Teaching Fragments of Camel and Sheep and Comments on Camel and Sheep

Teaching goal: Understand paragraphs 2 to 4 of the text, so that students can understand that it is wrong to look at themselves and others in an all-round way and only see their own advantages and disadvantages. Teaching process: Teacher: Last class, we read the text for the first time and learned the first paragraph of the text. Now please recall, what are camels and sheep arguing about?

Health: Camels and sheep are arguing about whether it is better to be tall or short.

Teacher: That's right. How do camels and sheep prove their point of view? We will continue to learn the text in this class.

Teacher: (Illustration) Who's in the picture? What are they doing?

Health: There are camels and sheep in the picture.

Health: Camels are eating leaves. Sheep lift their front legs and lean against the wall. Their necks are high, but they still can't eat leaves.

Comments: In the guide pictures, train students to say complete and coherent words.

Teacher: The children observed carefully and spoke very well! What is the content of this picture? Please read the book and find the paragraph corresponding to this picture.

Student: The second paragraph of the text is about this painting.

Teacher: Let the children read the second paragraph while looking at the picture and think about what camels can use to prove that their height is better than their height.

Health: Camels look up and eat leaves, but sheep can't eat leaves.

Health: Camels can eat leaves from high places, but sheep can't eat leaves.

Teacher: Yes. There is a sentence in the book that describes the growth of leaves. Please find it and read it. (Students read aloud freely)

Teacher: The word "dense" appears in this sentence. How to understand it? (Pointing at the picture) Please think about the picture. What does dense mean?

Health: It means that the leaves are much denser, and it also means that the leaves are thick.

Comments: Guide students to understand words with pictures, turn abstraction into images, make things difficult and easy, and let students understand words thoroughly.

Teacher: Yes. Now let's read on and think: What verbs do camels and sheep use when they eat leaves? Draw them with a pen and read them.

Health: Write that camels use "look up" when eating leaves.

Health: Sheep eat leaves by "lifting, scraping and stretching".

Teacher: Yes. (The slide shows two sentences: 1. Camels eat leaves as soon as they look up. 2. Camels eat leaves. Look at these two sentences, think about which one is good and give a good reason.

Health: The first sentence is good. This sentence is smoother.

Health: I think the first sentence can better explain that camels eat leaves effortlessly.

Teacher: That's good. (There are two more sentences in the projection: L. The sheep lifts its front legs and rubs on the wall, with its neck stretched out, but it still can't eat. 2. The sheep still can't eat. Please read on and think about which sentence is good and why.

Health: I think the first sentence is good. This sentence can better explain that it is hard for sheep to eat leaves.

Health: I think the first sentence is good, because the use of verbs such as lift, scrape and stretch can better explain that it is difficult for sheep to eat leaves.

Teacher: Everyone understands! Through reading, we can better understand the accuracy of the author's words. In the future, you should learn from the author's meticulous description of things.

Teacher: Now, please keep thinking. What are the moods of camels and sheep at this time?

Health: Camels are very proud.

Health: The sheep are in a hurry.

Comments: By guiding students to compare sentences, it not only helps students to thoroughly understand the meaning of words, but also enables students to realize the accuracy of using words and lay a certain foundation for future writing. Then, teachers continue to guide students to develop reasonable imagination, deeply understand the psychological activities of camels and sheep, and let students speak out. This not only trains their oral language expression ability, but also develops their thinking.

Teacher: Let's read this paragraph again and see who can express their feelings through reading. (Students read aloud emotionally again)

Teacher: Now let's perform this paragraph together.

Comments: Classroom performance creates a relaxed and lively learning atmosphere for students, which enables students to easily understand the content of the text, enhance their sense of participation and exercise their various abilities.

General comment: Classroom teaching should be a process in which teachers and students participate, interact and creatively achieve teaching objectives. Teachers pay attention to students' knowledge needs and cognitive rules, take students as the main body, implement language training in the voice of reading, develop students' thinking and cultivate students' ability in a lively atmosphere. In teaching, teachers pay attention to teaching students methods, guide self-study, strengthen thinking training, and language training is also very effective, which better reflects students' dominant position.

Liu, female, teacher, now lives in Baokang, Hubei.