Lesson 25 Reading for the Rise of China
Learning Objectives
1. Can recognize 8 new characters and write 12 new characters. Be able to correctly read and write words such as "uncle, model, patrolman, clamor, punishment, ambition, mind, applause, imperialism, feasting, bustling, sunny, showing off, looking left and right, elated, revitalizing China".
2． Read the text emotionally and be able to cooperate with classmates to read the dialogue part of the text.
3. . During reading, you can have a deeper understanding of the thoughts and feelings of the characters, feel the broad mind and lofty aspirations of the young Zhou Enlai, and set the goal of studying hard for the prosperity of the country and the revitalization of the nation.
4. Conduct a comprehensive study to understand how others grow.
Teaching Focus
1. Master new words.
2． Able to read texts correctly, fluently and emotionally.
Teaching Difficulties
Inspire students to establish lofty ideals and love the motherland from an early age.
Preparation before class
1. Teachers and students collected information about Comrade Zhou Enlai's life.
2． Teachers and students collected information reflecting the social conditions of China in the early 20th century.
Teaching time
Three lessons
Teaching time
Teaching process
First lesson
1. Understand the life story of Comrade Zhou Enlai
1. Show a photo of Comrade Zhou Enlai and ask students to introduce Comrade Zhou Enlai's life and main deeds based on the information collected before class. Teachers make appropriate supplements based on students’ introductions.
2． Comrade Zhou Enlai devoted himself to the founding and growth of the Republic of China and made outstanding contributions, which are closely related to his experiences in his boyhood. Comrade Zhou Enlai has been concerned about the rejuvenation of the nation since he was a child, set up his lofty ambition to save the country from danger, and studied hard.
2. Prompt topics and model reading texts
1. The text we study today tells the story of Comrade Zhou Enlai’s youthful determination. Blackboard topic: Reading for the rise of China.
2． Solution: "China" here refers to China, and "rise" means rise. "Reading for the rise of China" means reading for the revitalization of China.
3. Teacher's model reading text.
3. Read the text for the first time and learn the words
1. Students practice reading the text. They are required to read the pronunciation of the characters accurately, read the text fluently, and read the parts that are not fluently read several times.
2． Learn Chinese characters by yourself and pronounce them correctly.
3. Students come up with words they don’t understand. Teachers and students use dictionaries, dictionaries, and contact with real life to initially understand the meaning of words.
Unit Guide
The first set of teaching materials is arranged around the theme of "Discovery in Spring", mainly including "Looking for Spring", "Bamboo Shoots", "Two Ancient Poems" and " "Fawn's Rose" and Chinese Garden.
We have already studied a group of texts with the theme of "Colorful Spring" last semester. Based on this, this group of texts focuses on guiding students into spring, discovering the characteristics of spring, and exploring the mysteries of spring. . The text includes prose and ancient poems describing beautiful spring times, as well as thought-provoking fairy tales. Although the genres of the articles are different, the content is very close to students' lives. During teaching, teachers should contact students’ existing life experiences, comprehend and accumulate language through repeated reading, and enhance their aesthetic taste. At the same time, we must actively develop learning resources in life and enhance students’ opportunities for Chinese language practice activities.
"Looking for Spring" is full of pictures and texts, full of children's interest and literary color, and the author's love and praise for spring are permeated between the lines. Teachers should guide students to appreciate the beauty and accumulate language through repeated reading. At the same time, in extracurricular practical activities, students are cultivated to observe life carefully and love nature.
"Bamboo Shoots" has exquisite language and distinctive characters. Since the children do not know much about Sun Ya'er, teachers and students can collect some related audio, video and picture materials together before class.
In teaching, it is necessary to create situations, use reading to ask questions, and use emotion to stimulate thinking, fully mobilize students' enthusiasm for participation, and cultivate the ability to read independently.
