The fourth grade primary school Chinese "Butterfly's Home" teaching plan model Ibn.
Knowledge and skills objectives:
1, learn the new word 10, read 4 words and write 6 words, and understand the meaning of new words such as "noisy and shocking".
2. Be able to read the text correctly, fluently and emotionally.
3. Grasp the key sentences and realize the author's love for the life of the weak.
4. Experience the vivid beauty of the author's language and stimulate students' exploration consciousness.
Process and method objectives:
1, continue to carry out autonomous literacy, improve students' ability to understand the meaning of words in combination with the text, and at the same time improve students' reading ability.
2. Understand the content of the text and appreciate the author's love for the life of the weak.
3. The application of experience metaphor, personification and other expressions in the text. Accumulate good words.
Emotional attitude and value goal;
Understand the content of the text and realize the author's love for the life of the weak.
Strategies and methods:
1, grasp the key words to understand the author's thoughts and feelings
2. Cooperation and communication, reading comprehension.
Teaching aid preparation:
multimedia courseware
Teaching process:
(first class)
First, pictures stimulate interest and introduce new courses.
1. Show the butterfly picture on the slide. Teacher: Look, class, what's in the picture? What do you want to say most when you see these butterflies? Health said.
2. Teacher: Do the students know where Butterfly's home is?
Second, the first reading perception
1, the teacher demonstrated reading the text with music.
Teacher: When reading the text in the old normal school, you can open the book and read between the lines, or you can close your eyes and quietly imagine the scene described by the author. Are you ready?
2. Talk about your initial feelings after listening.
Third, read the text for the first time and learn new words by yourself.
1, specify the self-study requirements.
(1) Read the new words with pinyin correctly, and read the language you think is difficult to read with your deskmate several times.
(2) Read the text freely and pay attention to rereading the wrong sentences until you understand them.
2. Students teach themselves, and teachers tour to guide them.
3. Check the effect of self-study.
(1) Show the new words, read by name, and read by the whole class.
(2) Understand the meaning of words. It can be understood by combining the language in life or articles.
4. Read the text sentence by sentence while driving, and check whether it is read correctly and fluently.
Fourth, remember the font and guide the writing.
1, recognize new words and find similar words or sentences in reading class.
2. Guide the writing of key words, such as "Shouying".
Verb (abbreviation of verb) expansion and accumulation practice
1, write down your experience with your heart.
2. Accumulate your favorite words or sentences in the text.
(second class)
Teaching process:
First, import
Teacher: Students, we read the text at the beginning of last class and learned new words. Today, we continue to study. Please be serious.
Look at the teacher writing on the blackboard. (Blackboard: 24, Butterfly's Home)? Synchronous reading theme
Second, read the sentiment and refine the key points. Deepen understanding and experience feelings.
Teacher: Students, where is the butterfly's home? Where do you feel the author's worry and anxiety about butterflies?
And then what? Please open your books, read the text carefully in the way you like, and draw the relevant sentences.
Report default:
The first paragraph describes the harsh natural environment: "The sky is so low, the clouds are so dark, thunder, electricity, rain and wind?"
Is butterfly difficult? ")? Display courseware
1, understand the meaning of "noise" and "shock", and experience the feelings.
Students, what is noise? Where is the noise? What about these places? Who is making noise here? What does the author think of raindrops as "raindrop-intensive clamour"?
Here, the author vividly illustrates the stormy and lively scene with anthropomorphic writing.
② Shock: So what is shock? What kind of scene is this? (Showing video) How do you feel after seeing such a scene?
How do you feel about the author in such a bad environment? This kind of worry and anxiety makes us realize the author's concern for the lives of the weak. Who will read this sentence? (Instruct reading aloud)
2. Experience the butterfly's weakness.
Transition: When thunderous thunder echoes in my ears, when lightning clicks to light up the dark night sky, dark clouds roll in the low sky and the wind is howling. Do you think butterflies can stand such bad weather?
(1) Students report (default "They are so light,? How can you stand this violent wind and rain? " )? courseware
From this passage, you can understand how butterflies are guided by cameras to read aloud.
(2) What will happen to such a delicate and helpless butterfly in the wind and rain? (Students casually say)
Wings will be wet by raindrops.
Will be blown away by the wind
Colored powder will be washed away by rain and lose its original beauty.
Muddy, fell to the ground and couldn't fly again.
(3) Yes! This light and pure butterfly, how fragile they are! Students, speaking of which, the teacher can't think any more. Is that what he thinks? Are you in a hurry?
(4) Guiding reading (reading anxious tone).
