A crow is drinking water.
A crow was thirsty and looked for water everywhere. The crow saw a bottle filled with water. However, there is not much water in the bottle, and the mouth of the bottle is small, so the crow can't drink water. What should we do?
The crow saw that there were many pebbles beside him, so he thought of a way.
The crow put pebbles into the bottle one by one, and the water in the bottle gradually rose, so the crow drank the water.
Teaching Design of "Crow Drinking Water"
Teaching objectives:
1. Learn the text, understand the meaning of the words "thirst, ubiquity, gradual" and use the word "gradual" correctly by contacting the context, looking at pictures and connecting with real life.
2. Understand the content of the text and experience the mood changes of crows from "looking for water to drinking water". Can simply retell the story, and know that when you encounter difficulties, you should actively use your brains to find ways.
3. Read the text correctly, fluently and emotionally to cultivate students' reading ability.
Teaching emphases and difficulties:
1. Read aloud and feel the text.
2. Understand that when encountering difficulties, we should actively use our brains and find ways to solve them.
Teaching preparation:
Multimedia courseware, transparent bottle (filled with half a bottle of water), stone, new word card with crow picture and water bottle picture as the background.
Design concept:
Carefully create practical activities, give students opportunities for independence, cooperation and exploration, encourage students to question and ask difficult questions, tap students' creative potential, activate students' thinking and imagination, respect students' personality, attach importance to students' mutual evaluation, promote students' development, and pay attention to students' understanding, accumulation and application of language in language practice.
Teaching process:
First, stimulate the introduction of interest and review old knowledge.
1, Conversation Guidance Class: (Show courseware) This morning, the teacher passed by the street park and met some birds. They know that the children in 1 (2) class are great and want to make friends with everyone. Look, here they come! (Randomly show pictures of six kinds of birds: yellowbird, peacock, canary, crow, red-crowned crane and blue magpie with red mouth) Encourage children to talk: "What kind of small animals do you like best? Why? " The teacher said that he likes crows best. What is the reason? After learning the text "Crows Drink Water", you will naturally know the answer. (On the random board, there is a card with the picture of crow and water bottle as the background. The children have free books, and the teacher continues to write "water" on the blackboard and read the topics together.
2. Review the exam. (Courseware shows word cards) Driving a train to read.
3. Distinguish between "thirst" and "drinking". Instruct the child to say: "Drink water with your mouth, thirst needs water." Let's do something. Then the courseware shows the exact words of "a crow's mouth (), looking for water everywhere ()". Consolidate the difference between "thirst" and "drinking".
Design intention: Because the children in Grade One are lively and active, they are easily distracted in class. At the beginning of the class, the teacher led the students to further consolidate the words learned in the last class through vivid forms, which not only stimulated the students' interest in learning, but also created a relaxed and happy learning atmosphere.
Second, the situation reappears, reading comprehension.
(1) Read the text freely and guide the students to show the phrases about "drinking" in the text. (teacher's camera blackboard: find water to drink, don't drink, drink water)
(2) Teachers' guidance:
1, the teaching of "thirst". Students talk about their feelings about "thirst" according to their actual life.
2. "Everywhere" teaching. Students watch the animation of crows flying around looking for water to drink. Think about it:
Where did the crow fly to find water? Who can play "crows look for water everywhere"?
3. Read the instructions aloud. It is not easy for crows to find so many places. How to read it? Please open your books,
A crow was thirsty and looked for water everywhere. Read it. Ask the students to learn the movements and expressions of crows, and read while flying. (Teacher's evaluation and encouragement) The crow finally found a bottle of water. Look, at this moment, if you were this thirsty crow, what would you say? How do you feel? Draw students to read the second sentence in a happy mood. (Student evaluation)
Although the crow found water, it couldn't drink it. Do you know why? Where did you know that? Please tick it out.
5. (Play the animation of the crow seeing the water and finding the bottle) Let the students carefully observe the bottle and the amount of water in the bottle, use your fingers as the crow's mouth, reach the transparent bottle filled with water prepared before class, and feel the reason why the crow can't drink water.
