Crow drinking water 1 teaching design I. teaching objectives
1, know new words such as 1 1 "Wu and crow" and 1 anti-text radicals; I can write five new words, such as "Yes, yes".
2. Read the text correctly and fluently, and understand the process of crows drinking water. Understand the natural section.
3. Know a truth, that is, when encountering difficulties, we should seriously think about it and actively find ways to solve it.
Second, the difficulties in teaching
Teaching focus:
Read the text correctly and fluently; Understand the natural section.
Teaching difficulties:
Understand the process of crows drinking water and understand the truth.
Third, teaching strategies
In the teaching process, according to the characteristics that junior middle school students' abstract thinking ability is weaker than their image thinking ability, teachers designed riddles, role-playing and hands-on exercises in class, which enhanced children's interest in learning.
Teachers abandon detailed explanations, carefully create practical activities, and give students the opportunity of independence, cooperation and exploration. Guide students to understand the meaning of the text through reading in different forms, levels and angles.
Learning activities such as "speaking", "thinking", "doing" and "circle" should be carried out in class to cultivate students' learning methods, so that they can skillfully use what they have learned and develop good study habits.
Fourth, the teaching process
(A) to stimulate interest in reading the text for the first time
1. Do students like riddles? Today, the teacher brought a riddle to see who can guess correctly: wearing a black robe, ugly, knowing how to love his mother, is a good boy. (answer: crow)
2. What is the crow doing in the picture? (The crow is drinking water) In this lesson, we will learn the lesson "The crow drinks water".
It is the nature of junior children to love riddles. Connecting with real life and pictures can deepen children's impression of crows and stimulate their enthusiasm for learning.
3. Students read the text softly and read the pronunciation correctly with the help of Pinyin.
(2) Know and write new words
1. Draw words and circles in the text and read them with your friends.
The design intention is to feel the text in reading, learn new words, and guide children to read the text in pinyin repeatedly, which can reduce the difficulty of learning new words and is an effective way to remember new words.
2. Show the courseware of the new words in this lesson for students to read and consolidate their memory.
(1) New words form words. Can you read them?
Crows everywhere found many places nearby.
(2) New words enter sentences. Can you read them correctly?
A crow was thirsty and looked for water everywhere.
The crow saw a bottle. There is water in the bottle, but it can't drink.
The crow saw that there were many pebbles beside him, so he thought of a way.
The crow put pebbles into the bottle one by one.
The water in the bottle rose gradually, and the crow drank the water.
On the basis of reading the text, the children got a preliminary understanding of the new words, but they were not impressed. Combined with the specific context of the text, new words are reproduced in various ways in teaching to help students deepen their memory.
The little crow found a way to drink water. What can you do to remember these words?
"one plus one":
Do: Add two points to the word "force". Method: Add three parts of water to the word "go". Find: add the word "brother" to your hand. X: The word "noon" was added next to the word "speech".
"Number of strokes":
Out: **5 strokes, and the third stroke is vertical.
Stone: **5 strokes, and the fourth stroke is folded horizontally.
Design Intention At this time, students have already possessed the initial ability of autonomous literacy, and teachers should guide students to use the literacy methods they have learned to read independently.
4. The teacher guides the writing.
(1) Observe the structural features of "Fa, Xun and Xu": narrow on the left and wide on the right.
(2) Teachers demonstrate writing, students imitate writing, and review and revise.
(3) Students observe the font features of "Ke, Shi and Ban", color them red first, then write, and then annotate and modify them.
Design intention teachers should be hierarchical and focused when guiding writing. Words with complex structure or strokes should be guided, while simpler words can let students observe and write independently and cultivate their writing ability.
(3) Read carefully, comprehend and understand.
1, the students have a good command of words and will definitely learn the text well. How many paragraphs are there in this text? (three natural segments)
2. Read these three paragraphs by name and think about it: What did each paragraph say?
3. Learn the first paragraph.
(1) Show the courseware: The crow is thirsty. What was it like at that time? Let the students talk about their feelings when they are thirsty according to their own lives.
(2) How did crows find water? Can you tell everyone with the sentences in the text?
Show courseware: A crow is thirsty and looks for water everywhere.
Think about it: Where did the crow fly to find water?
Performance: Crows look for water everywhere.
(3) Can you read the crow's thirst for water?
