1. Know seven new words such as "Gu, Niang". Write the words "star, gangster".
2. Practice reading the text with different roles and read the tone of the request.
3. Understand relevant knowledge, and stimulate students' feelings of caring for beneficial animals.
Teaching emphases and difficulties:
The teaching focus of this course is to guide students to understand some scientific common sense and make them interested in science.
Teaching process:
First, import the pictures. Query according to the picture
1. Show pictures of cotton flowers.
Teacher: Please come and enjoy a picture first.
Teacher: What do you see in the picture? Do you know what cotton is used for?
The teacher concluded that cotton is closely related to our life. Today we learn a fairy tale, which tells the story of a cotton girl. (blackboard title: cotton girl. Who will read the topic? Read the title by name, emphasize the word "flower" of "cotton", and read the word "girl" softly.
Teacher: The word "girl" is a new word. Is there any good way to remember them? (Guide students to use the rules of adding radicals, changing radicals or pictophonetic characters to remember. )
2. Show two pictures.
Teacher: Please observe carefully. What's the difference in the expression of the cotton girl in these two pictures? (Name it)
Teacher: What happened from "sadness" to "happiness"? Let's read the text.
Comments: In this teaching process, teachers grasp the psychological characteristics of junior students and use the method of drawing in and asking questions according to the drawing, which not only emphasizes pronunciation, but also accumulates literacy methods and trains observation ability, so that students can learn new words in vivid and interesting situations, start thinking and arouse their enthusiasm for learning.
Second, read the text for the first time and recognize the new words.
1. Let the students read the text by themselves and circle the new words. If you encounter unfamiliar words, you can read them several times with the help of Pinyin. Teachers patrol and give individual guidance.
2. Read the new words circled at the same table to see who can read them correctly.
3. Read the words collectively: aphid, hope, girl, spot, cure disease, woodpecker.
Display words in pinyin. Read by name and follow.
Then show the words without pinyin and read them together.
Ask the students to choose a natural paragraph and read it to the class.
Comments: The design of this link looks very traditional, but it is very effective. Through self-reading, circle drawing, mutual reading and synchronous reading, let students have a preliminary impression of new words and phrases. Then the teacher asked the students to "send the new words and phrases home" to further memorize them in a specific language environment. It is particularly worth mentioning that after learning new words for the first time, teachers will give students at different levels a space to choose independently, so that each student can open his mouth and listen carefully to others read a paragraph. In repeated reading, students will gradually understand new words, sentences and the main idea of the text.
Third, read the text intensively and feel the language.
(a) learning 1 natural section.
1. Read by name 1. Say: What's wrong with Cotton Girl?
2. Literacy: aphids, hope, cure diseases.
Teacher: (showing pictures of aphids) This is the aphid. In summer, if we wear yellow clothes, aphids will fall on our clothes. It has a big belly and feeds on plant branches and leaves. It is a pest.
Name a name and say how to remember the word "aphid".
Show fill-in-the-blank exercises and say the names of the students to fill in the blanks.
Aphids of ()
Show the sentences and name the students.
Cotton girl is sick, and there are many hateful aphids on her leaves.
Show the first picture of the text and ask the students to read the sentences aloud.
How she longed for a doctor to treat her!
Teacher: Look at the expression of the cotton girl in the picture and think from the radical of the word "hope". What does hope have to do with? Why?
Students understand the cotton girl's mood, and then read this sentence.
Teacher: There is a story about the word "governance". In ancient times, there were always floods, so people built earth "platforms" to block "water". This is the word "rule". Its original meaning is "water control", and later it is also used for words such as "treating diseases".
3. read the l paragraph with your own experience.
Comments: Use the language environment provided by the text to carry out literacy teaching, and skillfully combine literacy with reading. This is a highlight of the teaching design of this course. In this natural period, * * * has three new words. On the basis of the initial recognition, the teacher combined with the specific language environment to further let the students know the glyphs and understand the meanings. At the same time, they infiltrated the Chinese character culture education from the perspective of Ci theory, cultivated students' feelings of loving Chinese language and writing, and integrated knowledge and interest, which had strong effectiveness.
