Camel and sheep 1 teaching design I. teaching objectives:
1, knowledge teaching objectives:
(1) Understand the meaning of the picture and understand the text by combining the picture.
(2) Recite the last paragraph of the text.
2, ability training objectives:
(1) Read the text with the feelings of different roles.
(2) Expand your thinking on the basis of understanding the content of the text, imagine what will happen to camels and sheep after listening to the words of the old cow, and write it down.
(3) Continue to improve the observation ability.
3, moral education infiltration goal:
Know to look at yourself and others comprehensively. It is wrong to see only your own advantages and the shortcomings of others.
Second, the teaching emphasis and difficulty:
Understand what the old cow said.
Third, the preparation of teaching AIDS:
Multimedia courseware.
Fourth, the teaching time:
One class hour
Five, student activity design:
1. Understand the text by looking at the pictures and observing the imagination.
2. Self-centered, teachers guide students to understand words and sentences.
3. Communicate through discussion and summary.
Sixth, the teaching process:
(A) to stimulate interest and introduce new courses.
1, the riddle leads to the topic.
(1) Show me two riddles about camels and sheep.
(2) The blackboard writing project "Camel and Sheep"
2, create a situation to stimulate interest in learning:
What happened between camel and sheep, and what was the result? Let's go to the text to find the answer.
Learn a new course
[1] Learning paragraph 1:
1, please read paragraph 1 of the text and think about what camels and sheep are arguing about.
Health: Camels and sheep both think they are the best, so they argue.
2. Guide reading aloud.
(1) How do camels and sheep argue? Please draw what the camel said with "-"and what the sheep said with "~ ~".
Read what camels and sheep whisper and think about the tone they use when they speak.
Please work in groups of four and tell your classmates what you think.
(4) Each group recommends two students to play different roles in reading camels and sheep, and everyone comments.
For example:
"Tall and good" reads in a positive tone and is particularly proud.
"No, it's good to be short." Read the tone of unconvinced.
"I can ... prove ..." This sentence should be read with confidence and some contempt for sheep.
"I can also ... prove ..." This sentence should be read in a tone of unconvinced and unyielding.
5. Read aloud in the competition between boys and girls. Let's see who reads the most emphatically.
[2] Learn the second paragraph.
1, understand the second sentence by combining graphics and text.
(1) Read the second sentence in a low voice. Then find the "fence" from the picture and think about what it means. The fence is a wall built around the garden. )
(2) Point to the graph to indicate the content of the second sentence.
Teacher: There are plants in the garden-
Health: There are many trees. (Answer together, the same below)
Teacher: Lush leaves.
Health: Stick out of the wall.
Teacher: Lush leaves-
Health: branches and leaves that grow well.
(teacher's camera blackboard)
(3) Guide reading. Who can read this sentence with a tone? )
∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕∕. ∕
3. Understand three or four sentences by combining pictures and texts.
(1) Where can we see from the picture that camels eat leaves easily?
(2) Please read the fourth sentence by yourself and draw the action of sheep eating leaves while reading. (e.g. lifting, scraping and stretching)
(3) Look at the picture and talk about "squatting on the wall"?
The sheep tugged at the wall with its front foot for fear that its feet would slip down. Its upper body strength is spent on the wall ... but it can't reach the leaves. It's really urgent. You can simply say what you see)
(4) Who can read the way camels and sheep eat leaves in a tone?
5] Camels prove _ _ _ in this way.
Health: The tall one is better than the short one.
(teacher's camera blackboard)
4. Guide the reading of the fifth sentence.
(1) Think about the camel's mood now? (Very proud)
(2) Can reading aloud show the camel's mood?
"You see, it can be proved. It's better to be tall than short.
5. "The sheep shook its head and refused to give up". What do you mean by "refusing to give up"?
Don't want to admit that you have failed.
6. Read the second paragraph in different roles.
[3] Learn the third paragraph.
1 Summary learning method guides students to learn independently.
2. How does the sheep prove that their point of view is right? Group self-study according to the learning method.
Thinking suggestion
(1) Where do camels and sheep come from?
How do sheep go into the garden to eat grass?
(3) The camel is here.
What's the performance in front of the door? Please draw the words for camel sports.
3. The group is free to study and discuss, and the teacher gives random guidance.
4. Student report.
(1) Health: Camels and sheep come to the narrow and short garden gate.
Teacher: Look at the picture and compare the narrow and short door with the camel's body. What did you find?
