Part I: What I want is teaching material analysis of gourd teaching design;
I want a gourd is a text in the first volume of Grade Two. This fable is lively and interesting. It has four natural paragraphs, short and pithy. It's about a man who planted a gourd, but his eyes were fixed on it. He didn't listen to his neighbors' advice, ignored the aphids on the leaves and just wanted to get the gourd. As a result, the aphids on the leaves grew more and more, and the gourd slowly turned yellow. Finally, the gourd fell down. This text is easy to understand, but it is meaningful.
Analysis of learning situation:
I teach children in the second grade. They are smart and lively. Strong comprehension ability, good at expressing oneself, strong curiosity, good at inquiring about new things, seize this feature, create situations, and let students become the protagonists in the text and experience the fun of planting gourds. From the "cute" situation around the gourd and several comparisons, let students learn the text in fun.
Teaching objectives:
1, read the text with emotion and experience the different tones of two sentences expressing the same meaning.
You should know that you must listen to others' advice when you do something wrong. Know how to pay attention to the connection between things when doing anything.
Teaching focus:
Read the text with emotion and feel the different tones of two sentences expressing the same meaning.
Teaching difficulties:
Combine the reality and understand that things are related, and we can't just look at one aspect.
Teaching preparation:
Ppt courseware, gourd paste.
Teaching process:
First, import
1, dialogue import.
2. Look at the topic together.
Second, reading the text for the first time
1. Listen to the teacher reading the text and think while listening: What do you know?
2. Student feedback.
Third, feel the cuteness of the gourd.
1, show the picture of the gourd and say: What kind of feeling does the small gourd leave you?
2. Contrast sentences:
Lovely little gourd
What a lovely little gourd!
What's the difference between these two sentences?
3. Look at the cuteness of the gourd. Read by roll call and read by the whole class.
4, contact life to say a word: how ... ah!
5. Which sentence in the text do you see the cuteness of gourd?
6. Show me the sentence: the leaves of the gourd vine are long and the flowers are small. Is the text written like this? Anything to add?
7. Compare the sentences in the text.
8. Read aloud with emotion.
Fourth, feel that person's love for gourd.
1, show sentence: How many times does that person go to see it a day?
2. Understanding: What is the difference between "several times" and "once"? Feel that person's love for gourd through Several Times.
3. Read the first paragraph with emotion.
4. Show me the sentence: He stared at the gourd and said to himself, "My gourd, grow fast, grow fast! It is bigger than a pumpkin! "
5. Talk to yourself. Say sentences to yourself. Perceptual reading.
6. Feel the "gaze". There is another word that can be seen that gourd is cute and that person likes it very much. What does "stare" mean? Can you use "look" and "observe" instead of "stare"?
7. Read sentences with emotion.
Fifth, explore the mystery of gourd landing.
1, showing the picture of gourd withering. Say: what will that person's mood be like?
2. How is the text written? Show me the comparative sentence:
The gourd turned yellow and fell.
The gourd slowly turned yellow and fell down.
The small gourds slowly turned yellow and fell off one by one.
3. Why did all the good gourds fall off? how do you know Show me the learning tips.
4. Learning feedback.
5. Show me that sentence: Are aphids on leaves still used for treatment?
Aphids on leaves don't need to be treated.
Instruct to read different tones.
6. Do you think what he said is correct?
7. Read the last paragraph aloud. People who want to grow gourds want gourds. They didn't get the last one. Is it sanitary?
8. If you were a neighbor, how would you persuade that person?
Sixth, extracurricular expansion.
The next year, the man planted another gourd. Soon, some aphids climbed onto the leaves of the gourd. He is _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.
The second part: I want the teaching goal of gourd teaching design;
1, know 1 1 new words, and can write 8 new words.
2. Read the text correctly, fluently and emotionally.
3. Understand the relationship between leaves and fruits of plants, and understand things related to the text.
4. Read the text in different roles and make up stories to cultivate students' imagination.
Teaching focus:
Be sure to read new words, read the text with emotion and understand the relationship between plant leaves and fruits.
