Teaching Case of "Ant and Slug"

Teaching cases of "ants and slugs" ⅰ. Analysis of teaching materials;

Ant and Fruit is a short and beautiful fairy tale in the second volume of Su Jiao Edition. Through the comparative description of ants braving the hot summer to carry food, while the fruit hides under the big tree to enjoy the cool, sing and sleep, when the severe winter comes, the ants survive the winter safely, and the fruit is hungry and cold, it is profoundly explained that only hard work can lead to a happy life. This article is full of childlike interest and educational significance. The full text consists of three natural paragraphs, which are described according to the development and change of things. The illustrated text is helpful for students to observe and imagine and understand the content of the text.

Second, the teaching objectives:

1, can read the text correctly, fluently and emotionally.

2. Learn two new words in this lesson.

3. Understand the content of the text and know that only hard work can lead to a happy life.

4. Conduct sentence training to cultivate students' oral ability.

Third, the teaching focus:

1. Feel the diligence of ants and the laziness of slugs by reading aloud.

I can write two new words in this lesson correctly and beautifully.

Difficulties in teaching: I know that only by working as hard as ants can we get a happy life.

Fourth, the design concept:

1, "Chinese Curriculum Standards" points out:? Are students the masters of Chinese learning? ,? Reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice. ? Teachers should take various measures to create a relaxed and pleasant learning atmosphere, guide students to carry out personalized reading from multiple angles, and let students deepen their understanding and experience of the text in positive thinking and emotional activities, feel and think, be infected by emotions, gain thinking enlightenment and enjoy aesthetic fun.

2. Classroom teaching is not only a process of knowledge learning, but a process of teachers and students growing together. I pursue the truth and nature of classroom teaching, emphasizing perception and experience. When I design the teaching process, I try my best. Elasticization? Give students more space and time to play their subjectivity.

Five, design ideas:

1. In the teaching design of the second lesson of "Ants and Grasshoppers", I use audio-visual education to create learning situations, so that students can have interest in learning and actively participate in learning activities while watching animations, listening to sounds and learning actions. Using audio-visual teaching means, students can learn Chinese characters in situations to the maximum extent, generate the desire of active learning and improve the effect of reading teaching. Design the teaching process according to this concept.

2. The design idea of teaching process: using courseware? Watch the animation of ants moving grain and play with their heads on? Feel the hardship of ants moving food and understand the text? Look at the pictures of the fruit enjoying the cool, and feel the laziness of the fruit? Listen, learn from the whistling north wind and feel the cold in winter? Summarize the full text, expand and extend, and understand that only hard work can lead to a happy life.

Teaching process:

first kind

The main task of this lesson is to read the pronunciation correctly, read through the text, read some long sentences well, get a preliminary understanding of what each paragraph is written, and remember the new words in the text.

Second lesson

First, check the import.

1. In this lesson, let's continue to learn the text: ants and slugs? . We learned a lot of words last class. Look: pronounce these words correctly, and this beautiful red flower belongs to you? Can you read well without pinyin? How clever.

(Design intention: Reviewing the learned words with multimedia has aroused students' initiative in learning words, intensified students' enthusiasm for learning, and created a good learning atmosphere for continuing to learn the text. )

Second, intensive reading training

(A) the first paragraph of teaching

1, the word is really easy to read. Through the study of last class, we know a story that happened between ants and slugs. In which season did this story take place? Read the first paragraph of the text carefully and you will find the answer.

Yes, what is the weather like today? It's very hot.

) Yes, show me that sentence: It's really hot in summer. Yes, it's hot! Imagine? Is it really hot? Describe the scene in your own words. Who will read it? Read your feelings. Read by name. Read together.

2. What are the ants doing in such hot weather? Name exchange, food transfer, food transfer? Add some. How do ants move food? Can you introduce it to us? Camera point? Back off, pull? .

The children speak very well. Let's be ants and learn how they move food! Let me ask you, little ant, how do you move food? You have too many ways to carry food.

Summary: Yes! In such a hot summer, ants are still carrying food. How hard it is. No wonder it's all? Sweating profusely

Look, this is the scene of ants moving food! (Animation) After watching these ants move food, what do you want to say to these little ants, children? Do you like these ants? Let's read this paragraph in a favorite tone. The teacher who reads best will reward him with a little ant for a while and bring his headdress to the stage for everyone to see, ok?

