"Swan, Prawn and Barracuda" is a theme text in Unit 8, Book 3 of the New Century Small Language Textbook. "Cooperation" is the prominent theme of this unit. This text chooses a world-famous Russian fable with vivid pictures to illustrate the reason why things can't be done because of non-cooperation. Although the text is short, the language is vivid and profound, and it is a masterpiece that can arouse students' thinking.
Second, the analysis of learning situation:
Most students in our class like reading, they can understand the main content of the text through their overall perception, exchange their reading feelings on topics of interest in reading, like sketching and accumulating their favorite words, and consciously practice using them under the guidance. Because students are located in the center of Lanzhou, a considerable number of students are influenced by Lanzhou dialect, and the front and back nasal sounds are easily confused. According to the age characteristics, knowledge and life experience of the students in this class, it is difficult to solve some words in the text that are difficult to understand and far away from the life of urban students by themselves. Teachers need to use various methods to guide them in learning activities to help students understand and accumulate. In order to encourage students to learn and use Chinese, we should also make full use of students' known experience, review and apply literacy methods, read texts and read texts, deepen understanding and accumulate in the learning process of organic combination of the two, and gain insight and thinking.
Third, the teaching objectives:
1, read the text correctly, fluently and emotionally, understand the necessity of cooperation, and guide the society to cooperate with others.
2. Know the eleven new words in this lesson and learn the new radicals "Bow" and "Mao". Infiltrate new words beyond the vocabulary list and continue to practice using the learned word recognition methods.
3. Accumulate words, understand the meaning of words, and initially cultivate the learning ability to understand words in context.
Fourth, teaching preparation:
1, collect relevant information about animals.
2. Multimedia courseware and new word cards.
Five, teaching record:
(A) the introduction of new courses.
Teacher: Students, do you like animals?
Health: Yes.
Teacher: What animals do you like? What skills do they have?
Health: I like kittens. It can catch mice.
I like little monkeys. Their skills are climbing trees and mountains.
I like sika deer. It runs very fast.
I like ...
Teacher: You know a lot about animals!
(The courseware shows pictures of swans, prawns and barracuda)
Now the teacher asks you to tell me, among these three animals, which one do you know and what are their skills?
Health: The first one is a swan. It can fly. (Teacher's blackboard: Swan)
The second one is shrimp. It can swim. (Teacher's blackboard: prawns)
The third is a fish. It can swim, too.
Teacher: That's right!
(referring to the picture of barracuda) Who knows the name of this fish?
Ask the students to try to say. If the students can't answer, the teacher will explain and supplement at random.
Teacher: This is barracuda. (On the blackboard: barracuda points out the word "spindle") Please read after me. (Students read)
Teacher: Shuttle is a tool for weaving. It is pointed at both ends, thick in the middle and shaped like a jujube pit. (talking and acting) This shape is a spindle.
The name of barracuda is named after its physical characteristics.
Teacher: Today, let's learn a world-famous fable. It was written by Russian writer krylov.
(Students read the topic together)
(2) Read the text for the first time and learn new words.
Teacher: What is written in this text? Please open your books, read them, point out the words you don't know, and use the learned word recognition methods flexibly to learn. If you can't solve the new words yourself, cooperate with your classmates in the group to learn.
Students can read the text freely and quietly, and learn new words by pointing. Teachers participate in the guidance and encourage students to learn memorization by various methods. Students who learn new words raise their hands. )
Teacher: Just now, the students taught themselves very actively and seriously. Now please listen to the teacher read the text. Pay special attention to the pronunciation of the words you point out and listen to whether the teacher reads them correctly.
After reading the text, teachers ask students to evaluate whether it is correct and fluent. )
Would you like to read like a teacher and read to your classmates?
Read the text by name and check the pronunciation at random. Students read each other's texts, evaluate each other, and help each other correct the pronunciation according to the reading situation. )
Teacher: The students read the text very carefully and carefully. Who knows what the text says?
(Students briefly talk about their feelings at first reading. )
(3) Read the text again to understand and accumulate words.