(4) Did the crow find water? Point to the second sentence and think about how to read it. (happy)
(5) So, did the little crow drink water? Why?
Show courseware: However, there is not much water in the bottle, and the mouth of the bottle is small, so the crow can't drink water.
Write on the blackboard with three different bottles (not much water in your mouth, not much water in your mouth, not much water in your mouth). Ask the students to carefully observe the shape of the bottle and the amount of water in the bottle. Use your fingers as the crow's mouth to reach the transparent bottle filled with water prepared before class to help students understand why crows can't drink water.
(6) Please read the first paragraph again, and pay attention to the different tones when crows look for water everywhere and find that the water can't be drunk.
The design intention is to guide students to be familiar with and understand the text in reading through different forms of reading, so that students can experience more reading methods and their own feelings in reading.
4. Learn the second and third paragraphs.
(1) If you can't drink water, will the little crow not drink it? How did he do it? (find a way)
(2) What did the little crow think? Please draw a line on the book and read it again.
(3) How did he come up with this idea? (Looking around)
(4) Is this method ok? Let's do the experiment. (Prompt students to observe the change of water surface carefully)
(5) How is this phenomenon described in this paper? The water in the bottle rose gradually, and the crow drank the water. )
(6) Sentence practice: _ _ _ Gradually _ _ _ _ _.
Students, do you like this little crow? Why? (Observe carefully when encountering problems, think seriously, and love to use your head)
Design Intention The design purpose of this link is not to replace students' reading exercises with teachers' analysis, but to deepen students' understanding of the text through reading, drawing, correcting and hands-on operation, so that students can feel the text in positive thinking and emotional activities.
(D) to guide recitation
1. In this class, we met a lovely and clever crow, who is willing to use his head when he is in trouble. Would you like to tell this story to others?
Tell me how you can remember this story.
The design aims to help students learn how to recite by themselves, such as reading pictures, thinking about plots, writing on the blackboard and watching cartoons, so as to guide students to learn to recite texts skillfully.
3. Students practice reciting.
4. Recite by name.
(E) text extension, divergent thinking
1, the students all think crow is very smart and can come up with such a good idea. What if there are no pebbles beside the crow? Name it.
Default: Crows can find a straw and suck up water. Crows can find a bowl and pour out the water to drink. The crow can ask his good friend to help him pick up the water and give it to him.
The problem of design intention not only leaves a broad space for students to think, but also provides them with practical opportunities for hands-on operation and exploration.
It seems that students are smarter than crows. When we encounter difficulties, we can come up with solutions as long as we use our brains.
You can tell this story to others after class.
Teaching design of crow drinking water II. First of all, stimulate the interest in conversation and make clear the goal.
Students, have you ever seen a crow? Who can tell me what a crow looks like? Today we will meet a clever and lovely crow. Read it. What kind of story does the text tell?
Write on the blackboard: Crows drink water (pay attention to the new words in this lesson and read the questions together)
Show your learning goals.
1, will recognize "Wu, crow, place, seek, do, square, Xu, law, release, progress and height" 1 1. He can write the words "only, stone, many, out and see" and know 1 radical.
2. Read and recite the text correctly, fluently and emotionally.
3. When encountering problems, we should know how to use our brains and actively solve them.
Second, reading comprehension and exploring new knowledge
1. What happened to the crow we met today? Let's go and find out! Please open your books and read the text freely. Circle the words you don't know and read them several times. (Students read the text and teachers patrol)
After reading the text, all the students know this lovely crow. Please read the text again and pay attention to the new words in this lesson to see who can read the new words in this lesson quickly and accurately. (Show the new words in this lesson on the big screen)
3. Read new words by train.
These students are very clever. It seems that everyone has gone home to preview and can quickly read the accurate pronunciation of new words. Now, please put these new words back in the text and read them again. Read and think: What did the crow do in the story? Mark the natural paragraph of this article.
This article tells the story of a clever crow, sharbat. This article has three paragraphs.
Third, intensive reading, inspiration and guidance
1. Who can tell me what happened to the crow? What kind of mood will it be if you are thirsty and have no water to drink? Please try to read the first paragraph anxiously.
2. Group discussion: The crow saw many pebbles. What did he think of? Can you put some pebbles in it? How about a lot of stones? Why?