3. Where did you realize that the author was worried about butterflies?
Student report (default: third and fourth paragraphs)
(1) Where does the author guess the butterfly's home is? House, wheat field, pine forest, flowers in the garden, old trunk, under the bridge, leaves? )
Will butterflies really hide here when it rains? (Not) the teacher's introduction.
The author said so many places, but also said that he didn't see butterflies, which means how is the author usually?
(2) The author guesses one by one and denies it again and again. Where is the butterfly's home? The author is really worried about butterflies, which makes us realize the author's concern for young life again.
4. Does the butterfly have a home? How is it described in the article?
(1) Student Report: (Default: A girl said to me, "After the rain, butterflies will come out again and fly in the sun. It must be like this. " )
(2) The little girl used three "musts" in a row. What does this mean? It shows that children are convinced of the imagination of butterfly's home. )? Read the fifth paragraph.
Third, point out the main points.
What do you think of the author after studying here? (blackboard writing: caring for life)
Teachers and students read "Their home must be beautiful and sweet. It must be like this. " Express my wishes to the butterfly.
Fourth, summarize and sublimate.
Teacher: Students, in this class, we read, think and communicate together. What do you want to say most when our inquiry is coming to an end?
Students talk about feelings. The default values are as follows:
(1) I feel that the author is worried about butterflies in rainy days.
I'm worried about butterflies, too How dangerous it is if they have no shelter when it rains!
(3) I feel a little disappointed because I haven't found the butterfly's home yet. ?
Teacher: The students speak very well. The teacher knows that you all have a caring heart and your own beautiful ideas. Please write down your beautiful thoughts after class. Finally, let's wish the butterfly can find a beautiful and sweet home.
The fourth grade Chinese teaching plan model 2 "Butterfly's Home"
Teaching objectives:
Knowledge and skills:
1. Know the three new words "shake, profit and ruin", master the multi-tone word "sparrow" and write six new words "avoid, shake, shout, profit and ruin".
2. Read the text correctly, fluently and emotionally.
3. Understand the content of the text and the author's love for small animals.
Process and method:
1, using dictionaries, contact contexts and other forms to understand keywords.
2. Combine reading with reading words, reading with imagination, feel the beauty of language and artistic conception of the article, deepen the understanding of words and text content in reading, and sublimate emotions in reading.
Emotions, attitudes and values:
Stimulate students' pity for butterflies and their feelings of caring for the weak life.
First, create the import 1:
Look, classmates, small animals are dancing freely in the flowers and sunshine. Suddenly, it rained heavily and thundered, and both the bluebird and the sparrow went home to hide. What did you think of at this time? In this lesson, let's follow the author to explore the butterfly's home, watch the teacher write on the blackboard and read the topic together.
Second, read the text by yourself and recognize the new words.
1 Please open the book on page 130, read the text freely, pay attention to correct pronunciation and read the sentences. Draw birth words and read them several times.
Just now, the students read the text very carefully. Let's check the new words first.
Ok, let's look at the first group of words (show the first group of words)
Roar, impact, noise, rain, darkness, dripping sound
Read by name. Read it together.
"Shake" is a new word. What does this mean? It is a very good study habit to look for new words that you don't understand in preview.
What does "shock" mean? Students speak first. (Vibration, shaking)
Is everything in the text shaking?
Default value:
Are there any words you don't understand?
What do you mean by noisy? Students say first (some people shout or speak loudly) that you understand literally.
What do you mean by shouting in the article? You don't understand until you contact the article. You are really good at reading.
If the students can't say it, let them find this sentence in the text, read it and understand the meaning.
What does "rain curtain" mean?
"Curtain" has three meanings in the dictionary (display: 1, a large piece of cloth covering it. 2. A large piece of cloth hangs down. 3. The place where the ancient generals worked. 4. A complete paragraph in a drama or opera. What should I choose to explain the word "rain curtain"? Why did you choose the first explanation? Can you write a few more words on the screen? Such as: the opening and closing of the night, the screen of the shogunate
How do you feel about the weather after reading these words? (It's too stormy)
Ok, read these words again with your feelings.
3. The second group (display: light, flat, clean, dirty and weak)
Who wants to read these words?
Who are these words about? (butterfly)
Are there any words you don't understand?
"Light" means light body and light movements.
Su Jie is considered to be particularly clean, sacred and flawless. Show me the photos. Look, what's with the colored powder on the butterfly?
Are there any stains? (no)
So clean, this is-(Su Jie).
Such plain colored powder won't touch any water. How to understand dyeing? (dirty)
Weak means what students say. (soft)
What do you think of butterflies after reading these words?
Ok, read these words again with love for butterflies. (Remove stains)
4. The third group
Are there any words that students can't understand?
