幼兒園大班語言教案《狐貍和大熊》繪本故事PPT課件-轉(zhuǎn)自DOC

幼兒園大班語言教案《狐貍和大熊》繪本故事PPT課件\o"語言教案"#語言教案\o"幼兒園PPT課件"#幼兒園PPT課件\o"繪本故事"#繪本故事狐貍和大熊的故事教案教學目標1、在質(zhì)疑過程中整體感知人物形象，通過閱讀，把握狐貍和大熊的典型性格。2、運用圖文結合的方法，品讀好圖畫書的個性語言，同時學會仔細觀察文字對應的圖片，提升對人物形象的認識。3、在對比中感知狐貍和大熊對待他人的不同態(tài)度，認識到誠實待人的重要性。教學重點1、探尋狐貍和大熊的不同的性格特點。2、指導學生讀好狐貍和大熊的對話，邊讀便領悟誠實待人的重要性。教學難點把握狐貍和大熊的不同形象，愿意對自己感興趣的形象進行中肯評價。StudeAProperties:Recorder,OverheadProjectorandamapofworld.TeachingObjectives:

1.Practiselisteningability.

2.Revisethegrammar:theComparativeDegreesofAdjectiveandAdverbs

ThePastPerfectTenseLanguageFocus:Checkpoint18TeachingProcedures:I.ShowingtheteachingaimsII.Revision

Checkhomework,thenaskthestudentstoreadthepartners'homeworktosharewitheachother.

RevisetheuseoftheInfinitiveIII.leadingin

T:Todaywe'lllearnsomethingaboutCoco.Doyouknowwheresheisfrom?IV.Listeningpractice

Playthetapeorforthestudentstolistenandfindtheanswer,thenlookattheworkbook,Exercise1,gothroughthequestionswiththestudentsandmakesuretheycanunderstandwhattheymean.Playthetapeagain,letthestudentsdiscusstheiranswersinpainsbeforetheteachercheckstheanswerswiththewholeclass.V.Presentation

Showthestudentsamapoftheworld,andask:Whatmapisit?Helpthestudentsfind“China”and“India”onthemap.Letthestudentsdiscussthetwocountries:Theyaredevelopingcountries.Theyhavealargepopulationintheworld.

Ask:What’sthepopulationofChinaandwhat’sthepopulationofIndia?LetthestudentsreadPart2andanswerthequestions.(China'spopulationis1328000000andIndia'spopulationis1000000000).That’stosayIndia’spopulationissmallerthanChina’s.Askthestudentstousethewordsintheboxtocompletethepassage,thenreadtogether,finallyaskthestudentstoretellthetext.VI.Practice

RevisetheGrammar:ThePastPerfectTense,givesomeexamples:

1.Hehadleftbeforehiswifecameback.

2.IrememberedthatPeterhadalreadygotabike.

3.Bytheendoflastmonth,hehadlearned2000newwords.

4.WhenIgottothecinema,thefilmhadbegun.

ThenaskthestudentstodoExercise3.Theanswersare:1C2E3A4B5D.Letthe

studentsreadthesesentencestogether.VII.Practice

AskthestudentstodoExercise4first,thenchecktheanswers.Theanswersare:had,in,is,more,the,had,to,in,had,that,to,us,and,toVIII.Workbook

Givethestudentsfiveminutestofinishworkbook.DoExercises1,3and4.Thenchecktheanswers.

TheanswerstoExercise1are:took,went,found,was,called,told,hadhappened,said,wouldgo,came,wasfound,checked,founded,said,stole,went,enjoyed,came,found,hadstolen,had

TheanswerstoExercise3are:Iwornout2tryon3slowdown4madeupmymind5ampleasedwith6wereangrywith,deserveto7atleast8asif9carriedonIX.SummaryExercisesinclass

Fillintheblanksaccordingtothetextinthisunit.

LucyandLilyare___1___.Theyarelivingtogether___2___.Butsometimestheyfight.Itdoesn'tlasttoo___3___.They___4___verywellwitheachotheragain.

Theylook___5__,soit'shardforpeopletorecognizethem:WhoisLucy___6__Lily.Wealways___7___mistakes.Theyfeel___8__.Theylikemostofthesamethings,forexample:music,foodand___9__.ButLilylikesto___10__,Lucylikesto___11__,theydon’tlikethesamecolour,____12___.Sotheyhavesome___13____Sometimestheydisagree,buttheynever___14__.Theyloveeachotherandtheyare___15___happythattheyaretwins.

