Lecture Notes on "Ants in the Book" for the fourth grade of primary school Chinese language volume 1

Lecture notes for the fourth-grade Chinese language volume "Ants in the Book"

As a dedicated people's teacher, I often have to prepare lesson notes. With the aid of lesson notes, I can effectively improve myself. teaching ability. How should we write lecture notes? The following is the textbook "Ants in the Book" for the first volume of Chinese language for the fourth grade of primary school that I compiled for you. It is for reference only. You are welcome to read it.

Lesson 1 for the first volume of Chinese language for the fourth grade of primary school "Ants in the Book"

Learning objectives:

1. Master the 8 new words in this lesson and recognize one word . Understand words such as "lonely", "easily" and "happy".

2. Read the text correctly and fluently in Mandarin, and be able to repeat it.

3. Study the text, grasp the plot of the story, and clarify the causes and consequences of things. Get a preliminary understanding of the role of Chinese word order in expressing semantics, and do simple word order change exercises.

Learning points:

I know what new and interesting things happened to the little ant after he lived in the old book.

Learning difficulties:

Retelling the text makes us feel the magical power of language.

Tutorial process: (teacher-student interaction)

First lesson study guidance, knowledge link

1. Introduction of doubts

(The teacher writes the topic on the blackboard, and the students read the topic together.)

Students, after reading this topic, what do you particularly want to know?

So let us bring these questions today , let’s read Lesson 3 together.

2. First reading

Read the text by yourself. Think about what is written in the text, and circle the new words while reading. After reading the text, read the circled new words several times until you are proficient.

Check new words.

Return the new words to the text and then read the text. Think about what questions you still don’t understand that you can ask after reading the text.

3. Intensive Reading

1. Teacher: After reading this story, do you know what happened? (Name and summarize freely)

2 , learn paragraphs 1 and 2

3. Read paragraphs 1 and 2 by name. What do you know? What happened? (Name and say)

4 , classmates, if you were this little ant, you woke up and found that you had become flat, what would you think?

4. Independent learning

1. Learn 9 words including "wall, zero".

2. Let students learn more about the glyphs: Suishou: Shuishou. It is explained in the article that the little ant came to the book by chance, which is also the reason why the story happened.

Willingly: willingly.

stamen: the collective name for the stamens and pistils of a flower.

Tutorial process: (teacher-student interaction)

Second lesson

1. Review introduction

Through reading in the previous lesson, We learned that the little ant was accidentally caught in an old book by the little girl, so what new and interesting things happened next? Let’s continue to study the text.

2. Understand the text and comprehend while reading.

1. Freely read paragraphs 3-6 of the text and think: What new and interesting things have happened since the little ant lived in the old book?

2. Students read the text aloud, Answer by name.

3. Guided reading: The little ant is very happy to make a word, and it is running around in that very old book. Other characters also imitate it to dance and visit each other. How happy they are!

Now I will ask three students to stand up and read paragraphs 2-6 in different roles. See if you can read the joy of the little ant and the words in the book?

(Experience the joy of the little ant and the awakening of the words.

Pay attention to the reading of the description of the little ant in the narration. ——Experience "Walking Words")

4. Under the influence of the little ants, the words in the old books have turned into walking words. So think about it, what will this book look like?

(Students are allowed to use their personal imagination appropriately)

5. Please read aloud 7-12 of the text freely. part. What magical things happened after all the old books were filled with "walking characters"?

(Introduction from students)

6. Where can you feel the little girl being influenced by What attracts you to this old book?

(Read paragraphs 8-9 of the text, and grasp the "breath" and "can't help" to guide the reading.)

A book Why did the little girl read the old book that had been put away for a long time on the first day, the second day..., "in one breath" and "can't help"?

Read paragraphs 10-12 of the text silently.

