Teaching goal: 1, can recognize the words "furnace, land, waterfall and doubt" and can write the words "furnace, silver and willow".
2, can use courseware to understand the content of ancient poetry, understand the artistic conception of poetry.
3. Read and recite ancient poems with emotion and feel the poet's praise for the beauty of nature.
Teaching focus:
Feel the spectacular sight of the waterfall pouring down.
Teaching preparation:
Multimedia courseware (video of Lushan Waterfall), slides (text, ancient poem "The First Send of Baidicheng")
Teaching time:
One class hour
Teaching process:
First of all, the dialogue is interesting.
Students, the waterfall is a great wonder of nature. Do you want to enjoy it? Today, we will go to enjoy the waterfall of Lushan Mountain with Li Bai.
Second, with the help of the media, feel the beauty of the waterfall.
1, ladies and gentlemen, our trip has begun. Now we come to Lushan Mountain in Jiangxi Province to watch the waterfall flowing down from the top of the incense burner peak. After reading it, tell me your impression.
2. Play the video for students to watch.
3. Students express their opinions: your feelings. What is Lushan Waterfall like?
4. Faced with such beautiful scenery, Li Bai can't help chanting "The incense burner in Rizhao gives birth to purple smoke ..." (after reading "Looking at Lushan Waterfall" on the blackboard)
5. Is the scenery depicted in the poem beautiful? You can also open the book and read it several times freely!
Read alone, read together, and read by name.
Most students have never seen a waterfall. Playing the video of the waterfall can not only stimulate students' multiple senses to observe and cultivate their observation ability, but also stimulate students' interest in expressing their views and reading ancient poems. )
Third, appreciate ancient poetry.
1. Read ancient poems freely, watch illustrations and recall scenes in videos, talk about the meaning of poems, and mark the places you don't understand.
2. Communicate in groups, ask questions and answer each other first, and then talk about the meaning of the poem.
3. Students provide comments for the video. Practice before naming.
Intuitive visualization is abstracted into images, which slows down students' experience of artistic conception of ancient poetry and deepens their experience of poets' emotions. )
Fourth, read and recite ancient poems.
1, help each other at the same table, practice reading ancient poems and read Li Bai's surprise and admiration.
2. Read and comment by name.
3. Read ancient poems together.
4. Watch videos and practice reciting ancient poems.
Verb (abbreviation of verb) expansion and extension
1. Play the slide show "Early release of Baidicheng".
2. Students read aloud and accumulate recitation after class.
Expand another poem by Li Bai, arouse students' enthusiasm for autonomous learning and enrich students' extracurricular accumulation. )
Six, guide to remember words and write words
1. Put a slide with words on it, read it freely, read it with your fingers and read it together.
2. Ways to exchange and remember new words.
3. Guide the writing of new words.
The emergence of new words in different words helps students to better understand the meaning of words, accumulate rich vocabulary and improve the efficiency of classroom teaching. )
Chinese teaching design for the second grade of the second primary school
Teaching objective: 1. Guide children to "discover maternal love" in their own lives through learning.
2. Cultivate children's ability to find materials in their daily lives.
3. Be able to read and recite the full text correctly, fluently and emotionally.
4. Can recognize 9 new words and write 10 new words.
5. Try to write a paragraph in the form of "maternal love".
Teaching suggestions:
1, this poem selects five life segments, which shows the selfless love of the mother to the child and the love of the child to the mother. Mother fanned her fan in hot summer, sent umbrellas to her children in rainy days, and took them to the hospital. These life details happen in almost every family, and every child has experienced them. Because it is commonplace, children are easy to ignore. Therefore, when reading, we should guide children to think. Is it easy for mothers to do these "little things"?
2. In the last two sections, maternal love is reflected in the concern and help for the growth of "I" thought. Students can talk about it themselves. What did you think when mom taught you? How did you do it? How come? Don't sing high-profile songs to avoid this kind of love becoming boring.
3. It is sometimes inappropriate to guide students to treat their parents correctly. In this regard, we can organize students to have heart-to-heart talks with their mothers, or record children's discussions and give them to parents for discussion.
4. For some students who lost their mothers because of the lack of maternal love, we should always pay special attention to them, talk to them alone and talk about their reading experience, so that children can understand that the teacher's love is the same as the maternal love in the text.
Outward bound training:
Compare first, then group words.