Teacher: At ordinary times, students have accumulated a lot of words in reading. Do you want to enrich your word "treasure chest"?
(Students read the text silently, sketch the words, and then read each other with their deskmates. )
Teacher: Now we continue reading the text with an interesting reading method. The teacher leads the reading, and you go on reading, ok?
Health: Good!
Teacher: If the partners are not single-minded ...
Health (Qi): Nothing can be done well.
Teacher: Make trouble ...
Health: it's a waste of effort,
Teacher: In the end ...
Health: You can only ask for trouble.
(Teacher's courseware shows words: partnership makes trouble for itself)
Teacher: Let's read these words together.
(Students read the words together. )
Teacher: (showing the word card: annoying) It reads …
Health: annoying.
Teacher: Next to the page is a radical we learned in Unit 7. It means ...
Health: It has something to do with the meaning of the head.
Teacher: So, to make up a jingle for the word "annoying" is ...
Health: The fire is burning on the head, which is pronounced "annoying".
Burn one's brow and pronounce it "annoying"
(Read the words together: ask for trouble)
Teacher: Please find a word with similar meaning for "asking for trouble".
Health: Ask for trouble, trouble, and bad luck ...
Teacher: Good understanding!
(Students read the word "partnership" as instructed by the teacher.)
Who is in a group with whom in the text?
Health: Swan, prawn and barracuda form a group.
Teacher: Three animals prepare in partnership ...
Student (Qi): Pull the cart.
Teacher: Yes! Let's continue reading the text.
Once, swans, prawns and barracuda ...
Student (Qi): I want to run with a cart.
Teacher: They all set themselves up ...
Health (Qi): Pull and pull desperately, but the cart can't move a step.
Teacher: Not bad!
(Courseware shows the words: desperate to be trapped)
They read ...
(Students read the words together, focusing on the correct pronunciation of "spelling" in the front nasal sound. )
Teacher: Who can teach students to know the word "que"?
Health: The one on the left is "Qu" and the one on the right is a one-ear knife, which is pronounced "Que". Please read after me.
Teacher: Let's read this sentence with the new word "que" again.
Teachers and students (Qi): They all trapped themselves and pulled and pulled desperately, but the cart couldn't move a step.
Teacher: Please try to change the word "que" and read this sentence. Try it quietly first, and then raise your hand to read it to everyone.
Health: They all trapped themselves and pulled and pulled desperately, but the cart couldn't move a step.
Teacher: What a brainy and learning child!
Teacher: (The courseware shows the illustrations of the text to guide the pictures) Observe carefully. How do swans, prawns and barracuda trap themselves?
(Students observe for one or two minutes. )
Health: They tied one end of the rope around their necks and the other end to the cart.
Teacher: the observation is very accurate! The expression is also very clear!
This is called pulling a condom. What are three animals doing in partnership?
Health: partnership.
(Teacher's blackboard writing: partnership)
Teacher: (showing the word card: set) Can you use this word group to make more words?
Health: gloves, coats, sleeves, shoe covers, a house ...
Teacher: One-word multi-word method can help us learn to accumulate more words. I hope students can practice using it often.
Teacher: (Continue reading) Although the car is not heavy, the swan …
Health: stretch your neck to drill into the clouds,
Teacher: Prawn ...
Health: bow your waist and lean back hard.
Teacher: Barracuda ...
Health: I want to jump into the water.
(the teacher courseware shows the words: although I bow my waist hard. Students recognize reading, and the teacher focuses on the correct pronunciation of the nasal sound "Jin". )
Teacher: Please do a hunch.
(Student Action Demonstration)
Students understand accurately! So did you remember the word "bow"?
Health: The left half of the word "Zhang" is pronounced "bow".
Teacher: That's right. This word is an pictograph. What does it look like to you?
Health: It's like bending a bow into a zigzag shape.
Like ..
Teacher: Your imagination is very rich!
The word "bow" is still a radical word. In the combined characters, it is called the side of the bow. Say it together, class.
(Students read together)
Teacher: The last sentence of the text is very interesting. Shall we read it together?