"The Fawn's Rose" is a thought-provoking fairy tale. The story has twists and turns and is closer to children's life. Teachers should focus on grasping the words of Huang Ying and Breeze to further develop the text, and use the "empathy" strategy to guide imagination so that students can be emotionally influenced by full character experience.
1. "Looking for Spring"
Perspective before class:
The author uses delicate and fresh brushwork to paint a vibrant and colorful spring scene. . From the peeking grass, early blooming wild flowers, thawing creeks, fluttering kites and other scenery, we can see the shy and lively figure of the spring girl everywhere. The article is rich in pictures and text, with beautiful language, full of children's interest and literary color, and the author's love and praise for spring are permeated between the lines.
The children have a beautiful wish to find spring. They have been exposed to articles describing spring before and have accumulated some good words and sentences. Before class, teachers can lead students into nature, experience the changes of nature first-hand, and further enrich their inner feelings. The combination of pictures and texts in class guides students to appreciate the beauty and accumulate language through repeated reading of the text. Expand knowledge after class, conduct language practice activities, and cultivate students' ability to observe life attentively and love nature.
Teaching objectives:
1. Be able to recognize 9 new characters such as "shame" and write 9 characters such as "take off".
2. Grasp the three metaphorical sentences and rhetorical questions in the text to guide students to read the text correctly, fluently and emotionally, recite the text, and further experience the emotions and taste the beauty in the specific language and words.
3. Appreciate the beauty of spring, experience the taste of nature, and develop the habit of active discovery.
Teaching focus: memorizing new characters, accumulating words, and understanding reading texts.
Information materials:
Teachers: vocabulary cards; text illustrations or courseware; music tape "Where is the Spring".
Students: Before class, observe the changes in things in spring and collect text and picture information about spring.
Class schedule: two classes.
Lesson 1
Cut into the puppet show
1. Introduction to conversation. Gently, gently, Miss Chun comes to us, let us use beautiful words to welcome her arrival! (Students say words or sentences that describe spring.) Yes, spring is like a shy little girl, covering up and hiding. Where is she hiding? Let's find spring together! (Write on the blackboard: Looking for Spring)
2. Import songs. (Play the audio tape of "Where is the Spring".)
Teacher: Where is the Spring? In fact, Miss Chun has come to us quietly, and only children who observe carefully can find her. Children, let us go looking for spring together!
In the sound of music, teachers and students danced gracefully, creating an atmosphere of equality and harmony, shortening the distance between teachers and students, and providing a free learning situation.
Dialogue platform
Self-reading
1. Miss Chun came to the classroom and she was hidden in our text. Please read the text carefully. , feel the breath of spring while reading. When you encounter a word you don’t recognize, read it with the help of pinyin.
2. Do the students feel the breath of spring? Read the text again and see what else you can find in spring if you are careful? (Students circle and cross the text)
3. What did you find? What was found? Students talk about their achievements.
Guide students to read texts on their own in rich situations, guide them to discover, and talk about their gains, so that students can experience the joy of "discovery and learning".
Literacy
1. Read the text by name. Teachers and students have the same correct pronunciation.
2. The teacher shows new words and students exchange literacy methods.
Look at the real objects and guess the words - hide, talisman, magpie; draw pictures to recognize the words - tender
Use the movements to guess the words - shy, cover, conceal, explore, touch
Riddles, rhymes and guessing words - a sheep is ugly (ashamed); a flower hides behind (a flower)
3. The classmates check and read the sentences, and evaluate each other's grades.
(1) Spring is like a shy little girl, secretive and hiding.
(2) The grass pokes its head out from the ground. Are those the eyebrows of spring?
(3) Spring is here, we see her, we hear her, we smell her, we touch her.
Encourage students to read words in their own way, use movements, paintings, language situations and other methods to strengthen the connection between Chinese characters and things, improving the quality of independent literacy.
Read aloud
1. Read the article quickly and think: How do "us children" feel about finding spring? Named reading—Fan reading—Perceptual reading.
