ecto-entad
Alas!
Can't sleep.
The sea of that place,
Really like the teacher said.
So many colors?
hand over
Alas!
Can't sleep.
The clouds in that place,
It's really like my classmate said.
So white and so soft?
ecto-entad
hand over
Alas!
When exactly?
It's just dawn
The Teaching Goal of the Teaching Design of "Walking Tomorrow"
1. Can you read correctly? Can't sleep, then, where, what? Words such as, pay attention to reading softly; Do you know the new radical? Next to the word eyes? Learn to write compound words? Ming? And can be combined with other writable words.
2. Can read the text correctly and fluently, and pass it? Turn it over, turn it over, alas, can't sleep? Read the children's excitement and excitement before hiking.
3. Focus on the first section and use? Really? Chinese interrogative sentences are consolidated and transferred through parody sentences
teaching process
First, the introduction of photos reveals the theme.
1. Understand? Hiking? The meaning of. The teacher shows the photos of the students during their autumn outing, understand? Hiking? Go to a distant spring outing and an autumn outing with friends. Read by name? Hiking? The word, care? Feet? Whether the flat tongue sound of is pronounced correctly.
2。 Expose reading questions. Ask the students to read the topic aloud and guide them to read it aloud: when reading the topic, you can read it in? Tomorrow? Pause later, it will be more rhythmic.
Second, the overall perception, accurate word reading
1. Teachers demonstrate poems.
2. Students try to read poems freely, which requires: reading them correctly with the help of pinyin; Count how many bars there are in this little poem.
3. Read the whole poem by name in sections. The teacher prepares hard-to-read word cards and takes out the words that students can't read correctly at once. Key instruction: read correctly first? Place? This word has a soft voice, and then unfold the word card, can you pronounce it well? That place? , and then expand the word card display? Where is the sea? ,? Fang, Germany? Speak softly in two consecutive places, read softly and quickly, and slide quickly.
Third, how do you feel about reading poetry? Can't sleep? The mood of
1. Guide the students to talk with their life experiences: What was their mood the night before hiking?
2. Look at the illustrations in the text and feel it? Can't sleep? , teaching? Sleep? Words.
(1) Show the illustrations in the text for students to observe and communicate: Where do you see that the little girl in the illustrations can't sleep?
(2) teaching? Sleep? Word, you know? Next to the word eyes? : courseware demonstration? Sleep? The teacher pointed to the stars in the illustration: Yes, it was late at night, and both the moon and the stars were sleepy. They all lowered their eyelids, closed their eyes and fell asleep. So what? Sleep? It has something to do with the eyes. No wonder the word is? Next to the word eyes? . Ask the students to give it? Sleep? Word groups.
3. Read poetry and read aloud with emotion.
We can not only see that the little girl can't sleep from the picture, but also feel that she can't sleep from the poem.
(1) Let the students try to read aloud (the courseware shows three groups of sentences, namely the first three lines of paragraph 1-3).
(2) Read the name aloud. First guide the reading of the first sentence of the first section. What are the key points? Alas? , sigh gently, from? Alas? Listen to the feelings of expectation, excitement and happiness, then let boys and girls read the first sentence of the second paragraph in turn, and finally read the first three lines of the third paragraph in unison.
(3) Read these three groups of sentences with action performances. what do you think? Tossing and turning can't sleep? Mood.
Fourth, read poetry. Exploring? Can't sleep? reason
1. comb the little girl in the article? Can't sleep? Reason. The little girl tossed and turned but couldn't sleep. What is she thinking? Please read the full text quickly and find it.
2. Focus on the first section, feeling? Can't sleep? Reason.
(1) Show the second sentence of the first section. Read it by name, and read it correctly.
(2) Guide emotional reading, reading question: This modal particle? Really? Generally put at the end of the sentence, make friends with the question mark and express the tone of doubt. Read by name and the tone of the question.
(3) Imagine the color of the sea: What color will the sea have? If the students' answers are strange, ask them why they say so. )
(4) Watching the beauty of the sea with music: Wow, will the sea really have so many colors? Let's take a look together.
(5) Emotional reading, reading the beauty of the sea. Guide students to read and imagine the beautiful picture of the sea in their minds.
(6) Imitate sentence patterns and consolidate the types of questions.
① The sea is not only colorful, but also what is it like? Let the children be little poets and imitate the sentence patterns of the text.
Show:? The sea in that place is really like what the teacher said, so () name the students.
Watch the first section together: I will see such a beautiful sea tomorrow. How exciting this is. No wonder the little girl can't sleep. Let's read the first section beautifully together.
Fifth, observe the strokes and guide the writing.
1. Show me? Ming? Words that guide students to observe:? Ming? What are the two words that make up a word? Compared to writing alone? Sun and moon? What changes have taken place in the position of these two words in Tian Zige? (Smaller and narrower)
2. The horizontal auxiliary line of courseware display guides students to discover that only let? Month? The stroke is as high as the foothold of the hook, so that the words can be written smoothly. Courseware shows vertical auxiliary lines to guide students to discover? Month? A glimpse? Day? Next, when the two parts are written together, the strokes should be interspersed to make the words more beautiful. Formula? Left and right structure, strokes interspersed? .
3. Teachers write through examples and students observe.
4. Students write? Ming? Draw one, write one, and the teacher will guide you on tour.
5. The teacher gives feedback and the students continue to practice writing.