#三级# The introduction "Ant Ball Drifting" tells the story of a nest of ants surviving a flood disaster by hugging themselves into a ball and drifting with the current, praising their fearless sacrifice and willingness to Abandoning the ego must also preserve everyone’s spirit of brave dedication, unity and hard work. The following is the original text, lesson plans and teaching reflection materials of the third-grade primary school Chinese language "Ant Ball Drifting" compiled by None. I hope it will help you.
The original text of Article 1, "Ant Ball Drifting", a third-grade primary school Chinese language text. At dusk, the flood ripped open the river embankment like a beast, and there was a vast ocean in the embankment. In the early morning, the affected people gathered on the embankment in twos and threes, staring at their homes in the water.
Suddenly, someone exclaimed: "Look, what is that?"
A black dot was floating along the waves. One sinks and one floats, like a person! Someone jumped into the water and quickly approached the black spot, but he paused, turned around, swam back, and hurried to the shore.
"A mosquito ball." The man said while wiping the water from his face.
"What mosquito ball?" The people around were a little confused.
"Mosquito balls are very spiritual things," an old man explained. "In the early years of floods, I also saw one, as big as a basketball. When the flood came, a nest of ants quickly They hugged each other and drifted with the waves. As long as the mosquito balls came to the shore or hit some floating objects, the ants would be saved." After listening to the old man's words, people looked into the water and saw. The mosquito balls are drifting towards the embankment, getting closer and closer. At this time, people saw clearly that it was a mosquito ball as big as a football, with black ants tightly hugging each other. The wind blows and the waves hit, and mosquito balls jump on the crests of the waves and roll in the troughs. From time to time, small groups of ants would be broken open by the waves, peeling off like paint flakes on ironware. People watched with horror.
The first lesson plan of the Chinese language "Ant Ball Drifting" for the third grade of primary school
1. Teaching requirements:
1. Understand and be able to write "Meng, Tear, dike, wave, wipe, paste, coat, quickly, speed, peak, paint, peel" are 12 new words.
2. Read the text aloud; recite the last two paragraphs of the text.
3. Realize that as long as we work together, there are no difficulties or disasters that cannot be overcome.
2. Key points and difficulties:
1. The last two natural paragraphs of the text - understand how the ant ball drifts to the shore.
2. Understand the profound truth contained in the story.
3. Teaching preparation:
1. Look up students’ words in the dictionary.
2. Vocabulary courseware (or cards) with new words.
IV. Teaching process:
(1) Stick to the topic and introduce the conversation
1. Students, do you know what "drifting" is? (Written on the blackboard: Drifting)
2. Have you ever seen the "ant ball"? Imagine what it would be like? (Write on the blackboard: Ant Ball)
3. What exactly is "Ant Ball Drifting" going on? Let's go to the text to find the answer!
(2) First reading of the text, overall perception
1. Read the text freely, read the pronunciation of the characters, read through the sentences, draw the words containing the new words and read them several times.
2. Check the status of self-study.
(1) Show the words and compete in "reading - reading - reading by train".
Key guidance: The initial consonant of "Tear, Su" is a flat tongue sound; the final rhyme of "Meng, Feng" is eng, do not pronounce it as ong; do not pronounce "ant" as yì; do not pronounce "di" Chengtí. The new words to be familiar with include: beast, crest, staring, confused, fast, dense, paint, peeling, thrilling and orderly.
(2) How else can you form a word with "pee" for "pee"? What do you pronounce when it is combined with "skin"? (Show: peel off the skin) Can you make up some words for "pee bāo"?
(3) Read the text in sections by name. Other students listen carefully. Is his/her pronunciation correct? Did the sentence read smoothly?
(4) Collective review and correction of pronunciation.
3. Read the text silently and think: What is the main content of the text? (Talk to each other at the same table and name each other)
(3) Consolidate literacy and write new words
1. Show the new words and read them in the way you like. (It can be classified into one type of reading according to the structure, and can be divided into flat tongue sound or raised tongue sound, or it can be read in groups)
2. Exchange methods for learning and memorizing difficult words or easily misspelled words. < /p>
3. Guide writing.
(The new characters in this lesson are mainly composed of left and right structures and semi-enclosed structures, allowing students to observe their positions in the Tian character grid.
Key guidance: Each part of "tear and paste" should be written narrowly, and the lower end of the middle part should be slightly higher than the lower end of the left and right parts; the last stroke of "quickly, quickly" is "平捺", which should be written slightly longer , to support the inner part)
4. When students practice writing difficult words, teachers will inspect them, make timely comments, and pay attention to writing postures.
(4) Read the text silently and understand the main idea
Second lesson
1. Teaching requirements:
Read the text aloud; recite the end of the text Two natural segments. Realize that as long as we work together, there are no difficulties or disasters that cannot be overcome.
2. Key points and difficulties:
1. The last two natural paragraphs of the text - understand how the ant ball drifts to the shore.
2. Understand the profound truth contained in the story.
3. Teaching preparation:
1. Look up students’ words in the dictionary.
2. Vocabulary courseware (or cards) with new words.
IV. Teaching process:
(1) Dictate words, review introduction:
1. Dictate words: beast, tear apart, embankment, crest, Mud, speed, paint, peel, order.
2. Read the question and talk about what the text mainly talks about?
(2) Read the text intensively and understand deeply
1. Study the first natural paragraph to understand floods.
(1) Read the first natural paragraph freely, use "——" to draw sentences describing the coming of the flood, and think about what you have experienced from it?
(2) Reporting and communication. (Guide students to hold on to the words "like a beast" and "tear" to understand that the flood is fierce, big and fast, and has made a hole in the river embankment. Write on the camera blackboard: The flood is coming, like a beast, and a vast ocean)
(3) Show the sentence: "The flood ripped open the river embankment like a wild beast, and there was a vast ocean inside the embankment." Who can say a few vivid metaphors like this? Practice speaking using "...like..." sentences.