(Focus on words indicating actions such as "take off" to feel the children's eagerness and excitement, and read sentences with "!".)
2. Read Chapter 2 softly. In the third natural paragraph, use word exchanges and actions to understand "shy", and talk about which words in the sentence describe the characteristics of "shy" in spring.
The teacher conducts word imitation training on camera: cover, hide, hide, hide, hide
Combined with students’ past life experiences, they can understand the characteristics of early spring, understand the word "find" in the topic, and get their initial feelings The joy of discovery.
Writing
Guide to write the six words "take off, freeze, stream, cotton, explore, shake".
1. Let students first observe the position of each character in the field grid: What did you find? (Students found that these words with a left-right structure must be written narrowly on the left and wide on the right.)
2. Students remind each other what they need to pay attention to: do not write "frozen" as "frozen".
Teachers focus on guiding "Stream" and "Shake" based on students' actual writing practice.
3. Students practice writing and strive to write standardized and beautiful words. Teachers make rounds to encourage students who write well and reward them with little stars.
4. Students exchange evaluations and grade each other.
Homework
1. Let parents be the judges and practice reading the text aloud.
2． Introduce to your parents what words you learned today and what you discovered.
Use the power of family education to cultivate students’ good study habits.
Second Lesson
Review
1. Words: Students voluntarily show the words they have learned.
2. Read the text: Read to your partner what your parents think is good.
Voluntarily demonstrate learning gains, give full play to autonomy, and allow students to truly become the masters of learning.
Read aloud
1. Read four to seven paragraphs freely and think about: What kind of spring do we find?
2. Guide students to conduct question-and-answer sentence training:
Example: Question: The grass pokes its head out from the ground. Are those the eyebrows of spring?
Answer: The grass pokes its head out from the ground, it is the eyebrows of spring.
The grass pokes its head out from the ground, looking like the eyebrows of spring!
The other three sentences can also be imitated and trained.
3. Use various methods to understand the reading: introduction reading, competition reading, performance reading, etc.
4. Where will spring be? Read the last natural paragraph together. Teachers and students can expand upon the pictures they have collected and some poems that come to mind.
A variety of forms of perceptual reading are conducive to cultivating language sense and cultivating sentiment. Expand extracurricular learning materials, promote language accumulation, and enhance students’ consciousness in learning Chinese and using Chinese.
Recitation
Play the recitation recording of the text with music. Students can imagine the situation described in the text while listening, and then choose their favorite way to practice recitation (recite with the help of blackboard writing, recite by looking at pictures, imagine Situational recitation.
)
This link integrates listening, thinking, tasting, and memorizing, allowing students to have a multi-faceted and three-dimensional appreciation and accumulation of written language from form to content.
Expansion
"Spring in My Eyes" competition: Students can choose one based on their own strengths.
Reading Spring: Choose your favorite part of the text to read the beauty of spring.
Speaking of Spring: Describe the spring you see based on life practice.
Writing about spring: Write down what you discovered in spring.
Drawing spring: Draw the spring you see and think of.
Perform spring: sing spring songs and dance spring dances.
Fully respect the individual differences and needs of students, build a broad display platform for them, and allow students to further feel the beauty of spring and experience the joy of discovery in the colorful "Looking for Spring, Praising Spring" activities , truly embodying the comprehensiveness and practicality of Chinese courses.
Writing
1. Learn to write the three words "wild, hide, and solution". Guide students to discover that these three characters are equally wide on both sides. Emphasis is placed on the changes in the word "body" when used as a radical.
2. Students imitate and appreciate the beauty and standardization of fonts.
Tips for accompanying teachers
Read online: "Spring" by Zhu Ziqing (excerpt)
The grass secretly emerges from the soil, tender and tender, Green. In the garden and in the fields, you can see that there are large areas full of them. Sit down, lie down, roll a few times, kick a few balls, race a few times, play hide-and-seek a few times. The wind is gentle and the grass is soft.
