The lecture of Shrimp is 1 textbook;
"Shrimp" is the first text of the unit "Lovely Little Ascending Ridge" in the sixth volume of primary school Chinese in Beijing Normal University. Through the detailed description of eating shrimp and fighting, the author wrote the cuteness of shrimp and showed the author's love for shrimp.
The text is easy to understand, student-centered, reading-oriented, and aims at teaching students learning methods. By reading the text correctly, fluently and emotionally, students can understand and accumulate words, experience the characteristics of shrimp and feel the author's love.
Tell the teaching objectives:
According to the teaching objectives of this unit and the learning situation of students, I have determined the following teaching objectives:
1. Know the eight new words in this lesson and read and use them correctly in the language environment.
2. Read the text correctly, fluently and emotionally.
3. Understand the life habits and various interesting activities of shrimp, and experience the author's love.
4. Grasp the key words to understand a passage and understand how the author specifically writes around a sentence.
Tell the main points of teaching:
Understand the life habits of shrimp and grasp the key words to understand the content of the text.
On teaching difficulties;
Learn the author's specific methods around one sentence.
Say students:
Junior three students have a certain reading ability, can question the text they read, can understand words with reference books, and can talk about their feelings about related words in context, and have a certain understanding and analysis ability, which is conducive to the development of teaching.
About teaching philosophy:
The process of reading teaching is a process in which each student studies hard to gain individual experience and unique feelings, and it is also a process in which teachers guide students to realize self-construction, learn to read and promote expression in reading practice. At the same time, it also actively advocates independent, cooperative and inquiry learning methods to maximize students' initiative, development and creativity.
Talking about the teaching process:
First, introduce the new lesson (5 minutes)
1, show pictures of shrimp, talk and introduce new lessons. (Intuitive import to stimulate interest)
2. Write the word "shrimp" on the blackboard.
3. Students practice writing the word "shrimp" twice in their notebooks. (Implement writing goals)
4. Question: What do you want to know about dried shrimps when you see this question?
Second, self-reading literacy (6 minutes) (clear the reading obstacles and initially perceive the content of the text)
1, read the text by yourself. Requirements: read the pronunciation correctly, read the sentences, and draw the unknown words first.
2. Show the words and check the mastery of new words:
(1) Two people at the same table drive a train to study.
(2) The whole class studies by train.
(3) Name some students to read the words.
Three. Learn the text (28 minutes)
1, combing the content of the text: 3 minutes (improving reading ability and inductive ability)
(1) What information did you get by previewing reading the text and just reading aloud?
(2) Organize the contents according to natural paragraphs: What knowledge of shrimp is introduced in each natural paragraph?
2. Understand the shape of shrimp: 6 minutes.
(1) Read the natural paragraphs of 1 and 2 quickly and draw sentences describing the shape of shrimp.
(2) Say a classmate's name to read the sentence.
(3) Name two kinds of shrimp in your own words.
(4) Boys and girls read sentences in groups.
(5) Fill in the blanks orally and check the learning effect.
(6) Show pictures of two kinds of shrimps and distinguish them.
3. Learn the third paragraph and feel the fun of shrimp. 19 minutes (independent cooperative inquiry learning)
(1) Read the third paragraph by roll call, and other students draw interesting sentences about shrimp.
(2) Read the interesting sentences of shrimp by name.
(3) Draw action words and write on the blackboard.
(4) Study in groups of four, imitating the caution when eating and the comfort after eating.
First, show the requirements of four-person group activities.
B, exchange feelings.
(5) Read this natural text together and experience the cuteness of shrimp.
(6) Find out the words that indicate the order and say a sentence with the words that indicate the order. (Alternate link)
(7) Show, summarize and call the central sentence, and practice writing in class.
Teaching objectives of Shrimp Lecture 2;
1. Read the text correctly, fluently and emotionally.
2. Through careful observation, I realized the author's favorite prawn.
3. Experience the paragraph-by-paragraph writing of this article.
4. Cultivate an interest in loving nature and small creatures from an early age.
Teaching focus:
1, guide students to read the text with emotion.
2, through keywords, experience the love of shrimp.
Teaching difficulties:
Experience the author's favorite sentence about shrimp and feel the style of the article.
Teaching process:
First, import
Draw a picture with music, review and introduce the topic for everyone to read. Who can describe the shrimp you observed with the following words? How carefully you observe!
Teacher: Students, why do you observe so carefully? Blackboard: I like to read the text by myself quickly with such a mood and continue to observe this lovely shrimp.
Second, review.
1. Who remembers what we asked last class? Do you like shrimp? Why?
2. Transition: Let's go into the text and continue to feel the endless fun brought by this lovely shrimp.
Third, learn the third paragraph: eating shrimp is really interesting.
1, display learning tips:
Please read the third paragraph of the text by yourself and draw with "—"which sentence is this part written around? Which sentences make you find shrimp interesting? Draw a picture with "~ ~" and read it. Mark the words with *.
2. Students approve paintings and teachers patrol.
3. student report (who will say? ), teacher's camera guide:
Default 1:
1 They are very careful when eating. They always gently touch the food with pliers first, then quickly retreat, touch it again, then retreat until they feel no danger, and then clamp the food with two pliers to eat.
It can be seen from this sentence that the shrimp is alert when eating, always alert, like a smart kitten. How to show this caution? You watched it again?
3 Look! How clever this shrimp is. Fill in the verb diagram on the triangle and read it together. What can these repetitive verbs show in particular? Please mark the words that indicate the order in this sentence like the teacher. (Back to casting raw standard? ) Fair price! Let's see who can use these words to say that when a kitten eats ... (Click on "the kitten has eaten" PT, and report for life)
Quotation: Let's experience the shrimp's careful eating again ... Fill in the blanks and read the sequential words together.
