Learning objectives:
1, can recognize 9 new words and write 9 words.
2. Read the text correctly, fluently and emotionally, recite the text, experience the beauty of spring, and experience the interest of being in the embrace of nature.
3. Love spring and be willing to observe and discover.
The first class:
Preparation before class
1, music track "Fantasia in Spring".
2. Teachers and students * * * collect relevant information about spring (pictures, songs, rhymes, poems, etc.). ).
teaching process
The content of the first lesson: looking for spring in nature
Remarks: The content of this course can be taught in advance, and it can also be combined with practical work. It is better if it is combined with school spring outing activities.
First of all, the importance of emotion
Teacher: Children, spring has quietly come to me. It is like a naughty doll, playing hide-and-seek with us. Do you want to look for it? Then let's look in the park, shall we?
Second, look for spring
Teacher: Chunwa is a naughty child. If children want to find it, they must be careful detectives. You can see with your eyes, touch with your hands, smell with your nose or listen with your ears.
Teachers and students walked hand in hand and sang "Where is Spring". Teachers and students are happily integrated into the nature of spring, and students feel the breath of spring in the embrace of nature. Teachers pay attention to students' activities and give appropriate guidance.
Teacher: Have you found spring? Among them, guide the children to read "Jasper makeup trees are high, and thousands of green silk tapestries hang down." I don't know who cut the thin leaves, but the spring breeze in February is like scissors.
This design aims to guide students to observe flowers, trees and small animals in nature, intuitively discover the characteristics of spring, accumulate knowledge about spring and experience the breath of spring on the spot. )
Teacher: Yes, spring is a colorful picture. As long as children keep their eyes open, they will find something different. Then listen with your ears and see what else you can find. Students are scattered in different parts of the park to observe, experience and feel.
Teacher: Spring is a beautiful song, which is really intoxicating! Children, please smell it with your little noses and touch it with your little hands. What is the taste and feeling of spring?
This design is intended to stimulate imagination, guide students to feel the beauty of spring with their ears, nose, hands and other senses, stimulate students' love for spring, and give spring a vivid life with their own language. )
Teacher: Spring is a painting, a song and a poem. Children, do you want to say something about spring? In the colorful nature, students must feel the beauty of spring through a variety of senses, and there must be many feelings in their hearts. This link is intended to encourage children to express what they think and say, so that children can "talk" with spring in a cheerful and lively situation. )
The content of the second class: Feel the spring in the poem.
First, the introduction of poetry to stimulate interest
1, Teacher: Gently, gently, Teacher Chun came to us. Let's greet her with beautiful language! Students say some words or sentences about spring. )
Teacher: "the footsteps of spring are quiet, quiet, and she comes with a smile." Singing by the stream, (teachers and students chanting together: the first lesson of text selection) ... Ding Dong, Ding Dong, grass and flowers came to report for duty. Look, children ... (The teacher shows a video about spring)
Teacher: What do you see? What did you hear?
Last class, we found spring in the wild. In this lesson, shall we "find spring" together in the text? As soon as the class begins, the teacher brings them into the spring scene with beautiful poems and pictures, so that students have the desire to "find" when they are still unfinished, and the teacher can expose the topic in time, thus arousing students' interest in reading. )
Second, the preliminary reading of the text, the overall perception
1. Where is spring? Listen-(The teacher reads aloud with music)
2. Do you want to find spring in the text? Open the book quickly, read the text by yourself, try to know the unknown words, and pay attention to pronunciation.
Which sentence or paragraph do you think is difficult to read? Read it several times and read it to your deskmate.
4. Show new word cards and read them in various forms.
Look at the physical guess-Tibet, symbols, magpies;
Painting and Reading-Bidding
Do word guessing-shame, cover, cover, explore and touch.
Riddle and smooth guessing-a sheep is ugly (shy); Hide after flowers (flowers)
Understand "shyness", "concealment" and "concealment" through actions.
5. Say a natural paragraph that you like best or think is the most difficult to read, and exchange comments with your classmates.
6. Read the text together and be evaluated by the teacher.
The purpose of reading the text for the first time is to let students read the text smoothly with the help of existing literacy methods. Read the error-prone places several times to get tips for reading the text well. In the process of initial reading, through the evaluation of students and teachers and students, the evaluation of teachers and students has become the driving force for students to improve their reading, and at the same time, it has created a democratic and harmonious atmosphere for classroom teaching through positive and interactive evaluation. )
Third, read and learn the text.
1, read the text quickly and think: with what mood did "we children" find spring? Name reading-example reading-feeling reading.