Peach trees, apricot trees, and pear trees, if you don’t let me, I won’t let you, they are all full of flowers. The red ones are like fire, the pink ones are like clouds, and the white ones are like snow. There is a sweetness in the flowers. When you close your eyes, the trees seem to be full of peaches, apricots and pears! Thousands of bees were buzzing under the flowers, and butterflies of all sizes were flying around. Wild flowers are everywhere: various kinds, with names and without names, scattered in the grass, like eyes, like stars, and they are blinking.
2. Two ancient poems
Perspective before class
This lesson is composed of two ancient poems, "Grass" and "Xugongdian, Suxin City". Both poems are quatrains describing spring. The poems have beautiful artistic conception and fresh and bright language. Among them, "Grass" is a blend of scenes, focusing on chanting things and expressing feelings. It is about the growth and decline of grass, trying its best to express the tenacious vitality of grass. "Xugong Store, Suxin City" combines movement and stillness, people and scenery complement each other, and is full of strong flavor of life. In teaching, it is necessary to combine pictures and texts to guide students to comprehend while reading, to be emotional while reciting, and to enter the country while chanting, so as to fully experience the unique phonological beauty and rhythmic beauty of ancient poems, thereby enhancing students' aesthetic taste and gradually forming cultural accumulation.
Second-grade students have already accumulated a certain amount of ancient poetry, and are not unfamiliar with these two ancient poems. Teachers should tap students' potential learning advantages, guide self-reading and self-enlightenment, and gradually cultivate students' self-learning ability.
Teaching objectives
1. Be able to recognize 7 new characters and write 9 characters.
2. Read and recite the text correctly, fluently and emotionally. Feel the tenacious vitality of the grass and imagine the joy of children catching butterflies among the flowers. Feel the poet's love for spring and life.
3. Interested in reciting ancient poems.
Teaching focus: Recite poems emotionally and feel the sincere feelings expressed in poems.
Information materials: new word cards, related pictures, music tapes, and related materials for students to search for poets.
Class schedule: two classes
The first class
Cut into the puppet show
1. Excavate and accumulate. A recitation competition was held based on the ancient poems accumulated by the students before class to stimulate students' interest in learning ancient poems.
2. Image import. Show the text illustration: What is drawn in the picture? Students describe what they observed in their own words.
Teacher: The grass grows vigorously in spring, and the children in spring are in high spirits. Today we will study two more ancient poems describing spring and see if you have any new discoveries about spring. (Blackboard writing topic)
Let’s study "Grass" first.
Dialogue platform
Self-study
1. Read the ancient poem "Grass" by yourself, paying attention to the correct pronunciation of the characters.
2. The group checks each other's poetry reading performance, and the teacher corrects the pronunciation of "Rong" and "Shao".
Impressions
1. Read ancient poems freely and think: Where do you understand them? Which words don’t you understand yet?
2. Communicate and discuss with each other in the group what they don’t understand (such as the understanding of words such as separation, age, dryness, glory, etc.)
3. The whole class communicates and discusses their understanding of ancient poems. Enlightenment, teachers provide timely guidance and guidance.
(1) "Lili" allows students to look at the courseware and talk about how the grass grows. This allows students to intuitively understand that it means that the grass grows very lush.
(2) "Sui" can be used to ask how old the students are. According to the students' answers, tell them how old they are from birth to now, and "one year old" is one year.
(3) Show the different pictures of grass in the four seasons of spring, summer, autumn and winter, and think about which picture depicts "withering" and "prosperity" respectively. And ask students to talk about when the grass is "dry"? When is "honor"?
(4) "Exhaust" can be used in the form of simple drawings to let students say that fire can only burn the leaves and stems of grass but not the roots of grass underground.
Students are the masters of learning, allowing them to exchange their learning gains and confusions on the basis of independent reading, fully respecting the students' dominant position and cultivating a sense of cooperation.