Answers:1.twins

2.mostofthetime

3.long

4.geton

5.thesame

6.or

7.make

8.thesame

9.books

10.dance

11.sing

12.either

13.differences

14.fight

15.bothX.Homework

Prepareforthefinalexamination.

Lesson70教學設計方案Properties:Computer,Projector,PPTdocumentprovided.TeachingObjectives:1.Letthestudentsunderstandthedialogueandlearnnewwords.2.GooverthePastPerfectTense.LanguageFocus:Newwords:British,fail,summit,misty,mistUsefulexpressions:disappearinto,thefirstmentodotins,trytoreachthetopofTeachingProcedures:I.ShowingtheteachingaimsII.RevisionAskthestudentstoactoutthedialogueisprovidedinLesson69-1.asfIII.LeadinGivethestudentssomeinformationandpicturesaboutMountQomolangma,andchecktheirhomework.LetthemspeaksomethingaboutthehistoryofclimbingtheMountQomolangma.Forexample:Itwasformed60millionyearsagoandascendstotheheightof8850.SurveyorGeneralAndrewWaughproposedtonamethemountainEverestafterhispredecessor,GeorgeEverest.Thisnameprevaileduntiltoday,althoughthemountainhastwolocalnames-QomolangmainTibetan,SagarmathainNepali.IV.WatchandlistenAskthestudentstowatchtheflashBecauseitisthere.swfwhichisprovided.Listenthetextcarefully,andfinishthequestions:TrueorFalse1.MountQomolangmaisthetallestmountainintheworld.()2.GeorgeMalloryisaprofessional(職業(yè)的)mountainclimber.()3.Malloryhadtriedfourtimestoreachthetopofthemountain.()4.In1921hetriedtoclimbthemountainforthefirsttime.()5.EdmundHillaryandTenzingNorgaywerethoughttobethefirstmentoreachthetopofthemountain.