(2) Learn 2 ~ 4 natural paragraphs.
1. Start reading paragraphs 2-4.
Thinking: Who does Cotton Girl ask to help her cure aphids? Mark the names of several small animals.
2. Feedback and communication.
With the students' feedback, the teacher posted relevant pictures and wrote on the blackboard: Swallow, Woodpecker, Frog.
3. Accompanying literacy: woodpecker
The teacher guides the students to observe the picture: woodpeckers peck pests with their sharp mouths, so there is a word next to them; The middle point on the right is like a bug; The rest are like branches of a tree.
Language training: Try to say "Who does Cotton Girl ask to help her catch aphids" in one sentence? Guide students to practice oral English with the sentence "Cotton Girl, please help them catch aphids". )
After reading the instructions, I can understand why swallows, woodpeckers and frogs can't help Cotton Girl.
Teacher: The cotton girl said, "Please help me catch pests!" What did the swallow, woodpecker and frog say?
Name the swallows, woodpeckers and frogs.
5. Practice reading for different roles on the same table.
Teacher: Although I couldn't help, I told Miss Cotton politely. Show "politeness" when reading aloud.
6. The teacher demonstrates that one person can play multiple roles. Then let the students practice reading and reading names.
Comment: This passage is a scientific fairy tale. It is one of the learning tasks for students to understand scientific knowledge while learning a language. Teachers grasp the characteristics of text language and let students understand knowledge and experience emotions in repeated reading. Students read in roles, and teachers also demonstrate reading. Stimulate students' interest in reading the dialogue aloud. At the same time, the scientific knowledge contained in the text is also strengthened in students' interesting reading. ,
(3) Learn the fifth and sixth paragraphs.
Teacher: (Transition) Cotton Girl invited swallows, woodpeckers and frogs to help her heal, but none of these three animals helped her. Who finally cured Cotton Girl?
1. Show the picture and write on the blackboard: ladybug.
Teacher: What do you know about ladybugs?
Teacher: (showing the new word "spot") Is there any good way for you to remember this word? What else can this word constitute?
Teacher: Read the sentences describing ladybugs in the text.
2. Teacher: If you are a beautiful and lovely ladybug, can you introduce yourself with the sentences in the book?
Teacher: "ladybug has great skills", which sentence can tell that it has great skills? (Quick, eat up)
Read the dialogue between cotton girl and ladybug.
Read aloud in different roles at the same table.
Teacher: (Transition) With the help of ladybug, Cotton Girl's illness has been cured and she has become beautiful! Read the sixth paragraph.
3. Read the sixth paragraph freely.
Show: green leaves, green leaves, green leaves, green leaves.
Teacher: Read it. What else is "green"?
Display: Snow White Cotton, Snow White Cotton, Snow White Cotton
Teacher: Read it. What else is there in Snow White?
4. Guide reading aloud.
Teacher: The cotton girl got well, grew green leaves and spit out snow-white cotton. She grinned! (showing pictures)
Teacher: Which "cotton girl" is willing to finish reading this paragraph with this mood?
Read six paragraphs by name. )
Comments: In the natural period teaching in May and June, the teacher put the students in fairy tale situations many times, so that the students could unconsciously imagine themselves as beautiful and lovely ladybugs and introduce themselves to everyone: imagine themselves as beautiful cotton girls, experience her happy mood after recovery, and express it through reading aloud. Especially in the link of "introducing yourself to everyone", students internalize the language in the text they have just read into their own language, which not only trains students' language organization ability, but also practices their expression ability, and at the same time increases the fun of learning.
(4) Summary of the full text.
Teacher: The fairy tale we learned today is both beautiful and vivid. We not only learned many new words from them, but also got to know many small animals, knowing that they have their own skills. In fact, there are many beneficial insects and birds in our daily life. Interested students can collect some information after class to get to know it.
They are the protectors of crops and our good friends.