This door is not as wide as the camel's body, and the semicircle formed between the camel's front and rear legs is wider than the door. )
This narrow and short door is not as high as a camel's leg! )
(2) Health: The sheep swaggered into the garden.
Teacher: How do you understand the word grandstanding with pictures in your words?
When the sheep enters the garden, it has no trouble at all. It is very proud because it knows that camels can't get in. As long as students can express themselves in their own words. )
Teacher: Read the second sentence in tone.
"The sheep swaggered into the door to eat the grass in the garden. ∕"
(3) Health: The camel kneels on its front legs and lowers its head to enter the door, but it can't.
The action word of camel is "kneel, descend and drill".
Teacher: Read the third sentence in tone.
(4) Read the third paragraph in the group match to see who reads it best.
[4] Students discuss:
1. Is it better to discuss freely whether it is tall or short? Tell me your reasons.
2. There may be the following four views:
(1) Gao Hao. You can only eat the leaves sticking out of the fence because you are tall.
(2) short is good. You can walk into the narrow and short garden gate because you are short.
(3) Everything is fine. The reasons are the same as (1) and (2).
(4) None of them are good. Too high to enter the garden door, too short to eat leaves.
The students' opinions all have some truth. In the fourth paragraph, Niu Lao summed up his opinions.
[5] Learn the fourth paragraph.
1, how did the old cow judge? (Students read the relevant sentences in the text)
2. What does the old cow mean? Understanding: "advantages" and "disadvantages"
Can you say it in different sentences?
Display sentence pattern: ... just watch ... not watch ... (students can talk about 1 and 2 o'clock)
Health: the old cow is criticizing them, only seeing their own strengths (advantages) and not seeing the strengths (disadvantages) of others.
Health: The old cow is criticizing them, only seeing the shortcomings (shortcomings) of others, but not the strengths (advantages) of others.
Health: The old cow is criticizing them, only seeing their own strengths (advantages), but not their own shortcomings (shortcomings).
Health: the old cow is criticizing them, only seeing the shortcomings of others, but not his own.
4. What do you think is right? (Show: _ _ _ _, that's right) Complete the supplement, and be careful not to say the same as others.
5. If you were a camel and a sheep, what would you say after listening to the conversation of the old cow?
Health: I only see my own advantages, but I can't see my own shortcomings. This is not right.
Health: I only see my own advantages, but I can't see the advantages of others. This is not right.
Health: I only see the shortcomings of others, but I can't see the advantages of others. This is not right.
Health: It's wrong to see only the shortcomings of others and not your own.
6. What if the camel and the sheep meet again?
Health: They will help each other, make up for your shortcomings with my strengths, and make up for my shortcomings with your strengths.
7. Can you tell another story?
Students speak freely.
[6] expand thinking
1, think about it, among the animals you know, their behaviors often have their own advantages and disadvantages. Can you use the story between two animals to show that as long as you help each other, you can do things well?
Chicken and duck can help each other.
2. What can classmates do to help each other in their daily life?
Students speak freely.
(3) Summary
(4) Work design:
Continue to write a story: what will happen to camels and sheep after listening to the old cow.
Teaching Design of Camel and Sheep Part II Teaching Purpose
1, knowledge teaching objectives:
(1) In this lesson, we will learn the new words 12 and the new words composed of these words.
(2) Recite the last paragraph of the text (homework).
2, ability training objectives:
(1) Read the text with the feelings of different roles.
(2) Expand your thinking on the basis of understanding the content of the text, imagine what camels and sheep will do after listening to the old cow, and write it down (homework after class).
(3) Continue to improve the observation ability.
3, moral education infiltration goal:
Know to look at yourself and others comprehensively. It is wrong to see only your own advantages and the shortcomings of others.
Teaching emphases and difficulties
Understand what the old cow said.
First, prepare teaching AIDS.
Multimedia courseware, role headdress
Second, teaching time.
1 class hour
Third, the teaching process
1, stimulate interest and introduce new lessons (riddles lead to topics)
Teacher: Students, a great event happened in the animal kingdom today! Look, the animal judge Uncle Niu is surrounded by a large group of animals! ! What the hell is going on? Oh! It turns out that Uncle Niu is trying two animals in dispute! Student: Teacher, who is arguing?
Teacher: Well, neither does the teacher! But Uncle Niu gave us two riddles. Let's guess!
Show courseware:
Mystery 1? Young people with beards, no matter who they meet, call them mom.
The answer-(headdress) goat
Mystery 2? A ship in the desert, with two mountains on board, is tall and big, and has excellent heat resistance.