Students can ask questions freely. (I don't know, flip, Hausmann)
The teacher directly said that he didn't know, that is, he didn't know, and he was not sure.
What is infinite flip? If the students can't speak, show the sentences.
Read this sentence again. What was blown over by the wind?
Ok, put out our little hands. If this is a leaf overturned by the wind, how to move it? What does "flip" mean?
What else do the sparrows in Home Sparrow read? Que, word combination.
Joe read spoken English.
5. Read the text by name.
Third, reread the text, the overall perception
1. After understanding the words, we read the text silently and think about what the text has written. Students at the same table try to talk. You can also use the words that the teacher suggested when you spoke.
You can use the words suggested by these teachers when you speak.
(show: roar, shock, noise, almost all the world has been washed, difficult.
Lightweight, plain, weak and anxious.
House, wheat field, pine forest, flowers, old trunk, anxiety.
Under the bridge and leaves, it doesn't look like a butterfly's home. I am in a hurry.
Secret, beautiful and sweet
No, in the end, there is no hurry)
Practice mastering the main content of the text. (2 persons)
2. Read the text and tell what each paragraph is about. Let's talk about the main content of the text in a more concise way.
Read the text again and feel the author's mood.
Second lesson
In this lesson, we will continue to learn about the butterfly's home.
Second, read the sentiment and understand the text.
1. We read the text for the first time. Do you feel the author's mood? How are you feeling? (The author is anxious and worried about butterflies. ) What about you?
Where can I feel the author's anxiety and worry about butterflies in the text? Please read the text silently, feel it attentively, draw relevant sentences with strokes and write your own feelings.
2. Student report.
(1) Paragraph 1:
If you report for the third sentence, the teacher leads out: Why is the weather difficult for butterflies? Who will read it? Read the second sentence. What is the author thinking at the moment?
Who can read the author's mood? Read by name
Yes! At this time, the sky is low, the clouds are dark, the thunder and lightning are thundering, and the wind is crazy and the rain is sudden, which makes people feel scared and scared. Is this really hard for butterflies? Can you read your feelings? Read the names of three people, and then read them all.
(2) Paragraph 2:
Where else can you see the author's anxiety and worry about butterflies?
Default value:
Health: I can't remember it when I think about it. I have butterflies in my stomach.
If the students say: I can't stand such a violent storm, I can see the author's anxiety and worry about butterflies.
The teacher guides the students: Why do you see that you are anxious and worried about butterflies? What was the author thinking at that time?
What did the author think of just now? (Their bodies-? What did the author think of? Let's look at the beauty and weakness of butterflies.
Yes! How can such a light, simple and delicate butterfly not be loved? How can you stand such a violent storm?
What will the author think if he keeps thinking? It is hard to imagine that such a beautiful and delicate butterfly would suffer such a blow.
How can such a beautiful and delicate butterfly stand such fierce wind and rain? They are forbidden (sorry). What is the author's mood at this time? Who can let us feel the author's mood through your reading?
(3) the third and fourth natural paragraphs
Students first report the last sentence, "Where is the butterfly's home? I'm really worried about butterflies. "
Students, this sentence appears twice in the text. Why am I really worried about butterflies? (The author looked for butterflies many times, but couldn't find them, so he was in a hurry. )
What words can express the author's anxiety when looking for a home for butterflies? Check and read.
Read in pairs to understand the text. Where is the butterfly's home? I'm really worried about butterflies.
Guess again and again, deny again and again. What does the author hope to find a home for butterflies again and again?
(4) Paragraph 6
Where else can you see the author's anxiety and worry about butterflies?
(5) Paragraph 5
Who is she? Let's see what the little girl said.
(Show the fifth paragraph)
What does the little girl think about whether butterflies have a home? (three musts)
The little girl said three yes in a row. Think about it. What was the little girl thinking when she said these words?
In this article, is this just the voice of the little girl? Have you ever wondered what kind of good wishes the author can get from the little girl's words?
Ok, let's read the little girl's words again and express the author's best wishes through her words.
Third, extracurricular expansion:
Students, do you think butterflies have a home? Where will this beautiful and sweet home be? Spread your imaginary wings and say something.
You are a lovely group of angels. You all have pure and kind hearts. The teacher is also deeply touched. Find a little poem to share with your classmates? Please have a look.
(Show poetry)
Butterfly's home
The sparrow's home is under the eaves,
Bluebird's home is in a big tree.
Butterflies, butterflies,
When it rains,
Where have you been?
Wheat fields, pine forests, old tree trunks, you can't be found.
Flowers, stone bridges and houses are not your home.
How does your light body resist the raging wind?
How can your clean wings stand the rain!
Butterflies, butterflies, weak butterflies,
Are you so worried?