Clear () Check () Umbrella () Cut ()
Eyes () are flatter than ().
2. Fill in the appropriate words in the brackets.
A () night, a () fan and a () dress.
An umbrella, a past, a criticism
Third, learn the way the text looks and make up another section. I believe you can do it.
Teaching preparation:
Word cards, audio tapes and courseware
Teaching process:
First, create a scene that reproduces maternal love.
1, play the recording "Mother's Pride"
Students, are you familiar with your mother's voice? Here are some compliments from mothers to their children! Listen carefully and guess whose mother is praising him.
2. Will you praise your mother?
Speaking of your's mother, the teacher can see that you are all very proud. Today, the teacher also brought a song praising your mother, "Only a mother is good in the world". Let's listen together.
Second, read the text for the first time and feel maternal love.
1, as the song goes, only mothers are good in the world, and children with mothers are like treasures. We have been growing, and mothers have made a lot of efforts. This is maternal love. In this class, we walked into love together. For the story, please turn to page 8 of the textbook and write on the blackboard: Motherly love.
2. The teacher reads the text with music.
3. Students read the text aloud and find ways to solve unfamiliar words.
4. Read the text by name and evaluate it at random.
Third, independent cooperation and happiness.
1, the new word doll wants to know how you met?
Students talk about their own literacy methods, and the teacher will arrange and supplement them appropriately.
2. Game literacy.
(1) When the teacher says a word, the students hold up the word card when they find it.
(2) Practice in groups to find new word dolls.
Fourth, emotional reading, appreciate maternal love.
1, the students choose their favorite five students to drive the train to read the text.
2. Combination of free reading and group reading.
(1) Choose your favorite poem to read. What do you understand from this article?
(2) When reading in groups, students should help each other. (The teacher makes a tour to understand the situation and give guidance. )
3. Report the learning situation.
Who wants to read his favorite poem? Tell me why you like this paragraph.
(1) When students report for the first class, guide them to catch "Mom is giving me a fan, but her clothes are soaked with sweat" and realize that mom gave me a fan regardless of fatigue, and understand why "maternal love is cool". Then guide the students to read this poem with maternal love.
(2) When students report for the second quarter, guide them from "an umbrella covers my head and a rain hits my mother." Experience my mother's selfless love, even if it rains, I will completely ignore it.
(3) When students report to the third quarter, guide them to read aloud repeatedly to understand their mother's anxiety when "touching my hot forehead", so as to understand why "maternal love is a teardrop"? Then read aloud with emotion, and feel the mother's great love again.
(4) When students report to the fourth quarter, guide the students to realize that their mother's "reproachful eyes" are also love.
(5) When students report to the fifth section, guide them to talk about and understand why "maternal love is a kind of teaching"? Then read aloud with emotion.
4. Read the full text with the music.
Five, contact life, praise maternal love.
Students, my mother's love is a cool breeze, an umbrella to keep out the rain, a drop of tears, a reproachful look and a kind instruction. Mom's love or something? It is the dribs and drabs in life. Because my mother takes good care of us every day, we all have a good time. Who can give an example like in the book to illustrate your mother's care and love for you?
1. Students talk about their mother's care and love from life.
2. Guide the students to praise their mother's words and make them into a poem.
3, discuss and help each other in the group, the teacher timely guidance, and then point a few students to talk.
4. Write down the poems you said, and then comment in the group.
5. Read the poem to mom and dad, or ask them for guidance.
Sixth, guide writing and consolidate literacy.
Chinese teaching design for the second grade of the third primary school
Textbook Jane says that in the hot summer, the sun is like fire, and a thunderstorm brings a little coolness. Breathing fresh air and enjoying the beautiful rainbow, frogs croak in their ears, and naughty children play barefoot on the rain-filled road. This is what happens after a thunderstorm in summer. Thunderstorms add a lot of fun to our lives. In this paper, refined words are used to describe the natural scene before, during and after thunderstorms. If we can combine reading with reading pictures organically and feel the different characteristics before, during and after the rain, we will definitely leave a deep impression on students. If conditions permit, children can be organized to observe this natural phenomenon, and I believe students will make new discoveries.
learning target
1, can recognize four new words and write 12 words.
2. Read the text silently and imagine while reading. Read the text with emotion and express different scenes before and after the thunderstorm through sound.