Teachers and students (read together): Who is right and who is wrong is out of our control. All we know is that the cart is still in its original place.
(teacher courseware shows words: so far, who is who is who has not moved. Students can read words. )
Teacher: Who can change these three words in the last sentence of the text and read this sentence?
Student: (Try reading in groups. Report and read. )
Who is right or wrong is none of our business, except that the cart has not moved until now.
..... cart until now, did not move.
Teacher: The students' ability to understand words is getting stronger and stronger. I'm so happy for you!
(Show the word card: I haven't checked my literacy yet)
There are many strokes in the word "milli". Do you have a simple and effective way to remember it?
Health: Click the word "mouth" under the horizontal part, a cave treasure cover under the mouth and a word "hair" at the bottom.
I learned it by looking it up in a dictionary.
I ...
Teacher: There are so many ways for students to read! Some use the combination method of familiar parts, some use the new literacy method-radical word search method, and some use the words they know to change. Methods ... These literacy methods should be practiced in the future reading process.
Teacher: Now, let's take a look at today's literacy achievements.
(The team members read the new words under the leadership of the team leader. The group leader shows the word card and the students read it. Teachers have targeted guidance. )
What words have you added to your word "treasure chest" through today's study? Let's look at the big screen.
(Reading by train, rushing to read, and reading in unison: the partnership is struggling to find trouble, but it has not moved a penny.)
Teacher: Which words do you like best? Can you say a word with it?
(Students report the accumulation of words)
Teacher: Paying attention to accumulating words in reading is a good study habit, which can help us improve our reading level.
Students should consciously practice using it in writing and speaking exercises in the future.
(4) Understand the text and read the text with emotion.
Teacher: The students know new words and have accumulated a lot of words, so they will definitely read the text more skillfully. Do you want to read the text in partnership with your classmates?
Students read the text in groups. The team leader organizes the evaluation. Report to the class and read aloud. )
Teacher: (According to the report, instruct reading aloud. (What part do you think the classmate read brilliantly just now? Try to read it.
Please help him find out his inadequacies through your reading aloud.
(Teachers and students exchange roles, the teacher vividly demonstrates reading, and every word is given when reading "untouched", which emphasizes the tone. )
Would you like to compete with the teacher to read aloud?
Teacher: Which sentence, or a few sentences, or a paragraph do you think you read very well and want to read it to everyone?
(Students report reading aloud, teachers give random guidance, and give targeted evaluation in time. )
Teacher: After reading this text, there was a question that aroused my thinking. Three animals cooperated to pull the condom, but the cart didn't move. Did any of them slack off and didn't work hard?
Health: No, they all pulled hard.
Teacher: What do you want to say to these three animals?
Health: What I want to say most is that you should all pull forward hard, so as to pull the cart.
..... One dives into the clouds, one leans back, and the other jumps into the water, and the power is dispersed, so it is impossible to pull the motor car.
Teacher: It can be seen that the reason why the cart hasn't moved a cent so far is not because the three animals don't work hard, but because …
Health: No cooperation.
(Teacher's blackboard: no cooperation, no move)
Teacher: (according to the summary on the blackboard, guide oral practice)
Health: The three animals cooperated to pull the condom. Because they didn't cooperate, the cart hasn't moved a penny so far.
Teacher: Is there any situation in life where everyone works in partnership and can't do it well because of lack of cooperation?
Practice speaking and guide students to realize the importance of cooperation.
Attached book design:
Swan, prawn and barracuda
Partnership, no cooperation, no change.
(5) Teaching reflection:
Although the text is short, it is meaningful. In the process of teaching, literacy is organically combined and interpenetrated, which makes the task of literacy and literacy really fall into practice. Insist on understanding words in context, on the basis of understanding, deepen the understanding of the text and words, thus helping students accumulate words and use words, which is in line with students' cognitive law. Students have a strong interest in learning and are willing to participate. However, from the subjective point of view of students' learning, what is lacking is to encourage students to question boldly and explore independently. How to give full play to students' subjective initiative in learning, while ensuring that classroom teaching objectives are implemented, needs to be constantly tried in future teaching.