading factor, the self-study text is completed with the eight steps of "reading (text)-circle (new words)-drawing (new words)-spelling (new words)-writing (new words)-group (two words)-listening (new words)", and every student is fully mobilized to preview the text. Encourage students to study independently, read the text in various forms, experience and feel in reading, and inspire students to develop the habit of careful observation and experience the fun of discovery. ]

Teaching objectives:

1. Read the text. Understand the meaning of the key words "explore, look around, patrol, slowly, reach out" and express what you think and feel.

2. Read the text with emotion.

3. Can write 14 new words such as "neighborhood, residence, hardness, touch, courage, succession, continuation, brain, bag, end, lying, avoidance and familiarity"; Will recognize the new words 10, such as "neighbor, touch, fascination, danger, neck, fear, fear, Tao, exemption, knowledge".

4. Learn the observation method of the author's combination of static and dynamic.

Difficult analysis:

[Teaching emphasis: understand the content of the text, understand the changes of the author's views on snails, and guide students to feel the author's meticulous observation of things. ]

Difficulties in teaching: savoring words, understanding snail's "timidity" and experiencing fearless and persistent spirit. Feel the author's psychological change from ridicule to admiration.

Preparation before class:

1. word card. 2. Songs "Snails and Orioles", "Snail Nursery Rhymes" and pictures of snails.

Teaching process:

Lesson 65438

First, listen to nursery rhymes and introduce the topic.

Have you ever seen a snail? What does it look like? (Student Description) That's it-"Show it above the fold" (Show students short films or pictures about snails)

Teacher: This is the animal friend we are going to know today-snail. (blackboard writing topic)

Second, check the preview:

1. (Show the first step of the fourth screen) Read the new words in Pinyin.

2. (Show the fourth screen, step 2) Remove the pinyin characters of boys.

3. (Show the fifth screen) Girls read a word.

Choose your favorite way to read these descriptions and enjoy the spiritual feast brought by beautiful words. ]

What paragraphs of this article particularly attract you?

Third, learn the text and feel the text.

1, check literacy:

(1), work together at the same table.

(2) Students say new words in the order of seats, one for each student, and other students can add them.

[2. Show the study guide: self-reading-rereading-marking your new findings from words, words, sentences, punctuation, feelings, experiences, etc.-exchange and learn from each other, correct each other-speak freely and report boldly. (Display the sixth screen)]

3. Read the text by yourself quickly.

Read the text again and mark your findings.

5. Communicate your findings with your deskmate.

Fourth, communication and display.

1. (Showing the seventh screen) Read the sentence: After a while, a pair of tentacles with small black eyes poked their heads out of the hard shell and looked around until they felt that there was no danger around them, and then slowly stuck their heads out.

[( 1) Various forms of reading.

(2) talk about the feelings or new discoveries of reading. It's the action of catching snails. It's written about cowardice.

Such as "lean out", "look around", "patrol", "slowly" and "stretch out", which is a dynamic description. It can be seen that the author thinks snails are timid and so on. ]

2. (Showing the eighth screen) Read the sentence: Finally, after a long journey of dozens of minutes, we reached the top of the wall.

(1) Various reading forms

[(2) Talk about what you have learned or found after watching the product, and understand the meanings of words such as "finally" and "long journey" in the context. ]

(3) The teacher summed up the author's admiration for snails.

Verb (abbreviation for verb) extends feedback.

[1. (Showing the ninth to eleventh screens) Understand the living habits of snails.

Snail life habit

Optimum environment: temperature 16 ~ 30℃(23 ~ 30℃ is the fastest);

Four stages of snails: incubation period, juvenile stage, adult stage and seed stage]

2. (Show the twelfth and thirteenth screens) The teacher introduces the knowledge about snails.

2. Say one or a few words to the snail.

Distribution of intransitive verbs

1. Copy new words.

2. Extract good words and phrases.

second kind

First, review and check the mastery of words.

[1. Read the card, consolidate the mastery of pronunciation and font, and emphasize the mistakes. ]

2. Dictate words.

3. Students check each other and correct their mistakes.

First, the introduction of new courses.

A good life will always leave unforgettable memories. In a beautiful childhood, not everyone has the happiness and luck of close contact with snails under the wet wall. Nowadays, when snails are served as more delicious food, the memories of catching snails and watching snails under the wall are even more precious. Memories of walking into Zheng Xiaodong together. (blackboard writing topic)]

Second, summarize the writing method of this article.

Second, the new curriculum teaching

1, the author's true feelings are everywhere. Please read the first paragraph, the second paragraph and the fifth paragraph of the text gently. After reading it, think about it: How do you feel?

2. How has the author's feelings for snails changed? Please read the text silently to find the answer.

Choose your favorite way to read these two natural words again and think about it: Why did "I" start laughing at snails as cowards and then admire them? Mark related words, sentences and paragraphs, and have a good experience. ]

Third, the exchange show (the fourteenth screen of the show) plays the song "Snails and Orioles".

Combining reading and writing to cultivate students' writing ability. (Showing screen 15) Look at the pictures of animals. What do you know by studying the text?