I am interested in observing the weather, and I can keep an observation diary.
teaching process
first kind
First, import
What's that noise, children? Students guess. This may be the sound of rain. What kinds of rain sounds are there? What kind of rain makes such a sound?
Second, literacy.
1, the first new word:
Read the text freely, circle the words you don't know and ask the students around you.
2. Recite new words:
Show the new words, let students observe the characteristics of these words, and then read them in different ways. For example, use actions to record pressure and sag; Remember chaos through association. Contact your own observation, imagine the small trees in the wind, and remember the messy words; Remember the rainbow by reading it in a different way.
3. Consolidate literacy:
(1) Contact the words and sentences in the text to consolidate literacy. For example:
Press: press. Dark clouds filled the sky and the darkness came down.
Chaos: Chaos. Suddenly, a strong wind blew and branches were scattered all over the floor.
Hang down: hang down. A spider hung on the net and ran away.
Rainbow: Rainbow. Rainbow hangs in the sky.
⑵ Consolidate literacy by combining your own life and reading practice.
Third, writing guidance.
1, my findings:
(1) Pronunciation: drooping, sinking, array, cicada, spider and spider all spit tongue sounds, while the color is flat tongue sounds.
⑵ The same radical: rainbow, cicada, spider and spider all have insect characters, and spider has the smallest insect character.
(3) Pressure, escape and yue are all semi-closed words. Escape is the side of walking, and the more you go to the word.
(4) The vertical characters are wide in the middle and narrow at the upper and lower ends.
2. I write very well:
Please write one word for each word first, and then write another word after comparison and summary, so that the second word is better than the first one.
3. Demonstration:
The three strokes on the right side of colored characters are arranged up and down, with the starting point on a vertical line and the second stroke on the horizontal center line. The flat mouth next to the worm word is wide and narrow; Write slender next to the word worm in the word spider. The upper margin of vertical type should be short and flat, the lower horizontal line should be gradually lengthened, and finally the horizontal line should be shortened.
Second lesson
First, import
Show the first illustration of the text and guide the students to tell what they have seen and heard.
Second, read aloud.
1. compare the text illustrations to stimulate the interest in first reading;
Show two illustrations of the text, compare the differences between the two pictures and contact your own. In real life, use your own language to describe different scenes in the picture.
Figure 1: The sky is overcast with lightning and thunder; The wind is whistling in the air, the rain is rushing, and the branches are scattered all over the floor; The children closed the window to watch the rain.
Figure 2: Blue sky and white clouds, rainbow hanging high, fresh air, tree-lined, children are ecstatic.
2. Read and evaluate each other at the same table and cultivate the spirit of cooperation;
If your deskmate reads better than you, please learn from him; If your deskmate reads it wrong or not as good as you, please read it to him. Let students learn to cooperate and accept other people's opinions, so as to read the text correctly and fluently.
3. Read the text silently and imagine the picture:
Imagine the scene before, during and after the thunderstorm while reading, and feel the artistic conception of the text as a whole.
4, reading accumulation, learning communication:
Read your favorite words and sentences, sketch the words that describe these scenes, and sort the words according to before, during and after the thunderstorm.
From the above text, what characteristics do you realize before and after the thunderstorm? Show your experience by reading aloud. Group study, exchange reading experience after reading.
5, report communication, appreciate the evaluation:
Read the favorite part of the group performance, and the rest of the students listen, appreciate and comment on the well-read words and phrases. For example:
(1) I use words well and read well. I feel that the dark clouds are fierce.
⑵ I am good at using hanging words and reading hanging words. I feel the rainbow hanging in the air like a colorful ribbon. It is very beautiful.
⑶ Good use of vertical characters and good reading. I feel the wind is particularly strong, and spiders are particularly afraid.
(4) I am good at sitting and reading. I can feel the leisure and happiness of spiders.
6. Read the text again and show your experience by reading it aloud.
Third, accumulation and application.
1, string burning:
It's getting brighter, bigger and bigger.
Still, silence, a () without ()
2, you hold me a word:
The thunder abated, and so did the rain.
The pond is full of water.
③ (), () also ().
3. Finish reading and copying exercises after class.
Fourth, practical activities.
1, create a situation, and make oral communication with me as the topic. Learn the weatherman to broadcast the weather forecast to the public. Citizens can call the Meteorological Observatory for advice if they don't understand.
2. Observe the weather changes after class and keep a diary.