It's going to rain is a science fairy tale. Through the natural phenomena such as "swallows flying low, fish coming out of the water and ants moving", this paper introduces the different behaviors of animals before it rains and the reasons for these phenomena. According to the spiraling knowledge of teaching materials, combined with the learning requirements of lower grades put forward by Chinese curriculum standards, students can "expand their imagination, gain initial emotional experience and feel the beauty of language" and integrate the contents of the text, so that students can "yearn for a beautiful situation, care about nature and life, have their own feelings and ideas about people and things they are interested in, and are willing to communicate with others". In teaching, the graphic comparison method is used to organize reading activities. Start with the pictures, guide the students to understand the meaning, and then learn the text paragraph by paragraph with the pictures. The purpose of learning the text is to know things and gain expressive ability, so as to better understand the content of the text, develop and improve the profundity of observation and the logic of thinking.
Teaching requirements
1, understand the content of the text, let students know that before it rains, there will be three phenomena: swallows flying low, fish swimming out of the water and ants moving, and initially know the reasons for these phenomena, thus stimulating students' interest in observing nature.
2. Be able to read the text correctly, fluently and emotionally, and recite the last three paragraphs.
Teaching focus:
Read the text in different roles.
Teaching difficulties:
Grasp the main content of the text as a whole and stimulate students' interest in exploring nature.
Preparation before class:
Multimedia courseware and related pictures
Second lesson
Teaching process:
First, situational import, revealing the topic
1, show the courseware:
An animated scene with dark clouds and lightning.
Who can tell me what the weather is like? Health: It's going to rain.
Teacher: You saw it. Why? Health: I saw dark clouds gathering.
2. Reveal the text topic, write the text topic on the blackboard (follow the teacher's finger), and read the text topic together.
Teacher: By the way, it means it's going to rain. Let's study 14 in this class. It will rain.
Students are free to talk about the pictures they see and the sounds they hear.
Design intention: use animation to arouse students' curiosity, cultivate students' good habit of careful observation, and train and improve students' oral expression ability.
Second, the preliminary reading of the text, the overall perception
Please read the text freely and think: it's going to rain. What's the difference between a swallow, a small fish and an ant? How did the white rabbit know it was going to rain? Draw a dialogue between the white rabbit and the small animal from the text.
(Design intention: Let students read the text with questions, think while reading, initially perceive the text, and have an overall understanding and grasp of the text. )
Third, observe the pictures and interpret the text.
1, learn the first paragraph.
Observation chart: Who is doing what where? (The little white rabbit bends down to mow the grass on the hillside. )
How's the weather? It's boring )
How about a white rabbit? Emphasize the words "bend" and "straight". )
Read the first paragraph together and find a live white rabbit to demonstrate …
(Transition: Who did the little white rabbit meet at this time? )
2. Explain the second paragraph.
Swallows flew over his head. (watch it all together. Who does he mean? )
Seeing the swallow flying so low, the little white rabbit wondered. What did he say? Find out the problem of the white rabbit from the text and read the tone of "shout"
Why do swallows fly so low? See what the swallow says. Read the sentences in the text.
Read the dialogue between the white rabbit and the swallow in different roles.
3. Teach yourself the third paragraph
(transition: the swallow said it was going to rain. Did the white rabbit believe it? It has some doubts: "Is it going to rain?" Read the tone of the question. )
(1) Use the learning method in the second paragraph, and let the students work in groups to learn the third paragraph by themselves. Thinking: Who did the white rabbit meet again? What's wrong with Xiaoyu? Why? Find out the dialogue between the white rabbit and the small fish from the text. Play different roles, read and talk at the same table.
(2) Use the sentence "... is busy ..." to talk about the reasons why swallows fly low.
(Design intent: Let students study in groups and explore cooperatively, reflecting the process of teachers "from helping to letting go". )
4. The fourth paragraph
(Transition: Hearing that the little fish also said it was going to rain, the little white rabbit believed it, so "the little white rabbit ran home with a basket on his arm." Import the fourth natural paragraph. )
On the way home, what did the little white rabbit see? What news did the white rabbit tell the ant? The white rabbit told the ant that it was going to rain. Practice oral English according to the sentence "Who tells who what". ) Guess what he will say to the ant? What did the ant say? Read it from the text. Act out the dialogue in different roles.
(design intent: there is nothing written in the text about the little white rabbit. This link aims to give full play to the imagination of deaf students and cultivate their language ability. )
5. The fifth and sixth paragraphs
(Transition: Swallows, small fish and ants all say it's going to rain, so the little white rabbit is sure to rain. )
The little white rabbit hurried home. As he ran, he shouted, "mom, mom, it's going to rain!" " "
Instruct students to read aloud and demonstrate.
Did it rain as a result?
"Suddenly, a burst of thunder, wow, wow, wow, the heavy rain really started!" Emphasize the key word "true".
Fourth, guide reading comprehension.
Let the students choose their favorite reading style, read together, read alone, read in groups and read in roles. Guide the students to grasp the key words, read the text with emotion, deepen their understanding and perception of the text, and experience the psychological change process of the white rabbit: I can never believe it (is it going to rain? ) to a grain of salt (the little white rabbit hurried home with a basket on his arm) and then to complete faith (the little white rabbit hurried home). (Design concept: Teachers should read to help students speak, and students should read to help students learn, which not only allows students to understand the content of the text in reading. At the same time, it also cultivates students' reading ability. )
Five, role-playing, deepen the experience
Let the students act out the stories of different roles with headdresses to deepen their understanding of the text.
(Design intention: Through role-playing, reproduce the story scene, give play to students' talent of loving performance, and let students learn while playing. )
Six, class summary, expand the knowledge.
1, I know, I will say.
It's going to rain, and the weather is very (stuffy).
It's going to rain, the air is humid and the swallows are flying very low.
It's going to rain and the water is stuffy. Small fish swim (on the water) to breathe fresh air.
It's going to rain, and the ants are moving (high).
It's going to rain, dragonfly ...
It's going to rain, cicada …
It's going to rain, spider
It's going to rain, …
2. Summary:
Through the study of this lesson, we know that swallows fly low, small fish swim on the water, and ants move high. These are all natural phenomena before it rains. What other natural phenomena are there before it rains?
We should learn from the white rabbit, observe more, think more and ask more questions. There are still many mysteries in nature waiting for us to explore and discover!
Seventh, assign homework and extend the classroom.
1, read the text with expression and fluency.
Go home and tell your parents what you learned today, and ask them about other natural phenomena before it rains.
Blackboard design:
Swallows fly low (the air is humid), observe more and think hard.
It's going to rain, and small fish are swimming on the water (it's stuffy in the water)
Ants move to higher places. Nature has many mysteries.
Teaching reflection:
In our classroom, "students are the masters of Chinese learning, respect students' individual differences and encourage students to choose their own learning methods", and these teaching concepts are being more and more fully reflected. Chinese teaching in primary schools is paying more and more attention to encouraging students to think from multiple angles and directions, and consciously guiding students to choose their favorite learning content and suitable learning methods. Therefore, when designing this teaching process, I also consciously practice these ideas, trying to combine Chinese teaching in primary schools with understanding the text, broaden the freedom of learning and respect individuals. But calm down and think about it carefully. There are many problems worth pondering behind the excitement. For example, in my teaching design, there is such a question: "What have you learned? "After class, I made comments and found that this question can enable students to make a panoramic summary of the article, as well as to perceive the scenic spots. Unfortunately, this kind of problem has simply become a teaching form, and it has not become an excellent way to explore in depth.