Read aloud
1. Free reading: Do you like Xiaocao? Why? (I like the endless and tenacious vitality of grass.)
2. Various forms of reading: named reading - reading with music - competition reading.
Feel the beauty of rhyme and rhythm in poetry through full recitation.
Recitation
1. Situational recitation: The teacher creates a situation in which "Grass" is recited to family members and guides students to recite it.
(For example, "Why can't I understand "Li Liyuan Shangcao"? Why don't you write flowers, just grass?...)
2 teachers and students *** agree Play the role of mother, brother, grandfather, etc. to perform and recite.
Create situational performance recitation based on the psychological characteristics of lower-grade students, which not only trains characters with difficult form and meaning, but also understands the ideological content of the text, which is conducive to cultivating language sense and accumulating language.
Exercise
1. Fill in the blanks.
Lili, one year old. Wildfire, spring breeze.
The fence is sparse and one foot deep. . Flying into nowhere to find
2. Classify according to requirements.
Weizuidian Kuxu Shaoyong Caishu
Single-type left and right structure, upper and lower structure
Upper, middle and lower structure, semi-enclosed structure
Writing
1. Learn to write the three words "dry, prosperous and burned". Key guidance: Rong: The horizontal line of the word "Cao" should not be too long, the bald cover should be wide, the horizontal line of the word "木" should be short, and the strokes should be spread out. Burn: The side stroke of the word "fire" should be changed; do not write "ge" in the upper right part, and the second stroke of the oblique hook should be curved; the horizontal line of the word "wu" below should be short, and the bend of the vertical hook should be rounded.
2. Students practice writing, teachers inspect and provide guidance, and review and display.
Second Lesson
Dialogue Platform
Review
Recite the ancient poem "Grass".
Self-study
Follow the previous learning steps to self-study the ancient poem "Xugongdian, Suxin City":
1. Reading: read the pronunciation of the characters accurately and read the ancient poem smoothly. .
2. Think: Think about what you have understood? What don’t you understand?
3. Talk: Talk about your learning gains in the study group.
Communication
1. Students first talk about what they understand and do not understand in the group, and the teacher introduces information about the poet Yang Wanli on camera.
2. Class exchange and understand the general meaning of the poem.
Read aloud
1. Free reading: What new discoveries have you made about the scenery in late spring?
2. Guided reading: How does the child feel when catching butterflies? (Happiness, joy) How do you feel when you can’t find it? (disappointment).
Guide students to make associations based on illustrations, enrich language accumulation, and further appreciate the joy of children catching butterflies among flowers.
3. Competition Reading: Competition within the group. Recommend a student to participate in the class competition.
4. Evaluate reading: Who reads well? The good thing? Is there anything I need to remind everyone to pay attention to?
The language of poetry is concise and full of rhythm. Various forms of reading can help students understand the poet's emotions and cultivate their sense of language.
Recite
Memorize each other's words at the same table, recite by name, challenge and memorize together.
Expand
1. Make this ancient poem into a short story.
2. As a group, write, arrange and perform the sitcom "Xugong Store in Suxin City".
Providing students with "secondary creation" themes not only expands and extends the text, but also enriches students' emotional experience and cultivates their language expression and imagination abilities.
3. Share with your classmates other poems by Bai Juyi and Yang Wanli that you have collected or ancient poems about spring written by other poets.
Ancient poetry is a wonderful flower in the garden of Chinese culture. Teachers should stimulate students' interest in reciting, cultivate the habit of extracurricular accumulation, and gradually improve students' humanistic qualities.
Writing
Learn a few other new words, focus on guidance:
Wei - you can review the word "wei" first, and then give guidance on writing. The upper horizontal line should be short and the lower horizontal line should be long; the sidebar should be stretched.
Sustain - the treasure cover should not be too wide.