()6.EdmundHillaryfoundMallory’sbodyin1999.()Answers：1.√

2.×

3.×4.√

5.√6.×V.ReadthetextLetthestudentsreadthetextcarefullyandgraspthemainideaofthisarticle.Andfindoutwhathappenedindifferentyears(1921,1922,1924,1953,1999).nne’sBestFriendDoyouwantafriendwhomyoucouldtelleverythingto,likeyourdeepestfeelingsandthoughts?Orareyouafraidthatyourfriendwouldlaughatyou,orwouldnotunderstandwhatyouaregoingthrough?AnneFrankwantedthefirstkind,soshemadeherdiaryherbestfriend.AnnelivedinAmsterdamintheNetherlandsduringWorldWarⅡ.HerfamilywasJewishsonearlytwenty-fivemonthsbeforetheywerediscovered.Duringthattimetheonlytruefriendwasherdiary.Shesaid,”Idon’twanttosetdownaseriesoffactsinadiaryasmostpeopledo,butIwantthisdiaryitselftobemyfriend,andIshallcallmyfriendKitty.”NowreadhowshefeltafterbeinginthehidingplacesinceJuly1942.Thursday15thJune,1944DearKitty,Iwonderifit’sbecauseIhaven’tbeenabletobeoutdoorsforsolongthatI’vegrownsocrazyabouteverythingtodowithnature.Icanwellrememberthattherewasatimewhenadeepbluesky,thesongofthebirds,moonlightandflowerscouldneverhavekeptmespellbound.That’schangedsinceIwashere.…Forexample,oneeveningwhenitwassowarm,Istayedawakeonpurposeuntilhalfpasteleveninordertohaveagoodlookatthemoonbymyself.Butasthemoongavefartoomuchlight,Ididn’tdareopenawindow.Anothertimefivemonthsago,Ihappenedtobeupstairsatduskwhenthewindowwasopen.Ididn’tgodownstairsuntilthewindowbadtobeshut.Thedark,rainyevening,thewind,thethunderingcloudsheldmeentirelyintheirpower;itwasthefirsttimeinayearantsexercise,fit,strong,pollutionshare…with…,notice,payattentionto,signals,safetyrules,helmets,light-colored,reflectors,incaseof,firstaid,call120Stage4：Post-readingFinishEx.2andatranslationtask.Stage5：ProjectHowcanwebesafeontheroad?Writeapassageaccordingtotheinformationin3,addyourownideas.Thefollowingwordsmayhelpyou.should(not)/must(not)/hadbetter(not)playontheroad;listentomusic;lookleft/right;payattentionto;obeytrafficrules;firstaid;Stage5：Summaryandhomework1.Summary:Newwordsandphrases:truck,notice,safety，inaword,lookout,payattentiontoUsefulexpressions:Bicycleridingisgoodexercise.Inaword,thebestwaytobesafeistobecareful.Safetyrulesforbikeriders:Theymustwearhelmetstoprotecttheirheads.…,bicycleridersshouldknowhowtogivefirstaid.2.Homework:a)ReviewthekeypointinSectionC.(2)CompletethepassageofProject.(3)PreviewSectionD.Collectinformationaboutbicycleraces.V.BlackboarddesignSectionCWordsandexpressionssafety,truck,notice,injury,signal,payattentionto,incaseofcanmastertherulesofchangingoriginalverbsintopasttense,forexample,learn-learnt,study-studiedandsoon.Abilityaims:Students’abilityoflisteningwillbeimprovedandtheycanmakeanewconversationbyusingsimplepasttense.Emotionalaims:StudentswillbeinterestedinlearningEnglishgrammarandtheywillhavethecouragetochallengethenewthings.Teachingkeypointsanddifficultpoints:Keypoints:Studentscanmastertherulesofchangingoriginalverbsintopasttense,forexample,learn-learnt,study-studiedandsoon.Abilityaims:Students’abilityoflisteningwillbeimprovedandtheycanmakeanewconversationbyusingsimplepasttense.Emotionalaims:StudentswillbeinterestedinlearningEnglishgrammarandtheywillhavethecouragetochallengethenewthings.Teachingkeypointsanddifficultpoints:Keypoints:Studentscanmastertherulesofchangingoriginalverbsintopasttense.Difficultpoints:Studentswillusesimplepasttensetodescribeanunforgettableexperiencethathappenedinthepast.Teachingprocedures:Studentscanmastertherulesofchangingoriginalverbsintopasttense,forexample,learn-learnt,study-studiedandsoon.Abilityaims:Students’abilityoflisteningwillbeimprovedandtheycanmakeanewconversationbyusingsimplepasttense.Emotionalaims:StudentswillbeinterestedinlearningEnglishgrammarandtheywillhavethecouragetochallengethenewthings.Teachingkeypointsanddifficultpoints:Keypoints:Studentscanmastertherulesofchangingoriginalverbsintopasttense.Difficultpoints:Studentswillusesimplepasttensetodescribeanunforgettableexperiencethathappenedinthepast.Teachingprocedures:Step1Lead-inGreetstudentsandsingasongYesterdayoncemore.Askstudentsthetopicofthissongthenleadinthenewclassnaturally.(Justification:thesong’stopicrelatestothepastanditisaveryclassicEnglishsong,sostudentswillbedrownedinthemusiceventrytostudythissong.)Step2Pre-listeningGivesomeexamplestointroducetherulesofchangingoriginalverbsintopasttense.Letstudentsmakesomesentencestodescribeanexperienceoftheirown.(Justification:studentswillbefamiliarwiththegrammarpointandtheycanhaveabasicawarenessoftheEnglishgrammar.)Step3While-lisening1.ExtensivelisteningListentothetapeforthefirsttimeandanswerthequestUnit1Howdoyoustudyforatest?Teachingaims:Knowledgeaim:Studentscanaccumulatesomeusefulwordsthroughreading,suchasfrustrating,conversationandsoon.StudentswilllearnmorewaystolearnEnglishbetter.Abilityaim:Studentscanusesomebasicreadingstrategiesincludingskimming,scanningandpredictiontoreadefficiently.Emotionalaim:StudentswillbeinterestedinlearningEnglishandcanfindthebestwaytolearnEnglishwell.Keypointsanddifficultpoints:Keypoints:Studentscanmastersomeusefulexpressionsandcomprehendthecontentofthispassage.Difficultpoints:Studentscanmastersomeusefulreadingstrategiesandputthemintopractice.TeachingAids:PPT.picturesTeachingProcedures:Step1leadin1.Greetingwithmystudents2.FreetalkLetstudentstalkaboutwhytheylearnEnglishfreelyandinvitesomestudentstosharetheirideawithus.S1:becauseitisveryusefulforustocommunicatewithforeigners…S2:becauseweshouldhaveagoodscoreinEnglishexamination.Bythisway,teacherwillleadstudentstothinkanotherquestionastheybelievedthatEnglishisveryimportantinourlife.