The answer-(headdress) camel
Teacher: Students are really smart. The two animals in dispute are: camel and sheep. Teacher's guidance: The text we learned today is about their stories.
2. Understand this article as a whole
Show courseware videos,
(Create a situation to stimulate interest in learning)
Put on the headdress and read according to the role. The rest of the students read the narration together.
What happened between camel and sheep, and what was the result? Let's go to the text to find the answer.
Requirements: (1) Correct pronunciation and fluent sentence reading.
(2) Number indicates how many natural paragraphs there are in the text.
(3) Think about the content of camels and sheep in the text.
When the students read aloud, the teacher corrected and emphasized the problems in pronunciation.
3. Explain the paragraph in detail
(1) Learn the first paragraph.
1. Read it yourself and find it yourself. They had several conversations.
2. Read the first dialogue and think: Why do camels say it's good to be tall and sheep say it's good to be short?
Blackboard: camel height
Yang ai
3. Read the second dialogue and talk about what the second dialogue is about. They all have to prove their Excellence. )
4. Practice the dialogues of different roles and guide them to read the confident and unconfident tone.
[This link is mainly to guide students to read aloud. Through what camels and sheep say, guide students to find out who the text is about, what is between them, and get a preliminary understanding of what they are thinking. ]
(2) Learn the second paragraph.
1, Teacher: The camel thinks, Goat, you wait and see, I will convince you that you are tall! So it did this thing—
Look at the screen:
Courseware (text map 1)
2. Observe carefully and answer: Where did the camel take the sheep? What does the camel want? What will they think at this moment?
The camel thought proudly, Look, I am stronger than you! Can you eat such delicious food? Still compare with me, huh! Can you compete? Give it up! )
(The sheep thinks disapprovingly: What's the big deal? I don't believe it! I will make you understand that what you said is wrong! We'll see! )
3. Instruct reading aloud (find the words that describe the movement of sheep).
4. Courseware demonstration-discussion: Why did the camel bring the sheep here? Why don't sheep give up?
Camels want to take advantage of their height to belittle sheep. Sheep think that being short is an advantage, so they don't give up. )
5. Read the text again.
Summary: Although the sheep refused to give up, in this case, the camel proved that "height is not as good as height".
[Contrast pictures and texts, plus demonstrations, so that students can have a clearer understanding of the meaning of pictures and the content of words. The main way to understand the content of the text is to let students use their brains and study actively, and at the same time, let students deepen their understanding of the text through reading aloud. ]
(3) Learn the third paragraph.
1, Teacher: Although the goat lost the game, it refused to give up. I thought to myself: being short is better than being tall. I will prove it to you. Wait and see!
2. Show the courseware (Figure 2 of the text)
3. Observe carefully and answer: What do you see in this picture? (Understanding: narrow-minded, short and arrogant) What will they think at this moment?
(The sheep thinks proudly: Come in! Can you come in this big? Haha, give up! )
(Hum! Proud of what! Didn't you just lose? )
4. Guide reading aloud. What kind of tone are you reading? (Sheep-smug tone; Camel-very hard and unconvinced)
5. Discussion: Why did the sheep bring the camel here this time? Why is the camel unconvinced? Summary: Although the camel refused to give up, in this case, the sheep proved that "short is not as good as high". Question: It turns out that camels are very tall. What can sheep do?
[When learning the second paragraph, the teacher will consciously guide students to understand the text in a certain order, so when guiding students to learn the third paragraph, students can learn through the above methods, so that students can learn actively. ]
(4) Learn the fourth paragraph.
1, the narrative order of these two paragraphs is the same. They all write where they came from first, then what they saw, how they did it, how they said it, and finally their attitude.
2, show the courseware-the sheep shook his head and refused to give up.
The camel shook its head and refused to give up.
3. What if you refuse to admit failure? There must be a result! Hey!
4. Ask students questions:
(1) Question: What are the "strengths"? What are the advantages of camels? What are the advantages of sheep?
(2) Question: What are the "shortcomings"? What are the disadvantages of camels and sheep?
5. The two of them went to the old cow to comment. Next, let's see how the old cow judged it.
By reading and understanding what Niu Lao said, it is natural to guide students to contact the above. At this time, the understanding is centered around words such as "strengths" and "weaknesses", which makes the words, sentences and texts closely combined. ]
Teaching reflection
In this teaching practice, our group prepared a Chinese lesson "Camel and Sheep" for the second grade of primary school. According to the age and psychological characteristics of learners, the strategy of combining teaching with learning is adopted, and most of the contents are introduced by scenarios to help learners learn better.