Evaluation
1. Students practice writing and self-evaluate: mark the words they think they are satisfied with.
2. Display, communicate and evaluate each other within the group: write a few more words that you are not satisfied with based on the suggestions from the group.
Consciously guide students to self-evaluate and peer-evaluate, so that students can learn to evaluate and make progress together while learning, referencing, and appreciating each other.
Tips for companionship
Explanation of words
Lili: the appearance of lush vegetation.
Wither: wither.
Use: complete, complete.
Su: To stay for a while
Liluo: To look sparse.
Path: small road
Looking: looking for
Related links
According to legend, "Farewell to the Ancient Grassland" was written by Bai Juyi when he was sixteen years old. According to the regulations of the imperial examination, the word "Fu De" must be added before the question. The method is similar to that of a poem about chanting things. "Farewell with Ancient Wild Grasses" expresses the feeling of farewell to friends through the description of the wild grasses on the ancient plains.
Read online:
"Spring Day" (Zhu Xi) The sun is shining brightly on the shore of Surabaya, and the boundless scenery is new for a while. It is easy to recognize that in the east wind, there is always spring in a thousand colors.
"Qingming" (Du Mu) It rains heavily during the Qingming Festival, and pedestrians on the road want to die. When I asked where the restaurant was, the shepherd boy pointed to Xinghua Village in the distance
In "Ode to the Willow" (He Zhizhang), jasper made up a tree as high as a tree, with thousands of green silk ribbons hanging down. I wonder who cuts out the thin leaves? The spring breeze in February is like scissors.
"A Visit to the Garden Isn't Worth It" (Ye Shaoweng) should pity the teeth of the clogs and the green moss, and the small buckle of firewood will not open for a long time. The garden is full of spring scenery, and a branch of red apricot comes out of the wall.
3. Bamboo Shoots Ya'er
Perspective before class:
This fairy tale prose uses anthropomorphic writing to vividly describe the growth process of Bamboo Shoots Ya'er. The language of the article is exquisite, the characters are vivid, and it is full of childishness. The young bamboo shoots, the gentle spring rain girl, the loud Thunder Father and the loving bamboo mother all come to life under the author's wonderful pen.
Since children don’t know much about Sunya’er, teachers and students can collect some relevant audio-visual and picture materials together before class to make up for the lack of learning resources. In teaching, teachers must also create situations, use reading to ask questions, use emotions to stimulate thinking, and fully mobilize students' enthusiasm for participation and cultivate their ability to read independently through reading, talking, performance, evaluation and other methods.
Teaching objectives:
1. Be able to recognize 14 new characters and write 9 characters.
2. Read the text emotionally, focusing on the dialogues between characters such as Sun Ya'er and Chunyu Girl, feeling Sun Ya'er's yearning for beautiful spring and her enterprising spirit, and experiencing the joy of immersing yourself in nature. .
3. Love reading scientific fairy tales, which can draw strength from fairy tales and cultivate sentiments.
Teaching focus: Memorize new words, read the tone of different characters, and understand the meaning contained in fairy tales.
Information materials:
Word cards; audio-visual materials or pictures of shoots and bamboos; projector.
Class schedule: two classes
First class period
Cut into puppet lifting
1. Introduction of riddles. "It is wrapped layer by layer when it is young, and it is high when it is big. It is eaten as a vegetable when it is born, and it becomes a material when it grows up." Guess what this is? (Bamboo shoots) Have you seen it? (Show a picture of a bamboo shoot) How does a small shoot grow into a strong bamboo? Write a topic on the blackboard to remind students how to pronounce "shoots sprouts".
Riddles are a popular game among students. The vivid language description and intuitive picture display stimulate students' strong interest in learning.
2. Screen import. (Shows pictures of shoots and bamboos) Do you know them? A small shoot can grow into a strong bamboo in less than 2 months. How amazing! How did she grow into a strong bamboo?
(Blackboard writing topic) At the same time, students are reminded of the pronunciation of "shoots sprouts".
