Teaching objectives
1. According to the structure, new words are divided into upper and lower structures and left and right structures, and the word-formation rules of Chinese characters are initially discovered to appreciate the beauty of Chinese characters. (key)
2. Be able to read children's songs correctly and fluently, recite children's songs, know the words that indicate the position, distinguish the front, back, left and right, and identify the direction with reference to the sun. (Key points and difficulties)
3. Remember new words in the process of knowing various signs and develop the habit of reading in life.
4. Learn to read ancient poems correctly, fluently and emotionally, and experience the magic and beauty of the moon in reading. Learn to recite and memorize the ancient poem Gulangyu. Learn to read while imagining the picture. (key)
5. I like reading, accumulate my favorite good words and sentences, and expand the amount of extracurricular reading. (difficulty)
Preparation before class
1. Multimedia courseware, rabbit headdress. (teacher)
2. Text illustrations,? I'll say? The word is stuck in. (teacher)
3. Prepare fruit pictures and tiger king pictures as prizes. (teacher)
Class arrangement
2 class hours.
teaching process
first kind
First, create a situation to stimulate the introduction of interest
Teacher: Do you like going to the garden, children? Today, the teacher is going to visit China Paradise with the children. Shall we go in together? China Garden Six? . The teacher tells you a secret first. This garden is very interesting. Not only can you enjoy interesting pictures, you can play games, but you can also travel through ancient times? In these interesting activities, we can also accumulate rich Chinese knowledge. Whoever performs well can get a lot of prizes (take out the fruit picture and the tiger king picture). Do you want to go?
Design Intention: At the beginning of the class, the teacher created a swimming scene for the students in the Chinese paradise with attractive language, which stimulated the students' active participation in the experience and their enthusiasm for learning.
Second, the game activities to consolidate knowledge
The use of words
(1) Lian Yilian
1. Create a game situation and lead to activities 1.
Transition: Let's start our trip to China today! Look, children, we are in an orchard. The courseware shows the situation of the orchard, and gradually enlarges the apple with new words in the illustration of activity 1. ) Hey, there are many apples on the ground. Children, can you help the administrator of the Chinese Paradise to divide apples according to the new words on them?
2. Guide the students to say how they want to divide it.
Default value:
Student 1: I want to divide the new words into syllables. The whole recognized syllable is divided into one basket, and other syllables are divided into one basket.
Health 2: I want to divide it according to the structure. The new words with left and right structures are divided into one basket, and the new words with upper and lower structures are divided into one basket.
3. Courseware shows the baskets in the pictures in the book, and guides students to divide new words into two categories according to their structures. Students report, the teacher clicks on the courseware and completes the connection.
4. Guide the students to tell which words have left and right structures and which words have upper and lower structures.
Design intention: Students will be brought into the situation of Chinese learning through game activities, and students will find the word-formation rules of Chinese characters in the game. First, let students determine their own classification standards, which fully respects the initiative of students. Guide students to say what words they know with left and right structures or upper and lower structures, encourage students to read in life and expand their reading space.
(2) Reading aloud and reciting.
1. Transition: After dividing the apples, we will continue to play. Children, we came to a meadow. Oh, no, we are lost. All I know is that we are heading east. Do you know which way is east?
2. According to their own experience, students say where is east, where is west, where is south and where is north.
3. Show children's songs: This children's song can tell us how to tell the direction.
4. Students can read children's songs freely with the help of Pinyin.
5. Teachers demonstrate reading, students listen carefully and pay attention to new words they don't know.
6. Read aloud through the named clauses, and the teacher uses the camera to guide the pronunciation.
7. Read at the same table and correct each other's pronunciation.
8. Ask boys and girls to read together and read the charm.
9. Please read this nursery rhyme again, and circle the words indicating the position while reading.
10. Guide students to report and show relative locative words in the courseware.
Before? Left back? To the right and east? Southwest? north
1 1. Show the new word cards, get to know each other at the same table and find the words in the opposite direction.
12. Scene performance.
(1) Please face the east, where the sun rises. Now the east is in front of us, and what is behind me? (West), what's on my left? (North), what's on my right? (South).
(2) Read children's songs while doing actions in the group.
(3) Ask a classmate to be a navigator, while reading children's songs, help everyone to do actions and identify the direction.
13.
(1) What about the seats in the classroom? Back and forth? .
In front of me is _ _ _ _ _ _, behind me is _ _ _ _, on my left is _ _ _ _ _, and on my right is _ _ _ _ _ _.
(2) The teacher speaks the password and the students act according to the password:
For example: raise your left hand, touch your right ear, turn right, etc.
(3) Create a situation: Do you know where we should go now?
Students introduce the position of the sun according to the content of children's songs. Southeast, northwest? .
14. Sing children's songs and review them as a whole.
Design intention: guide students to read children's songs correctly and fluently through various forms. At the same time, combining with the thinking characteristics of junior students, we should create rich situations, design interesting game activities, stimulate students' interest in learning, guide students to read and write in games and situations, and find the right direction.
