Design features
Create situations and create a democratic and harmonious learning atmosphere. Integrate reading training throughout teaching. Guide students through a variety of Chinese practice activities such as reading, listening, speaking, reading, doing, and writing to cultivate students' autonomy and inquiry spirit and enrich students' language accumulation.
Learning objectives
1. Know 9 new words.
2. Read the text correctly, fluently and emotionally.
3. Understand the characteristics of spring.
Preparation before class
1. Music piece "Spring Rhapsody", CAI courseware for various spring scenes.
2. Draw various flowers, grass, and tree buds in spring and cut them out.
3. Collect spring-related materials (pictures, photos, poems, prose)
Teaching process
1. Introduce intuitive images to stimulate interest< /p>
1. Children, winter has passed, and Miss Spring is coming to us quietly and gently again. Look (the teacher plays part of the CAI courseware)
Look What did you see? What did you hear?
2. Miss Spring brought us blooming flowers, green grass, and what other beautiful scenes she brought? Let’s go to the text to find them together Come spring. (The teacher writes the topic on the blackboard.)
[Comment: Spring is a colorful season, but the teacher only plays a little scene of spring flowers and spring grass when introducing it, so that students can have the desire to look for it when they are still unfinished. At this time, the teacher promptly Reveal the topic to stimulate students' interest in reading. ]
2. First reading of the text, overall perception
1. Where is spring still? Listen (Teacher’s sample reading to music.)
2. What a beautiful spring the children have found! Please read the text yourself. When you encounter a word you don’t know, read it several times with the help of pinyin, and pay attention to the correct pronunciation of the word.
3. Name a natural passage that you like to read the most, and other students will comment on it. (3 to 4 students read, and the teacher guides the students to evaluate from the positive side.)
4. Read the text together, and the teacher evaluates.
[Comment: The purpose of the first reading of the text is to enable students to effectively read the text with the help of Chinese pinyin. During the first reading process, through student-student evaluation and teacher-student evaluation, teachers and students will be able to read the text effectively. Students' evaluations become the driving force for students' improvement in reading aloud. At the same time, they also create a democratic and harmonious atmosphere for classroom teaching through positive and interactive evaluations. ]
3. Read the text carefully and understand the text while reading
1. Spring is coming! Spring is coming! Which sentence in the text do you think makes you know that spring has really come? , find it out and read it to your friends at the same table. (Read by name.)
Do you know what it looks like when you poke your head out? Can you show it to everyone? What does the grass look like when you poke your head out? (Teacher demonstrates courseware . )
What a cute little grass! Who wants to read it again? (Read it with 2 to 3 students. The teacher will remind you of the interrogative tone and can model the reading if necessary.)
(2) Are there any other sentences like this in the text? Read it in a group of four people. Read, each person reads a sentence, and see who can read better. Note that you can make movements and add your own expressions while reading.
(Physical projection of 4 to 7 natural segments.)
A. The teacher selects a small group to perform reading, students make positive comments and make suggestions.
B. The teacher demonstrates the courseware and performs reading.
C. Imitate the sentence patterns and practice speaking.
(What) (how), is that spring (what)?
First tell it to the children next to you, and then discuss it with the whole class.
D. The whole class stands up and performs reading of paragraphs 4 to 7.
[Comments: The design of these two links allows students to develop autonomous, cooperative, and inquiry-based learning methods in the process of independent reading and cooperative reading. At the same time, teachers consciously encourage students to use performance reading to The purpose of reading this part is to allow students to unconsciously perceive the dynamic beauty of spring while reading. ]
3. From which other sentences do you know that spring is coming? Read these sentences and tell your reasons. Read them by name and give reasons.
4. Yes, the beautiful spring is here! (The teacher plays the courseware and summarizes the transition with the students.)
Teacher: The flowers are blooming (Student: We saw her) Birds are singing all the time (we heard her); flowers are blooming and the fragrance is fragrant (we smell her); ice and snow are melting, and springs are tinkling (we are touching her).
Qi: She is swinging on the willow branches, swaying on the tail of the kite, calling in the mouths of magpies and cuckoos, and laughing on the branches of peach and apricot blossoms
Teacher: Spring It’s really everywhere!
[Comments: Students get to know spring in the process of reading in different forms, and the desire to read is inspired by pictures and music. The teachers and students have the same emotions. The beautiful summary makes students truly feel that spring is coming and that spring is around them, thus setting off a climax of the classroom atmosphere. ]
4. Expand communication and strengthen feelings.
1. The spring in nature is beautiful, the spring in music is full of fantasy, and the spring in children's reading is still before their eyes. In addition to the spring scenery described in the text, have you brought all the information about spring that the teacher asked the children to collect before class?
2. Please communicate in a group of four and introduce it to your friends The beauty of spring. (Students introduce in an orderly manner under the arrangement of the group leader of four.)
3. Which child will come up to introduce to everyone? (Information related to physical projection.)
4. Comment A little collector and a little introducer.
5. Cooperate with branches and expand your thinking
Spring brings us beautiful scenes, let us keep the spring scenery and let the spring scenery dress up our classrooms!
Teachers and students worked together to put pictures on the display board in the classroom and completed the "Taste of Spring" picture together.
[Comment: These two links collect information, exchange information, and teachers and students cooperate to complete pictures, which not only effectively cultivates students' ability to collect and process materials and cooperative learning, but also enriches the humanistic connotation of the text. It enables natural communication in and out of class and improves the breadth and depth of students' thinking.
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