3. Provide guidance in retelling the text. Fourth-grade primary school Chinese language volume 1 "Ants in the Book" Narrative Lesson 2

1. Narrative textbook.

1. Talk about the content: "Ants in the Book".

2. Textbook Analysis This is a fairy tale with simple content but very interesting plot. The language of this article is lively, contemporary, full of childlike interest, and can stimulate children's imagination and creativity. The first two paragraphs of the text explain the origin of the story: a little ant, because he was sleeping in a small flower, was picked by a passing little girl without knowing it. It was caught in the book along with the flowers and turned into a flat ant. The author uses strange imagination, appropriate metaphors, and exquisite ideas to make the anthropomorphic image of "ant in the book" so smart and magical. An old, unread book, because of the arrival of a little ant, all the words in the book turned into walking words, full of vitality. Because these words lead a happy, colorful and poetic life, the book becomes colorful and full of "magic" every day. Magical ants, lovely words. It allows us to feel the charm of alternative fairy tales and the charm of Chinese characters.

3. Teaching material arrangement features: "Ants in the Book" is arranged in the third lesson of the fourth unit of the Hebei Education Edition primary school Chinese textbook. "Children's Life" is guided by the theme of this unit. The selected articles focus on childlike innocence, childlike fun, and special childhood experiences. Some are refreshing and pleasant to read, such as the sweet memories of enjoying "Sugar Man" with friends, and some are mysterious and novel, such as who are the little ants in the book? What wonderful experiences have they had? Others This text brings heaviness and reflection. This text is the third lesson of this unit. It is a self-read text. Learning this lesson should be based on the students' actual life. Through the study of the text content, students can feel the richness of life around them. Colorful, feel the endless fun in childhood life, learn to observe life with your own eyes, and describe life with your own pen.

4. Teaching objectives:

Knowledge and skills:

(1) Correctly read "Rui, Chen" and master the seven written characters, Understand the meaning of new words.

(2) Read the text emotionally.

(3) Learn about the interesting things that happened after the little ant entered the book.

Process and method:

By creating situations, stimulating imagination, combining reading and writing, and by guiding characters to read aloud and perform fairy tales, students can be integrated into fairy tales and experience the life of little ants. The agility and vitality of Chinese characters.

Emotions, attitudes and values:

Feel the magical charm of fairy tales. Feel the charm of Chinese characters and inspire students to love Chinese characters.

5. Important and difficult points in teaching:

Key points in teaching:

Taste the language, read emotionally, and understand what interesting things happened after the little ant lived in the book. Things, especially the wonderful changes it makes old books, are the focus of teaching.

Teaching difficulties: Feel the magical charm of fairy tales and the magical power of language and characters. Use your imagination and write freely.

2. Academic analysis:

Childhood is a dreamy age. Children have innate sensitivity and enthusiasm for fairy tales. After three years of Chinese language study, students have been exposed to many fairy tales. They can have a preliminary understanding of fairy tales through self-reading, and their enthusiasm for learning must be very high. However, it is still difficult to accurately grasp and understand the storyline in the text. It needs to be gradually understood from the shallower to the deeper under the guidance of the teacher. In addition, in the classroom, teachers use pictures, animations and other forms to enrich students' emotional experience, which can arouse students' beautiful memories and yearning for the fairy tale world, stimulate their enthusiasm for learning, and further deepen students' understanding of the text.

3. Teaching process:

(1) Reveal the topic and introduce new lessons.

(2) Read the text by yourself and get a preliminary understanding.

(3) Enter the fairy tale and appreciate the magic.

(4) Let your imagination fly and practice your writing.

(5) Extracurricular expansion and continuous extension.

IV. Teaching process

(1) Reveal the topic and introduce new lessons.

1. When introducing this lesson, I start directly with the topic and display the courseware first, allowing students to look at the vivid pictures on the courseware while guessing: What do you want to know when you see this topic? Based on this to inspire students to express their enthusiasm.

Default: Students may think: How did the ant get into the book? What stories happened to the little ant after it got into the book? Who is that little ant? If the student talks a lot, then in Finally, it is clear: Our focus in this lesson is to clarify the first two questions so that students can have a clearer understanding of the teaching focus of this lesson.

(Design intention: start with the topic, question and stimulate interest, arouse the desire to read, and enable students to quickly enter the world of fairy tales.)

2. Introduce the author. I used the courseware to display Wang Yimei’s pictures and main masterpieces.

Intent: On the one hand, it is to allow students to remember the author's name and understand necessary literary knowledge. On the other hand, through the introduction of the author's works, it also provides students with a basis for choosing extracurricular reading.