Dialogue platform
Self-study
Mark (mark the serial numbers of natural paragraphs)
Underline (underline the unfamiliar words while reading) words, try to remember them)
Read (read the pronunciation of the words accurately, read through the text)
Think (what did you understand? What else don’t you understand?)
Check (tablemates check each other’s self-study status, teacher inspects and guides)
Communication
1. Correct pronunciation: primary school teacher reading - reading by train - return by radical Category reading - extended word reading - classmates test each other, and the deskmate who reads correctly will be rewarded with a small bamboo shoot.
2. Display method:
For example: guessing puzzles: two cars - boom; Yin wearing a bamboo hat - bamboo shoots
Action demonstration: calling/kneading/twisting /Drill/Caress/Braid
3. Reading: Read the text by name and in sections, paying attention to the correct pronunciation of the characters.
4. Question: What are the things you don’t understand during self-study?
The best way for students to memorize and consolidate new words is to reproduce them. In the classroom, teachers use various forms to reproduce new words, mobilize students' multiple senses to participate in activities, and improve the quality of independent literacy.
Enlightenment
1. Read the paragraphs where Miss Chunyu and Father Lei call for bamboo shoots. Do you imagine that the tone of their calls is the same?
2. Focus on guiding the tone of Chunyu and Eunuch Lei’s calls.
(1) How does the Chunyu girl call the bamboo shoots? (The voice is soft, the tone is friendly, and it has the feeling of "moistening things silently") Who can try to "whisper" Bamboo Ya'er?
Modern reading--named reading--review reading--practice reading--read together.
(2) Who will be the one to call the sleeping bamboo shoots? Does he have the same tone as Miss Chunyu? (The voice is thick and encouraging)
Practice reading - challenge reading - read in groups - read together.
(3) What does Bamboo Yaer look like when he wakes up? Understand words such as "knead", "stretch", "coquettishly", "twist", "keep" and "drill" by making movements and connecting with existing life experiences.
Imitate reading - perform reading with movements and expressions - male and female voice competition reading - review reading - voluntary display reading.
(4) Read the first four paragraphs of the text in role performances.
Students in the lower grades have not developed a keen sensitivity to language. Teachers should pay attention to creating situations and use empathy strategies to mobilize students' multiple senses to deepen their understanding. At the same time, they should also play the role of demonstrating reading aloud to gradually cultivate students' Sense of language.
Writing
1. Practice writing the five words "call, call, shoot". The teacher focuses on instructing the characters next to the word "口": the character "口" should be positioned upward and should not be written too big. Among the three characters next to the spoken word, "huo" is a newly recognized character and can be given key guidance. The sixth stroke on the right, "気", must be connected up and down, and cannot be written vertically or written vertically.
2. Students practice writing and evaluate and grade each other.
Guide students to discover the formation rules of new characters and further feel the physical beauty of Chinese characters; various forms of evaluation greatly stimulate students' interest in writing and improve the quality of writing.
Second Lesson
Dialogue Platform
Review
1. Read the good words and sentences you have accumulated to everyone.
2. Group reading competition.
Read aloud
1 Read the text softly: What does the spring scene look like when the bamboo shoots emerge from the ground?
2. Can you read the beauty of spring? (Read by name, read together) Teachers and students *** feel the beauty of spring together.
3. Sentence imitation training: What else did Sunyaer see? Can you still say a few words like in the book?
Imagine
1. Read the text silently: If you were this strong bamboo now, what would you most like to say? (You can say this to Miss Chunyu, or you can say it to Eunuch Lei...)
2. Reflection after reading again: Do you like Bamboo Ya'er? Why? Inspire students to associate the growth of bamboo with their own growth: What care and love did you receive while growing up?
Explore the potential humanistic factors of the teaching materials, connect them with the students’ real life, encourage them to boldly express their opinions, and make students feel that personal growth is inseparable from the care of the people around them, which embodies the individuality and diversity of aesthetic values. change.