(4) Guide reading. (The word "tear" should be emphasized, and the second half of the sentence is spoken slowly. Instruct students to read the ferocity of the flood)
(5) At this moment, what are people doing and what do they think? (Contact "Looking at the home in the water" in the text to imagine people's mood)
2. Study the 2nd to 7th natural paragraphs and feel the drift of the ant ball.
(1) The flood is so fierce. How do the weak ants save themselves? The tenacity and bravery of ants. (Camera blackboard writing: Ant ball drifting, jumping and rolling)
(2) Guide reading. (The words "hug tightly", "jumping" and "rolling" that express the floating movement of the ant ball should be emphasized)
(3) The ant ball is jumping on the crest of the wave and rolling in the trough of the wave, What a gripping scene it was! Ask students to close their eyes and imagine themselves as ants. The flood came, and we hugged each other tightly. The floods are getting stronger and the waves are getting higher and higher. What kind of dangers will we encounter? (Students expand their imagination and describe freely)
(4) Show the sentence: "The small group of ants was opened by the waves, like paint flakes peeling off the iron." Students read aloud freely, and connect with the actual life to imagine the iron. Scenes of paint flakes peeling off railings, basketball hoops, etc., think: What does it mean for small groups of ants to be peeled off by floods like paint flakes? (Guide students to grasp "like paint flakes" to understand that ants are sacrifices in pieces, experience the efforts of ants to survive in floods, and appreciate their bravery and fearlessness)
(5) Little The ants are fighting tenaciously against the flood. How united and brave they are. Can you read this feeling? (Read by name, review by teachers and students, then read by name)
3. Study the 8th natural paragraph and realize that unity is strength.
(1) The weak ants fought tenaciously against the violent flood. What happened? Ask students to freely read the last paragraph of the text, find out the sentences that move you the most, read them over and over again, and think about why you are moved?
(2) Read to everyone the sentence that moved you the most, and tell us why you were moved. (The teacher will use the camera to point out which words the students say)
"The ant ball has reached the shore, and the ants spread out layer by layer, rushing up the embankment quickly and orderly."
(Guide students to understand the meaning of "orderly" based on the illustrations in the text, and guide their speech.
The teacher questions: What will happen if the ants rush to leave? Let students realize that small ants are not only Unity and strict discipline)
"There is still a large group of ants left in the water on the shore...but they are still hugging each other tightly."
Hold tightly in Together, the bottom victims exchanged their lives for the safety and success of the vast majority of ants. Instructions for reading should be in a low tone and a slightly slower speaking speed)
(3) Teacher summary: Unity is strength. Through unity and cooperation, most of the weak ants are saved.
(Write on the blackboard: The ants were saved, quickly and in order)
(3) Expand and extend, sublimate the perception
1. Looking at all this, what will the people gathered on the embankment think? ? What else will you say?
Part 3 Reflections on the teaching of the Chinese language "Ant Ball Drifting" in the third grade of primary school 1. Take reading as the basis, gain insights while reading, and promote reading while comprehending.
The new curriculum standards tell us that students are the masters of learning, and we must pay attention to students’ dominant position in the reading process. Reading is students’ personalized learning, and teachers’ analysis should not replace students’ reading practice. , students should be allowed to deepen their understanding and experience through active thinking and emotional activities, and attention should be paid to students' unique perception, experience and understanding abilities. During the whole class, I paid great attention to reading aloud, allowing students to comprehend while reading, promoting reading while comprehending, and fully respecting the students' unique personal feelings. For example, when teaching "The wind blows and the waves hit, the ant balls are jumping on the crest of the wave and rolling in the trough." I first ask the children to talk about their feelings. What kind of ants do you think this is? What words do you feel it from? Different children will read this sentence with their own different feelings. On this basis, I made three readings: The wind blows and the waves hit, and the ant ball is - (student: jumping on the crest of the wave, rolling in the trough.), the wind is getting stronger, the waves are getting higher and higher, the ant ball is Still - (student: jumping on the crest of the wave, rolling in the trough.), time passed by, the ants were already exhausted, but they are still - (student: jumping on the crest of the wave, rolling in the trough of the wave.) (Author.) As the children read aloud again and again, their understanding continues to deepen, and the reading becomes more and more emotional. At this time, ask the children again: If you were this ant jumping on the crest of the wave and rolling in the trough, what would you do? With such situational feelings and further thinking, I asked the children to read this sentence together with their own insights, and the children's reading improved to a higher level. At this time, the children were promptly asked: "What kind of group of ants are these?" The children replied in unison: "This is really a group of brave ants." "Children, let us read this sentence together with our experience at this moment. Let’s go!” The children were deeply involved in the text and fell in love with it when reading it aloud.
2. Adopt independent, cooperative, and inquiry learning methods to fully cultivate students' learning abilities.
Through repeated reading, I set the teaching goal at the last two natural paragraphs of the text, aiming to let students understand the ants by describing what they did in the face of floods. quality. In order to break through this teaching difficulty, I asked the students to read the text freely first, and think about what kind of ants they were while reading. On the basis of independent thinking, let the children communicate and cooperate in the group, and share what you can feel from the sentences drawn. What kind of ants are these? On the basis of full independent learning, students then conduct cooperative inquiry-based learning in groups. This learning method not only effectively mobilizes students' enthusiasm for learning, but also cultivates students' cooperation, inquiry abilities, and awareness of communication and cooperation. The whole class was started by reporting what kind of sentences you felt about this group of ants. During this process, I was delighted and moved by the children's wonderful speeches from time to time.