Look at the answer alone.

Case name: single fruit academic year: 2008

Teaching case

Teacher: What happened around this magical fruit? Next, the teacher asked you to read text 5- 1 1 silently. After reading it, please summarize it in your own words, ok?

(Students read the text silently)

Health 1: The article says that grandma doesn't want to eat the only fruit, so let me eat the only fruit.

Teacher: Really? Does the book first say that grandma gave me the only fruit? Read a book. Who gave the fruit to whom first?

Health 2: I gave my only fruit to my grandmother, hoping that she would live a long life.

Teacher: (writing on the blackboard: I → grandma) Yes, I'll give the only fruit to grandma first, and I hope grandma will live a long life. That's it. Who will continue?

Health 3: Grandma gave me the only fruit to eat, hoping that I would be smarter after eating it.

Teacher: Then what?

Health 4: Then my mother gave the single fruit to my grandmother, hoping that her grandmother would live a long life, and her grandmother gave the single fruit to her mother, hoping that her mother would be healthy.

(The teacher exchanges blackboard writing according to the students:

make way

My grandma and mom)

Teacher: Come, look at the blackboard. Who will tell the story in a complete and general way? Connectives can be used in the middle. Let me talk about myself first.

(Students can contact and talk freely)

Health 5: I give the fruit to my grandmother, hoping that she will live a long life after eating it. Grandma gave me the only fruit to eat, hoping that I would be smart after eating the only fruit; Then mom gave the fruit to grandma, and grandma gave it to mom, hoping that mom would be stronger after eating it.

Teacher: It's really good. It makes the story clear and orderly. Who wants to talk?

Health 6: I gave the fruit to my grandmother first, hoping that she would live a long life after eating it. Then she gave it to me in the hope that I would be smarter after eating it. Then my mother gave it to her, and she wanted her grandmother to live a long life. Finally, she gave it to her mother, hoping that she would be stronger after eating it.

……

Generalization ability is an important ability. "Generalization" in reading teaching means that students can master the main content of the article through reading and have a more correct and comprehensive understanding of the article.

The generalization ability of junior three students is still weak and needs to be cultivated in daily teaching. So how to cultivate it? How can we make them "tell the story completely and generally?" This needs the guidance of the teacher.

Section 5- 1 1 of the main text of "independence" mainly describes the process of three generations giving and demanding independence. There are many people and complicated relationships, so it is difficult for students to make it clear at once. At this time, the teacher's guidance is needed, and a certain slope needs to be set for students to "jump and pick fruits".

In this teaching clip, I set up three steps step by step: first, let students read the text silently, think while reading, and have an overall perception of this part of the content; Then call the students to communicate, guide the students to sort out the story content according to the development order of things, and write the context of the relationship between the characters on the blackboard; Finally, let the students make a complete summary expression according to the blackboard.

The above fragments show that in this leading process, students' speaking has changed from disorder to order, from fragmentation to complete generalization, and their generalization ability has been effectively cultivated and their expression ability has been fully exercised.

The essence of cultivating students' generalization ability is to cultivate students' thinking ability and expression ability. In fact, it is to guide students to walk back and forth in the text and pay attention to language training, so that students can understand and accumulate language in down-to-earth language training and improve their Chinese literacy.