Performance
1. Rehearse the textbook play as a group, with the teacher inspecting and guiding.
2. The class selects a group with good performances and performs role performances wearing headgear.
Writing
1. Learn to write the four characters "Gang, Shijie, Hong". The teacher focused on instructing the folding pen of the horizontal folding hook of the character "Gang" to be vertical and not to be drawn inward; the "" inside should not be too small, and the second stroke should be longer. The word "you" on the left side of the word "Boom" should be turned into a dot.
2. Students practice writing and evaluate each other within the group. According to the suggestions of classmates, write a few more words that you can't write well until you are satisfied.
3. The whole class communicates and displays, and selects “Little Calligraphers”.
Assignment
Read a fairy tale and tell the content of the story to your classmates.
Training Tips
Related Links
1. Bamboo shoots are one of the vegetables that people eat. They can be eaten fresh and made into various dishes; Pickled, it can be eaten for several months; it can be dried, so it can be eaten for longer; it can also be canned and sold all over the world, bringing considerable income to farmers.
2. Bamboo grows to maturity in summer, and its trunk turns from tender green to turquoise. Bamboo leaves can be used as raw materials for paper making. Bamboo does not appear to be growing on the surface in autumn, but the underground stems of bamboo are in peak growth season. The underground stems are commonly known as row whip bamboo shoots. There is a growth characteristic of row whip bamboo shoots, which is positive. Generally speaking, it only grows in three directions - east, south, and west, and does not grow north. It is very tenacious. It can go through any stone crevice, the bottom of a broken vat, the foot of a wall, or a pile of rubble. Even if it changes its body shape (originally round, it becomes flat), it will still grow through it. . Bamboo is the most tenacious plant in winter and is known as one of the "three friends of winter".
Read online
"A Seed"
A seed sleeps in the soil. When he woke up, he felt very warm, so he straightened his body.
He was a little thirsty. He took a sip of water and felt very comfortable. He straightened his body again.
The spring breeze blows gently. The seed asked the earthworm: "What's the sound outside?"
The earthworm said: "That's the spring breeze. The spring breeze is calling us to go outside."
"What's it like outside? It's the same. "Is it dark?"
"No, it's very bright outside," the earthworm said as it dug out, "I'll loosen the soil for you so you can get out."
The seed was very happy to hear this and straightened up his body again.
The spring breeze is singing, the spring water is singing, the birds are singing, and the children are singing. Zizi heard that it was very lively outside, and said quickly: "Ah, I have to go out quickly!"
Zi Zi straightened his body again, and his eyes suddenly lit up, ah, what a bright world!
4. Fawn’s Rose
Perspective before class:
This is a thought-provoking fairy tale. In the beautiful spring, although the deer did not see the roses he planted because he injured his foot, he felt that the roses were not in vain after hearing the praises of the oriole and the breeze. In the emotional changes of the characters from longing to disappointment, from regret to joy, the deep meaning contained in the text is revealed.
The story has exquisite language and twists and turns, and is relatively close to children's lives. However, children in lower grades still have a certain degree of difficulty in understanding "Why the roses are not planted in vain". Teachers should seize the words of Huang Ying and Breeze to further develop the text, use "empathy" strategies to guide imagination, so that children can be emotionally influenced by full character experience.
Teaching objectives:
1. Be able to recognize 8 new characters, be able to write 12 characters, and have the interest and habit of accumulating words.
2. Read the text emotionally by character, and understand why the deer’s roses were not planted in vain.
3. Fully comprehend the words of Oriole and Breeze, realize the value of planting flowers and grass, and realize that by creating happiness for others, you can also get happiness from it.
Teaching focus: Memorize new words, read the text according to characters and emotions, and understand why the deer’s roses were not planted in vain.
Information materials: animal headdresses, vocabulary cards, text illustrations, pictures of deer and roses.
Class schedule: two classes
The first class