5. Take the lead in playing a little ant.

(1) Call the students to wear hoods to perform ants moving grain. Student comments.

(2) Execute again.

(Design intention: Create a language learning scene, create an atmosphere for students to learn how small ants move grain, and see the scene of small ants moving grain, thus turning abstraction into concrete. Through vivid and interesting pictures and sounds, we can stimulate students' interest, guide students' emotional participation, let students have a deeper understanding of the text and take the initiative to contact the text. Let the students really understand the text in the activity, and truly realize the accuracy of words. In addition, the participation of students as a whole fully reflects the subjectivity of students, making the performance no longer a mere formality. )

(B) Teaching the second paragraph naturally

1, transition: ants are sweating when carrying food (blackboard writing). How hard they work! But what is the fruit doing at this time? Read the second paragraph by yourself.

2. Students' feelings after reading: hiding under the big tree to enjoy the cool, some singing, some sleeping, are free.

Let's see, this slug is singing. What's this slug doing? (showing pictures)

Look, one is used here? Hide? How can they hide under the big tree?

Yes, how hot it is! Only in this shade is it most comfortable. Do you see them? Free? . Instruct reading words aloud? Can you pronounce this word well?

3. How nice! After reading the pictures, I believe everyone can understand these sentences better. Read by name, all at once.

4. Fruit freedom (blackboard writing). They saw ants carrying grain. What do you think of Guoguo? Red? Fool? Yes, they are all laughing at ants! Why are they laughing! Do you think it's fun to move food?

Just now, we made industrious ants. Let's be slugs, too. How to laugh at ants? Learn what they say and add actions. Talk to your deskmate and exchange names.

(design intent: by? Figure? Understanding language from the combination of graphics and text. Let the students connect the words with real life from many angles with pictures, and make the abstract words vivid and lovely. Students consciously participate in happy learning, which not only trains Chinese thinking, but also transfers Chinese learning, allowing students to spread their imagination wings and swim in the ocean of knowledge. Improve students' reading ability and deepen their understanding of the language and characters of the article. )

Learn the third paragraph

1, transition: Although the grasshopper is smiling at the ants, the ants are still carrying food happily, so they have a pleasant summer. Then autumn passes, winter comes and the northwest wind blows.

2, blackboard writing: winter. How do you feel after reading it?

It's really cold. Imagine? Is it really cold? Describe the scene in your own words and imitate the whistling sound of the northwest wind.

So who can express the cold in winter by reading aloud? The camera shows the sentence: winter is coming, and the northwest wind is blowing. Read by name, all at once.

How do ants and slugs live in such a cold day? Read the following sentences by yourself. Talk to your deskmate after reading it.

Name exchange: camera learning ant: yes, let's look at the picture. What do you see? How did the food in the cave come from?

In winter, hardworking ants are so happy. Where's the slug? Name exchange

(1) Let's look at the picture. What is the slug doing now?

Yes, they are cold and hungry. They can't hold their breath any longer. Has Guo He ever been proud? Why are you so cocky? Then why are they so proud now?

Let's read this sentence together.

(Design intention: Junior students have poor abstract thinking, so it is difficult to leave a deep impression only by the teacher's narrative or the students' imagination. Let students look at pictures, talk and read sentences, turn static language into a series of vivid pictures, conduct language training, and promote students to read aloud with emotion. )

Third, summarize the full text and discuss it.

1, transition: Just now, the little ant said something to me. He asked the children to read the full text carefully, and then asked me to tell you this sentence. (All students read the text aloud)

2. Show that only hard work can bring a happy life. (read together)

(Overall? Part? Generally speaking, this method is conducive to cultivating the breadth and connectivity of students' thinking. Let students return to the whole reading, trace back to the source, and let knowledge form a system. It is far better to tell the truth to children through the mouth of ants than to teach it directly by teachers. )

Who do you think is stupid who has learned the story?

Stimulate students' interest in inquiry and debate, and have different viewpoints to challenge books and show their personal style in the discussion of problems. )

Now the teacher has two slugs who are cold, hungry and dying. They are in great need of help from others. What do you want to do for him? What do you want to say to him?

Guide students to establish a correct outlook on life and values. To guide students to treat other people's mistakes, we should learn to be tolerant, have love and be good at extending a hand of friendship. )

Fourth, expand imagination and continue enthusiasm.

Fortunately, these helped the slug survive and time passed quickly. In a blink of an eye, summer is coming again. An old slug called everyone together to discuss what to do this summer.