Fourth, observe carefully. Standardized writing
1. Show: "Ladybug Seven Stars Helps Cotton Girl."
Teacher: Read this sentence. There are two words in this sentence that need to be written. Let's write it. (Written by Teacher Fan)
2. Guide students to observe the characteristics of these two words. (The same is the upper and lower structure, and the width is different when writing stars: the upper part is small and the lower part is large; Help: big and small. )
3. Students practice writing. (Teachers patrol and guide)
4. Show and evaluate students' homework.
Comments: The experimental teaching material of People's Education Edition has a remarkable feature, especially in the lower grades, and the new words are out of sync. The two words written in this class are not new words learned in this class, so the teacher designed "star" and "gang" in one sentence before instructing writing, that is, "ladybug seven stars help cotton girl" First, let the students review according to the context, and then guide the writing. When writing, teachers guide students to observe the characteristics of the two characters and comment on the problems, which effectively implements the teaching focus of literacy and writing in lower grades.
Teaching reflection:
General comment: This is a reading class for junior students. In view of the learning characteristics and laws of lower grades, teachers closely combine reading and literacy, and train students' various language abilities while conducting language and writing training in a down-to-earth manner, so that students can not only learn knowledge, but also acquire methods, and at the same time cultivate their feelings of loving Chinese. In literacy teaching, teachers recognize the whole first, and then match the text teaching. Combined with the specific language environment, they use various methods, such as picture assistance, word teaching, image memory and so on. Spreading literacy to all teaching links, constantly reappearing in a specific context, strengthening and consolidating, which embodies the editor's intention and students' learning rules.
In learning to read, this design also has many highlights, such as arousing students' doubts, generating reading expectations and cultivating the ability of "reading with questions" through two text illustrations; From the reading of different roles to the reading of different roles by one person, students can appreciate the charm of reading and stimulate their interest in reading: internalize the language of the text into their own language and express it in another way, which not only allows students to enter the fairy tale situation, but also trains the language, accumulates knowledge and activates their thinking.
It is worth noting that this design is also accompanied by a 5-minute test paper, which is used to test part of the learning content of this lesson. Although the content of the test can't cover all the students' learning gains, it reflects the designer's strong quality consciousness and his good desire to implement the new curriculum concept and have strong effectiveness in teaching.
Teaching plan 2 1 of the second volume of the first grade Chinese "Cotton Girl". Learning objectives:
1. Know seven new words such as "Gu, Niang". Can write six words such as "only, star".
2. Read the texts of different roles and read the tone of the request.
3. Know some birds and beneficial insects that are useful to human beings.
Second, the teaching emphasis and difficulty:
The teaching focus of this course is to guide students to understand some scientific common sense and make them interested in science.
Third, the teaching characteristics:
In the form of fairy tales, the text contains biological common sense in vivid stories. Through the story of cotton girl asking swallows and woodpeckers to treat herself, we can know the scientific knowledge of where swallows, woodpeckers, frogs and ladybugs eat pests respectively. Language conforms to children's characteristics and has a strong enlightening effect on students' understanding of scientific knowledge. In teaching, students are instructed to read aloud in a personalized way. By playing different roles, students can understand the different functions of various beneficial birds and insects, emphasize experience and ignore preaching, thus stimulating students' interest in learning scientific common sense.
Fourth, teaching methods:
Group discussion, role play, demonstration, demonstration.
Verb (abbreviation for verb) Preparation before class:
Multimedia courseware, any kind of animal headdress made by students.
6. Teaching time: 2 hours.
Seven, the teaching process:
first kind
Course objectives:
1, learn five new words such as "gu, niang, aphid, hope, cure and peck".
2. Perceive the text as a whole, focusing on learning 1-4 paragraphs.
3. Practice reading the dialogue aloud, and you can read the anxious tone.
Teaching process:
First, the topic of the conversation:
Students, do you know? What's it called? (cotton)
2. Cotton is a plant, but it can be written as a person in the text, and it is affectionately called-Cotton Girl (show the topic, students read aloud).