Exhibition table
1. Transition: (Scenario diagram of courseware display activity 3) Look, children, now we are in a small town, it's really lively! However, what are these buildings for? Guess what?
2. Students introduce the names and uses of buildings according to their own life experiences.
3. Guide students to read the Chinese characters on the signboard freely. If you can't understand them, you can ask your deskmate or your teacher. Test each other at the same table.
Read the Chinese characters on the signboard by name.
Design intention: create situations in life to guide students to read, fully respect students' existing knowledge and experience, and students take the initiative to read in the process of reading independently, helping each other at the same table and consulting teachers, and gradually develop good literacy habits.
Third, summarize and review.
Summary: In this class, we visited China Paradise together. Although the journey is not over yet, we must have gained a lot. In Chinese Paradise, we can not only play games, but also learn a lot of Chinese knowledge. In fact, it is the same in our lives. As long as we pay attention to observation, we will learn a lot and know a lot of Chinese characters. I hope we can all be careful children and learn Chinese in life.
Second lesson
First, the introduction of new courses.
Introduction: In this class, we will continue to visit China Paradise and walk into it again? China Garden Six? What adventures and gains will we have in this class?
Second, accumulate over time.
1. Guide: In the clear night sky, there is a full moon, what a beautiful night! Seeing such a beautiful scenery, Li Bai, a great poet in the Tang Dynasty, wrote a poem. do you want to hear it ?
2. Teachers demonstrate and guide reading, and guide students to read accurate pronunciation and verse.
3. Students can read ancient poems freely with the help of Pinyin.
4. Read ancient poems by name, and the teacher corrects the pronunciation with the camera.
5. With the illustrations in the book, imagine the pictures depicted by ancient poems while reading, and tell what you have read.
(1) Guide students to think: Why does Li Bai regard the moon as a white jade plate?
(2) A full moon slowly appears in the courseware, pavilions are reflected in the middle of the month, and Qingyun is flying in the sky.
Transition: The round moon is like a plate made of white jade. Look, what else is the moon like?
6. Guide reading aloud.
When I was a child, I didn't know what a full moon was, so I called it a white jade plate. I thought it was a toilet mirror and flew into the blue sky. What a beautiful scenery. Let's read the ancient poems beautifully!
(1) Look at the pictures and read ancient poems.
(2) Divide the rhythm of ancient poetry.
Hours/I don't know the month, called/White Jade Plate. Doubt again/Yaotai Beijing, fly in/Qingyun Duan.
7. Read with music.
8. Practice reciting ancient poems.
(1) Cooperate at the same table and carry one.
(2) recite by name.
(3) Drawing guidance, the whole class is back to back.
Design intention: For junior students, the visual representation is a bridge to understand ancient poetry. With the help of multimedia, this link creates rich and vivid images, which not only stimulates students' interest in learning ancient poems, but also shows pictures and texts, guiding students to master the learning method of imagining pictures while reading.
Third, read with adults.
1. Transition: It's our reading time again. Today we are going to read a nursery rhyme. Please read the name of the children's song? Who can fly? .
2. The teacher demonstrates reading aloud. Students listen and think: How many animals are written in children's songs?
Presupposition: Birds, horses and fish are all written in nursery rhymes.
3. Students can read children's songs freely, circle unknown words and identify them with pinyin.
4. Read by name and correct pronunciation.
5. Guide students to think: This paper puts forward several questions, how to answer them?
6. Communicate in groups, make up actions and read children's songs.
7. Say names and do actions when reading children's songs.
8. Q: Who can fly except birds?
Default: Dragonflies can fly, so can bees?
9. Show some flying animals in the courseware and guide the students to write children's songs according to the text.
10. Guide students to accumulate beautiful words.
Guide: What words or beautiful sentences do you like? Communicate, read and recite with the students in the group.
1 1. Operation:
(1) Read this nursery rhyme with your parents.
(2) Try to imitate a children's song.
Design intention: to stimulate children's reading interest by reading children's songs with adults. Under the guidance of teachers, we can help students improve their reading quality through various activities and guide them to consciously accumulate good words and sentences, thus enriching language accumulation.
Teaching reflection
The design of China Garden VI is rich in content, which not only pays attention to the training of word expression, but also pays attention to accumulation and reading. At the same time, pay attention to guiding students to know Chinese characters and learn Chinese in life, and highlight the close relationship between Chinese and life. In order to make boring Chinese learning lively and interesting, this course pays special attention to stimulating interest. The whole teaching design runs through the situation of visiting Chinese Paradise, and students' learning enthusiasm is stimulated through multimedia courseware and lively and interesting game activities, which makes the teaching effect get twice the result with half the effort. At the same time, it pays attention to the cultivation of Chinese learning habits and learning ability, which broadens the scope of Chinese learning. After learning this lesson, students can draw inferences from others, gain more knowledge and enhance their awareness of actively learning Chinese.