Focus on the words "take off" and feel the urgency and excitement of children. Read the tape "!" Sentence. )
Read the third paragraph softly, understand "shyness" by changing words and doing actions, and talk about which words in the sentence describe the characteristics of "shyness" in spring.
Video Training of Teachers Imitating Words: Hiding or Not Hiding
Combine students' past life experience, understand the characteristics of early spring, understand the word "find" in the topic, and initially feel the fun of discovery.
2. Look for spring with the children in the text. Where did you find spring? (Students answer, the teacher posts pictures: grass, wild flowers, buds, streams) Read paragraphs 4-7 freely and experience the characteristics of parallelism sentences:
(1) What does it feel like to "stick your head out"? Can you show it to everyone? What does grass look like when it sticks its head out? (Teacher demonstration courseware)
What lovely grass! Who wants to see it? (Read by name, students look at expressions, listen to sounds and experience reading methods)
(2) Is there such a sentence in the text? Find and read in groups of four, one sentence each, and compare who reads better.
(3) Free reading. You can find a partner to read, find a teacher to read, perform and experience the feeling that spring is coming and everything is eager to come to nature.
(4) Select individual students or groups to read, and students will put forward positive opinions and suggestions.
5] Observe the board painting, practice speaking with "grass, wild flowers, buds and streams", and imitate the sentence pattern of "... like ...".
Communicate freely and recite favorite sentences.
The design of these two links enables students to cultivate independent, cooperative and inquiry learning methods in the process of independent and cooperative reading. At the same time, teachers consciously encourage students to learn by performing reading, so that students can feel the dynamic beauty of spring while reading.
3. What other sentences do you know that spring has come? Read these sentences and give reasons.
4. Yes, beautiful spring is coming! The teacher plays Where is Spring, so that students can imagine and feel spring in music. )
Teacher: a hundred flowers are blooming and colorful (health: we saw her); Birds sing, bees sing and buzz (health: we heard her); The flowers are blooming and the fragrance is fragrant (health: we smell her); The ice and snow melted and the spring tinkled (health: we touched her)
Qi: She swings on the willow branches, swings on the kite tail, shouts in the mouths of magpies and cuckoos, and smiles on the branches of peach blossoms and apricot blossoms. ...
Teacher: Spring is really everywhere! Spring really came to the world! Let's take a look at "Spring" written by Grandpa Zhu Ziqing.
Students know spring in different forms of reading, and arouse infinite reverie from pictures and music. Teachers and students * * * sum up, so that students really feel that spring is coming, and spring is around, thus setting off the climax of the classroom atmosphere.
Fourth, guide writing: guide writing "take off, freeze, flow, cotton, explore, shake" six words.
1. Let the students observe the position of each word in Tian Zige first: What do you find? Students found that these words with left and right structures should be written with narrow left and wide right. )
2. Students remind each other what needs attention: Don't write "frozen" as "frozen".
Teachers focus on "flowing" and "shaking" according to students' writing practice.
3. Students practice writing and try to write standard and beautiful words. Teachers patrol, encourage students who write well and reward little stars.
4. Students exchange evaluations and grade each other.
Fifth, expand exchanges and strengthen feelings (this link can also be placed in the third class, depending on the time)
1, spring is so beautiful and lovely that the teacher can't help but recommend a poem "The Color of Spring" to everyone. do you want to hear it ?
The teacher believes that children also collect a lot of information about spring. Please communicate in the group first and show it to your friends. Under the arrangement of the four-person group leader, the students were introduced in an orderly way. )
The representatives of this group came to the stage to introduce the information they collected.
4. According to students' information collection and introduction, judge "bright eyes" and "small mouth".
Six, extracurricular expansion, sublimation of emotion
Spring is like a magician, decorating the world with colorful colors. Let's praise spring in our favorite way! Please choose one of the following assignments to complete and show your communication at the "Song of Spring" meeting next week.
1. Students who like writing get together and praise spring with poems.
2. Students who like calligraphy practice calligraphy works.
Students who like painting draw pictures in spring.
Students who like singing and dancing praise spring with singing and dancing.
These two links not only effectively cultivate students' ability of collecting and processing materials and cooperative learning, but also enrich the humanistic connotation of the text, make the classroom atmosphere communicate naturally after class, and improve the breadth and depth of students' thinking.
Organize course content
1. Let your deskmate be a judge and practice reading the text.
Tell you what words you learned today and what you found.
The third class content: Spring Festival praises spring.
This course is taught according to learning, and there is no fixed process. You can prepare some related materials. )
1. Ancient poems describing spring: Delighting in Rain on a Spring Night, Xiao Chun, willow-chanting, worthless garden, spring day, village residence, grassland, boating in Guazhou, etc.