3. Know the words "aunt and mother".
Second, learn the first paragraph and read after the text:
1, (The courseware shows the first illustration, the swallow is removed) Students, the cotton girl in the picture looks very weak with her head down. What happened to her? (Students speak freely)
2. Yes, Miss Cotton is ill. Do you know who the bad guys are crawling all over her? Please find its name in the first paragraph and circle it. (classmate circle: aphid)
What do you think is a better word for "aphid"? (pictophonetic characters)
4. (Back to the picture) What did Cotton Girl think when she was covered with hateful aphids? (Students are free to answer)
Let's see what kind of sentences are used in the text to express the feelings of the cotton girl at this time. Look at the last sentence: how she wishes a doctor would treat her! )
There are two words in this sentence. Do you understand what they mean? Tell everyone in your own words.
7. "Hope" and "cure" are new words we want to know today. Do you remember? Talk to your deskmate about your method. (exchange literacy methods)
Third, perceive the text as a whole.
1, Cotton Girl wants someone to treat her, which animals does she want to treat? Who finally cured it? Please read the full text. If you find the answer, please tell your deskmate.
2. What animal did Cotton Girl invite for treatment? Students answer, and the teacher writes the names of animals on the blackboard.
3. Transition: Who finally cured Cotton Girl's illness? Why don't swallows, woodpeckers and frogs be treated? Let's study it carefully.
Read aloud to understand the text.
1, classmates, what did the cotton girl with aphids think when she saw the swallow? Who will be a cotton girl once? Read what she said to the swallow at this time. (Instruct students to read the anxious and hopeful tone)
2. Did the swallow promise her? Why? Please find out the reason and underline it. (The teacher writes on the blackboard: Swallows-pests that only eat flying in the air)
The cotton girl didn't lose heart. She found a woodpecker and a little frog. What was the result? Please learn the third and fourth paragraphs by yourself in the way that you just learned the second paragraph. (Students teach themselves by drawing and reading)
4. Feedback: Why don't woodpeckers and frogs help her? (The students answer, and the teacher answers on the blackboard:
Woodpeckers-only catch pests in tree holes; Frog-the only pest in the field)
5, emotional reading 1-4 natural paragraph.
Fifth, review the new words, connecting the preceding with the following.
1, repeated requests are disappointing. Students, Cotton Girl asked us for help. Listen, what did she say? (The courseware plays the following paragraph)
Little friend, I'm a cotton girl. I have many aphids, which makes me sad. How I wish someone would be kind to me. But swallows, woodpeckers and frogs all said they couldn't treat me. Do you know, little friend? Help me!
2. Students, do you have any ideas? Ask students to talk about their own ideas, not necessarily according to the meaning of the text, as long as it is meaningful.
Sixth, the end:
The students just tried many ways, but who finally cured Cotton Girl's illness? Please read paragraphs 5 and 6 of the text after class and know the answer.
Seven, homework:
Read the full text and make a favorite animal headdress that appears in the text.
Second lesson
Course objectives:
1, review the new words and write six new words required by the article.
2. Read the full text and perform in different roles.
3. Understand aphids and ladybugs.
Teaching process:
First, review the new words.
Review with the game method: draw some cotton on the blackboard of Catch Aphids, stick a small paper bag with aphids on each flower, write a new word on the paper bag, and put some small cards cut into insect shapes in the bag. If students know the words on the paper bag, they can take a small card with words on it, indicating that they have caught an aphid. Finally, make statistics to see who has caught the most insects.
Second, learn the fifth and sixth paragraphs of the text.
1, classmates, last time the teacher asked you to read the text after class to see who cured Cotton Girl. Did you find it? (Answer: Ladybug Seven Stars)
2. In which paragraph of the text does the ladybug treat the cotton girl? Let's read together. (Read paragraph 5 in full)
What do you think cotton girl will look like when she eats up aphids so quickly? What words are used in the article to tell us? (The student answers, and the teacher writes: Surprise on the blackboard)
4. Can you ask this sentence by imitating the expression of Cotton Girl? Make the students look surprised, and then read: "Who are you?" This sentence. )
5. (courseware enlarges the picture of ladybug) Do you know anything about ladybug through today's study? What is its most obvious feature? (Student answers)
6. (Show: Spot) Who will say the word "Spot"? How will you remember it? Does it have other friends? (zebra, gray, etc. )
7. Soon after, when we saw the cotton girl again, what was she like? What should it feel like to read the last paragraph aloud? (Students read after discussion)
8, show the phrase: green leaves, students practice: green and white.