Dear butterfly, in fact, my home is your home!
Love weaves a warm home for you,
Regardless of lightning and thunder, let the wind and rain beat.
Scared, hurry home!
Mode 3 of the Teaching Plan of Butterfly's Home in the Fourth Grade of Primary School
Teaching objectives
1. Read the text emotionally. Learn to use the new words "avoid, shake, shout, shout, profit and insult" to understand the words "light and shock"
2. Grasp the key sentences and realize the author's love for the life of the weak.
3. Experience the vivid beauty of the author's language and stimulate students' exploration consciousness.
The key and difficult points in teaching, grasp the key words and understand the author's thoughts and feelings.
teaching process
first kind
First, pictures stimulate interest and introduce new courses.
1. Show the butterfly picture on the slide.
Teacher: Students, what do you want to say most when you see these butterflies? Do you know where the butterfly's home is? Seeing everyone's eagerness, the teacher especially hopes to find the butterfly's home with everyone. Let's go together.
Check preview
(1) well-known reading text. Correct sb's pronunciation
(2) Check the mastery of words.
Second, the first reading perception, the overall perception
1. Read the text in your favorite way. Think about what the text says.
2. Group communication
Communicate with the whole class
4. Read the text again. Draw a word or paragraph you like and tell the reason why you like it. Read your favorite paragraphs to everyone.
Second lesson
Continue to study the text
First of all, read through the text and refine the key points.
1. The teacher demonstrated reading the text with music.
When reading the text in the old normal school, you can open the book to feel the text, or you can close your eyes and imagine the scene described by the author quietly.
2. Talk about the initial feelings after listening and refine the main problems.
Main question: (Slide) Where do you get the author's concern about butterflies from the article? How do you feel during reading?
Please read the text carefully in your favorite way to find the answer, tick, draw and write while reading, and then share your learning gains with your group, ok? .
4. Discuss in groups and express personal opinions.
Second, the whole class exchanges, solves problems, deepens understanding, and realizes feelings.
The description of the harsh natural environment in the first paragraph: "The sky is so low, the clouds are so dark, thunder, electricity, rain and wind?" Is butterfly difficult? "
(1) Understand the meaning of "noise" and "shock", and experience the feelings.
Have you ever been to a noisy environment? Who is making noise here? What does "noisy" mean here?
The anthropomorphic writing vividly illustrates the lively scene of stormy weather, which makes people feel frightened and scared!
Shocking: "Rain is coming, the wind fills the building", when thunderous thunder echoes in the ear, when lightning clicks to light up the dark night sky, dark clouds roll in the low sky, and the wind is blowing its whistle wildly? Oh, dear! Such terrible weather, isn't it? (Is the butterfly difficult? )
Do you think butterflies can stand it? Which sentences show that butterflies can't stand the violent wind and rain?
"Their bodies are so light? How can you stand this violent wind and rain? "
(1) Understand cleanliness and filth. (Instruct this paragraph to read aloud:)
Su Jie: It means that butterflies are elegant and clean.
Dirt: To stain.
(2) What would happen if the butterfly didn't escape from the violent wind and rain in time?
Wings will be wet by raindrops.
Will be blown away by the wind
Colored powder will be washed away by rain and lose its original beauty.
Muddy, fell to the ground and couldn't fly again.
(3) Yes! This light and pure butterfly, how fragile they are! Students, speaking of which, the teacher can't think any more. Is that what he thinks? (anxiety)
Are you worried?
(4) Instruct reading aloud: "I can't think of it when I think about it, and my heart is so anxious." (Reading anxious tone) Where do butterflies hide when it rains?
(1) Buildings, wheat fields, pine forests, flowers in the garden, old trunks, under bridges, leaves?
(2) The author has made so many assumptions. Will butterflies hide here when it rains? what do you think?
The author said so many places, but also said that he didn't see butterflies, which means how is the author usually?
(3) We should open your bright eyes to discover, listen with your smart ears, be in nature like the author, and be a child who is good at observing and thinking!
Does the butterfly have a home or not? How is it described in the article?
(1) A child said with great certainty, "Like us, they must have a home. When it rains, they will fly home in a hurry! "
(2) A girl said to me, "After the rain, butterflies will come out again and fly in the sun. It must be like this. "
The little girl used three "must" in succession. What does this mean?
It shows that the child's imagination of the butterfly house is convinced.
Read it together. "Their home must be beautiful and warm. It must be like this. " Express my wishes to the butterfly.
Point out the main points
What kind of child do you think the author is?
Third, summarize and sublimate.
In this class, we read, think and communicate together. What do you want to say most when our inquiry is coming to an end?