6. What is the crow's mood at this time? Can you show it by reading aloud? (Name the students and read them aloud with emotion)
7. read the first paragraph together (Teacher's evaluation)
(3) Learn the second and third paragraphs:
1. The little crow was not frightened by the difficulties. How did it do it? Please continue to read the second and third paragraphs of the text silently and draw the relevant sentences with horizontal lines.
2. Communicate with the whole class.
3. Students look at pictures of crows putting stones and think: How do crows put stones? (Understand the meaning of "one place at a time") We also try like crows. Please observe: What happened to the water in the bottle?
4. Teachers and students cooperate to do experiments. Before the experiment, the teacher marked the position of water in the bottle with a colored pen.
5. communication. Did the water in the bottle rise immediately? What words are used in the book to describe it? (gradually)
6. Oral training: Can you say a word with the word "gradually"? Then write it on the exercise paper issued by the teacher. (The teacher randomly emphasizes sitting posture and writing posture)
7. Read the instructions aloud. (Emphasize a lot, one by one, gradually, drink water)
8. Read the second and third paragraphs together with emotion. (Teacher's evaluation)
Design intention: The design purpose of this link is not to replace students' reading exercises with teachers' analysis, but to reproduce the text content through pictures to help students understand the crow's mood; Through hands-on operation and cooperative inquiry, we can deepen our understanding of the text and let students read and feel the text in positive thinking and emotional activities.
Third, cooperative discussion, expand thinking.
1. Do you like this crow? Why? (teacher's camera blackboard: find a way to solve the difficulty)
2. Is this method of crows good? What if there are no pebbles beside the bottle? The original introduction of Aesop's Fables about the crow drinking water: "The little crow flew to the dry river where she had just been, picked up stones and ran back and forth many times before filling the bottle." Guide the children to talk about the perseverance of crows and write on the blackboard at will. )
3. Warm-up between classes: You all stand up, follow the teacher and sing children's songs while doing actions: Crow Crow is very skilled and willing to find a way. Put one stone at a time, no matter how difficult it is.
4. Students discuss and communicate: If there are no pebbles beside the bottle, how can crows drink water?
The teacher concluded that crows are clever and students are smarter. By studying hard and using their brains actively, they not only understand how crows drink water, but also come up with so many ways for crows even when there is no stone next to the bottle. After I go home today, I will do experiments and discuss with my parents to see which method is the best. Communicate with the children tomorrow.
Design intention: to arouse students' thinking and discussion "What should the crow do if there are no pebbles next to the bottle?" This problem not only leaves a broad space for students to think, but also provides them with practical opportunities for hands-on operation and exploration.
Fourth, tell stories and accumulate language.
1 Is the text interesting? Please tell the story of "crow drinking water" in your own words, combining the cartoon "crow drinking water" shown in the courseware.
2. Students try to give lectures by themselves.
3. Talk to each other at the same table.
4. Suggest a performance at the same table. (Put a cartoon of the whole process of crows looking for water)
Design intention: This link is not only a process of guiding students to organize texts, but also a process of helping students to effectively use the good environment created by reading textbooks, correctly read and understand the meaning in literacy, and at the same time cultivate students' language expression ability.
Fifth, expand and extend.
1, Extracurricular Development: Monkey Fishing on Page 65 of Extracurricular Reading of Primary Chinese.
2. Comparison, discussion and communication: Compare the "crow" in "Crow Drinking Water" with the "monkey" here and talk about your feelings. Question: This is a () monkey. Why?
Sixth, summary.
Courseware display: Send a message to the students in the voice of "crow": I hope the children can be like me, observe and think carefully when encountering difficulties, and be smart and good students!
Encourage children to talk about what to do when they encounter difficulties in their future study and life.
Design intention: This inventory makes the main task of Chinese teaching in senior one more prominent, so that students can gain something from a lesson and make progress every day.
Seven, homework after class
1. Tell Mom and Dad the story of "crow drinking water" in your own words.
2. New story: There is no stone beside the bottle. How did the crow drink the water?
Blackboard design:
19, crows drink water
thirsty
Find water to drink-can't drink-find a way-drink water.