Theory comes from practice and is higher than practice. However, just having theoretical guidance does not mean that teaching will be invincible. The way to achieve the teaching goal needs to be explored by ourselves. Only by combining theory with practice can we achieve good teaching results. This teaching practice has given us an opportunity to exercise. Only by facing the students and the classroom can we have a deeper understanding.
In teaching, preparing lessons is an indispensable and very important link. Inadequate preparation of lessons will seriously affect the quality of classroom teaching. Before class, we must study the teaching materials carefully, not only to clarify the teaching content and teaching objectives, but also to fully consider the relationship between the course content and the times and students. Lesson preparation should be based on the content of teaching materials, fully combined with the characteristics of students, and fully analyzed and prepared. Any link in the lesson preparation plan should be considered in detail, thought clearly and understood clearly. A well-prepared class can arouse students' enthusiasm and achieve satisfactory teaching results.
For the second grade students in primary school, our group adopts the way of introducing riddles into the curriculum. The introduction of riddles is simple and easy, which can let students participate and arouse everyone's enthusiasm. Therefore, in teaching activities, we should not take teachers as the center, but take students as the main body, and teachers are the guides to guide students' learning. The design of teaching links should consider how to make students participate to a greater extent.
The explanation of the text should also take into account the characteristics of students and the requirements of teaching content. The second grade students in primary school focus on reading the text, cultivating their sense of language, reading the correct pronunciation and training to master new words. At the same time, we should pay attention to students' writing norms.
Requirements, and this time we ignored this, this is our shortcoming.
In addition, the expansion of text knowledge is an important content that can not be ignored in lectures. It should start from the level of students and extend outward according to the content of the text. For example, asking for the continuation of Camel and Sheep can make students draw their own views and gain new construction in their original cognition.
At the same time, we should pay attention to the consolidation and review of the knowledge we have learned and strengthen it in time. Review the original knowledge, contact with new knowledge, and deepen students' understanding of what they have learned.
As a teacher, class should be relaxed and natural, and facial expressions should be relaxed, which is what we still lack at present. In class, we should fully mobilize students' learning enthusiasm, actively interact with students, praise them in time, explain them clearly, and make the transition of knowledge points smooth.
Teachers take students as the main body, guide and encourage students to discover and learn independently, improve students' ability to analyze and solve problems, make the classroom more active and learn more happily, and the teaching can achieve good results.
Teaching Design Part III Teaching Objectives of Camels and Sheep:
1. Learn ten new words and their constituent words in this lesson and know the four second-class words "Ken, Neck, Lose, Kneel".
2. Be able to perform the content of the text.
3. It is wrong to educate students to look at others in an all-round way and only see their own advantages and disadvantages by reading pictures and learning articles.
Teaching preparation:
1. Before class, let the students sum up their own shortcomings and the advantages of their classmates.
2. Camel and sheep slides, slides and word cards of key paragraphs in this lesson.
Teaching process:
First, the picture import:
Students, (pointing to the projected pictures of camels and sheep) What is this picture? What do they look like? Students express their opinions and presuppose that camels grow taller and sheep grow shorter. )
Just because one is tall and the other is short, both of them think that they are tall and short. So there is a comparative story. Do you want to know? Topic: Lesson 15 "Camel and Sheep" Guide the reading of the word "camel". )
Second, read the text, look at the pictures and understand the content.
1, please listen to the story. Listen to the text and set an example for reading. )
2, free reading, self-study requirements:
(1) is pronounced correctly;
(2) How many paragraphs are there in the full text? How many pictures are there? Which picture does each paragraph correspond to?
3. Check and read the new words: camel, the two of them, fence, lush, shaking their heads, very narrow, just like others, and judge.
4. Read the text in groups and named parts.
Third, cooperation, exploration and perception.
1. Look at the slide and think: What are camels and sheep arguing about?
2. Four-person group cooperation and exploration. Students' psychological presupposition: arguing whether they are tall or short. Everyone is praising their own strengths, and they are not convinced, so they argue. )
3. Different roles read the first paragraph and pay attention to their arrogant and positive tone.
4. Name the two sentences in the first paragraph:
The camel said, "I can do one thing to prove that height is better than short."
The sheep said, "I can also do one thing to prove that being short is better than being tall."
5. What questions do you have after listening to your classmates reading so passionately? Look at these two sentences and ask questions. ) Presupposition student question: How does a camel prove that he is tall and good? How do sheep prove that short is good? How did they each prove their strength?