(2) Read the text by yourself and get a preliminary understanding.

1. (Show the courseware) Let students listen to the recording of the text and understand the main content of the text. Accurately mark the pronunciation of new words.

2. Read the text freely, let students circle the new words while reading, and read the words with the new words several times until they are proficient.

3. Check the students’ self-study of new characters and words by presenting courseware. Students communicate with themselves on how to remember words; they use various forms to understand the words in the text.

(For example: words such as "stamen" can be understood through pictures. Words such as "old" and "dense" can be understood in conjunction with the specific context of the text. "Lie", "feed", etc. can be understood through actions Experience and understand. )

(Design intention: improve students’ ability to learn words by themselves, check reading performance, discover reading difficulties, and completely eliminate word barriers.)

4. Reading After reading this text, do you know what happened? (It tells about a little ant crawling and sleeping in the stamens of a flower. A little girl picked the flower where the little ant was sleeping and put it into the book, so that the little ant was Clamped flat, it becomes a walking word in the book. Under its influence, the words in the book can make up new stories every day.)

Purpose: to clarify the context of the text and cultivate students' ability to grasp the text content as a whole)

(3) Enter fairy tales and appreciate the magic.

Teacher: Let’s first see how the little ant got into the book?

Student: A little ant crawled and slept in the stamens of the flower, and a little girl took the flower where the little ant slept. Picked it up and put it in the book.

(Design intention: to bring students into a specific fairy tale mood with the fragrance of flowers and books.)

Teacher: From then on, the little ants settled down in the book, and what happened What new and interesting things are there? Underline the relevant sentences and write your own thoughts next to them. (Inspection, camera guidance)

Default

1. The words in the book speak interesting words. Learn 3-6 natural paragraphs, and read the dialogue between the characters and the little ant. After hearing these words, do you have anything to say or ask? (In addition to appropriate metaphors, this link also has the author’s unique Imagine, use the camera to guide you when teaching. Experience the unique charm of fairy tales)

2. I think it is very interesting that the little ant turns into a word and dances, visits the house, and runs to a different page every day. . If you were one of those characters and saw the word "little ant" that can walk, what would you say? How to do it? (In this link, pay attention to cultivating students' imagination and creativity.)

3. Little ants and Do exercise every day, old books become new books, and new stories happen every day.

(Pay attention to the changes in the little girl’s expression, and guide the students to imagine what new stories there are every day? And tell them.)

(Design intention: around the center, layer by layer Go ahead. Grasp the interchange between the image of the little ant and the image of the word, understand the changes in the book from static to dynamic, and the changes in content from old to fresh, use your imagination, and let the images, language, and emotions in fairy tales be deeply impressed )

Teacher: How will walking characters change old books? Make a word game to let students understand what walking characters bring. This book is a daily novelty. This gives students a new sense of the vitality of words.

(Show the courseware) Change the position of the words or add punctuation, and you will be surprised to find out.

a. Mom combed my pigtails.

b. He agrees and I agree with you.

(Design intention: By creating situations, you can experience the impact of the little ants on this book and stimulate children's imagination and creative desire.)

(4) Let your imagination run wild. , practice writing and creating.

1. After reading the story, who do you think the ant in the book refers to? Why?

2. Do you like the ant in the book? What do you want to say about it? ?

3. Now, how do you feel when you look at the words in these books? (Show the slides) (Let the children see Chinese characters as living ants and feel their colors, sounds, and smells) , images, movements, expressions, etc.)

(Design intention: Let children be good at using their own eyes to discover, use their own minds to think, and use their own language to express. There is no need for teachers to instill it, but It is influenced by subtle penetration)

4. Watch the animation clip of "The Lion King".

5. The ants in these books are cute, let us join their ranks, play together, write down what we see, hear, feel and gain in our lives, we can also boldly create and write Your unique fairy tale, share the joy and sweetness with everyone! (Free writing)

Activity 1: Use your imagination and create based on the pictures of ants.