Teaching difficulties:
Find out the close relationship between gourd and leaves.
Preparation before class:
Teacher: Courseware
Student: Collect information about aphids, leaves and gourds.
Teaching process:
First of all, an exciting introduction.
1. Look, the teacher has brought you a new friend. This is a gourd. (Student answers)
(Courseware: gourd animation jumps out)
2. Hey, why is the gourd unhappy? (Courseware: Hulu is unhappy)
So you called the wrong name. It's called gourd.
(Student answers)
(Courseware: Turn pictures into words and add pinyin)
Today, we are going to learn an interesting fable. What I want is a gourd. (Courseware: I want a gourd)
4. See what I want to see. This is a gourd; Whispered that I want a gourd; Read and think, read silently. I want a gourd. What questions do you want to ask?
Health: Who am I?
Health: Why did you say I want gourd? What do you not want?
Health: Are we going to Hulu?
Second, read perception first and recognize new words.
1, the answer is hidden in the text. Open your books quickly and read the text in your own way. Pay attention to pronunciation and sentences. Read the new words twice.
2. Naughty baby China took off his pinyin hat and hurried out to make friends with everyone. Look carefully at which new words are easy to mispronounce, and ask the capable little teacher to remind you.
3. Courseware:
Teacher: The teacher also reminded everyone that the reed of the gourd reads Lu alone, forming a word that reads softly.
Come on, say hello to them!
Third, the combination of graphics and text, self-reading sentiment.
(1) Learn the first paragraph.
1, children, let's walk into the gourd garden of texts and new words! (Courseware: Gourd Map)
Students observe the growth process of gourd with music.
Normal students read the first paragraph. Do you like it? Which sentence do you particularly like?
Read the first paragraph by yourself and find out your favorite sentences.
Students read: The slender gourd vines are covered with green leaves, and a few small white flowers are blooming. After the flowers faded, several small gourds hung on the vines. What a lovely little gourd! (The first paragraph of courseware presentation)
Teacher: I heard that you like gourds a little. Do you like gourds?
Health: Read again. Teacher: What words do you particularly like?
The teacher also appreciates a word hanging. Every time I look at a few small gourds hanging on the vine, I seem to see the small gourds hanging on the vine swaying with the wind, as if greeting us. (Courseware: Hang)
Come on, let's read our favorite words. (Read aloud to the music)
4. The person who likes gourds more than us is (the person who grows gourds). What sentence did you learn from? Gourd farmers go to see it several times a day, and the more they see it, the more they like it.
Teacher: Once? Health: Several times.
Teacher: Yes, a few times. Read it again.
5. If you are a gourd grower, what will you say when you stare at the gourd?
Health: I thought: Gourd will grow fast.
Health: I said to Gourd: My Gourd, you grow so fast.
7. How do you want to express your love for Cucurbita pepo?
Health: I want to see gourds every day.
Health: I really want to sing for the gourd.
8. Let's read the first paragraph beautifully with love in our hearts, while reading and thinking, and let the gourd take root, blossom and bear fruit in our hearts.
(2) Learn the fourth paragraph.
1, I heard that students like to eat gourds too much. But I tell you an unfortunate news: those lovely little gourds are slowly turning yellow and falling down one by one. (Courseware: The gourd turns yellow and falls) How do you feel?
Health: What a pity!
Health: I feel very uncomfortable.
Let's read out our regrets and sadness.
Soon, the small gourds slowly turned yellow and fell down one by one.
Yes, how can we not be sad when we watch the gourd turn yellow and fall off day by day! Come on, let's read this sentence again.
(3) Learn the second and third paragraphs.
1, we have learned here. There must be some question marks in your mind. What's your question? (Courseware:)
Blackboard writing: gourd diagram
Children, not only are we concerned about this issue, but a gourd troupe is also concerned about this issue when it hears the news. Look, there is a letter from the troupe.