Here are two groups of sentences. Read it yourself. How do you feel after reading it?
Courseware demonstration:
They were careful when eating and felt that there was no danger. They clamped the food with two pliers and then ate it.
They are very careful when they eat. They always gently touch the food with pliers first, then quickly retreat, touch it again, and then retreat. They felt that there was no danger, so they clamped the food with two pliers and ate it.
Health: I didn't know until …… This process is very alert and careful.
Who can try reading it? Read carefully and relax.
5 Play biological pictures. How interesting! Who will read it again?
Transition: Where else did you feel the interest of shrimp?
Default 2:
1 Display: Full shrimps are very comfortable, some are swimming around, some are chasing each other, and some are resting on the tank wall.
It can be seen from this sentence that they are very comfortable and look interesting after eating.
3 Look! Pictures of shrimps in various postures+and ... these interesting shrimps! They ...?
Let's read together.
Teacher: Shrimp is really interesting.
Students read together: multiple pictures+the second sentence students read. Multi-picture+read the third sentence
Summary: What is the relationship between the sentence read by the teacher and the two sentences you read? (Total score: interesting: 1 Eat carefully, 2 feel comfortable after eating)
Who can sum up the feelings of this paragraph? (Shrimp's careful eating and relaxed after eating make me feel very interesting and bring me a lot of happiness. ) You saw it and heard it. How interesting! Feel this mood and read the third paragraph together.
Fourth, learn the fourth paragraph: shrimp has a bad temper.
1, the habit of eating shrimp is so interesting. Now let's continue to feel the endless fun brought by shrimp and learn the fourth paragraph by ourselves with the learning method just now.
2. Show the learning skills of self-study.
Learning skills:
Please read the fourth paragraph of the text by yourself and draw with "—"which sentence is this part written around? Which sentences make you feel that shrimp has a bad temper and looks interesting? Draw with "~ ~" and mark the text with "*".
Communicate in groups after self-study. Teachers patrol.
3, student report, teacher video guidance:
Default 1:
1 Show: If you move those resting shrimps with a small bamboo branch, they immediately jump to other quiet corners and dance their slender feet in front of them, as if they were angry all the way. The pliers at the ends of their feet are opened one by one, their beards stand up and their eyes pop up.
It can be seen from this sentence that the shrimp is angry at others for provoking it. ...
Especially immediately, jump, and react violently.
Angry, like a bad-tempered child, I guess, as a person's character.
Keep jumping, one after another, one after another, one after another, one after another, one after another, extremely
Angry (blushing and thick neck)
Please look at the big screen. Who will read these phrases? PT Red: Immediately jump up and dance like angry, one by one, one by one, one by one.
What did the students find? answer
These phrases are related. Through them, we can see the attitude, actions, even emotions and fierce reactions of shrimps when they are extremely angry. Who can connect this long sentence?
This is the writer's language. Through words, we feel that shrimp's temper is vivid and anger is so interesting. Can you use an idiom to describe shrimp at this time? Read it (angrily).
Default 2:
1 Transition: What a lovely elf! What other sentences reflect the cuteness of shrimp?
At this time, if you meet a wandering companion, they will fight. Shrimp fights are fierce, and it is common to jump out of the water.
Expand full-text reading
3 show sentence contrast:
Shrimp fights are fierce, and it is common to jump out of the water.
The shrimp war is fierce.
Why doesn't the author use the word "fierce" here? Fierce. Fierce? It is not enough to highlight its fierce character and hot temper.
Oh, you must be careful not to provoke these angry little guys. Read (PT: If you use ...)
You should be careful not to run into the shrimp that is losing its temper. Read (PT: at this moment ...)
What do you feel through your reading?
Health: Like burning explosives, three-year-old children get angry when they are teased and fight. What a short-tempered little guy. Regardless of the enemy, fierce and lovely.
How to interpret this little guy's bad temper? Who will try? Guidance: react a little more fiercely, and the boys will do it again.
Summary: In this passage, the author grasped the movements and demeanor of shrimp, pondered the mood of shrimp, and wrote his favorite shrimp. This little guy, even angry, is so interesting, quite interesting. From this description, do you like shrimp? Let's read the above sentence again with the author. (PT fourth paragraph)
What else makes you feel interesting?
6 5, 6 natural paragraph blackboard writing: endless Yes, there are more and more lovely shrimps. What will be more and more?
Shrimp will bring more and more fun, and so will our happiness. )
Comments: It is such an unfinished ending, which is memorable.
Verb (abbreviation of verb) abstract
Teacher 1: What kind of shrimp do you think this is after learning here? Who can give this article another title? Shrimp.
Health: Interesting and lovely.
Think about it: Do I like shrimp? Why? Try to talk about (discuss) blackboard writing with blackboard writing: environment, appearance, diet and temper. Through careful observation by the author, this paper finds that shrimp's (living environment, appearance at different stages, eating state, losing temper and magical reproduction) are very interesting and bring people endless fun. Between the lines of the article is the deep affection of prawns.
Teacher: This is the author's observation and description of prawn. Let's feel this lovely little soul through the author's language. (Read the full text)
Sixth, divergence
Clever writing and exquisite description
Tip:
Imitate the text and write a favorite animal around a certain aspect of the characteristics of small animals.
Pay attention to the use of accurate verbs and conjunctions; Pay attention to the description of small animals.
Seven, optional homework:
If you like reading aloud, read the text and introduce shrimps to your parents.
Love to write:
Write the fierce scene of shrimp fighting;
Imitate the text and write a little animal you like.