Activity 2: Use your imagination to write a story based on the provided situation. "The Ants in the Book" Lesson 3 for the fourth grade primary school Chinese language volume 3

Textbook analysis:

"The Ants in the Book" is a fairy tale. This work is very simple in terms of image creation. There is only one image "ant" in the whole article, and the story that happens to this image is also very simple: a little ant crawls and sleeps in the stamens of a flower, and a little girl puts the little ant sleeping in it. I picked the flowers and put them into the book, so that the little ant was flat like a small character in the book. It is such a simple plot, because the writer's conception is very clever, and he uses strange imagination and appropriate metaphors to turn accidental events into inevitable stories.

"There is a walking word in the book" - this is the impact of a very flexible life force and a kind of expression of imagination. It is precisely with this unique "breath" that the stories in the book become colorful, magical and charming because of the "little ants".

Teaching objectives:

Knowledge and skills

1. Correctly read 2 new words, master 7 words that are required to be written, and understand the meaning of new words.

2. Read the text emotionally.

3. Understand the content of the text and experience the magical charm of fairy tales.

Process and Method

Focusing on students’ self-study or cooperative learning, teachers focus on guiding students to master learning methods, such as guiding students to make comments on books or explain texts by themselves, etc. Use imagination to understand the text and experience emotions.

Emotions, attitudes and values ??

Experience the magical charm of fairy tales.

Key points in teaching:

Understanding the content of the text and experiencing the magical charm of fairy tales have become key points in this lesson. Teachers focus on guiding students to master learning methods, such as guiding students to make comments in books or explain the text themselves, etc. to use their imagination to understand the text and experience emotions.

Preparation before class:

Teacher preparation: multimedia courseware.

Student preparation: Preview the text.

Teaching process:

1. Introduce new lessons and stimulate enthusiasm for learning.

1. The teacher guides the students to talk about the fairy tales they know about animals.

2. The teacher writes on the blackboard topic: Ants in the book.

3. The teacher guides students to enter the text with curiosity: What magical and interesting stories do the ants in the book bring us?

2. Read the text for the first time, and learn from it Character.

(1) First reading text requirements: Show the courseware.

1. When students read the text to themselves, they are required to read the text accurately and fluently.

2. Outline the words and sentences that you don’t understand and discuss them in the group first. If you can’t solve the problem, discuss it with the whole class.

(2) Teachers check students’ self-study status.

1. Read the text in the group, and the teacher will read the text by name.

2. The teacher checks the word recognition and reading. The courseware shows the new words in this lesson

stamen, old, finely divided, densely packed, quite happy, cover.

Words such as "stamen" can be understood using pictures.

Words such as "old" and "dense" can be understood in conjunction with the specific context in the text.

Teachers still focus on guiding students to use different forms to understand words.

3. On the basis of understanding the words, the teacher strikes while the iron is hot and guides the students to memorize the glyphs and learn to write.

Discuss in the group how to better remember these words and how to write them beautifully. The teacher focuses on guiding the writing of "feed" and "break".

3. Read the text again and understand the content.

(1) Requirements for re-reading the text: Show the courseware.

1. Read each other’s texts at the same table.

2. Think while listening: What does the text talk about?

(2) Communicate with the whole class.

Communication default: The little ant was sleeping in the stamens of the flower. A little girl picked the flower in which the little ant was sleeping and clamped it into the book. In this way, the little ant was flattened like a book. There is a small moving character in it.

4. Perceive the text as a whole and get closer to the characters in the fairy tale.

(1) The courseware provides reading tips.

1. Students read the text repeatedly, ask questions they don’t understand, and make comments in the book.

2. Students cooperate and communicate in groups to solve problems.

(2) Question preset: Courseware is provided.

1. Why is there a little ant in the book?

2. What did the little ant in the book do?

3. In the book Why do ants turn old books into new books?

……

The teacher provides camera guidance based on students’ understanding of the problem.

The teacher concluded: "There is a walking character in the book" - this is the impact of a very smart life force and an expression of imagination. It is precisely with this unique "breath" that the stories in the book become colorful, magical and charming because of the "little ants". The courseware provides the teacher’s summary

5. Students read back the text and retell the text.

Teachers can guide students to change roles to retell the text.

6. Extend reading. Courseware is presented.

1. Read some classic fairy tales.

2. Compare the differences between this fairy tale and previous fairy tales. ;