Fourth, feedback exercises:

1. Read the text emotionally. Diary "I _ _ _ snail".

2. Observe an animal carefully and write a paragraph according to the text.

Blackboard design:

6.snails

Listen to snail songs and remember snails.

When I was a child: timid

A discovery: bravely miss snails

Full of love and admiration for snails

[Teaching reflection]

Listening to nursery rhymes at the beginning of a new lesson, combined with the natural introduction of the first natural paragraph of the text, can stimulate students' interest in learning and arouse their desire to explore the knowledge of the text. Grasp the key sentences and words to understand the text, understand the teaching key points and break through the teaching difficulties. Reading is exquisite and not repetitive, which just breaks through the teaching difficulties. Knowing the living habits of snails greatly expands extracurricular knowledge and deepens ideological education.

7 Two Fables

Design concept:

[This text is an intensive reading text. They are two fables: Smith, Hu Weiwei, and the snipe and clam fight. When teaching, we should first introduce optimization, beautification and harmony into all aspects of Chinese classroom by watching cartoons, and then read aloud and perform the text; Use the "eight-step method" to complete the self-study text, fully mobilize each student's awareness of preview, and clear the obstacles to learning new words in the text; The key part encourages students to learn independently, understand in reading, feel in reading, and inspire students to understand the meaning. ]

Teaching objectives:

1. Understand the content of the text and the meaning of two idioms, so that students can be inspired and educated.

2. Read the text correctly and fluently, and read the text in different roles.

3. After reading the new word 10 and the new words composed of new words, you can write "fox, fake, tiger, tiger, tiger, beast, beast, monkey, pig, deer and suspect".

Difficult analysis:

Teaching emphasis: understanding the content and significance of fables; Practice reading the text with feelings and roles.

[Teaching Difficulties: Understand what Smith's moral is and what the struggle between snakes and clams is. ]

Preparation before class:

1. Teaching 2. Headscarf

Teaching process:

Lesson 65438

Look at the comic import first:

1. Please recall which fables you have learned.

2. (Show the third screen) Watch the cartoon Smith and talk about the feelings after watching it.

[picture of tiger and fox: students, what animal is this?

Blackboard writing: the fox and the tiger

Who can tell me what you think of these two animals?

Writing on the blackboard: cunning and fierce

Today we are going to learn a language story about a fox and a tiger:

Blackboard writing: false reputation

Look at the topic together; Question: Is there any problem? What do you mean by "fake"? )

Introduction: Let's see what the text is about. ]

Second, check the preview:

1. Read the text by yourself, circle the unknown words, and solve these unknown words in your favorite way.

2. Mark the natural paragraphs.

3. Read the text in the natural paragraph by name, correct the pronunciation and think at the same time: What is the text about?

[4. Read the text again and think about it: What might "false" mean? ]

Before class, the teacher arranged for everyone to complete the self-study text in eight steps: reading (text), circling (new words), drawing (new words), spelling (new words), writing (new words), grouping (two words) and listening (new words). The teacher doesn't know whether everyone has fulfilled these requirements. So please look at the screen and greet the new words and phrases on the screen!

1. (Show the first step of the fourth screen) Read the new words in Pinyin.

2. (Show the fourth screen, step 2) Remove the pinyin characters of boys.

3. (Show the fifth screen) Girls read a word.

Third, learn the text and feel the text.

[1. What do you think of the fox in the story after reading the text for the first time?

2. Read the text silently and think while reading: Which sentences in the text do you feel the fox's cunning? ]

3. Communicate, discuss and study how to read the tone of these sentences in groups.

4. Group report, taste language, teacher guidance, research reading.

[1. Show your study guide: read by yourself-reread-mark your new findings from words, words, sentences, punctuation, feelings and experiences-exchange and learn from each other, correct each other-speak freely and report boldly. (Display the sixth screen)]

2. Read the text by yourself quickly.

Read the text again, mark your findings and communicate with your deskmate.

4. Report by name and be guided by the teacher's lens.

Fourth, communication and display.

(1) Understand the second paragraph of the text;

["Turn around" and "scream": Performance: What is it like? What is the fox thinking at this moment? "How dare you eat me?" How to read? ]

(2) understand the third paragraph:

Who is "God"? What tone does the fox use to speak?

(3) Understand what the fox said in the fourth paragraph:

[Reading by roll: Thinking: What is the attitude of the fox at this time? (Hold your head high, shake your head and wag your tail)

After reading it, I realized the fox's cunning. ]

1. (Show the seventh screen) Show the sentences. Various forms of reading

Talk about feelings or new discoveries.

2. Grab the "Biography of the Ancient Duke", "Screaming at the top" and "Don't you dare to eat me" to perform by name.

Imagine the scene at that time and the psychology of Smith. Explore which pronunciation is more appropriate. Practice reading and commenting.

Read it again and talk about your feelings.

5. The teacher and the camera affirm and summarize the meaning.

Verb (abbreviation of verb) feedback extension

【 Show the feeling of fox action.