3. The group reported the results of the discussion.
4. Courseware demonstration: Put a few stones and pebbles in the bottle to help you understand.
The crow is thirsty and wants to drink water at once, but why doesn't it put all the pebbles in the bottle at once?
6. Think about it: What do you think of?
Fourthly, knowledge detection and feedback improvement.
1. Today we met a clever and lovely crow. Please read the text again carefully and tell this story to your classmates or parents.
2. If you are this lovely crow, what do you think when you are thirsty?
If there is no stone next to the bottle, please help the crow find a way to drink water.
Conclusion: In fact, in life, each of us will encounter many problems and difficulties. It depends on how we solve it. Nothing is difficult for us as long as we are good at thinking.
Crow drinking water teaching design 3 teaching material analysis
Crows drink water from Aesop's fables. It describes in vivid language the process of a crow drinking water by using his brain and hands, and shows us a lovely crow. Although the story is simple, it can enlighten people. Teaching this lesson well will further cultivate the scientific inquiry spirit of students' thinking and practice, experience the fun of using hands and brains, and stimulate their creative enthusiasm.
Student analysis
Junior students love acting, imagination and a strong thirst for knowledge. After studying this class for half a semester, students also have a certain literacy foundation and reading ability, and have a certain ability of autonomous learning and cooperative learning.
design concept
Take "giving full play to students' main role" as the guiding ideology. According to the teaching principle of "teacher-led, student-centered, training as the main line" and the dialectical unity of language training and ideological education in Chinese class, the teaching methods such as "autonomous learning, cooperative inquiry, combination of pictures and texts, reading comprehension and creating situations" are mainly selected in teaching. Strive to create a harmonious, equal and pleasant teaching atmosphere for students, establish a close and friendly new relationship between teachers and students, cultivate students' learning quality of autonomy, self-confidence, cooperation and inquiry, and let the flowers in students' hearts bloom in class.
Teaching objectives
1, know 15 new words, write 8 new words, and learn to read the text correctly, fluently and emotionally;
2. Through independent inquiry and reading aloud, I realized the process of "crows are eager to find water-can't drink water-try to drink water-drink water", and understand that when encountering difficulties, they should observe carefully and think carefully;
3. Cultivate students' sense of innovation and inquiry, and stimulate students' thoughts and feelings of loving life and creation.
teaching process
first kind
First of all, stimulate interest and introduce new lessons.
1, riddle quiz: "Ugly as a black robe, flying in the air, screaming."
2. When the students guessed the answer, the teacher drew a sketch of a crow on the blackboard, pointed to the crow and asked: Who can greet the crow politely?
3. Expose the topic and write "The crow drinks water" on the blackboard.
This link is intended to stimulate students' interest in learning and let children feel that the teacher is like a learning partner in relaxed activities. By greeting the "crow", the distance between the child and the crow is narrowed, as if the story happened around him, and the child also learned to greet people politely and enthusiastically. )
Second, independent cooperation in learning new words
1. Students can read the text freely and circle the new words.
2. Learn new words independently and cooperatively.
(1), choose your favorite learning method (spelling, listening or asking others) and read the drawn new words by yourself.
(2) Read each other at the same table and check the recognition of new words.
(3) The study group reads the new word cards (pay attention to remind each group to help poor students read new words).
(4) The whole class learns new words.
A, the little teacher reminds everyone to read the correct pronunciation.
B. Methods of memorizing words and consolidating new words.
(5) Put the new words back in the text and read them aloud.
This teaching link guides students to learn new words independently with their favorite literacy methods, and carries out cooperative learning among deskmates, groups and the whole class. Through multi-directional communication and cooperation, students can learn to learn in learning and learn to cooperate in cooperation, so as to cultivate their independent literacy and cooperative learning ability and habits. )
Third, the first paragraph of emotional reading
1, showing the sentence (A crow is thirsty and looks for water everywhere. ), tell me what you see from this sentence. How do you feel about crows at this time? Imagine what a crow is saying
2. Dress yourself as a crow in the text and focus on guiding students to show their anxiety when they can't find water.
3. Read this passage emotionally.
Imagination, experience and performance pave the way for reading aloud. Through this series of situational activities, the following reading guidance will naturally come naturally, and children will naturally realize that they should reread the word "everywhere" effortlessly, which is better than the teacher simply telling students how to read. )
Fourth, read the second emotion aloud.