1. Children nowadays are all slugs. You can discuss the problem in groups of four.

2. Students discuss and communicate. Name performance:? What are we going to do this summer?

Please draw him and give it to your partner after class, or you can just make up a new story about "ants and plunge" and tell it to your good friend, ok?

Drawing and telling stories are favorite activities of junior students. I think students must have their own feelings and experiences in the process of learning. Let students imagine, make pictures and make up stories, which not only deepens the content of the text, but also cultivates students' reading enthusiasm. )

Five, teach new words

1. Show pictures of ants: Who wants to make friends with ants? Look at the hidden words behind, hardworking little ants will make friends with you.

Today, let's remember these two new words and show them. Look at the stroke order table and talk to your deskmate about the stroke order of these new words.

Who will be the little teacher to teach us to remember these new words? Teacher's template writing? Grain? 、? Huh? The guide is written in Tian Zige.

4. These two words are words with left and right structures. When writing, pay attention to the left narrow and right wide, and look at the horizontal and vertical center line. Please take out your copybook, color it red, and the teacher will make a tour.

(design intent: literacy and writing are important tasks in junior high school Chinese learning. Creating a teaching link of making friends with ants will lay a good emotional foundation for students' writing interest and good habits. And advocate students to memorize glyphs in their favorite way, and gradually cultivate students' independent literacy ability. )

The teaching idea of the second teaching case of "ant and slug";

New Chinese curriculum standard? Like reading and feel interested in reading? Put it in the first item required in the reading teaching stage of 1-2 grade. Therefore, Chinese teaching should stimulate students' interest in learning, create a good environment for students' autonomous learning, adopt various means to make students like reading, and let students expand their imagination, experience the context, feel the beauty of language and experience their interest in reading.

Teaching process:

First, the overall perception, import text

1 (showing pictures of ants and slugs) Q: Do children remember these two insect friends?

2. Fill in the blanks orally:

This story is mainly about.

In summer, ants and slugs;

In winter, ants and slugs.

3. So how does the text describe the story in detail? In this lesson, let's continue to learn lesson 19 "ants and slugs" and write the topic with the teacher, shall we? Look at the topic together.

Comments:

Proceed from the whole, not only understand the main content of the article, but also invite the roles and organizations in the article. And teachers and students write the same topic, which is undoubtedly another example of writing.

Second, create situations and learn the text.

Situation 1: post a picture of the sun burning and cicadas full of trees, with a recording of cicadas chirping.

(A) learning the first natural paragraph

1. What season is it? Listen, everybody, what's calling? How's the weather? Summer has come, cicadas keep calling in the trees, and the sun shines brightly on the earth. It's really hot. )

Performance: It's really hot in summer.

Who will read this sentence? Read alone and read together.

Look, what are the little ants doing on such a hot day? (Show pictures) Qi said (Show sentences: A group of ants are moving grain. ) watch it together.

Let's see how ants move food. Aren't they hot? Where did you see it? Look at the picture and speak.

4. Can you also act out the scene of little ants sweating when they are moving food? (group performance)

(1) roll call to wear headdress. Teacher's narration: The ant is so small, but the food it carries is so big and heavy that it bends over. Coupled with the hot weather, it is very difficult to move, and walking slowly, my back is sweating, and the sweat keeps dripping. Everyone is sweating.

Please try again, and other students will read the sentences aloud. (Xiu Sentence: Some have a back, some have a pull, and they are all sweaty. )

5. What kind of little ant do you think this is?

6. That's good. Can you read as you say?

Comments:

In junior high school reading teaching, making full use of audio, pictures and other intuitive means to create concrete and vivid image scenes can stimulate students' interest in reading texts; Combined with understanding the content, it can arouse students' desire to express; Timely reading training can often achieve unexpected teaching results. Don't underestimate the role of headdress, it can bring children into the context of the article and make a * * * sound with the text.

Some students think that little ants are too hot. Will you emphasize it when reading? Sweating? Some students stressed? Okay, okay. He believes that it can be seen that there are many ways for small ants to carry food; Some students put pressure on? Everyone? In fact, emphasize that ants are not lazy? "Chinese Curriculum Standard" points out that students' unique feelings and experiences should be paid attention to in reading. ? The students not only felt the fun of cooperation in the performance, but also felt the hard work of the little ants; When reading by roll call, it not only fully embodies the autonomy of reading, but also cultivates students' sense of language.

