Teaching cases in the library

Answer 1

In the teaching case of Small Shot in the Library, there was the following teaching process:
1. ** When teaching the "Borrowing Area" scenario **
- First, the students were guided to compare the similarities and differences between the writing methods of the second and third sections of the text. After self-study and communication, the students came to the conclusion that the third section described the eye and hand movements more carefully.
- The teacher seized the opportunity to let the students experience the difference between the two sets of lens writing through reading aloud. This was because reading aloud carried the task of expressing the author's understanding and emotion, and reflected the depth and breadth of the student's understanding. The reading here was not for reading.
- The teacher summarized the reading method in a timely manner, emphasizing that comparing the reading before and after would yield more gains. After that, the students would experience the author's emotions and read the first section aloud. The emotional experience and method transmission naturally permeated and advanced layer by layer. In the method transmission, they grasped the convergence point of the text content and expression form, which was in line with the cognitive level of the senior students.
2. ** When teaching the Reading Area scenario **
- Students were asked to read section 5 silently and think about what characters the author wrote and why he chose to write them. Students could find that the author chose typical representatives of men, women, old and young to write, reflecting the typical character selection.
- The teacher further instructed the students to compare their studies and asked," They are all about how they look like when they are immersed in the sea of books, but what are the similarities and differences?" This comprehensive question from the perspective of expression allowed the students to read more deeply. It allowed the students to learn the method of reading before and after. They also understood that language learning should pay attention to content information, language itself, language form, and knowledge information, and experience the beauty of language.

The teaching objectives included learning new words, understanding the meaning of some words, reading the text with emotion, learning the author's expression of grasping the characteristics of the characters, understanding how people work hard to stimulate their enthusiasm for reading through the lens of the text, imitating the writing method of the text, etc. The teaching focus was to learn the author's expression of grasping the characteristics of the characters. The teaching difficulty was to imitate the writing method of the fifth section of the text and combine the small scenes of life to describe the details of the characters 'activities.
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