There is a crow who is not good-looking, but very smart and intelligent. One day, it was tired and thirsty after working, and really wanted to drink water. Suddenly, it looked at a big jug and was filled with joy. It flew to the water jar and saw that there was not much water in the jar. It couldn't drink even if it put its mouth in. What should I do? It hit the water jug ??hard with its body, and pushed the water jug ??with its wings, trying to knock the water jug ??over so that it could drink water. But the jug is big and heavy, and its strength is too small to knock it over. Suddenly, it suddenly had a quick wit and could pick up some stones and put them into the jar. If there were too many stones, wouldn't the water in the jar rise? Thinking so, he did it. He took the trouble to pick up the stones one by one in his mouth. The hard work paid off and the crow finally released a lot of stones. The water rose and it drank the water. It drank as much as it could and quenched its thirst.
Teaching objectives:
1. Recognize 9 characters including "crow" and "crow". Can write 6 words including "Ke, Shi".
2. Read the text correctly and fluently. Recite the text.
Through reading aloud, we can understand the series of changes in the process of "the crow is in a hurry to find water--can't drink water--finds a way to drink water--is drinking water". Able to speak sentences using "gradually".
3. Understand that when encountering difficulties, you should observe carefully and think carefully.
Teaching focus: recognizing words, reading the text aloud to understand the content of the text.
Teaching difficulties: read the text aloud to understand the content of the text.
Preparation before class: transparencies, bottles, pebbles.
Teaching methods: Group cooperative learning, reading instead of speaking, and reading aloud for insights.
Teaching process:
The first lesson
1. Introduction of excitement
1. Show a picture of a crow. Conversation introduction: The teacher once told the students a story about a crow. Do you still remember it?
(The story of a little crow who loves his mother and a crow who feeds her in return)
2. The crow is not only a good and filial child, but also very smart and cute. Today we will learn another story about crows story.
3. Show the topic and learn the three new words "crow, crow, and drink". Students can remember these three words in their own favorite way.
2. Read the text for the first time and learn new words.
1. Clarify the learning method: use the emotional reading method to understand the text content.
2. Teacher’s model reading.
3. Student answer: What does the text say about crows?
4. Evaluate the teacher’s reading to prepare for self-reading and self-enlightenment.
5. Students read to themselves and read the text accurately, thoroughly and smoothly. And learn the new words in the text by yourself.
6. The group leader checks the new words and text reading of the students in this group, and then reports.
3. Read the text again and understand the content.
1. Students practice reading the text, read it how they think it should be read, and think about why they should read it that way.
2. Read by name, students comment, and explain why you read it the way you do.
3. What did you understand through the reading just now, and what questions do you still don’t understand?
(Students ask questions, teachers and students answer them together to further understand the text content)
4. Think of a solution: If there are no pebbles next to the crow, how can it drink water?
4. Review new words and guide writing.
Learn the three single characters "Shi, Ke, Ban" and pay attention to the writing of the two dots of the word "Ban".
1. Reading the text aloud
2. Practical activities
1. Inquiry activities.
Divide into groups and cooperate to complete the small experiment of crows drinking water.
2. Discussion: What did you find?
Understand the meaning of the word "gradually".
3. Compare to see who has a better idea than the crow. At the same time, you can also demonstrate according to what the students say.
3. Literacy and Writing
1. Students find the words they are required to recognize and write in the text, underline the conjunctions, and read it again.
2. Guide the distinction between the words "drink and thirst".
How are they the same and how are they different? How to remember? (You need your mouth to drink water, you need water to be thirsty, and the word thirst is next to the three dots of water)
3. Summary: We learn and memorize new words by comparing similar shapes. Let's take a look. Are there any other new characters that are similar to the glyphs we have learned before? Can you use this method to learn other new words?
4. Student report.
4. Writing guidance.
1. Review the stroke order rules: from left to right, from top to bottom, first in the middle and then on both sides.
2. Find out which words are written from left to right?
(Fa, Find, Xu)
3. What are the similarities in the structure of these words?
4. Students practice writing.