2. Sing the songs of spring: Spring Rain, Little Swallow, Looking for Spring, Spring of Young Motherland, etc.
Step 3: Writing
(1) Learn to write "Wild, Hide and Solve". Guide the students to find that these three words are about the same width. The focus is on the change of the word "Ti" when it is used as a radical.
(2) Students imitate writing and realize the beauty and standardization of fonts.
Grass teaching plan
Teaching objectives:
1. Read the text emotionally.
2. Learn to grasp the expression method of the characteristics of this lesson, first summarize it and then describe it in detail with ancient poems.
3. Understand the characteristics of grass and appreciate the author's thoughts and feelings of praising grass.
Teaching emphases and difficulties:
By grasping the characteristics, we can learn the methods described by the author and appreciate the author's praise for the grass.
Teaching aid: Grass courseware.
Teaching methods: reading instead of teaching, combining "reading discussion" with "drawing inferences from others".
Teaching process:
Second lesson
First, introduce the new course:
Students, the teacher brought you a song. do you want to hear it ?
Please look at the big screen, see the lyrics and enjoy the songs. If you can sing, you can sing along. After listening, talk about your feelings. Play the song "Grass" and type the lyrics. ),
The teacher concluded: Yes, ordinary grass does have extraordinary qualities, which really deserves praise and praise. Today, we will come to * * to learn an essay "Grass" praising grass. Show lawn slides on the big screen and write on the blackboard. )
Second, look at the problem.
1. What do you want to know most when you see the topic?
2. After reading the topic, the teacher also has a question that he wants to know most. do you want to hear it ? What is the reason why the author praises the grass? Please read the text with your own questions and the teacher's questions.
3, report the problem solving situation.
Third, discuss the text with the students.
1. Who can answer the teacher's question just now?
Please draw in the book and look at the big screen. Did you find the same answer as the teacher? Read it together.
While the students are talking, the teacher writes on the blackboard.
4. In which paragraphs did you find your answer? Please take a quick look at some natural paragraphs. What did you find?
(* * * * Similar in structure: start with an ancient poem, summarize it first and then be specific. )
5. Read the second paragraph:
1). Read by name, and then read all at once.
2). Thinking:
How does this paragraph begin? Who wrote what poem? Can you tell me the meaning of this poem?
What sentence is this paragraph written around? What features did you catch in the grass? Which words highlight this feature?
3). Find out this paragraph of your favorite sentence, read out your feelings and guide reading.
Read by roll-directed reading-normal reading-free reading-read by roll.
6. Explore 3-5 natural paragraphs in cooperation (choose the natural paragraphs you like to study):
1). Slide self-study-cooperative inquiry skills:
I believe I can do it:
A. read your natural paragraphs with emotion.
B.how does this paragraph begin? Who wrote what poem? Can you tell me the meaning of this poem?
C. What sentence is this paragraph written around? What features did you catch in the grass? Which words highlight this feature? I found it. Read it with emotion.
D. What rhetorical devices are used in the fifth paragraph to further highlight the characteristics of grass vividly?
2). Class communication report, teacher-student evaluation and supplement.
3). Find out your favorite sentence from these three natural paragraphs and read it to everyone to show your elegance.
7. Instruct students to study paragraphs 6 and 7:
1). Read it for free and get it done at once: What did you find? (* * * Similarities and differences)
2). What do you admire about grass? What beneficial enlightenment does it give you? Let the students express their opinions and speak freely.
Fourth, talk about feelings and gains.
Thirdly, guide students to appreciate the beginning and end of the text. What do you get from reading the full text?
First talk about the content, structure and writing characteristics of the article. )
1. Students talk about harvest.
The teacher learned this lesson with everyone, which can be said to have benefited a lot and returned home with a full load. Want to know the teacher's harvest? Look at the big screen! (slide show)
Return with a full load:
1). The language is poetic, concise and beautiful;
2). Grasp the characteristics of the scene to describe;
3). Writing skills: comparison;
4). Construction method: start with ancient poetry, first summarize and then concrete;
5) Use various expressions: description, lyricism and discussion.
Fifth, assign homework.
What kind of homework do you want to give yourself after learning this article?
Let the students speak freely. Students who think badly can learn from other students' ideas and strive for a hundred flowers to blossom. )
Six, blackboard design:
Draw a grass with four leaves (represented by lines), and write a reason why people praise grass on each leaf, that is, tenacious vitality;
It can grow anywhere;
Symbolizes the hope of spring;
Take root in the earth and add color.
Write it at the bottom: "admire, inspire". Agree 13| Comment