1, the teacher's leadership: many things grind. The crow finally found water. What is the crow's mood at this time? Ask the students to play the little crow. The teacher interviewed crows and talked about their mood at this time.
2. Just when the crow was happy, what difficulties did it encounter? Guide the students to find sentences from the text (there is water in the bottle, but the bottle is very high, the mouth of the bottle is very small, and there is little water in it, so you can't drink it. ) draw it.
3. Make full use of textbook resources and discuss and analyze with vivid pictures beside the text: Why can't crows drink water? Then use the phrase "Because …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
4. What does it feel like for the teacher to interview the crow again if he can't drink water?
5. Read this paragraph emotionally.
(In this session, students can deeply understand the emotional changes of the little crow through interviews, express their feelings with appropriate words, and link words with images, thus cultivating students' sense of language. The students' emotions blend with those of the crows in the text, as if they were crows in the text. Students can only read well if they have emotional experience. )
Second lesson
First, review and consolidate, and introduce new lessons.
1, the game consolidates new words.
(1) In the "train relay race" game, compare which group of trains drive steadily and quickly.
(2) Word composition game. Look at the cards and clap your hands. Boys ask and girls answer. Who is this? This is a crow. What crow? Crow's crow. )
It is easy for children in grade one to remember new words and forget them, so it is necessary to provide students with opportunities to know words repeatedly. Literacy can be integrated into competition games, which can fully arouse students' interest in learning. )
2. Show the courseware and look at the pictures.
Retell the content of the text and let the students enter the text situation.
Second, the feeling of reading the fourth paragraph
1, guide the students to read the fourth paragraph by themselves and draw the method that the crow came up with.
2. Communicate with the whole class.
(1), play the courseware (the process of crows taking stones), guide students to realize that crows are one by one, and patiently put the boy in the bottle.
(2) Reading Guide "Crows pick up pebbles one by one and put them in bottles." This sentence.
(3) Will the fruit in the bottle really go up? Ask the students to do the experiment of putting pebbles in the bottle in groups. Read the first and second sentences in the fourth paragraph in groups to understand the relationship between "the crow puts pebbles into the bottle one by one" and "the water in the bottle rises slowly" Then use the phrase "because ... so ..." to talk about their relationship.
(4) How do you feel when interviewing crows to drink water?
(5) Read the fourth paragraph emotionally.
In this session, groups are used as a unit to create situations through experiments, so that students can actively explore and solve problems in experiments and cultivate active learning situations and cooperative consciousness, which fully embodies the "initiative" and "autonomy" of classroom teaching. )
Third, the feeling of reading the third paragraph.
3. Students read and think: Why did the crow come up with this idea? Discuss in groups.
4. Use Illustration 2 to guide students to notice that crows "see pebbles", then "think" and finally "find a way", thus realizing that crows are good at observing and diligent in thinking.
5. The teacher misreads "many pebbles" as "several pebbles", so that students can understand the relationship between this "method" and "pebbles" through argumentation.
6. Experience the happy mood after coming up with a solution and read the third paragraph emotionally.
Students not only understand the content of the text, but more importantly, they can feel that things are interrelated and the language of the text is very rigorous, which is more gratifying than just letting students understand the content of the text. )
Fourth, return to the whole and highlight the theme.
7. Perform and read the full text.
8. Guide students to learn from crows and use our two treasures. Let the students talk about their own examples of doing things with their brains and hands in life or study.
(Originated in class and extended out of class. The theme of the text is closely related to students' life and goes deep into students' hearts. )
Fifth, stimulate imagination and encourage innovation.
Group cooperative exploration: Do you have any other methods besides what the crow thinks in the article? Then the whole class communicates.
Chinese teaching should lay a solid foundation for students and at the same time pay attention to developing students' creative potential. )
Sixth, guide writing and form habits.
This kind of writing practice helps students form the good habit of careful observation and serious writing. )
Seven, in-class and out-of-class communication, expand practice.
1. Tell his family the story of "crow drinking water".
2. Instruct students to read similar and easy-to-understand fables after class and hold a "fable story competition".
Through a lot of reading, we can form rich language accumulation, improve Chinese literacy and lay a deep cultural foundation for children's lifelong development. )