6. Four-person cooperative exploration: How do camels and sheep prove themselves good? Draw the position and action of camel and sheep certification.
7. Four-person teams perform camel and sheep certification methods. Other groups commented that they realized the meaning of the words "fence, lush, squatting, neck, shaking their heads, refusing, giving up, narrow and short, swaggering, kneeling and drilling".
Fourth, expand and consolidate.
1. What did you learn after learning this text? (Default student answer: 1. Everyone has his own strengths and weaknesses. We can't only see our own advantages, but not others. 3. See your own shortcomings, constantly improve your own shortcomings and make yourself a better person. )
2. Talk to each other in the same place. The whole class reported that they should talk about their own shortcomings and the advantages of others.
3. Summarize the dialogue. We should not only see our own advantages and disadvantages, but also see the advantages and disadvantages of others, so as to make ourselves better and do things better.
The two of them are arguing endlessly. Who will they talk to in the future? Ok, let's see if the old cow said the same thing next class.
Five, homework design.
1, read the textbook emotionally and talk about the new knowledge you have learned.
2. Know new words and phrases in reading class.
Attached blackboard: 15, camel and sheep
Camel map sheep map
Look up, eat, lift leaves (strengths), scrape, and don't eat (weaknesses)-grow tall and well.
Kneel, bow, drill, can't get in (disadvantage) and swagger in (advantage)-short and good.
Teaching design of camel and sheep Part IV: Teaching objectives:
1. Learn ten new words and their constituent words in this lesson and know the four second-class words "Ken, Neck, Lose, Kneel".
2. Be able to perform the content of the text.
3. It is wrong to educate students to look at others in an all-round way and only see their own advantages and disadvantages by reading pictures and learning articles.
Second, the teaching preparation:
1. Before class, let the students sum up their own shortcomings and the advantages of their classmates.
2. Camel and sheep slides, slides and word cards of key paragraphs in this lesson.
Third, the teaching process:
(1) Image import:
Students, (pointing to the projected pictures of camels and sheep) What is this picture? What do they look like? Students express their opinions and presuppose that camels grow taller and sheep grow shorter. )
Just because one is tall and the other is short, both of them think that they are tall and short. So there is a comparative story. Do you want to know? Topic: Lesson 15 "Camel and Sheep" Guide the reading of the word "camel". )
(2) Read books, look at pictures, and understand the content first.
1, please listen to the story. Listen to the text and set an example for reading. )
2, free reading, self-study requirements:
(1) is pronounced correctly;
(2) How many paragraphs are there in the full text? How many pictures are there? Which picture does each paragraph correspond to?
3. Check and read the new words: camel, the two of them, fence, lush, shaking their heads, very narrow, just like a model, and judge.
4. Read the text in groups and named parts.
(3) cooperation, exploration and understanding of words
1. Look at the slide and think: What are camels and sheep arguing about?
2. Four-person group cooperation and exploration. (Presupposition students' psychology: arguing whether they are tall or short. Everyone is praising their own strengths, and they are not convinced, so they argue. )
3. Different roles read the first paragraph and pay attention to their arrogant and positive tone.
4. Read two sentences in the first paragraph by naming feelings:
The camel said, "I can do one thing to prove that height is better than short."
The sheep said, "I can also do one thing to prove that being short is better than being tall."
5. What questions do you have after listening to your classmates reading so passionately? Look at these two sentences and ask questions. ) Presupposition student question: How does a camel prove that he is tall and good? How do sheep prove that short is good? How did they each prove their strength?
6. Four-person cooperative exploration: How do camels and sheep prove themselves good? Draw the position and action of camel and sheep certification.
7. Four-person teams perform camel and sheep certification methods. Other groups commented that they realized the meaning of the words "fence, lush, squatting, neck, shaking their heads, refusing, giving up, narrow and short, swaggering, kneeling and drilling".
(d) expansion and consolidation
1. What did you learn after learning this text?
2. Talk to each other in the same place. The whole class reported that they should talk about their own shortcomings and the advantages of others.
3. Summarize the dialogue. We should not only see our own advantages and disadvantages, but also see the advantages and disadvantages of others, so as to make ourselves better and do things better.
The two of them are arguing endlessly. Who will they talk to in the future? Ok, let's see if the old cow said the same thing next class.
(5) Operation design
1, read the textbook emotionally and talk about the new knowledge you have learned.
2. Know new words and phrases in reading class.