“HowcanwelearnEnglishwell?”thenteacherwillleadintoday’stopic“howdoyoulearnbest?”Step2Pre-readingDiscussionandpredictionTeacherwillencouragestudentstodiscusswiththeirpartnersaboutthewaytheyusuallyusetostudyEnglish,atthesametime,letthempredictwhattheauthorwilltellusinthispassage.Step3While-reading1.GlobalreadingAskstudentstoskimthepassageandtrytosummarizethegeneralideaofit.Thenletstudentsscanthepassageforsomespecificinformationandanswerthefollowingquestions,“Howmanypersonsarementionedinthispassage?”“Howmanywaysdothecharactersmentioninthispassage?”2.DetailedreadingStudentswillberequiredtoreadthepassageagaintofinishthechartbelowthepassage.Step4post-reading1.DealwiththelanguagepointsAfterstudentshavefinishedreading,Teacherwillaskthemtrytofindthenewwordsandexpressionsinthepassage.Theyshouldtrytolearnthembythemselves.Thenwewilldealthemtogether.2.PairworkStudentswillworkinpairstodoasurveybyusingtheexpressionsonthetextbook.Thentheyshouldfinishthechartbelowthepassage.SummaryandhomeworkAskstudentstodoasurveyonmorestudentsabouttheirwaysoflearningEnglish.Blackboarddesignion:Whataretheytalkingabout?(Justification:students’abilityofgettingmainideathroughextensivelisteningwillbeimproved.)2.IntensivelisteningListentothetapeonemoretimeandanswerthequestions：1.WhatdoesLingling’sgrandmado?2.WhatdoesLingling’sgrandpado?3.IsLingling’sgrandpalearningEnglishnow?(Justification:thesequestionscanhelpstudentsgraspsomedetailedinformationofLingling’sfamily,andalso,theirlisteningabilitywillbeimproved.)Step4Post-listeningFourstudentsinagroup,shareanunforgettableexperiencewiththeirpartners.PaWoman:Goodmorning，sir！CanIhelpyou?Dad:Yes，please.Whatw1youlike，Ann?Ann:Al2bowlofnoodlesw3carrotandbeef.I’mhungry.Dad:Anythingtod4?Ann:Yes.Aglassoforangej5.Dad:OK.Whata6you，Tom?Tom:I’mnoth7.Justab8ofwater.Dad:Allright.AndI’dl9acupoftea.Woman:H10youare.Dad:Thankyou.yattentiontousethesimplepasttense.After5minutes,somestudentswillbeinvitedtoshareinfrontoftheclass.(Justification:thisactivitycanhelpstudentsimprovetheirspeakingability,andcanprovidethemachancetoapplytheknowledgeintorealsituation.)Step5SummaryandhomeworkSummary:Inviteonestudenttosummarizewhatwehavelearnedtoday,andtheteacherwillgivesomehelptocomplete.Homework:AskstudentstosharetheexperiencewiththeirparentsinEnglishafterclass.Blackboarddesign:Step1Lead-inGreetstudentsandsingasongYesterdayoncemore.Askstudentsthetopicofthissongthenleadinthenewclassnaturally.(Justification:thesong’stopicrelatestothepastanditisaveryclassicEnglishsong,sostudentswillbedrownedinthemusiceventrytostudythissong.)Step2Pre-listeningGivesomeexamplestointroducetherulesofchangingoriginalverbsintopasttense.Letstudentsmakesomesentencestodescribeanexperienceoftheirown.(Justification:studentswillbefamiliarwiththegrammarpointandtheycanhaveabasicawarenessoftheEnglishgrammar.)Step3While-lisening1.ExtensivelisteningListentothetapeforthefirsttimeandanswerthequestion:Whataretheytalkingabout?(Justification:students’abilityofgettingmainideathroughextensivelisteningwillbeimproved.)2.IntensivelisteningListentothetapeonemoretimeandanswerthequestions：1.WhatdoesLingling’sgrandmado?2.WhatdoesLingling’sgrandpado?3.IsLingling’sgrandpalearningEnglishnow?(Justification:thesequestionscanhelpstudentsgraspsomedetailedinformationofLingling’sfamily,andalso,theirlisteningabilitywillbeimproved.)Step4Post-listeningFourstudentsinagroup,shareanunforgettableexperiencewiththeirpartners.Payattentiontousethesimplepasttense.After5minutes,somestudentswillbeinvitedtoshareinfrontoftheclass.(Justification:thisactivitycanhelpstudentsimprovetheirspeakingability,andcanprovidethemachancetoapplytheknowledgeintorealsituation.)Step5SummaryandhomeworkSummary:Inviteonestudenttosummarizewhatwehavelearnedtoday,andtheteacherwillgivesomehelptocomplete.Homework:AskstudentstosharetheexperiencewiththeirparentsinEnglishafterclass.Blackboarddesign:Studentscanmastertherulesofchangingoriginalverbsintopasttense.DifficTheteacherasksthestudentstoread1aandmatchthetopicsentencewitheachparagraph.Thenwriteatitleforthepassageintheboxabove.2.Readandunderstand.Theteacherplaysaflashaboutthetext.Afterwatchingit,thestudentsshouldfindtheanswerstothequestionsin1c.(1)Whatdopeopleusebicyclesfor?(2)Whyisbicycleridinggoodexercise?(3)Howdobicycleridersprotecttheirheads?(4)Whatmustbicycleridersdowhenridingatnight?(5)Ifabicycleriderisbadlyhurtinatrafficaccident,whatshouldhe/shedo?3．Dosomelistening.Listento1aandfindout