Third, read by roles.
1. Students, what do you think makes you feel anxious and what makes you feel relaxed and happy in the process of learning this text? (Students discuss in groups and give feedback)
2. Today we all chose our favorite roles. Put on your headdresses. Let's read the text together and see which animal has the most emotion to read. The teacher reads the narration, and the other students read according to the roles they choose. )
3. Invite a group of outstanding students to perform on stage.
4. Expansion: When reading the last sentence, all our children have the same expression, that is, "smile". Please think about it. What will the cotton girl say with a smile at this time? (Students imagine speaking)
Fourth, write new words.
1. The new words required to be written in this course can be taught in three groups: "Zhi, Xing" is a word with an upper and lower structure, and its main feature is "small at the top and big at the bottom"; "Xue" and "Bang" are also characters with upper and lower structures, which are characterized by "big" and "small". The tenth "one" of the word "Xue" cannot be written, so it is required to master it well when guiding students to write. "Please" and "Jiu" are both words with left and right structures. Be careful not to separate the two sides too much, and remind the last "nine" not to fall behind.
2. Ask students to observe the position of each word and the size and width of each part in Tian Zige.
3, students write and draw red. Division tour guidance.
4. Show outstanding students' homework.
Fifth, the display stand.
Students exchange knowledge about aphids, ladybugs and cotton after class.
The third teaching goal of Cotton Girl, the second volume of senior one Chinese;
1. Can read 13 new words correctly, write 7 new words and know a radical.
2. Be able to read the text correctly, fluently and emotionally.
3. Through learning, let students establish the awareness of protecting beneficial insects and birds.
Teaching emphases and difficulties:
Key points: read, write and feel the meaning of the text.
Difficulties: read the text aloud and feel the emotions.
Prepare teaching tools: new word cards and courseware
Course arrangement: 2 hours
teaching process
first kind
First, talk about it and do it well.
Students, today the teacher brought you a new friend. Who is she? Look, how beautiful the girl selling cotton is! Who will praise her? Yes, the cotton girl is white and tender, wearing a green skirt, how beautiful! Let's call her by her name in a friendly way! (Title on the blackboard: Cotton Girl)
Second, stimulate interest in learning, the overall perception
1. Students, please look at these two pictures and tell me what happened to the expression of the cotton girl. Show the sad and happy pictures of cotton girl. )
2. Yes, the cotton girl in the first picture is sad. The cotton girl in the second picture smiled happily. Cotton girl from sadness to happiness. What happened? Let's look for the answer in the text.
3. Communication: What do you know?
Show me the word cards: cure, swallow, others, trunk, sudden, surprise, seven, ladybug, green, spit it out and laugh.
(1) Students are authorized to read.
(2) deskmate, you mean that I read the new words "cure, swallow, don't, dry, natural, strange, beautiful, ladle, green, vomit and pull" in cooperative learning, and found the most suitable method of literacy by myself.
4. Read the text freely.
Third, read the text and remember new words.
1. Ask others when you encounter unfamiliar words. Read the difficult sentences several times, don't add words, and pay attention to the pause ...)
Did you encounter any difficulties when you were studying just now?
(1) Paragraph 1: What are the words in this paragraph? Can everyone understand it?
The second sentence: read the word "cure" and remember "cure".
Read paragraph 1.
(2) Are there any difficult sentences?
"We have seven spots on our bodies, just like seven stars. Everyone calls us ladybugs. " (Read by name, read all at once)
There are many key sentences in the text. Can you read them?
Show the sentence: (1) "Please help me catch pests!"
(2) "Sorry, I can only catch airborne pests. You'd better ask someone else for help! " (Read by name)
You're amazing. You can read all the difficult and important sentences. Is there a problem reading the text together? Now read it. The teacher believes that you will read better this time!
