First, textbooks. The structure of this paper is clear, and the first natural paragraph hooks the shape of the swallow, highlighting her liveliness and loveliness. The second paragraph describes the arrival of swallows, which adds a lot of vitality to spring. The third and fourth paragraphs describe the flying posture of the swallow, showing his lightness and elegance. The fifth paragraph describes interesting pictures of swallows at rest. The outstanding feature of this paper is to describe the lively and lovely swallows vividly in beautiful and vivid language, with a strong sense of picture. The author first grasps the main features of feathers, wings and tails, and outlines the modeling features of swallows with a few strokes, which provides a good demonstration for primary school students to learn to write the opening of small animals. Then describe the lively and lovely posture of the swallow from two aspects: dynamic and static. Use words such as "flying sideways", "sweeping sideways" and "dipping in food" to describe the elegance and flexibility of swallows' flight, and use words such as "flying to the rice fields here in one breath and flying to the sorghum there" and "small halo rippling around" to describe the lightness of swallows' flight. In short, the whole article has vivid and beautiful language and accurate and vivid words, which is a model for students to learn to use language.
On the setting of teaching objectives. This unit has three China elements: try to imagine the picture while reading; Experience beautiful and vivid sentences; Try to write down what you have observed clearly. The "Sentence Application" of China Gardens puts forward the learning task of "truthfully writing the extroverted and open characteristics of small animals", and the "communication platform" puts forward the learning task of "experiencing beautiful and vivid sentences". According to the above Chinese elements, the learning tasks in the Chinese garden and the exercises after class, I have set the following three teaching objectives: 1. By grasping the key words, we can experience the lightness and beauty of swallows flying, and experience beautiful and vivid sentences in reading. 2. Imagine the picture while reading a book and experience the fun of swallows at rest. By studying the first paragraph, I know that writing landscapes should grasp the characteristics of things and can be imitated like this. Target 1 takes care of language element 2 and communication platform, target 2 takes care of language element 1, and target 3 takes care of language element 3 and "sentence usage". The second goal is the focus of teaching, and the first and third goals are the difficulties of teaching.
Talking about teaching methods
When I was studying the March 4th natural section, I mainly guided the students to master verbs such as "flying sideways", "sweeping sideways", "dipping" and "flying under the sorghum with a bang". The small halo will ripple away in circles. "When the text guides reading, you will realize the lightness and beauty of the swallow when flying." "Little halo" is a difficult point to understand. I take an intuitive way to look at pictures, compare the differences between small circles and small halos, imagine the beauty of small halos, and then let students feel the beauty of pictures in repeated reading. With the help of Du Fu's poem "Fish comes out in the drizzle, and Yan leans in the breeze" and daily phenomena, students are guided to experience the beauty of "oblique flying". Let the students intuitively feel the lightness of "touching" with the help of the teacher's actions.
When I was studying the fifth paragraph, I created a scene of art club enrollment, guiding students to imagine the picture according to the words, and to realize the accuracy and vividness of the author's words in the picture, and then guiding students to read and realize this feeling in reading.
In the summary review stage, the fairy tale form that students like to see and hear is adopted first. With the help of the roles of magpie and swallow, guide the students to review the shape and flying posture of swallow. At the same time, music is used to create situations, render atmosphere and guide students to reread the full text.
In imitation writing, I first mystify and think that the author has made a mistake. The shape of the swallow is not specific and there are problems, which makes students think and know that they should grasp the characteristics when writing landscapes. Then show the pictures of rabbits, let the students observe the pictures, master the characteristics and imitate the shape of rabbits. After naming several students to communicate, let the students freely imitate the shapes of small animals they are familiar with, and then communicate after writing.
Due to the limited level, although I tried my best, I still feel that there are many unsatisfactory places. I would like to ask leaders and colleagues to give me suggestions. Thank you!