Swearing performance: Please play the role of fox, tiger, monkey, white rabbit, wild boar and sika deer. Other children act as directors to see if their performances are correct.

Understand through leadership and performance: Who is the fox or tiger, who is behind the scenes and why? ]

What do you mean by swaggering, shaking your head, looking around with a grain of salt?

1. Read (perform) the text by roles.

(1) Voluntary combination exercise.

(2) Performance with headdress.

2. Expand your mind:

[What will happen next? Think about it and say it.

Conclusion: We feel the fox's cunning not only from the language, but also from the way of action. It scared away all the animals under the guise of the tiger. People use the word "Smith" to compare a person, what kind of person? A person who uses the power of others to bully others, even though he has no skills. )]

Distribution of intransitive verbs

1. Tell "Smith" to mom and dad; Read or listen to yourself.

Tell a fable to your classmates.

[2. Continue the story of Smith. ]

second kind

First, riddle introduction

1. (Display screen 8 to 1 1) Guess what this fable is?

[2. Explain what a fable is? How to learn fables? The word "Yu" makes sense, and the word "Yan" has a story. )]

In this lesson, we will learn "the struggle between snakes and mussels".

(It is written on the blackboard that the words "snipe" and "clam" are written in the field. )

Second, learn new words through tests and perceive the content of the text as a whole.

1. Let the students read the text by themselves and read the pronunciation correctly.

[2. Reading: What do snipes and mussels mean by pecking, pecking and pinching? ]

3. Read the text again and think: What happened between the snipe and the clam?

4. Read the words:

[What do you know from the word "clam"? (Display screen 12) Here is a clam. Have you seen it?

What does "peck" mean? Can you do an action? Give it a peck

What does "clip" mean? Can you do an action? Can you put these four words

Use it all. Can you say a word or two in combination with the text? The snipe pecks at the clam, and the clam catches the snipe. )]

5. Transition: What do snipes and mussels say and do? What was the result?

Third, read stories.

1. Read the text silently and think: (1) Why do snipes and mussels compete?

(2) How do they fight?

(of answering and reading the text)

2. Show: a text film of the dialogue between snipe and clam.

3. Instruct students to read aloud

[4. Practice reading at the same table, and you can add expressions and actions; Read and comment by name; Boys and girls compete to read. ]

The two sides don't give in to each other, and no one can give in to each other. What was the result?

6. Read this fable again completely, and pay attention to the tone.

7. Talk about your feelings or experiences after reading.

Fourth, communication and display.

[1. Q: Who wants to study? Who will be this snipe? You are a snipe and you are a clam. The teacher tells it for you. Other students, we are going to watch cartoons! ]

2. Q: What are you laughing at? Name three or four people. )

This cartoon is very nice. Do you want to act out the story yourself? Write and act in groups of four.

4. Refers to 1 group performance. Other students thought: What do you want to say to them? Ability and ability to use language.

5. The teacher said to the snipe: What do you want to say after listening to their reminder?

Neither snipe nor clam will let go of each other, nor will they give in to each other. What is the result? Caught by a fisherman. )]

5. Let the students put on the sandpiper headdress and perform.

6. Show pictures: If snipe mussels escape from fishermen, one day, snipe mussels meet again, what will they say? The fishermen are here again. What will they do?

[7. It seems that they also understand that if they want to outdo each other, they can only benefit others. Read this short story again and realize the truth. ]

Verb (abbreviation of verb) feedback extension

1. This fable comes from the ancient book Warring States Policy. This is the original text. Read it! Show me the original text and read it.

[2. "The snipe and the clam contend" has thus become an idiom. There are many idioms from fables like this, such as: self-contradiction, stealing a clock. What else do you know? ]

1 .. display: a complete cartoon of the struggle between snipe and clam.

[2] Read the full text of different roles by name, and let students think: Why are snipes and mussels caught by fishermen together? What do you think snipe mussels can do without being caught by fishermen? ]

3. Discussion: What do you understand from this story?

6. Summary: A short story illustrates a profound truth, which is the charm of fable. If you are interested, you can read more fables after class, and you will know more.

7. Homework: Select one of them to finish.

1. Continue to write "The snipe and the clam contend";

2. Rewrite the text into a textbook drama.

[Go and collect some other fables, read them and realize the truth contained in them. ]

Blackboard design:

7 Two Fables

Decorate yourself with borrowed feathers

Tigers, foxes and beasts

a battle between a snipe and clam

Snipe, mussel, fisherman and profit

[Teaching reflection]

The teaching of the fable Smith combines the above to understand the meaning of the sentence, develop imagination, and understand the fox's psychology and tone through performance and argument. We should not only pay attention to language sense, but also pay attention to mastering learning methods. The study of the fable "Snakes and mussels contend" will naturally lead to the perception of the text content in new words. Take reading instead of speaking, and cultivate understanding ability in reading. In the form of performance, it deepened the understanding of the text, extended the content of the story, and paved a reasonable step for the continuation of the story. I further understood Smith's moral and the struggle between snakes and clams.