5. Read the text by name according to the natural paragraph.
Fourth, a variety of ways to consolidate new words
1. Remember "Yan" and "Park".
(1) Two of the new words we are going to know today are particularly difficult. (Yan, Piao) Who has a good way to help you and tell us how to remember them?
(2) Student group analysis.
2. The new word dolls are glad to see that everyone knows them. They want to play the game of "word seesaw" with everyone: seesaw, here, one side is high and the other side is low. ...
Words: cotton, girl, cure disease, swallow, others, trunk, suddenly, surprise, seven, ladybug, green, spit, laugh.
5. Observe carefully and write carefully.
1. Today we will learn to write seven new words: disease, medicine, parting, dryness, strangeness, star and seven.
Please have a look and pay attention to the case of each word.
Please observe carefully the position of these words in Tian Zige.
4. Normal writing, emphasizing the stroke order of "illness".
Please draw one and write one.
6. Show students' works and give timely evaluation and encouragement.
Second lesson
First, know the new words and review the introduction.
1, show the new word card, read by train, and write.
2. Read the names of new words and choose your favorite words to say a sentence.
3. Read the full text by name and read it correctly and fluently.
Second, create a situation to stimulate the introduction of interest
1. You mastered it so quickly. Teacher Cotton is so happy to see such a capable student. Look, everybody. (Show a picture of smiling cotton. ) How happy the cotton girl laughs!
However, a few days later, something unfortunate happened. Show pictures of sick cotton. What about the cotton girl at this time? Who did this to the cotton girl? Aphids are round and small, but in fact, aphids are natural enemies of many crops. They specialize in sucking plant juice. If you are a poor cotton girl, now many aphids are sucking your juice, what do you want to say most?
Can you use the words "sick, hateful, aphid, hope, cure"? Use as much as you can.
It's amazing that you told all the unfortunate experiences of Cotton Girl. Show me paragraph 1 of the text. ) Let's read it together. (Students read the text)
Third, focus on reading, understanding and feeling.
(A) the problem, the overall perception.
Show the first illustration: what a poor cotton girl!
Let's think about what it feels like to have a lot of aphids on the cotton girl. There is a saying that can best reflect the cotton girl's mood now. Which word is it? (Hope) Who can read the cotton girl's mood at this time? (Students read)
What do you want most? What do you want most? Yes, how she longs for a doctor to treat her! Who does she want to see most now?
1. A guide to reading words that describe the psychology of cotton girls.
Can you change "hope" into another word without changing the meaning of the sentence?
3. You also have the most promising things, right? Who can say a word with "hope"?
(B) the combination of graphics and text, role reading.
Please read paragraphs 2 ~ 5 freely and draw with horizontal lines which doctors Cotton Girl invited to treat her, and who finally cured her?
1. What doctors have treated Cotton Girl? Read paragraphs 2 ~ 4 of the text and tell the answers.
Language training: (Guide students to practice speaking in the sentence pattern of "cotton girl please _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
2. Introduce swallows, woodpeckers, frogs and their contributions to human beings through pictures.
3. Instruct to read aloud the dialogue between Cotton Girl and Swallow.
4. Practice in groups, and read aloud the dialogues between Cotton Girl, Woodpecker and Frog in different roles.
5. Teachers' situational guidance.
(refers to two students reading Cotton Girl and Swallow respectively. )
(refers to two students reading Cotton Girl and Woodpecker respectively. )
(refers to two students reading cotton girl and frog respectively. )
Swallows are gone, woodpeckers are gone, and frogs are gone. With so many doctors here, my illness can't be cured. It seems that my illness is incurable. ...
6. Instruct to read aloud the dialogue between the cotton girl and the ladybug.
7. Read the last paragraph together.
Fourth, class summary and cooperative performance.
1. Choose students who have read aloud in groups and put on headdresses for role performance.
2. Summary: In fact, there are many beneficial insects and birds in our daily life. They are an indispensable part of nature and our good friends. We should take good care of them!