ultpoints:Studentswillusesimplepasttensetodescribeanunforgettableexperiencethathappenedinthepast.Teachingprocedures:Step1Lead-inGreetstudentsandsingasongYesterdayoncemore.Askstudentsthetopicofthissongthenleadinthenewclassnaturally.(Justification:thesong’stopicrelatestothepastanditisaveryclassicEnglishsong,sostudentswillbedrownedinthemusiceventrytostudythissong.)Step2Pre-listeningGivesomeexamplestointroducetherulesofchangingoriginalverbsintopasttense.Letstudentsmakesomesentencestodescribeanexperienceoftheirown.(Justification:studentswillbefamiliarwiththegrammarpointandtheycanhaveabasicawarenessoftheEnglishgrammar.)Step3While-lisening1.ExtensivelisteningListentothetapeforthefirsttimeandanswerthequestion:Whataretheytalkingabout?(Justification:students’abilityofgettingmainideathroughextensivelisteningwillbeimproved.)2.IntensivelisteningListentothetapeonemoretimeandanswerthequestions：1.WhatdoesLingling’sgrandmado?2.WhatdoesLingling’sgrandpado?3.IsLingling’sgrandpalearningEnglishnow?(Justification:thesequestionscanhelpstudentsgraspsomedetailedinformationofLingling’sfamily,andalso,theirlisteningabilitywillbeimproved.)Step4Post-listeningFourstudentsinagroup,shareanunforgettableexperiencewiththeirpartners.Payattentiontousethesimplepasttense.After5minutes,somestudentswillbeinvitedtoshareinfrontoftheclass.(Justification:thisactivitycanhelpstudentsimprovetheirspeakingability,andcanprovidethemachancetoapplytheknowledgeintorealsituation.)Step5SummaryandhomeworkSummary:Inviteonestudenttosummarizewhatwehavelearnedtoday,andtheteacherwillgivesomehelptocomplete.Homework:AskstudentstosharetheexperiencewiththeirparentsinEnglishafterclass.Blackboarddesign:教學準備相關圖片、課件教學過程一、圖片激趣，導入新知1、談話導入師：相信，大家對他（ppt1狐貍圖片）非常熟悉。還記得發(fā)生在他身上的故事嗎？預設：生1：葡萄熟了，狐貍吃不到葡萄，就對森林里的小動物說葡萄是酸的。后來，小猴子帶領伙伴們親口嘗了嘗，才知道葡萄是甜的。生2：狐貍說了謊，欺騙了小動物們。師：你們講的真好！不僅記住了故事，還對狐貍的行為進行了評價。那么，這兩個動物朋友（ppt2熊的圖片）給你們留下的印象是什么呢？預設：生1：大熊很憨厚，小熊很可愛。生2：大熊和小熊都非常有愛心。生3：他們都特別為別人著想，所以最后大家才送他們鮮花。師：大熊和小熊如果聽了你們的稱贊，一定非常高興。師：今天，我們來讀一個新故事，題目是“狐貍和大熊”（板書）。請齊聲讀課題。2、質(zhì)疑題目師：讀過課題，你想知道什么？預設：生1：狐貍長啥樣？生2：在這個故事里，大熊做了什么？生3：狐貍和大熊有什么關系，他們之間發(fā)生了什么故事？師：讓我們帶著這些問題一起走進這本圖畫書，去尋找答案吧！【設計意圖】：以聊天的方式，借助學生熟悉的舊知導入新知，同時出示順應學生形象思維邏輯的圖片，激發(fā)學生的學習興趣。意圖達到喚起學生的經(jīng)驗，調(diào)動學生閱讀文中故事積極性的目的。二、初讀課文，語境識詞，整體感知1、自讀課文師：請拿出材料讀一讀故事，注意讀準字音，不好讀的地方多讀讀。學生實踐：學生邊讀教師邊隨機輔導。2、整體感知師：讀過故事，你知道了這是關于誰和誰之間的什么故事？預設：狐貍和大熊一起種地的故事?！驹O計意圖】：尊重學生從整體到局部的認知規(guī)律，培養(yǎng)學生整體感知的能力。三、精讀繪本，讀議結合，理解感悟師：那么，狐貍和大熊之間到底發(fā)生了什么故事呢？接下來，我們就一起邊看圖畫邊讀書（ppt3）。這是扉頁（ppt4）。從扉頁中，我們可以發(fā)現(xiàn)圖畫書的作者。預設：我發(fā)現(xiàn)，文（文字作者）是王蕾，圖（圖畫作者）是布克布克。師：請注意，故事就要從這里開始了（ppt5——11）。狐貍和大熊是鄰居，狐貍很聰明，大熊挺老實。