Learn the second paragraph.

1. In summer, ants carry grain under the scorching sun, but what about those slugs? Look at the picture and talk: What are these slugs? Say its name.

2. (Show: When several slugs saw it, they all laughed that ants were fools. Who will read this sentence? Read alone and read together. What would they say?

3. How do slugs enjoy life? Please read the following sentences. (Show: They hide under the big tree to enjoy the cool, some sing and some sleep, all for free. Would you please read the sentences and act them out with your children? Students practice reading and acting. Read your deskmate by name.

4. What are these slugs doing freely? Anyone can use it? Free? Say something? Who is doing what freely where?

5, if you refuse to work, you only know how to enjoy it, and you think you are smart! We should act self-righteous and carefree. (Show this section) Read by name

Comments:

Excavate the blank of teaching materials and give students a chance to speak. This link is to understand the degree of freedom of slugs in performance and practice speaking. Free? The experience is more profound, thus laying the foundation for students' personalized reading.

Scene 2: Show pictures and play the sound of the northwest wind.

Learn the third paragraph

1. Time flies. It's winter. Listen, children, what's the wind? How do you feel after listening to it? Winter is coming, and the northwest wind is blowing fast. ) Who will watch it? Read it together.

Comments:

Grasp children's psychology, attract and mobilize their various senses, stimulate interest with situations again, and prepare students to think and understand with interest. )

2. Look at the picture. Where are the ants and slugs at this moment? Let's go to the ant's house first. (Show pictures) What are the ants doing? What might they say? How do you think the ants are doing at this time?

3. Who will read this sentence and read the scene that ants are comfortable for the winter? (Show: Ants are lying in a hole full of food for the winter. )

4. (Show pictures) Where are the slugs and what's the situation? What would they say?

5. (display: the fruit is cold and hungry, and can't get up anymore. Who wants to study first, and feel cold and hungry after reading it? )

6. I want to invite all the groups to act together and see which group cooperates well. Soon we can assign roles and see who uses what the children just imagined.

7. Please 1? Two groups are performing on the stage.

Comments:

The emphasis here is on cultivating students' imagination. Einstein said: Imagination is more important than knowledge itself, because knowledge is limited, and imagination summarizes everything in the world, promotes progress and is the source of knowledge. On the basis of imagination, let students perform in cooperation, and develop students' interpersonal intelligence.

Have a rest in class

Children cooperate happily, just like little ants. Let's sing a song to praise them. Sing black ants.

Third, summarize the text and start.

1. Why can ants spend the winter comfortably now and slugs can't get up anymore?

2. (Show: Idioms and Songs) In summer, fruit only cares about enjoying the cool, singing and sleeping, and doesn't think about what to do when winter comes. As a result, in winter, he was cold and hungry, and he could never get up again. so this is it？ He who has no long-term worries will have near worries? . On the other hand, when the weather is very hot in summer, ants have prepared food for winter. Because we are prepared in advance, we won't be hungry and cold in winter. so this is it？ Plan ahead, plan ahead? . Read idioms and songs.

Comments:

The new curriculum standard points out that we should broaden the field of Chinese learning and application. The teaching arrangement here not only deepens students' understanding of the text, but also provides reference for the following. Recite idioms? This study laid the foundation.

After learning this, do you want to say something to ants and slugs? Sentence training: I want to say _ _ to ants. I want to say _ _ _ to Guoguo.

4. Yes, only hard work can lead to a happy life. (Show sentences) Read them together.

5. Who do you think is stupid after studying here? At this time, the class reached a climax, and the students held their own opinions and argued endlessly.

Comments:

The throwing of this question has aroused students' interest in exploration and debate. We say that it is not difficult to instill a unified conclusion in children. What is valuable is the process of thinking and exploring problems experienced by children, the ability to dare to express their different opinions and challenge books, and the ability to think independently. This is real reading, real thinking and full of innovative spirit. Only by reading in this way can we fully show the elegance of each individual and our classroom be full of vitality.

Fourth, imagine painting and continue your passion.

Summer is coming again, and the sun is still burning. At this time, what will these slugs do if they are still alive? Draw with your drawing after class and tell the people around you, ok?

Comments:

The setting of discussion situation strengthens the educational significance of this paper. Drawing is not only a favorite activity of junior students, but also strengthens the internalization of the text content.