有一天，狐貍對大熊說：“熊大哥，我們一起種地吧，我去找種子?！贝笮茳c點頭爽快地答應了。

春天一到，狐貍很快就找來了種子。種子種下去后，大熊拿起鋤頭，仔細地挖土翻地，不一會兒的功夫，就把狐貍找來的種子都播撒下去了。過了沒多久，種子發(fā)出了翠綠的嫩芽。狐貍笑咪咪地對大熊說：“這些種子種下去，很快就會開花結果了，我是個大方人，收獲時我就拿地下的部分，地上的全歸你?！贝笮芎┖竦匦α诵?，點點頭答應了。為了讓嫩芽快點長大，大熊每天都給它澆水、松土和捉蟲。太陽照，風兒吹，雨水澆。很快綠油油的葉子就長滿了一地，還開出了惹人喜愛的漂亮小白花。收獲的時候到了，狐貍和大熊一同來到了地里。按照之前的約定，大熊拿走了地上的葉子，那么狐貍呢？對，狐貍應該拿走地下的部分。可是地下有什么，不就是蔬菜的根嗎？哦！地下竟然全是粗粗壯壯的土豆！原來，狐貍早知道種下的土豆會長在地下。師：上面的故事，你知道了什么？預設：生1：我知道了狐貍和大熊是鄰居，狐貍邀請大熊一起種地，大熊同意了。狐貍假裝不知道種什么，還假裝和大熊商量收獲之后怎么分。結果，狐貍拿到的全是粗粗壯壯的大土豆，而大熊什么也沒得到。生2：老師，大熊不是什么都沒得到，他收獲的是地上的葉子。師：這樣說就更準確了。誰還有其他發(fā)現(xiàn)？預設：生1：我發(fā)現(xiàn)狐貍很聰明（板書），大熊很老實（板書），在書中的第一頁。生2：狐貍明明知道收獲后的果實會長在地下，還故意和大熊約定。生3：故事中說“原來，狐貍早知道種下的土豆會長在地下”，我從“早知道”（板書）這個詞語中可以推斷出來。生4：老師，我覺得狐貍這不是聰明，而是狡猾。師：剛剛你們說狐貍假裝不知道果實長在哪，實際上卻是“早知道”。這其實是對大熊的一種——預設：這是一種有預謀的欺騙和虛情假意。師：我們來接著讀下面的故事（ppt12——16）。沒過幾天，狐貍又來找大熊：“這次我們繼續(xù)種地，你拿地下的，我拿地上的，怎么樣？”大熊還是想都沒想，又點點頭答應了?？墒牵苹暮傔@次找來的是卷心菜的種子。太陽照，風兒吹，雨水澆，很快又到了收獲的時候。在大熊悉心的照料下，滿地都是綠油油的菜葉。師：這一次，大熊和狐貍怎樣分配的？大熊是怎么做的？讀到這里，你有什么想對狐貍說的？預設